An unsre verehrlichen Mitbürger: Nachstehende Adresse, hervorgerufen durch ein vom Präsidium des Gewerbs-Congresses in Frankfurt erlassenes Schreiben ...

Welsch (Projektbearbeiter): Appell an die Frankfurter Nationalversammlung, die bevorstehende Entscheidung über die Gewerbefreiheit von dem Votum des 'Deutschen Handwerker- und Gewerbe-Congresses' abhängig zu machen

An die Mitglieder des Handwerker- und Gewerbe-Congresses: Frankfurt a. M., den 24. December 1848: P.P.: Durch beifolgende Ansprache an den deutschen Handwerker- und Gewerbstand und andere Beilagen erhalten Sie Kenntniß ...

Welsch (Projektbearbeiter): Aufruf an die Mitglieder des Deutschen Handwerker- und Gewerbe-Kongresses zum Eintritt in den neugegründeten 'Allgemeinen Deutschen Verein zum Schutze der Vaterländischen Arbeit'. Mit Zensurbalken

Gedenkblatt des fünften Zionisten-Congresses (26. bis 30. Dez.) in Basel [Illustration]

Ephraim Mose Lilien

Betrachtungen zur Ost-Afrika-Frage des sechsten Zionisten-Congresses

Berthold Feiwel

Der Regierungsrath des Cantons Basel-Stadt an das Bureau des V. Zionisten-Congresses in Basel

D. Arnold

Die Verlegung des Congresses : (ein Briefwechsel)

Israelitische Kultusgemeinde / Verwaltung / München

Unsere Einheit : zur Begrüssung des Congresses

O. Erter

Die Abwesenden des Congresses

Bernhard Fuchs

Die wirtschaftlichen Fragen des V. Zionisten-Congresses

Julius Moses

Die Eröffnung des Congresses durch einen Juden

Mendel Hirsch

Na 1 Nachlass Max Horkheimer, 639 - "On the Sociology of Class Relations" und "The Psychology of Nazidom" (p. IX 16.1-2-IX 17.1-2)

"On the Sociology of Class Relations" (GS 12, S.75-104); 1. 1943 Aufsatz. a) Typoskript mit handschriftlichen Korrekturen, 34 Blatt b) Typoskript mit eigenhändigen Korrekturen, 31 Blatt c) Typoskript, 31 Blatt und eigenhändigen Ergänzungen, 1 Blatt d) Typoskript mit eigenhändigen Korrekturen, 26 Blatt; 2. Franz Neumann: 1 eigenhändiger Brief mit Unterschrift an Max Horkheimer mit Anmerkungen zum Aufsatz, ohne Ort, 30.09.1943, 11 Blatt; "The Psychology of Nazidom" (GS 5, S. 354-359); 1. Buchbesprechung von "Is Germany Inucable?" von Richard M. Brickner; veröffentlicht in: "The New Leader", 14.08.1943. a)Typoskript, 7 Blatt b) Typoskript mit eigenhändigen und handschriftlichen Korrekturen, 7 Blatt c) Zeitungsdruck, 3 Exemplare; 2. "What Shall We Do With Germany? A Panel Discussion of 'Is Germany Incurable?'". Zeitungsausschnitte aus : "The Saturday Review of Literature", 29.05.1343, 6 Blatt;

The development of professor's professional knowledge in Psychology

This work belongs to the Project "Teaching and learning Psychology: a study of the educational practice in professors and beginners". It is part of an investigation program developed in the context of the subject "Didactic and Practical Planning of Psychology teaching" in which we have been working since 1998. This subject is also considered as the final stage of the formative itinerary for Psychology s professors. The reached results show the incidence that the beliefs and professors' representations have in the teaching processes. By getting into the studies centered in the educational knowledge we guide the inquiry around the development of the professor's professional knowledge and particularly the development of their formation. Our proposal contemplates a formation device which incorporates the observation, reflection, evaluation and self-evaluation of the practice in order to facilitate the reconstruction, significance and re-significance of the teaching and learning processes by giving relevance to the development of the teacher professional knowledge. The analysis of teaching practices process reveals that the mediations that cross the knowledge in the being taught instances are constituted in reflections axes. This involves the future professor's relationship with the knowledge and their projection in the construction of the professional identity.

Investigation project: Representations about the professional role of recently graduated from the psychology career, state University of La Plata : Its relation with job insertion and performance

In this paper we present a research that took place between 2010 and 2012 included in an investigation scholarship awarded by the State University of la Plata. It is about the problem with the transition between college and professional work. It is a part of the produced studies on the importance of social representations as factors that impact on the performance of specific activities. In this case it's about finding out the relations given among the representations about graduated professional role of the Psychology career and its job insertion and performance. The theoretical framework corresponds to Social Psychology and Guidance theories. Methodologically this is an exploratory and descriptive study, based on the 'triangulation' conception, of multiple type, that allows combining in the same investigation, different strategies, theoretical perspectives and sources; however qualitative techniques were prioritized to analyze data. Finally there are some considerations about the social representations concerning to the professional performance, mainly in the clinical field associated to education, and also to the problems of both situations over other fields

The development of professor's professional knowledge in Psychology

This work belongs to the Project "Teaching and learning Psychology: a study of the educational practice in professors and beginners". It is part of an investigation program developed in the context of the subject "Didactic and Practical Planning of Psychology teaching" in which we have been working since 1998. This subject is also considered as the final stage of the formative itinerary for Psychology s professors. The reached results show the incidence that the beliefs and professors' representations have in the teaching processes. By getting into the studies centered in the educational knowledge we guide the inquiry around the development of the professor's professional knowledge and particularly the development of their formation. Our proposal contemplates a formation device which incorporates the observation, reflection, evaluation and self-evaluation of the practice in order to facilitate the reconstruction, significance and re-significance of the teaching and learning processes by giving relevance to the development of the teacher professional knowledge. The analysis of teaching practices process reveals that the mediations that cross the knowledge in the being taught instances are constituted in reflections axes. This involves the future professor's relationship with the knowledge and their projection in the construction of the professional identity.