Tasting the Dish

This book sits at the intersection of two topics, rabbinic constructions of sexuality and the rhetoric that the rabbis of late antiquity used to promote their sexual mores. Satlow goes underneath the rabbinic legislation about secuality, asking how they understood sexuality - what assumptions about sexuality inform rabbinic dicta and law? The study also examines how these assumptions moved between Palestinian and Babylonian rabbinic communities and the kinds of arguments that the rabbis thought would be effective in promoting their legislation

Archiving a TEI Project FAIRly

The Inscriptions of Israel/Palestine project is an online corpus of over four thousand inscriptions from Israel and Palestine, written in Hebrew, Greek, Latin, and Aramaic, dating roughly from the Persian Period to the Arab Conquest. The source files with inscription text and metadata are encoded using EpiDoc, a TEI customization widely used by epigraphers. As the project prepared to deposit its XML files in an institutional repository, it transformed them into a locally developed robust archival format. This paper evaluates these decisions against the FAIR metrics, using IIP as a test case. This allows us to suggest improvements for our own archival encoding as well as to see where EpiDoc and TEI enhance FAIRness and where they could provide more support. Finally, we suggest some ways to use FAIR metrics that are more amenable to TEI documents and corpora

Early Geometrical Thinking in the Environment of Patterns, Mosaics and Isometries

This book discusses the learning and teaching of geometry, with a special focus on kindergarten and primary education. It examines important new trends and developments in research and practice, and emphasizes theoretical, empirical and developmental issues. Further, it discusses various topics, including curriculum studies and implementation, spatial abilities and geometric reasoning, as well as the psychological roots of geometrical thinking and teacher preparation in geometry education. It considers these issues from historical, epistemological, cognitive semiotic and educational points of view in the context of students' difficulties and the design of teaching and curricula