In today’s church, there seems to be two well-intentioned groups. “Deed” people feed the hungry and help the poor, while “Word” people proclaim the gospel and engage in apologetics. The two often seem to compete with one another, but God always intended them to be partners. Sacrificial love can grab the attention of those we serve, opening their ears and minds to the words we share. In Tangible, author and Pastor Chris Sicks explains how God’s people can effectively introduce hurting people to God through intentional acts of kindness. This book does more than discuss these good ideas. It’s full of ways to make God known to the needy in your community today. Extra features include: A thorough resource section Ministry examples Discussion questions for personal study or group discussion By sharing both words of truth and deeds of mercy, God’s people will reflect Christ’s love—the most tangible proof of God’s existence.

In a world obsessed with the virtual, tangible things are once again making history. Tangible Things invites readers to look closely at the things around them, ordinary things like the food on their plate and extraordinary things like the transit of planets across the sky. It argues that almost any material thing, when examined closely, can be a link between present and past. The authors of this book pulled an astonishing array of materials out of storage--from a pencil manufactured by Henry David Thoreau to a bracelet made from iridescent beetles--in a wide range of Harvard University collections to mount an innovative exhibition alongside a new general education course. The exhibition challenged the rigid distinctions between history, anthropology, science, and the arts. It showed that object-centered inquiry inevitably leads to a questioning of categories within and beyond history. Tangible Things is both an introduction to the range and scope of Harvard's remarkable collections and an invitation to reassess collections of all sorts, including those that reside in the bottom drawers or attics of people's houses. It interrogates the nineteenth-century categories that still divide art museums from science museums and historical collections from anthropological displays and that assume history is made only from written documents. Although it builds on a larger discussion among specialists, it makes its arguments through case studies, hoping to simultaneously entertain and inspire. The twenty case studies take us from the Galapagos Islands to India and from a third-century Egyptian papyrus fragment to a board game based on the twentieth-century comic strip "Dagwood and Blondie." A companion website catalogs the more than two hundred objects in the original exhibition and suggests ways in which the principles outlined in the book might change the way people understand the tangible things that surround them.

Move beyond the "why" of equity and learn what it actually looks like in the classroom. This powerful book by bestselling author Colin Seale shows how you can overcome barriers and create sustainable pathways to realizing equity for your students. Part I of the book explains why all education stakeholders should not just prioritize equity, but go beyond the buzzwords. Part II looks at why good intentions aren’t enough, and provides six ways you can leverage your power to really start doing something about equity. Part III discusses the five classroom-level philosophical shifts needed to make real change, including how to think differently about gifted education and achievement gaps. Finally, Part IV offers a variety of practical strategies for making equity real in your classrooms, no matter what grade level or subject area you teach. Throughout each chapter, you’ll find stories, examples, and research to bring the ideas to life. With the concrete suggestions in this book, you’ll be able to overcome deficit models, focus on opportunities for academic success and educational justice, and make equity tangible for each of your students.

Tangible Belonging presents a compelling historical and ethnographic study of the German speakers in Hungary, from the late nineteenth to the late twentieth century. Through this tumultuous period in European history, the Hungarian-German leadership tried to organize German-speaking villagers, Hungary tried to integrate (and later expel) them, and Germany courted them. The German speakers themselves, however, kept negotiating and renegotiating their own idiosyncratic sense of what it meant to be German. John C. Swanson's work looks deeply into the enduring sense of tangible belonging that characterized Germanness from the perspective of rural dwellers, as well as the broader phenomenon of "minority making" in twentieth-century Europe. The chapters reveal the experiences of Hungarian Germans through the First World War and the subsequent dissolution of Austria-Hungary; the treatment of the German minority in the newly independent Hungarian Kingdom; the rise of the racial Volksdeutsche movement and Nazi influence before and during the Second World War; the immediate aftermath of the war and the expulsions; the suppression of German identity in Hungary during the Cold War; and the fall of Communism and reinstatement of minority rights in 1993. Throughout, Swanson offers colorful oral histories from residents of the rural Swabian villages to supplement his extensive archival research. As he shows, the definition of being a German in Hungary varies over time and according to individual interpretation, and does not delineate a single national identity. What it meant to be German was continually in flux. In Swanson's broader perspective, defining German identity is ultimately a complex act of cognition reinforced by the tangible environment of objects, activities, and beings. As such, it endures in individual and collective mentalities despite the vicissitudes of time, history, language, and politics.

Distinguishing between tangible user interfaces (TUI) and tangible interactive systems (TISs), this book takes into account not only the user interfaces but also looks at how interaction can be enabled by using digital information through the physical environment. TISs go far beyond the concept of tangible user interfaces, addressing large complex systems in the framework of human-centred design and putting the human at the center of the design process from the start. How can human-centered designers grasp the real world with computers? This question is explored by looking at concepts such as innovation, complexity, flexibility, maturity, stability, sustainability and art to see whether we can assess both physical and figurative tangibility during the design process before product delivery. Concepts like creativity, design thinking and team spirit are fundamental to TIS’s human-centered design, and are presented together with human-systems integration (HSI), agile development and formative evaluations to build a greater understanding of this new area of research. Tangible Interactive Systems would be an essential read to designers, academics and other professionals concerned with product design within HCI, industrial design, virtual engineering and other related areas.

In the last two decades, Tangible User Interfaces (TUIs) have emerged as a new interface type that interlinks the digital and physical worlds. Drawing upon users' knowledge and skills of interaction with the real non-digital world, TUIs show a potential to enhance the way in which people interact with and leverage digital information. However, TUI research is still in its infancy and extensive research is required in order to fully understand the implications of tangible user interfaces, to develop technologies that further bridge the digital and the physical, and to guide TUI design with empirical knowledge. This paper examines the existing body of work on Tangible User Interfaces. We start by sketching the history of tangible user interfaces, examining the intellectual origins of this field. We then present TUIs in a broader context, survey application domains, and review frameworks and taxonomies. We also discuss conceptual foundations of TUIs including perspectives from cognitive sciences, psychology, and philosophy. Methods and technologies for designing, building, and evaluating TUIs are also addressed. Finally, we discuss the strengths and limitations of TUIs and chart directions for future research.

In the age of digital music it seems striking that so many of us still want to produce music concretely with our bodies, through the movement of our limbs, lungs and fingers, in contact with those materials and objects which are capable of producing sounds. The huge sales figures of musical instruments in the global market, and the amount of time and effort people of all ages invest in mastering the tools of music, make it clear that playing musical instruments is an important phenomenon in human life. By combining the findings made in music psychology and performative ethnomusicology, Marko Aho shows how playing a musical instrument, and the pleasure musicians get from it, emerges from an intimate dialogue between the personally felt body and the sounding instrument. An introduction to the general aspects of the tactile resources of musical instruments, musical style and the musician is followed by an analysis of the learning process of the regional kantele style of the Perho river valley in Finnish Central Ostrobothnia.