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Written by a leading author, this popular book explains schemas - a key early childhood concept - in an accessible manner, making it perfect for any early childhood course.
From fibers to threads and dyes to fabrics, The Common Thread looks at textile techniques and their contexts of meaning, with the Museum of World Cultures' collections from the Americas, Indonesia, Oceania, and Africa forming the starting point. The book presents connections between textile skills and the manifestation basic cognitive abilities. Narrative motifs from various cultures indicate how deeply terms connected with textiles have become established in our use of language. Interdisciplinary perspectives, for instance, from philosophy or contemporary art and music, deepen these themes and offer new, contemporary interpretations.
How can teachers make sure that all students gain the reading skills they need to be successful in school and in life? In this book, Karen Tankersley describes the six foundational "threads" that students need to study in order to become effective readers: phonemic awareness, phonics and decoding, vocabulary, fluency, comprehension, and higher-order processing. For each area, the author explains how students acquire the reading skills they need and offers a series of skill-building strategies and activities that teachers can use in the classroom. Although reading is perhaps most intensely taught in the kindergarten and 1st-grade classrooms, Tankersley emphasizes that helping students become lifelong readers is a task for all teachers, including content-area teachers in middle and high schools. The Threads of Reading addresses key questions about literacy, such as * What makes a difference in reading achievement? * How much reading time is enough? * How can teachers use writing to build reading skills? * How can teachers help students make meaning from their reading? The strategies in this book address many situations, from individual instruction to small- or large-group instruction, from kindergarten to high school. Teachers will appreciate the multitude of activities provided, and administrators will learn to better evaluate the reading programs in place in their districts and schools. Grounded in both research and "teacher lore" from actual classrooms, this book is a solid guide to helping students become lifelong readers. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Many autobiographers share profound questions about human life with their readers—questions like: To what extent was my life imposed on me? To what extent did I bring it about through particular choices and actions, through the activity of my own will? Indeed, the issue of the will is central to autobiographical writing, and some of the greatest autobiographies give extended consideration to the will—its nature; its powers; its limitations; the forms of freedom, constraint, and expression it finds in various cultures; its role in particular human lives. In this new study, unprecedented in subject and scope, Richard Freadman offers the first sustained account of how changing theological, philosophical, and psychological accounts of the human will have been reflected in the writing of autobiography, and of how autobiography in its turn has helped shape various understandings of the will. Early chapters trace narrative representations of the will from antiquity (the Greeks and Augustine) to postmodernism (Derrida and Barthes), with particular emphasis on late modernity's culture of the will. Later chapters then present detailed and powerfully original readings of autobiographical texts by Louis Althusser, Roland Barthes, B. F. Skinner, Ernest Hemingway, Simone de Beauvoir, Arthur Koestler, Stephen Spender, and Diana Trilling. Freadman's interdisciplinary approach to autobiography and the will includes a theoretical defense of the view that autobiographers are, in varying degrees, agents in their own texts. Threads of Life argues that late modernity has inherited deeply conflicted attitudes to the will. Freadman suggests that these attitudes, now deeply embedded in contemporary cultural discourse, need reexamining. In this, he contends, 'reflective autobiography' has an important part to play.
Extrait de la couverture : "This book tells the story of ordinary women living in terror and extreme poverty under General Pinochet's oppressive rule in Chile (1973-1989) and how their lives did and did not change following his reign. These women defied the military dictatorship by embroidering their sorrow on scraps of cloth, using needles and thread as one of the boldest means of popular protest and resistance in Latin America. The arpilleras they made--patchwork tapestries with scenes of everyday life and memorials to their disappeared relatives--were smuggled out of Chile and brought to the world the story of their fruitless searches in jails, morgues, government offices, and the tribunals of law for their husbands, brothers, and sons."
'I am inclined to think that we want new forms . . . as well as thoughts', confessed Elizabeth Barrett to Robert Browning in 1845. The Oxford Handbook of Victorian Poetry provides a closely-read appreciation of the vibrancy and variety of Victorian poetic forms, and attends to poems as both shaped and shaping forces. The volume is divided into four main sections. The first section on 'Form' looks at a few central innovations and engagements—'Rhythm', 'Beat', 'Address', 'Rhyme', 'Diction', 'Syntax', and 'Story'. The second section, 'Literary Landscapes', examines the traditions and writers (from classical times to the present day) that influence and take their bearings from Victorian poets. The third section provides 'Readings' of twenty-three poets by concentrating on particular poems or collections of poems, offering focused, nuanced engagements with the pleasures and challenges offered by particular styles of thinking and writing. The final section, 'The Place of Poetry', conceives and explores 'place' in a range of ways in order to situate Victorian poetry within broader contexts and discussions: the places in which poems were encountered; the poetic representation and embodiment of various sites and spaces; the location of the 'Victorian' alongside other territories and nationalities; and debates about the place - and displacement - of poetry in Victorian society. This Handbook is designed to be not only an essential resource for those interested in Victorian poetry and poetics, but also a landmark publication—provocative, seminal volume that will offer a lasting contribution to future studies in the area.
This book goes right into the the causes and reasons of the diversity of ways of thinking. It is about the tricks of how our thinking works and about the efforts and failures of artificial intelligence. It discusses what can and cannot be expected of intelligent' computers, and provides an insight into the deeper layers of the mechanism of our thinking.-An enjoyable piece of reading, this thought-provoking book is also an exciting mental adventure for those with little or no computer competence at all.
Readings for Reflective Teaching in Early Education is a unique portable library of exceptional readings drawing together seminal extracts and contemporary literature from international sources from books and journals to support both initial study and extended career-long professionalism for early years practitioners. Introductions to each reading highlight the key issues explored and explain the status of classic works. This book, along with the core text and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. Readings for Reflective Teaching in Early Education, the core text, Reflective Teaching in Early Education, and the website, provide a fully integrated set of resources promoting the expertise of early years professionals. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
The characteristics of effective learning – playing and exploring, active learning and creating and thinking critically – underpin young children’s learning and development and are central to the revised Early Years Foundation Stage. Practitioners need to be confident of planning, observing and assessing characteristics of effective learners and understand how they support children’s learning and development. The book explores what the characteristics of effective learning look like and how practitioners can create opportunities for children to express them. It considers the ways in which they connect with children’s natural explorations, play, enjoyement and the environments created by adults. Throughout the focus is on building on children’s own interests as practitioners plan for, observe and assess playing and exploring, active learning and creativity and critical thinking. Including encounters from authentic settings and provocative questions for reflective practice, the book covers: children’s well-being and motivations creating effective learning possibilities for all children engaging children’s interests the role of the adult and environment sustained shared thinking This timely new text aims to help practitioners and students develop their understanding of the charactersitics of effective learning and show them how they can support young children in become effective and motivated learners.
This is a study of a method of thinking in the social sciences known as the loop concept. This concept underlies the notions of feedback and circular causality. The author attempts to illuminate the significance of classical and contemporary feedback thinking in social science and social policy.
"This book presents advanced research on the concept of creativity using virtual teams, demonstrating a specific focus and application for virtual teams. It presents tools, processes, and frameworks to advance the overall concept that leveraging ideas from different locations in an organization and within extended networks is based on creativity, which can deliver innovation"--Provided by publisher.
In the World Library of Educationalists series, international scholars compile career-long selections of what they judge to be among their finest pieces so the world has access to them in a single manageable volume. Readers are able to follow the themes and strands and see how their work contributes to the development of the field. Over more than three decades, Professor Ronald Barnett has acquired a distinctive position as a leading philosopher of the university and higher education, and this volume brings together 15 of his key writings, particularly papers from leading journals. This volume also includes, as his introductory chapter, an intellectual autobiography, in which Professor Barnett recounts the history of his scholarship and writing, traces its development across five stages, and identifies the themes and sources of inspiration that lie within his corpus of work. Ronald Barnett has described his corpus of work as a social philosophy of the university that is at once conceptual, critical, practical and imaginative. His concepts of criticality, critical interdisciplinarity, supercomplexity and the ecological university have been taken up in the literature across the world. Through telling examples, and with an incisive clarity of writing, Ronald Barnett’s scholarship has helped to illuminate in fresh ways and reorient practices in the university and in higher education. The chapters in this volume reveal all of these qualities so making this volume a compelling overview of a passionate and yet constructive critic of the university.
Passed over for promotion and dumped by her boyfriend, Nina O’Malley is further frustrated when her editor assigns her one of the “soft” stories she despises—covering a gala benefit supporting the AIDS Memorial Quilt. More determined than ever to prove she deserves a promotion to the NY office, Nina decides to write a series featuring a local quilting group raising money for AIDs research At the event, she runs into her high school nemesis: Greg is a widower and the adoptive father of Jazarah, an HIV positive girl from Ethiopia. Unlike Nina, Greg has faith in a loving God, and he trusts in God’s plan for his life Greg and Nina grow closer, and as Nina interviews the quilt families, she begins to question the choices she has made and her lack of faith. Nina suddenly finds herself facing two possible dreams, two paths for her life.

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