Teaching of a specific subject Books
University of Illinois Press COMPUGIRLS
Book SynopsisTrade Review"It is not hard to see this book's contributions to the educational and broader socially specific research domain; it is a strong example of a community-engaged intervention/project that relies upon the strengths and characteristics of those already present." --Sociology of Race and Ethnicity "COMPUGIRLS is a compelling and thought-provoking study of girls' of color agency as they become social justice actors in the context of the new digital world. The author asks hard questions about barometers we should use in inclusion studies and projects a critical lens on many interventions focused on underrepresentation in the fields of computing. Brava for this work. The world needs more of these social justice actors!"--Jane Margolis, author of Stuck in the Shallow End: Education, Race, and Computing "Transformative pedagogies are needed in today’s efforts to realize digital inclusion for all. COMPUGIRLS showcases compelling examples of how it can and should be done. Kimberly Scott succeeds in providing provocative portraits of girls that challenge dominant narratives around who and what computing is for."--Yasmin B. Kafai, Lori and Michael Milken President’s Distinguished Professor, University of PennsylvaniaTable of ContentsCoverTitle PageCopyrightContentsPrefaceIntroductionChapter One. COMPUGIRLS’ DevelopmenttChapter Two. COMPUGIRLS’ EmergenceChapter Three. This Isn’t Like SchoolChapter Four. Sounds of SilenceChapter Five. I Have Something to SayChapter Six. Where Are They NowEpilogueAppendixNotesReferencesIndexBack cover
£18.89
Indiana University Press Connected Science Strategies for Integrative
Book SynopsisPresents a new approach to tertiary science education for the 21st centuryTrade Review"A significant contribution to science pedagogy and to the scholarship of teaching and learning... [W]ill be of interest to researchers in the area of science education and to college and university faculty members who seek to improve their teaching." -David W. Oxtoby, Pomona College "The educational philosophy presented in Connected Science draws upon existing reform movements in higher education but goes further by providing a more coherent and intentional integration of pedagogy, assessment, faculty scholarship, and student learning. This type of integration is sorely needed in educational reform initiatives." -Trace Jordan, New York UniversityTable of ContentsForeword: The Scholarship of Integrative Teaching and Learning Mary Taylor Huber and Pat HutchingsPart I. Connected Science: Why Integrative Learning is Vital1. Fostering Integrative Capacities for the 21st Century Tricia Ferrett2. From Student Learning to Teaching Foundations Tricia FerrettPart II. Courses that Foster Integrative Learning3. Public Health and Biochemistry:Connecting Content, Issues, and Values for Majors Matt Fisher4. Designing to Make A Difference: Authentic Integration of Professional Skills in an Engineering Capstone Design Course Gregory Kremer5. Integrative Learning in a Data-Rich Mathematics Classroom Mike Burke6. Navigating Wormholes: Integrative Learning in a First-Year Field Course Bettie HiggsPart III. Structures that Support Integrative Learning7. Linking Integrated Middle-School Science with Literacy in Australian Teacher Education David R. Geelan8. SCALE-UP in a Large Introductory Biology Course Robert Brooker, David Matthes, Robin Wright, Deena Wassenberg, Susan Wick, and Brett Couch9. Reuniting the Arts and Sciences via Interdisciplinary Learning Communities Xian Liu, Kate Maiolatesi, and Jack Mino10. Pedagogies of Integration Richard GalePart IV. Broader Contexts for Integrative Learning11. Integrative Moves by Novices: Crossing Institutional, Course, and Student Contexts Tricia Ferrett and Joanne Stewart12. Facilitating and Sustaining Interdisciplinary Curricula: From Theory to Practice Whitney M. Schlegel
£52.70
Indiana University Press Connected Science Strategies for Integrative
Book SynopsisPresents a new approach to tertiary science education for the 21st centuryTrade Review"A significant contribution to science pedagogy and to the scholarship of teaching and learning... [W]ill be of interest to researchers in the area of science education and to college and university faculty members who seek to improve their teaching." -David W. Oxtoby, Pomona College "The educational philosophy presented in Connected Science draws upon existing reform movements in higher education but goes further by providing a more coherent and intentional integration of pedagogy, assessment, faculty scholarship, and student learning. This type of integration is sorely needed in educational reform initiatives." -Trace Jordan, New York UniversityTable of ContentsForeword: The Scholarship of Integrative Teaching and Learning Mary Taylor Huber and Pat HutchingsPart I. Connected Science: Why Integrative Learning is Vital1. Fostering Integrative Capacities for the 21st Century Tricia Ferrett2. From Student Learning to Teaching Foundations Tricia FerrettPart II. Courses that Foster Integrative Learning3. Public Health and Biochemistry:Connecting Content, Issues, and Values for Majors Matt Fisher4. Designing to Make A Difference: Authentic Integration of Professional Skills in an Engineering Capstone Design Course Gregory Kremer5. Integrative Learning in a Data-Rich Mathematics Classroom Mike Burke6. Navigating Wormholes: Integrative Learning in a First-Year Field Course Bettie HiggsPart III. Structures that Support Integrative Learning7. Linking Integrated Middle-School Science with Literacy in Australian Teacher Education David R. Geelan8. SCALE-UP in a Large Introductory Biology Course Robert Brooker, David Matthes, Robin Wright, Deena Wassenberg, Susan Wick, and Brett Couch9. Reuniting the Arts and Sciences via Interdisciplinary Learning Communities Xian Liu, Kate Maiolatesi, and Jack Mino10. Pedagogies of Integration Richard GalePart IV. Broader Contexts for Integrative Learning11. Integrative Moves by Novices: Crossing Institutional, Course, and Student Contexts Tricia Ferrett and Joanne Stewart12. Facilitating and Sustaining Interdisciplinary Curricula: From Theory to Practice Whitney M. Schlegel
£18.32
Indiana University Press Art Themes
Book SynopsisTable of ContentsIntroduction and How to Use this BookBasics of Creating Works of ArtThe Thematic Units1. Lessons in Drawing RealisticallyLesson 1: Shading Rounded Objects Lesson 2: Drawing Elliptical Shapes Lesson 3: Facial Proportions Lesson 4: A Mirror Image Face Lesson 5: An Extended PhotographLesson 6: Drawing Hands Lesson 7: Body Proportions Lesson 8: The Figure in ActionLesson 9: Inspired by da VinciLesson 10: A -View PortraitLesson 11: Foreshortening Lesson 12: A Portrait of a Shoe Lesson 13: Looking at Details Lesson 14: Drawing Trees Lesson 15: Drawing AnimalsLesson 16: Drawing Hair Lesson 17: Drawing Shiny and Transparent Objects Lesson 18: Shadows in a Triptych Lesson 19: Grid Magic Lesson 20: A Bestiary Creature Lesson 21: Shading Flat Objects Lesson 22: Drawing in One-Point Perspective Lesson 23: Drawing in Two-Point Perspective Lesson 24: A Remodeled HouseLesson 25: Architectural Design Lesson 26: A Dramatic Mood CityscapeLesson 27: A Crowd Scene2. Lesson in Color and PaintLesson 28: Color StudiesLesson 29: Color Match Collage Lesson 30: Mood Expressions Lesson 31: Matisse, Music, & DesignLesson 32: Light and LeavesLesson 33: Microscopic World Lesson 34: A Watercolor Landscape Lesson 35: Near and Far Spaces Lesson 36: Painting an Interior Lesson 37: A Victorian House Lesson 38: Inspired by CloseLesson 39: In an Impressionist Style Lesson 40: In the Style of the Expressionists Lesson 41: Mood Portraits Lesson 42: Inspired by van GoghLesson 43: Inspired by O'KeeffeLesson 44: Color Shading Rounded Objects Lesson 45: Reflective and Transparent Surfaces Lesson 46: A Landscape in Inclement WeatherLesson 47: Light and Water Lesson 48: Water ResistsLesson 49: Paint and Imagination3. Decorative and Graphic DesignLesson 50: Animal Symbols Lesson 51: Thinking About Advertising Art Lesson 52: Advertising Art as Persuasion Lesson 53: Visual Illusions Lesson 54: Tessellation Play Lesson 55: Tessellation Design Lesson 56: Complex to Simple Lesson 57: A Decorative Alphabet Lesson 58: Zentangle Delight Lesson 59: Imagic Letters as Graphic Design Lesson 60: A Visual Pun Lesson 61: A Camouflaged AlphabetLesson 62: Machines and Structural Devices Lesson 63: Poetic Weaving Lesson 64: Maori Design–Kowhaiwhai Lesson 65: Papunya Dot Paintings Lesson 66: Adinkra Stamped Cloth Lesson 67: A Design Sketchbook Lesson 68: Carried Away by Design Lesson 69: Futuristic Transportation Lesson 70: Designing a Logo Lesson 71: Package Design 4. Art and Narrative ImaginationLesson 72: Fantastic Jungle Lesson 73: Fantasy Art Lesson 74: Surreal Imagination Lesson 75: Surrealistic Fun as Antidote to Fear Lesson 76: An Image of CatastropheLesson 77: Contemplating Old Age and Death Lesson 78: Role-play as Visual Story Lesson 79: Bust of a Story Character Lesson 80: Illustrating Tales Other Cultures Lesson 81: Persian Miniatures Lesson 82: Manga IllustrationsLesson 83: Making a Storyboard Lesson 84: Graphic Stories as Histories or Social Commentaries Lesson 85: Be a Storyteller Lesson 86: A Tunnel Book Lesson 87: Images of Everyday Life Lesson 88: One Story from Differing Viewpoints Lesson 89: A Photographic Essay Lesson 90: A Poetic Photo Album Lesson 91: A Stab Bound BookLesson 92: Shadow Puppets Lesson 93: A Full and Empty Composition Lesson 94: A Triptych of Abstract Word Images5. Exploring Self and Others through ArtLesson 95: Mapping Symbols & Legends Self Lesson 96: An Identity Map Lesson 97: Mapping Places & SpacesLesson 98: A Geography of Self Lesson 99: A Postcard Travelogue of My Day Lesson 100: Metaphor of Self Lesson 101: Yin and Yang Lesson 102: A Woven Portrait Lesson 103: Cataloguing an Inner World Lesson 104: Collaborative Images Lesson 105: A Spirit Doll Lesson 106: Doll-making Inspired by Ringgold Lesson 107: The Arts and Crafts of Local Community Lesson 108: Looking at Sculpture in Community Lesson 109: Women as Artists Lesson 110: Visiting a Museum Lesson 111: Native American Artists Lesson 112: Visual Poetry in Myth Lesson 113: Wind Horses: Tibetan Prayer Flags Lesson 114: A Papier Mâché Alebrije Lesson 115: A Retablo Lesson 116: Out of Africa Lesson 117: A Mardi-Gras MaskLesson 118: Art of Ancient Egypt Lesson 119: A Cultural Fusion Mandala Lesson 120: Architecture Influenced by C. Greece & Rome 6. Media PlayLesson 121: Designing an Imaginary House Lesson 122: Art in Nature's Time Lesson 123: A Botanical Journal Lesson 124: Cataloguing an Outer World Lesson 125: Mono-Printmaking Lesson 126: Easy Printing Lesson 127: Color CollagraphyLesson 128: Multi-color Block Printing Lesson 129: Camouflage in Nature Lesson 130: Camouflage in ArtLesson 131: An Appliqué Wall HangingLesson 132: Stitching with Yarn Lesson 133: Stitchery ArtLesson 134: Pieced Patchwork Art Lesson 135: A Mola Lesson 136: Clothing or Costume DesignLesson 137: An Assemblage - Anthropomorphic Transformation Lesson 138: A Steampunk Assemblage Lesson 139: Wire Sculpture Armature Manikin Lesson 140: Kinetic SculptureGlossary
£29.70
Indiana University Press Gender in the Political Science Classroom
Book SynopsisTrade Review"". . . a bold and compelling collection that asks important questions about the ways in which the teaching of Political Science reproduces gender inequities.""—Aeron Haynie , co-editor of Exploring Signature Pedagogies: Approaches to Teaching Disciplinary Habits of Mind and Exploring More Signature PedagogiesTable of ContentsAcknowledgmentsIntroduction: Teach It Forward: Gender in the Political Science Classroom and Beyond / Ekaterina Levintova and Alison StaudingerPart One: National and Institutional Trends1. Gendering the Political Science Classroom while Mainstreaming Gender in the Discipline: Understanding the Barriers and Exploring Solutions / Ingrid Bego2. Divergent? Gender and Methodological Diversity in Recent Political Science Dissertations, 2012–2014 / Rina Verma Williams and Laura Dudley Jenkins3. Gendered Representation in Political Science Textbooks / Daniel Mueller4. Gender Mainstreaming and Political Science Teaching in New Zealand: Still a Work in Progress / Jennifer Curtin5. Student Perceptions of Gender in Political Science Teaching and Advising / Ekaterina LevintovaPart Two: Classroom Evidence and Solutions6. Getting to No: The Need for Gender-Conscious Pedagogy in Service-Learning Courses / Daisy Rooks7. Class Format, Gender, and Student Attitudes Toward Political Participation / Sara Rinfret and Michelle Pautz8. Beyond Gender Neutrality in Scholarship of Teaching and Learning and the Classroom / Alison Staudinger9. Thinking Through Movement: Embodied Learning as Feminist Pedagogy for the Social Sciences / Valerie BarskeConclusion: Gender Forward: Momentum for the Future / Ekaterina Levintova and Alison StaudingerIndex
£27.90
Indiana University Press The Institutionalization of Educational Cinema
Book SynopsisTrade ReviewA crucial contribution to the study of how educational cinema was created, adopted, and disseminated, as well as how it came to serve a range of different political agendas in the early part of the 20th century. -- Leonora Masini * Canadian Journal of Film Studies *Table of ContentsAcknowledgmentsIntroduction / Marina Dahlquist and Joel Frykholm1. Platforms for Learning / Jan Olsson2. The Kinoreformbewegung in Germany: Creating an Infrastructure for Pedagogical Screenings / Sabine Lenk and Frank Kessler3. One Family: The Movement of Educational Film in Britain and its Empire / Tom Rice4. Far and Close: The Gemeentelijke Schoolbioscoop in Rotterdam / Floris Paalman5. Partners in Screen Education: Philanthropic Organizations and the Film Industry / Marina Dahlquist6. The Best Teachers and the Best Preachers: Film, University Extension, and the Project of Assimilation in Alberta, 1917-1936 / Zoë Druick7. "A Casual Glance Reveals a Perfect Mine of Treasures": George Kleine's Catalogue of Educational Motion Pictures (1910) / Oliver Gaycken8. George Kleine and the Institutional Film Exchange: An Experiment in Nontheatrical Film Distribution, 1921–1929 / Joel Frykholm9. Ford Films and Ford Viewers: Examining "Nontheatrical" Films in the Theaters and Beyond / Katy Peplin10. Institutionalizing Educational Cinema in the United States during the Early 1920s / Gregory A. Waller
£62.90
Indiana University Press The Institutionalization of Educational Cinema
Book SynopsisTrade ReviewA crucial contribution to the study of how educational cinema was created, adopted, and disseminated, as well as how it came to serve a range of different political agendas in the early part of the 20th century. -- Leonora Masini * Canadian Journal of Film Studies *Table of ContentsAcknowledgmentsIntroduction / Marina Dahlquist and Joel Frykholm1. Platforms for Learning / Jan Olsson2. The Kinoreformbewegung in Germany: Creating an Infrastructure for Pedagogical Screenings / Sabine Lenk and Frank Kessler3. One Family: The Movement of Educational Film in Britain and its Empire / Tom Rice4. Far and Close: The Gemeentelijke Schoolbioscoop in Rotterdam / Floris Paalman5. Partners in Screen Education: Philanthropic Organizations and the Film Industry / Marina Dahlquist6. The Best Teachers and the Best Preachers: Film, University Extension, and the Project of Assimilation in Alberta, 1917-1936 / Zoë Druick7. "A Casual Glance Reveals a Perfect Mine of Treasures": George Kleine's Catalogue of Educational Motion Pictures (1910) / Oliver Gaycken8. George Kleine and the Institutional Film Exchange: An Experiment in Nontheatrical Film Distribution, 1921–1929 / Joel Frykholm9. Ford Films and Ford Viewers: Examining "Nontheatrical" Films in the Theaters and Beyond / Katy Peplin10. Institutionalizing Educational Cinema in the United States during the Early 1920s / Gregory A. Waller
£26.99
Indiana University Press A Universe of Terms
Book SynopsisTrade ReviewIn this genre-bending work of art, words and images morph in ways that free the reader's imagination to think and write differently. Mona Oraby, Emilie Flamme, and their ghostwriters create the kind of visionary experimentation and innovation that are sorely lacking, but very much needed both within and beyond the academy today. -- Mark C. Taylor, Columbia UniversityOraby and Flamme invite readers into an impressive, courageous, and innovative experiment in communicative arts, an interpretive work of political action, a wager at broader engagement for important ideas raised in expertly curated words and equally scintillating images. A Universe of Terms ushers into perceptible shape a series of interconnected propositions; it threads these together to create space for expansive imaginings. This hefty contribution is a brilliant object for study and thought. -- Sally M. Promey, Yale UniversityA Universe of Terms encourages readers to reconsider the conventions that have served to inform what we see and how we communicate the social sciences and humanities. And, in the process, it supports new and unconventional ways of thinking, communicating, and engaging. This is a creative and important project that opens much needed space for reimagining academic language and knowledge. -- Anthony B. Pinn, author of Interplay of Things: Religion, Art, and Presence TogetherTable of ContentsPrefaceAcknowledgmentsNote on QuotationsTable of TermsSPIRITECONOMYHUMANMEDIAPERFORMANCESPACE/PLACEMODERNITYENCHANTMENT/DISENCHANTMENTIndexBibliography
£56.10
Indiana University Press Literary Learning Teaching the English Major
Book SynopsisMakes literary thinking visibleTrade ReviewLiterary Learning offers valuable resources for the literature instructor. It is easily manageable as a theoretical tool when developing a literature class, and it has a number of classroom-ready resources. As an introduction to some of the most elemental ideas behind the teaching of literature, Literary Learning is commendable for referring to actual classroom practices as illustrations of these ideas. Certainly this book will benefit graduate students and faculty interested in examining their own teaching practices. . . . It is an engaging and accessible read that presents SoTL as an approachable and useful vein of inquiry that can change departmental dynamics, professional goals, and, ultimately, our literature students. * Teacher-Scholar *Linkon's book is an easy read and full of helpful and practical advice. It is a valuable resource for experienced as well as inexperienced teachers of literature and the English major in the tertiary sector. It has the potential to help readers think 'I could try that,' and to scaffold them through their own investigations into their teaching. * Teachers College Record *Table of ContentsPreface One: The Literary Mind Two: Making Literary Thinking Visible Three: Course Design for Literary Learning Four: Analyzing Students' Learning Bibliography Index
£17.99
Indiana University Press Literary Learning Teaching the English Major
Book SynopsisMakes literary thinking visibleTrade ReviewLiterary Learning offers valuable resources for the literature instructor. It is easily manageable as a theoretical tool when developing a literature class, and it has a number of classroom-ready resources. As an introduction to some of the most elemental ideas behind the teaching of literature, Literary Learning is commendable for referring to actual classroom practices as illustrations of these ideas. Certainly this book will benefit graduate students and faculty interested in examining their own teaching practices. . . . It is an engaging and accessible read that presents SoTL as an approachable and useful vein of inquiry that can change departmental dynamics, professional goals, and, ultimately, our literature students. * Teacher-Scholar *Linkon's book is an easy read and full of helpful and practical advice. It is a valuable resource for experienced as well as inexperienced teachers of literature and the English major in the tertiary sector. It has the potential to help readers think 'I could try that,' and to scaffold them through their own investigations into their teaching. * Teachers College Record *Table of ContentsPreface One: The Literary Mind Two: Making Literary Thinking Visible Three: Course Design for Literary Learning Four: Analyzing Students' Learning Bibliography Index
£52.20
University of Washington Press Furniture Studio
Book SynopsisExplores the origins, methods, results, and influence of the unique and highly successful furniture design and fabrication studios offered by the University of Washington Department of ArchitectureTrade Review"With 190 color photographs of student works, this charming book is a treat for the eyes. A fascinating peek into modern furniture design." * Library Journal *"Ochsner's book on just one of the studios is enough to give interested future architects the gist. But it's also written for today's architects, maybe nostalgic for architecture school, and for academics, maybe looking to start up a furniture studio at their own school." -- Lindsey M. Roberts * Architect Magazine *"[R]efreshing. . . . Ochsner’s engrossing and lavishly illustrated book. . . reminds us of the importance of craft in architecture. . . .[A]n important monograph. . . . Ochsner’s book is certainly well crafted." -- Jeremy White * Pacific Northwest Quarterly *Table of ContentsPreface and Acknowledgments 1. Introduction: The Reality of Making 2. Origins: Building a Program 3. One Quarter: Winter 2009 4. Interpreting a Pedagogy: Furniture and Architecture 5. Examples of Excellence: Selected Projects, 1989–2009 6. Beyond the University: Continuing Influence 7. The Future: Furniture Studio after 2009 Appendix A. Furniture Fest, 2009 Appendix B. Award-Winning Projects, 1990–2010 Notes General Background Reading Index
£53.42
MP-WIS Uni of Wisconsin Chemical Demonstrations Volume Three A Handbook
Book SynopsisDeals with acids and bases and liquids, solutions, and colloids, giving detailed descriptions of lecture demonstrations for college and secondary school chemistry classes.Trade ReviewAs far as I am concerned, this series is the best thing that has happened to me. I recommend it without reservation for all levels of chemistry teaching."—Howard Nechamkin, Journal of College Science Teaching
£31.96
Yale University Press Being a Language Teacher A Personal and Practical
Book SynopsisProvides a personal approach to second language teaching. Through illustrative personal anecdotes, this text guides new and aspiring language teachers through key pedagogical strategies while encouraging productive reflection by classroom veterans. It offers an instantly accessible, practical set of teaching tools for educators at all levels.Trade Review"[This book] is a gem that will be extraordinarily useful to language teachers. . . . There is no book like this on the market."—Kim Potowski, University of Illinois at Chicago -- Kim Potowski"I felt like I connected really well with the book and found myself smiling and remembering incidents from my own classes during my reading. The beauty of the writing style is that new and seasoned language teachers will both find it accessible and helpful."—Rajiv Rao, University of Wisconsin-Madison -- Rajiv Rao"The more I read, the more I appreciated the depth of the content."—Orlando Kelm, University of Texas-Austin -- Orlando Kelm
£38.00
WW Norton & Co Engineering Education for the Next Generation A
Book SynopsisYour students will not only understand engineering principles, but also use them to design and make their own Nature-inspired inventions.
£30.39
WW Norton & Co Creating Confident Writers
Book SynopsisWe need to help students see that writing can be for an audience other than a teacher, and for a purpose beyond getting a grade.Trade Review"Hicks & Schoenborn provide teachers with a cohesive and well thought out approach which reflects what we best know about the effective teaching of writing (Young & Ferguson 2021). By reflecting on the wisdom shared within these pages, teachers would be perfectly placed to create confident writers." -- The Writing for Pleasure Centre
£20.89
WW Norton & Co Everyday Advocacy
Book SynopsisAn exporation into what counts as professionalism for teachers today.
£24.50
John Wiley & Sons Inc Understanding Lightning and Lightning Protection
Book SynopsisThis book, along with its supporting animated website, helps the reader to understand the propagation of waves within complex intelligent structures within buildings, and the operation of systems designed to protect these structures. It also comments on proper human behaviour during a lightning thunderstorm.Trade Review"…would be used by students or as a resource for those who need to design and specify electrical protection equipment…and by anyone with an interest in lighting." (IEEE Electrical Insulation Magazine, March/April 2007)Table of ContentsCHAPTERS and subsections Comment Page PREFACE xi INTRODUCTION 1 Guide to use the program 1 1. CLOUD, CYCLONE AND FRONTS 1-0 3 Development of a cloud 1-1 3 Growth of a thunderstorm cloud 1-5 4 Development of a cyclone 1-13 6 Warm and cold fronts 1-21 7 Distribution of thunderstorms 1-25 7 2. ELECTRIC CHARGES IN CLOUDS 2-0 9 Processes of charge separation 2-1 9 Charging process in the liquid phase 2-1 9 Charging process during freezing 2-8 10 Final distribution of charges 2-14 11 Static electric field 2-16 11 Relation to the ionosphere 2-17 12 3. DISCHARGE PROCESSES IN AIR 3-0 13 Photon processes 3-1 13 Excitation by photon 3-2 13 Ionisation and absorption 3-3 14 Recombination 3-4 14 Electron collisions 3-6 14 Excitation by electron 3-9 15 Ionisation by collision 3-10 15 Discharges 3-11 15 Electron avalanche 3-11 15 Streamer discharge 3-18 16 Klydonograph 3-22 17 Leader discharge 3-25 17 4. DEVELOPMENT OF THE LIGHTNING FLASH 4-0 19 Start on drops in the cloud 4-1 19 From leader to main stroke 4-5 20 Multiple stroke 4-13 21 CHAPTERS and subsections Comment Page Upward leader 4-16 22 The Boys-camera: Principle and construction 4-22 23 The Boys-camera: Operation 4-27 24 Boys-record of ideal lightning 4-30 24 Real Boys-records 4-36 25 5. PHYSICS OF THE LIGHTNING DISCHARGE 5-0 27 Properties of a downward leader 5-1 27 Condition of connecting leader 5-5 28 Striking process 5-11 29 Development of main stroke 5-13 29 Multiple and upward stroke 5-15 30 The current wave 5-19 30 Lightning parameters 5-24 31 Distribution functions 5-28 32 6. CURIOUS LIGHTNING PHENOMENA 6-0 35 Properties of ball lightning 6-1 35 Ball lightning-theories 6-7 37 Resonance theory 6-10 37 Quantum-theory 6-11 38 Theory of magnetic vortex 6-12 38 Photos of ball lightning 6-18 39 Beaded lightning 6-23 40 Stroke from clear sky 6-28 41 Discharge to the ionosphere 6-31 41 7. INDUCED VOLTAGE 7-0 43 Ampère’s law 7-1 43 Rectangular loop + infinite conductor 7-5 44 Rectangular loop + cut conductor 7-8 44 Reduction to basic components 7-10 44 Triangular loop 7-13 45 Polygonal loop 7-16 45 Induced voltage due to direct stroke 7-18 46 Induced current due to direct stroke 7-23 46 Induced voltage due to distant stroke 7-28 47 Induced current due to distant stroke 7-35 48 8. DYNAMIC FORCES DUE TO LIGHTNING 8-0 51 Parallel wires 8-1 51 Force due to lightning on a rod struck at the top 8-8 52 Force due to lightning on a horizontal wire 8-12 53 Force due to lightning on a metal plate 8-15 53 Force of leaded current at inversion of wire 8-18 54 CHAPTERS and subsections Comment Page Force of leaded current on a tube 8-20 54 Dynamic force on a console 8-22 54 Slit effect 8-27 55 Damage on tree 8-32 56 9. HEAT EFFECTS ON METAL OBJECTS 9-0 59 Heating a metal plate 9-1 59 Change of temperature in a metal plate 9-4 60 Equations of melting a metal plate 9-9 61 Crater and droplets 9-15 62 Melting a wire at contact spot 9-18 62 Melting a wire leading current 9-22 63 Probability of melting 9-30 64 10. LIGHTNING ATTACHMENT 10-0 67 Point of orientation 10-1 67 The striking distance 10-5 68 Distribution and density functions 10-7 68 The expected frequency of stroke 10-10 69 The principle of calculation 10-10 69 Collection space 10-17 70 11. COLLECTION SPACES OF STRUCTURES 11-0 73 The principle of collection space 11-1 73 Dividing the collection space 11-3 74 Two conductors 11-6 74 Lightning rod on tower 11-9 75 Air terminations of block-house 11-13 75 The collection space of one mesh 11-25 77 12. PROTECTIVE EFFECT ON FLAT ROOF 12-0 79 Air termination systems on blockhouse 12-1 79 Diagrams related to several air terminations 12-4 80 Application of rolling sphere method 12-8 81 13. PROTECTION OF INCLINED ROOF 13-0 83 Types of air termination systems 13-1 83 Attraction of roof and eaves 13-6 84 Effect of electrodes on eaves 13-11 85 Effect of electrodes on the edges 13-15 85 Attraction of unprotected edges 13-23 87 Stroke-free period 13-26 87 14. RESIDUAL RISK OF LIGHTNING PROTECTION 14-0 89 The flow diagram 14-1 89 Equivalent area of a structure 14-2 89 Cases of the point of strike 14-11 91 Cases of damaging stroke 14-18 92 Intercepted stroke 14-19 92 CHAPTERS and subsections Comment Page Striking the roof 14-23 93 Calculation of risk 14-27 94 Weighting the consequences 14-28 95 Resulting damage 14-38 97 Resulting frequency of weighted damage 14-40 97 Resulting risk 14-44 98 15. CLASSIFICATION OF STRUCTURES 15-0 101 Classes of structures 15-1 101 Height and surroundings 15-12 103 High surroundings 15-13 103 Increased danger of stroke 15-18 104 Classes according to height 15-26 106 Effect of the soil profile 15-27 106 The materials of roof 15-31 107 Further classifications 15-37 108 16. AIR TERMINATION SYSTEMS 16-0 111 Level of risk and protection 16-1 111 Construction methods 16-3 111 Protective angle 16-3 111 Rolling sphere 16-7 112 Mesh size 16-9 112 Degrees of Hungarian standard 16-12 113 Natural air termination 16-13 113 Simplified air termination 16-17 114 Data of higher degrees 16-19 114 Distance to the structure 16-21 115 Forms of air terminations 16-28 116 17. DOWN CONDUCTORS AND METAL OBJECTS 17-0 119 Down conductors 17-1 119 Calculation of current paths 17-1 119 Example of current path 17-9 120 Positioning along the perimeter 17-15 121 Degrees of down conductors 17-17 121 Forms of down conductors 17-22 122 Vertical metal structures 17-26 123 Dangerous loops 17-26 123 Bonding metal structures 17-30 124 Insulating spacers 17-34 124 Elevators 17-37 125 18. EARTHING OF LIGHTNING PROTECTION SYSTEM 18-0 127 Degrees of earthing 18-1 127 Natural earthing 18-2 127 Simple earthing systems 18-5 128 CHAPTERS and subsections Comment Page Earthing resistance 18-10 129 Normal and enhanced systems 18-17 130 Earthing by foundation 18-22 131 Soil resistivity 18-27 132 Measurement of earthing resistance 18-30 132 Impulse earthing 18-32 132 19. LIGHTNING ELECTROMAGNETIC IMPULSE 19-0 135 Conductive coupling 19-1 135 Inductive coupling 19-3 136 Capacitive coupling 19-5 136 Distribution of current 19-7 136 Arriving current along a single line 19-10 137 Arriving current along branching line 19-15 138 Faraday holes 19-20 139 Shielded entrance 19-25 139 Shielded cable 19-30 140 Circuit of lightning 19-32 141 20. GRADED SURGE-PROTECTION 20-0 143 Operation principles 20-1 143 Three stage with resistors 20-6 144 Influence of distance between stages 20-11 145 Propagation of waves 20-19 146 Waves on devices 20-27 147 21. SURGE PROTECTION DEVICES 21-0 149 Gas filled arrester 21-1 149 Arc blowing spark gap 21-5 150 Gliding spark gap 21-9 150 Encapsulated arrester 21-13 151 Characteristics of gaps 21-18 152 The varistor 21-20 152 Characteristics of varistor 21-29 153 Types of protection devices 21-33 154 22. INTERNAL LIGHTNING PROTECTION ZONES 22-0 157 Structure of zones 22-1 157 Standardised lightning parameters 22-5 158 Networks of information systems 22-6 158 Tray configuration 22-17 160 23. CONNECTION TO ELECTRIC POWER NETWORK 23-0 161 Striking the supply line 23-1 161 Striking the air termination 23-10 162 TT system 23-17 163 Outdoor kWh box 23-22 164 CHAPTERS and subsections Comment Page 24. PROTECTION OF ELECTRONIC DEVICES 24-0 167 Protection of personal computer 24-1 167 Protection of television 24-10 169 Relay station 24-16 170 25. LIGHTNING MEASUREMENT AND LOCALIZATION 25-0 171 Measuring of lightning current 25-1 171 Magnetic card 25-2 171 Magnetic link 25-5 172 Shunt resistor 25-9 172 Coil of Rogowski 25-13 173 Reflection of the current wave 25-18 174 Localising by direction finding 25-21 174 Localising by pulse arrival time 25-24 175 Lightning detection systems 25-28 175 26. THE MANKIND IN THE THUNDERSTORM 26-0 177 Danger in open air 26-1 177 Danger on or beside a tree 26-5 178 Step voltage 26-11 179 What to do outdoors? 26-14 179 Danger on a bicycle 26-18 180 Danger at a car 26-22 180 Danger at a truck 26-26 181 Danger in water 26-30 182 Danger in boats and vessels 26-34 182 REFERENCES 185 INDEX 189
£68.36
John Wiley & Sons Inc Music and Dyslexia
Book SynopsisMusic and dyslexia is of particular interest for two reasons. Firstly, research suggests that music education can benefit young dyslexics as it helps them focus on auditory and motor timing skills and highlights the rhythms of language. Secondly, dyslexic musicians at a more advanced level face particular challenges such as sight-reading, written requirements of music examinations and extreme performance nerves. Thisis a sequel to the highly successful Music and Dyslexia: Opening New Doors, published in 2001.The field of dyslexiahas developed rapidly, particularly in the area of neuropsychology. Therefore this book focuses on these research advances, and draws out the aspects of music education that benefit young dyslexics. Thecontributors also discuss the problems that dyslexic musicians face, and several chapters are devoted to sight-reading and specific strategies that dyslexics can use to help them sight-read. The book offers practical techniques and strategies, to teachTrade Review"I recommend this humane, grounded and practical collection of essays to anyone with an interest in learning and teaching music." (Patoss Bulletin, November 2008) "A great read for specialist music teachers, advisory staff and anyone wanting to get a real feel for the difficulties faced by our children." (Children and Young People Now, July 2008)Table of ContentsForeword. List of Contributors. Preface. Section I: Tackling Problems. 1. Dyslexia and other developmental Differences (Tim Miles) 2. Things that can go wrong (Tim Miles) Section II: In and around the Classroom (Christine McRitchie Pratt) 4. Classroom Rhythm games for literacy support (Katie Overy) 5. Early Years: Deirdre Starts to Learn Piano (Olivia McCarth and Diana Ditchfield) 6. Winning Over the Reluctants (Christine McRitchie Pratt, Diana Ditchfield, Sheila Oglethorpe and John Westcombe) 7;. Can Music Lessons Help the Dyslexic Learner? (Sheila Oglethorpe) 8. Parallels Between the Teaching of Musical and Mathematical Notation (Tim Miles) 9. The Paper Work (Diana Ditchfield) 10. Sight-reading (Sheila Oglethorpe) 11. Sight-reading and Memory (Michael Lea) 12. Ten Top Tips and Thoughts (Nigel Clarke) 13. Can Computers Help? Matching the Inner with the Outer Ear (Adam Apostoli) Section III: Strategies and Success. 14. Positive Connections Across the Generations (Annemarie Sand John Westcombe) 15. Similarities and Differences in the Dyslexic Voice (Paula Bishop-Liebler) 16. Thirty-seven Oboists (Carolyn King) 17. Suzuki Benefits for Children with Dyslexia (Jenny Macmillan) 18. Dyslexia: No Problem (Diana Ditchfield) Section IV: Science takes Us Forward. 19. Insights from Brain Imaging (Katie Overy) 20. Music Reading: A Cognitive Neuroscience Approach (Lauren Stewart) Index.
£94.46
John Wiley & Sons Inc Music and Dyslexia
Book SynopsisPublished originally in 2001, the first edition of Music and Dyslexia shed light on the personal experiences of dyslexic musicians and music teachers who taught dyslexic students. The field has developed rapidly, particularly in the area of neuropsychology.Table of ContentsForeword. List of contributors. Preface. Section I. Tackling problems. 1. Dyslexia and Developmental differences (T. R. Miles). 2. Things that can go wrong (T.R. Miles). Section II. In and around the classroom. 3. In and around the classroom (Christine McRitchie Pratt). 4. Classroom rhythm games for literacy support (Katie Overy). 5. Early years: Deirdre starts to learn piano (Olivia McCarthy and Diana Ditchfield). 6. Winning over the reluctants (Christine McRitchie Pratt, Diana Ditchfield, Sheila Oglethorpe and John Westcombe). 7. Can music lessons help the dyslexic learner? (Sheila Oglethorpe). 8. Parallels between the teaching of musical and mathematical notation (Tim Miles). 9. The paperwork (Diana Ditchfield). 10. Sight-reading (Sheila Oglethorpe). 11. Sight-reading and memory (Michael Lea). 12. Ten top tips and thoughts (Nigel Clarke). 13. Can computers help? Matching the inner with the outer ear (Adam Apostoli). Section III. Strategies and successes. 14. Positive connections across the generations (Annemarie Sand and John Westcombe). 15. Similarities and differences in the dyslexic voice (Paula Bishop-Liebler). 16. Thirty-seven oboists (Carolyn King). 17. Suzuki benefits for children with dyslexia (Jenny Macmillan). 18. Dyslexia: no problem (Diana Ditchfield). Section IV. Science takes us forward. 19. Insights from brain imaging (Katie Overy). 20. Music reading: a cognitive neuroscience approach (Lauren Stewart). Index.
£36.05
John Wiley & Sons Inc The Algebra Teachers ActivityaDay Grades 612
Book SynopsisFun-filled math problems that put the emphasis on problem-solving strategies and reasoning The Algebra Teacher''s Activity-a-Day offers activities for test prep, warm-ups, down time, homework, or just for fun. These unique activities are correlated with national math education standards and emphasize problem-solving strategies and logical reasoning skills. In many of the activities, students are encouraged to communicate their different approaches to other students in the class. Filled with dozens of quick and fun algebra activities that can be used inside and outside the classroom Designed to help students practice problem-solving and algebra skills The activities address a wide range of topics, skills, and ability levels, so teachers can choose whichever best suit the students'' needs.Table of ContentsAbout This Book. About the Author. Acknowledgments. Correlation with NCTM Process and Standards Grid. Section 1. What Doesn't Belong? Section 2. What’s Missing? Section 3. Where Is It? Section 4. Algebraic Pathways. Section 5. Squiggles. Section 6. Math Mystery Messages. Section 7. What Am I? Section 8. Al-ge-grams. Section 9. Potpourri. Cooperative Games. Oral Team Problems. Mini-Investigations. Section 10. Calculator Explorations. Applications. Graphical Explorations. Suggested Resources. Answer Key.
£16.20
John Wiley and Sons Ltd Second Language Acquisition and TaskBased
Book SynopsisThis book offers an in-depth explanation of Task-Based Language Teaching (TBLT) and the methods necessary to implement it in the language classroom successfully. Combines a survey of theory and research in instructed second language acquisition (ISLA) with insights from language teaching and the philosophy of education Details best practice for TBLT programs, including discussion of learner needs and means analysis; syllabus design; materials writing; choice of methodological principles and pedagogic procedures; criterion-referenced, task-based performance assessment; and program evaluation Written by an esteemed scholar of second language acquisition with over 30 years of research and classroom experience Considers diffusion of innovation in education and the potential impact of TBLT on foreign and second language learning Trade Review"Long’s thorough knowledge of a broad range of LT related theories and research makes Second Language Acquisition and Task-Based Language Teaching a book that both current and potential users of TBLT are highly recommended to read. It offers not only an understanding of the theoretical rationale of TBLT but also support in the form of a range of practical suggestions associated with the implementation of TBLT in specific circumstances." (Oxford Journals 2016)Table of ContentsPreface and Acknowledgments xi Part One Theory and Research 1 1 Why TBLT? 3 1.1. The Importance of Second Language Learning and Teaching in the Twenty-First Century 3 1.2. TBLT and the Meaning of ‘Task’ 5 1.3. A Rationale for TBLT 7 1.3.1. Consistency with SLA theory and research findings 7 1.3.2. Basis in philosophy of education 9 1.3.3. Accountability 9 1.3.4. Relevance 10 1.3.5. Avoidance of known problems with existing approaches 12 1.3.6. Learner-centeredness 13 1.3.7. Functionality 13 1.4. Summary 14 1.5. Suggested Readings 14 2 SLA and the Fundamental LT Divide 16 2.1. Interventionist and Non-Interventionist Positions 16 2.1.1. Interventionist positions 17 2.1.2. Non-interventionist positions 18 2.2. Synthetic and Analytic Approaches to LT 19 2.2.1. Synthetic approaches 19 2.2.2. Analytic approaches 20 2.3. Problems with Synthetic Approaches and Focus on Forms 21 2.4. Problems with Analytic Approaches and Focus on Meaning 25 2.5. A Third Option: Analytic Approaches with a Focus on Form 27 2.6. A Role for Instructed Second Language Acquisition (ISLA) Research 28 2.7. Summary 29 2.8. Suggested Readings 29 3 Psycholinguistic Underpinnings: A Cognitive-Interactionist Theory of Instructed Second Language Acquisition (ISLA) 30 3.1. Theoretical Disunity in Second Language Acquisition (SLA) 30 3.2. When Knowledge Is Incomplete: The Role of Theory 33 3.3. A Cognitive-Interactionist Theory of ISLA: Problems and Explanations 36 P1. Purely incidental and implicit child L1A is overwhelmingly successful 36 P2. Purely incidental and implicit adult L2A is highly variable and largely unsuccessful 37 E1. Adult SLA is maturationally constrained 38 E2. Adults, so defi ned, are partially “disabled” language learners 41 P3. Some classes of linguistic features in adult SLA are fragile 43 E3. Implicit learning is still the default learning mechanism 43 E4. Explicit learning (including focal attention) is required to improve implicit processing in adult SLA but is constrained 49 E5. Attention is critical, at two levels 51 E6. The interaction hypothesis 52 E7. The role of negative feedback, including recasts 54 P4. Success and failure in adult SLA vary among and within individuals 57 E8. Individual differences, especially input sensitivity, and linguistic differences, especially perceptual saliency, are responsible for variability in, and within, ultimate L2 attainment 58 3.4. Summary 60 3.5. Suggested Readings 61 4 Philosophical Underpinnings: L’education Integrale 63 4.1. TBLT’s Philosophical Principles: Origins and Overview 63 4.2. L’education Integrale and Learning by Doing 66 4.3. Individual Freedom 69 4.4. Rationality 71 4.5. Emancipation 72 4.6. Learner-Centeredness 75 4.7. Egalitarian Teacher–Student Relationships 76 4.8. Participatory Democracy 77 4.9. Mutual Aid and Cooperation 79 4.10. Summary 82 4.11. Suggested Readings 82 Part Two Design and Implementation 85 5 Task-Based Needs and Means Analysis 87 5.1. Why Needs Analysis? 87 5.2. Needs Analysis and Learner Diversity 89 5.3. Doubts about Needs Analysis 92 5.3.1. General English for all 93 5.3.2. The ex post facto process syllabus 93 5.3.3. Felt needs or objective needs? 93 5.3.4. Learner heterogeneity 94 5.3.5. Surface linguistic features or underlying technical competence? 95 5.3.6. The dark side? 96 5.4. The Growth of Needs Analysis 98 5.4.1. The Council of Europe’s unit credit system 99 5.4.2. Munby’s Communication Needs Processor (CNP) and its critics 101 5.5. Task as the Unit of (Needs) Analysis 108 5.5.1. Tasks defined 108 5.5.2. Avoiding the traditional bottleneck in needs analysis 110 5.5.3. The availability of ready-made task-based analyses 111 5.6. Means Analysis 112 5.7. Summary 115 5.8. Suggested Readings 116 6 Identifying Target Tasks 117 6.1. Sources of Information 117 6.1.1. Published and unpublished literature 118 6.1.2. The learners 127 6.1.3. Applied linguists 130 6.1.4. Domain experts 135 6.1.5. Triangulated sources 136 6.2. Methods 139 6.2.1. The use of multiple measures and their sequencing 139 6.2.2. Sampling 146 6.2.3. Expert and non-expert intuitions 147 6.2.4. Interviews 149 6.2.5. Questionnaire surveys 152 6.2.6. Language audits 156 6.2.7. Participant and non-participant observation 157 6.2.8. Journals and logs 162 6.2.9. Proficiency measures 165 6.2.10. Triangulation by methods and sources: the flight attendants study 166 6.3. Summary 167 6.4. Suggested Readings 168 7 Analyzing Target Discourse 169 7.1. Conventional Approaches to Language Analysis for Language Teaching (LT) 169 7.2. The Dynamic Qualities of Target Discourse 171 7.2.1. Boswood and Marriot’s “ethnographic approach” to NA 172 7.2.2. Mohan and Marshall Smith’s “language socialization” approach to NA 175 7.2.3. Watson-Gegeo’s true ethnography and “thick explanation” 177 7.2.4. TBLT 179 7.3. Discourse Analysis (DA) and Analysis of Discourse (AD) 180 7.3.1. Discourse analysis 180 7.3.2. Analysis of discourse 181 7.3.3. Sampling and data collection 185 7.4. Analysis of Target Discourse: Five Cases 187 7.4.1. The railway ticket purchase 188 7.4.2. Japanese tourist shopping 191 7.4.3. Doing architecture 195 7.4.4. Buying and selling a cup of coff ee 198 7.4.5. When small talk is a big deal 201 7.5. Summary 203 7.6. Suggested Readings 203 8 Task-Based Syllabus Design 205 8.1. Some Minimum Requirements 205 8.2. The Unit of Analysis 206 8.2.1. The structural, or grammatical, syllabus 207 8.2.2. The notional-functional syllabus 208 8.2.3. The lexical syllabus 210 8.2.4. Topical and situational syllabi 212 8.2.5. The content syllabus 214 8.2.6. The procedural syllabus 216 8.2.7. The process syllabus 219 8.2.8. The task syllabus 221 8.2.9. The hybrid syllabus 222 8.3. Selection 223 8.3.1. Target tasks and target task-types 223 8.3.2. Pedagogic tasks 225 8.4. Grading 227 8.4.1. Valency and criticality 227 8.4.2. Frequency 228 8.4.3. Learnability 230 8.4.4. Complexity and difficulty 230 8.4.5. Some research findings on pedagogic task-types 241 8.5. Summary 245 8.6. Suggested Readings 246 9 Task-Based Materials 248 9.1. Desirable Qualities of Pedagogic Tasks (PTs) 248 9.2. Input Simplification and Elaboration 250 9.2.1. Genuineness, input simplification, and authenticity 250 9.2.2. Input elaboration 251 9.2.3. The Paco sentences 252 9.2.4. Effects of simplification and elaboration on L2 comprehension and acquisition 255 9.3. Sample Task-Based Materials 259 9.3.1. Preliminaries 259 9.3.2. Sample modules for true and false beginners 260 9.3.2.1. Geometric figures tasks (matching shapes) 261 9.3.2.2. “Spot-the-difference” tasks 264 9.3.3. Sample modules for elementary learners 269 9.3.3.1. Obtaining and following street directions 269 9.3.3.2. Decoding drug labels 274 9.3.4. Sample modules for intermediate learners 279 9.3.4.1. Negotiating a police traffic stop 279 9.3.4.2. Delivering a sales report 287 9.3.5. Sample modules for advanced learners 291 9.3.5.1. A complex political issue 291 9.3.5.2 Attending an academic lecture 295 9.4. Summary 297 9.5. Suggested Readings 298 10 Methodological Principles and Pedagogic Procedures 300 10.1. Methodological Principles (MPs), Pedagogic Procedures (PPs), and Evaluation Criteria (EC) 300 10.1.1. Methodological principles 301 10.1.2. Pedagogic procedures 301 10.1.3. Evaluation criteria 304 10.2. Ten Methodological Principles 305 10.2.1. MP1: Use task, not text, as the unit of analysis 305 10.2.2. MP2: Promote learning by doing 306 10.2.3. MP3: Elaborate input 306 10.2.4. MP4: Provide rich input 306 10.2.5. MP5: Encourage inductive “chunk” learning 307 10.2.6. MP6: Focus on form 316 10.2.7. MP7: Provide negative feedback 321 10.2.8. MP8: Respect learner syllabi and developmental processes 323 10.2.9. MP9: Promote cooperative collaborative learning 324 10.2.10. MP10: Individualize instruction 325 10.3. Pedagogic Procedures 326 10.4. Summary 327 10.5. Suggested Readings 327 11 Task-Based Assessment and Program Evaluation 329 11.1. Task-Based, Criterion-Referenced Performance Tests 329 11.2. Task Completion and/or Language Abilities? 332 11.3. Target Tasks or Underlying Constructs and Abilities? 334 11.4. The Transferability of Task-Based Abilities 336 11.5. Program Evaluation 341 11.5.1. Some general requirements on TBLT evaluations 341 11.5.2. Laboratory and classroom studies 343 11.5.3. Research findings on MPs 345 11.5.4. Evaluating task-based courses and programs 347 11.5.4.1. Establishing construct validity 347 11.5.4.2. Sample evaluations and findings 350 11.6. Summary 364 11.7. Suggested Readings 365 Part Three The Road Ahead 367 12 Does TBLT Have a Future? 369 12.1. Diffusion of Innovation 369 12.2. A Research Program for TBLT 373 12.3. Building the Road as We Travel 374 References 376 Appendix: List of Abbreviations 433 Index 436
£44.06
John Wiley & Sons Inc Informal Assessment and Instruction in Written
Book SynopsisThe purpose of this book is to help educators increase their proficiency in analyzing and teaching writing to students with learning disabilities. The text is organized into nine chapters. The first is the introductory chapter, the second provides a review of the various components of written language and the types of difficulties that students may have with handwriting, spelling, usage, vocabulary and text structure. The third chapter provides an overview of the writing process approach. The fourth chapter reviews the legal protections and various accommodations to which students are entitled. Chapters five, six and seven contain summaries of instructional strategies that may be used to enhance student performance in the areas of handwriting, basic skills and written expression. The eighth chapter presents analyses of writing samples from students in first-through eighth-grade levels that are reviewed within a diagnostic-prescriptive format. Chapter nine contains writing samples with Table of ContentsComponents of Written Language. Writing Process Approach. Accommodations and Modifications. Handwriting. Basic Skills. Written Expression. Analysis of Writing Samples. Additional Writing Samples. Appendices. References. Indexes.
£71.25
LUP - University of Michigan Press Why Is English Like That
Book SynopsisProvides a brief history of English without assuming any prior knowledge of the subject. This book outlines the historical events that shaped English; describes how its grammar, vocabulary, spelling, and pronunciation developed over time; and highlights the ""quirks"" and ""exceptions"" in English that can be explained on a historical basis.
£23.70
LUP - University of Michigan Press The Art of Teaching Speaking
Book SynopsisWhat elements make a speaking activity successful? Which tasks or activities truly help build English speaking fluency? What mistakes do ESL teachers often make when designing a speaking activity? This work seeks to answer these questions. It helps ESL/EFL teachers design and use speaking tasks that improve students' speaking fluency.
£25.60
The University of Michigan Press American Legal English 2nd Edition
Book SynopsisLaw is a profession that requires the ability to read critically, write well, synthesize sources from research, and speak concisely and clearly. This title was developed to help non-native speakers improve their ability to understand and communicate in English with their legal counterparts around the world.
£23.70
The University of Michigan Press Clear Grammar 3 2nd Edition
Book SynopsisIntroduces high-intermediate grammar. Clear Grammar 3 includes phrasal verbs, infinitives and gerunds, participial adjectives, prepositions after verbs, adjectives and nouns, the passive voice, adjective clauses, adverbs, connectors, and a review of verb tenses. It concludes with a review of the volume’s contents of high-intermediate grammar points.
£19.90
The University of Michigan Press GoalDriven Lesson Planning for Teaching English
Book Synopsis
£22.75
The University of Michigan Press Second Language Acquisition Myths Applying
Book SynopsisThis volume was conceived as a first book in SLA for advanced undergraduate or introductory master's courses that include education majors, foreign language education majors, and English majors. Both the research and pedagogy in this book are based on the newest research in the field of second language acquisition.
£19.95
The University of Michigan Press Workbook for Keys to Teaching Grammar to English
Book SynopsisThis workbook accompanies the Second Edition of Keys to Teaching Grammar to English Language Learners: A Practical Handbook by Keith S. Folse.The Workbook has been updated to reflect new content in the Second Edition of the Handbook and once again features exercises that carefully follow the sequence of material in the Handbook.
£21.80
LUP - University of Michigan Press Genre Explained Frequently Asked Questions and
Book SynopsisThe idea of teaching writing through genres - rather than through prescriptive forms, templates, and rhetorical modes - is intuitively appealing. Yet many teachers have questions. This book tackles some of the most common questions that teachers, teacher educators, and administrators may have when moving toward a genre-based teaching approach.Trade Review"In short, I strongly believe that both seasoned and novice writing instructors, regardless of their previous familiarity with GBI theory, will consider this book a true gem due to its profound insights presented in the most accessible manner possible." —System "This book offers reader-friendly, accessible answers to some of the most common questions writing teachers in higher education may have about genre and genre-based writing instruction. It does this without oversimplifying the complex nature of genre-based writing instruction. This book will be of use to educators at various stages of their career and with varying levels of familiarity with genre-based approaches. This is a book I know I will come back to regularly and will recommend to others often." —Journal of Second Language WritingTable of Contents Foreword Introduction Part A: Understanding Genre-Based Instruction 1. What are genres? 2. What are the differences between genre and text? 3. What are some genres that students commonly encounter? 4. Is the 5PE a genre? 5. What are the differences between a genre and a mode? 6. What are the differences between a genre and a template? 7. What are the differences between genre and argument? 8. What is genre knowledge? Part B: Introducing Genre-Based Instruction 9. What is genre-based instruction? 10. What is genre analysis? 11. What are the roles of audience and context in genre-based instruction? 12. What is rhetorical moves analysis? 13. What does grammar mean in genre-based writing? 14. What is register? 15. How can grammar, vocabulary, and writing instruction be effectively integrated? 16. How can I teach coherence in genre-based instruction? 17. How can I teach cohesion in genre-based instruction? 18. How can I teach stance in a genre-based classroom? Part C: Designing a Genre-Based Course 19. What is the role of needs assessment in genre-based instruction? 20. What does a genre-based curriculum look like? 21. What does a genre-based unit look like? 22. How do I write a good assignment and prompt? 23. How do I teach students to analyze assignments for other classes? 24. How should I assess genre-based writing? 25. How do I write a genre-based rubric? 26. What is the role of written corrective feedback in genre-based writing? 27. What is the role of reflection in genre-based instruction? 28. How can I help students use their prior knowledge strategically in approaching a new genre? 29. How can I help students critique genres? Part D: Addressing Common Concerns 30. Is genre-based writing instruction only for advanced students? 31. Should I assign “essays” in genre-based instruction? 32. Should I assign “the research paper” in a genre-based curriculum? 33. How can students draw on their multilingual resources in genre-based instruction? 34. What do I do if I’m unfamiliar with the genres that students need to learn? 35. How do I find and use sample texts? 36. What role can emerging multimodal genres play in an academic writing class? Part E: Moving Forward with Genre-Based Instruction 37. How do I encourage colleagues to adopt genre-based instruction? 38. How do I talk about genre with faculty across the disciplines? 39. How do I explain genre to an administrator? 40. What do I read next?
£19.90
LUP - University of Michigan Press Conflict Resolution Training for the Classroom
Book SynopsisESL instructors without a background in conflict resolution (CR) who teach intermediate to advanced courses at colleges, universities, or in Intensive English Programs, may want to provide students with valuable negotiation and mediation skills.
£12.95
University of California Press Teaching Big History
Book SynopsisBig History is a new field on a grand scale. This title tells the story of the universe over time through a diverse range of disciplines that spans cosmology, physics, chemistry, astronomy, geology, evolutionary biology, anthropology, and archaeology, thereby reconciling traditional human history with environmental geography and natural history.Table of ContentsList of Illustrations List of Tables Acknowledgments Introduction PART ONE: THE CASE FOR BIG HISTORY 1. What Is Big History?--Richard B. Simon 2. Big History and the Goals of Liberal Education--Mojgan Behmand 3. Summer Institutes: Collective Learning as Meta-Education--Thomas Burke 4. Assessing Big History Outcomes: Or, How to Make Assessment Inspiring--Mojgan Behmand 5. Big History at Other Institutions--Mojgan Behmand, Esther Quaedackers, and Seohyung Kim PART TWO: A PRACTICAL PEDAGOGY FOR TEACHING BIG HISTORY 6. Teaching Complexity in a Big History Context--Richard B. Simon 7. Teaching Threshold 1: The Big Bang--Richard B. Simon 8. Teaching Threshold 2: The Formation of Stars and Galaxies--Kiowa Bower 9. Teaching Threshold 3: Heavier Chemical Elements and the Life Cycle of Stars--Richard B. Simon 10. Teaching Threshold 4: The Formation of Our Solar System and Earth--Neal Wolfe 11. Teaching Threshold 5: The Evolution of Life on Earth--James Cunningham 12. Teaching Threshold 6: The Rise of Homo sapiens--Cynthia Taylor 13. Teaching Threshold 7: The Agrarian Revolution--Martin Anderson 14. Teaching Threshold 8: Modernity and Industrialization--Richard B. Simon 15. Threshold 9? Teaching Possible Futures--Martin Anderson, J. Daniel May, Richard B. Simon, Neal Wolfe, Kiowa Bower, Philip Novak, and Debbie Daunt 16. Reflective Writing in the Big History Course--Jaime Castner 17. Activities for Multiple Thresholds 18. Igniting Critical Curiosity: Fostering Information Literacy through Big History--Ethan Annis, Amy Gilbert, Anne Reid, Suzanne Roybal, and Alan Schut 19. A Little Big History of Big History--Cynthia Stokes Brown PART THREE: BIG HISTORY AND ITS IMPLICATIONS 20. Big History at Dominican: An Origin Story--Philip Novak 21. Teaching Big History or Teaching about Big History? Big History and Religion--Harlan Stelmach 22. The Case for Awe--Neal Wolfe Conclusion Annotated Bibliography of Big History Texts and Resources List of Contributors Index
£27.00
University of California Press The Existential Toolkit for Climate Justice
Book Synopsis
£56.80
John Wiley and Sons Ltd Children and Number
Book SynopsisThe importance of learning mathematics is constantly stressed by educationalists and employers alike. Yet survey after survey shows that large numbers of children leave school lacking both competence and interest in mathematics. What is going wrong and what should be done about it? In Children and Number Martin Hughes proposes a new perspective on children''s early attempts to understand mathematics. He describes the surprisingly substantial knowledge about number which children acquire naturally before they start school, and contrasts this with the difficulties presented by the formal written symbolism of mathematics in the classroom. He argues that children need to build links between their informal and their formal understanding of number, and shows what happens when these links are not made. Children and Number describes many novel ways in which young children can be helped to learn about number. The author shows that the written symbols childrTrade Review"This is a useful book, both for teachers and students in education. Each chapter has a concise overview and the index is clear and accessible. The bibliography is extensive, and all the big names are here including Cockroft, Donaldson and Shuard. It is easy to read and well-illustrated throughout, with lots of practical suggestions for classroom use." Suzanne Hewitt, Times Educational Supplement "Simply essential reading for the primary school teacher." David Jones, Child Education Children and Number has been awarded the Standing Conference on Studies in Education prize for the best book on education published in 1986Table of ContentsForeword: Margaret Donaldson. Introduction. 1. What is the Problem?. 2. Piaget under Attack. 3. Addition and Subtraction before School. 4. What's so Hard About Two and Two. 5. Children's Invention of Written Arithmetic. 6. The Written Number Systems of Other Cultures. 7. Understanding the Written Symbolism of Arithmetic. 8. Children's Difficulties in School. 9. Learning through Number Games. 10. Learning with LOGO. 11. A New Approach to Number. References. Index.
£37.00
John Wiley and Sons Ltd Children Doing Mathematics
Book SynopsisChildren Doing Mathematics provides a reliable and up to date review of the substantial recent work in childrena mathematical understanding. The authors also present important new research on childrena s understanding of number, measurement, arithmetic operation and fractions both in and out of school.Trade Review"Children doing mathematics must surely be essential reading and reference for anyone with an interest in mathematics education for young children. The book is very readable, dealing with complex issues in a clearly-structured and engaging manner. It is well-presented and has a delightful cover that will be the envy of many other authors in the field of education." Mathematics Education Review "Researchers in all disciplines will be stimulated by this book. Practitioners will find it rewarding and honest. Above all it is a work that impresses as the outline at least of a convincing developmental account. In the best of traditions the authors leave us wanting more." British Journal of Developmental Psychology "This book provides a readable account of the difficult area of children's mathematical understanding. Written in a clear, concise style and aided by a straightforward presentation, the book reviews a large and sometimes disparate body of work. It should be a valued addition not just to the libraries of those with a direct interest in maths issues but also to those with a general interest in how children's thinking develops" BPS Developmental Psychology Section Newsletter "In the flurry of interest in improving mathematics education a more fitting book could not have been written." "Chapters 7 and 8 examines multiplicative situations, division, and rational numbers. The selection and synthesis of the research and the ensuing discussion in these two chapters is very compelling. Graduate level students, I believe, would find these two chapters to be of distinct interest. These chapters described above are all quite lucid and highly readable. The authors have deftly found their way through the multitude of research." "The reviews of research that Nunes and Bryant offer are top notch." Terry Wood, Educational Studies in MathematicsTable of Contents1. Explaining Numeracy. 2. Beginning with Counting. 3. Understanding Numeration Systems. 4. Measurement Systems. 5. Mathematics Under Different Names. 6. Giving Meaning to Addition and Subtraction. 7. The Progress to Multiplication and Division. 8. Understanding Rational Numbers. 9. Conclusions.
£42.70
John Wiley and Sons Ltd Language Education in the National Curriculum
Book SynopsisLanguage education in the National Curriculum is an introduction in all aspects of language work in the National Curriculum. Written in the wake of seemingly permanent revolution in educational policy, it is the first to offer a considered analysis of change, a critique of policy, and a guide to good practice for teachers.Trade Review"This is a most impressive collection, and is destined to become a point of reference for many years to come. The papers are all intelligently edited into a cohesive whole and are a rich source of Information on thoery and practice inlanguage education. There is no other book on this topic." Ron Carter, Nottingham University, UK.Table of ContentsLanguage in the curriculum, Christopher Brumfit; the National Curriculum as language policy, Rosamond Mitchell; English teaching - language, literacy and learning, Christopher Brumfit; reading to learn, Virginia Kelly; literature teaching and the National Curriculum, Michael Benton; drama in education, Kate Armes; media education and the secondary English curriculum; bilingual learners - community languages and Engish, Christopher Brumfit and Rosamond Mitchell; the first foreign language, Michael Grenfell; other foreign languages., Melanie Smith; language awareness, Janet hooper; language after 16, George Blue.
£38.90
John Wiley and Sons Ltd History in Higher Education New Directions in
Book Synopsis* Provides assessment of current scope and nature of history in Higher Education* Addresses topical subject from wide, international perspectives* Offers practical advice as well as theoretical discussion of issues* Includes articles on race, gender, distance learning and multi--media use. .Table of ContentsAcknowledgements. 1. Introduction: Alan Booth (University of Nottingham) and Paul Hyland (Bath College of Higher Education). Part I: Curriculum Issue:. 2. Planning a History Curriculum: Alex Cowan (University of Northumbria). 3. Race in a World of Overlapping Diasporas: the History Curriculum: Earl Lewis and Jeanne Theoharis (University of Michigan). 4. Gender in the Curriculum: Cathy Lubelska (University of Central Lancashire). 5. Teaching History Theory: A Radical Introduction: Keith Jenkins (Chichester Institute of Higher Education). Part II: Reviewing Traditional Methods:. 6. Teaching and Learning in Lectures: Peter N. Stearns (Carnegie Mellon University). 7. Seminars for Active Learning: George Preston (Bath College of Higher Education). 8. Measuring and Improving the Quality of Teaching: Paul Hyland (Bath College of Higher Education). Part III: Teaching with Multi-Media:. 9. Computer-Assisted Teaching and Learning: Donald A. Spaeth (University of Glasgow). 10. Structured Distance Teaching: Arthur Marwick (Open University). 11. Teaching and Learning through the Visual Media: John Ramsden (Queen Mary and Westfield College). Part IV:Linking History with Society:. 12. History and the Community: Michael Winstanley (University of Lancaster). 13. Learning from Experience: Field Trips and Work Placements: Christine Hallas (University of Leeds). 14. History, the Curriculum and Graduate Employment: Peter J. Beck (Kingston University). Part V: Assessment and Quality:. 15. Changing Assessment to Improve Learning: Alan Booth (University of Nottingham). 16. Assessing Group Work: Alan Booth (University of Nottingham). 17. Assessing the Quality of Education in History Departments: George Brown (University of Nottingham).
£46.50
John Wiley and Sons Ltd Reading Development and the Teaching of Reading
Book Synopsisaeo Contains contributions from many world authorities in the field of reading development. aeo Provides a current account of how children acquire reading skills. aeo Discusses the applications of research findings for the teaching of reading.Trade Review"Oakhill and Beard present an overview and a detialed account of major issues related to the development and the teaching of reading.... The material is well linked internally. Together, the chapters provide an important explanation of the debates that have long existed in reading circles. The book provides a forum to develop new philosophical lines of inquiry on reading rather than continuing to seek answers to traditional notions of reading instruction.... This important and exciting text illuminates key social and political issues surrounding the teaching of reading. A thought-provoking volume worthy of note. Highly recommended for graduate students, faculty, and researchers." (Choice September 2000) "...the collection provides a good, if familiar, view of the cognitive approach to reading acquisition.... It will be a useful supporting text for those who already operate within the cognitive experimental framework." (Educational Research, Vol 42, No3, Winter 2000)Table of ContentsList of Figures. List of Tables. Preface. Acknowledgements. List of Contributors. 1 The New Literacy: Caveat Emptor (Philip B. Gough). 2 How Research Might Inform the Debate about Early Reading Acquisition (Keith E. Stanovich and Paula J. Stanovich). 3 Cognitive Research and the Misconception of Reading Education (Charles A. Perfetti). 4 Constructing Meaning: The Role of Decoding (Philip B. Gough and Sabastian Wren). 5 Phases of Development in Learning to Read Words (Linnea C. Ehri). 6 Learning to Read Words Turns Listeners into Readers: How Children Accomplish this Transition (Morag Stuart, Jackie Masterson and Maureen Dixon). 7 Dyslexia: Core Difficulties, Variability and Causes (Carsten Elbro). 8 Meaningless, Productivity, and Reading: Some Observations about the Relation between the Alphabet and Speech (Brian Byrne and Alvin M. Liberman). 9 Phonological Development and Reading by Analogy: Epilinguistic and Metalinguistic Issues (Usha Goswami). 10 The Messenger may be Wrong, but the Message may be Right (Connie Juel). 11 Afterword: The Science and Politics of Beginning Reading Practices (Marilyn Jager Adams). Subject Index. Author Index.
£46.50
Harvard University Press True American Language Identity and the Education
Book SynopsisHow can schools meet the needs of an increasingly diverse population of newcomers? Do bilingual programs help children transition into American life, or do they keep them in a linguistic ghetto? This title explores what national identity means in an age of globalization, transnationalism, and dual citizenship.Trade ReviewTrue American is an impressive synthesis of cultural and legal history, social science research, and literary understanding that look at immigration and the politics of language, language education, and debates about multiculturalism. It uses anecdotes and stories, as well as research, to offer a lively account of the deep issues behind the headlines -- Martha Minow, Jeremiah Smith, Jr. Professor of Law and Dean, Harvard Law SchoolAmerican attitudes toward languages other than English are full of contradictions as we absorb non-English speakers into our stubbornly-monolingual society. We claim that the foreign-born don't learn English, when the loss of the native language is a more widespread problem. Legal scholar Rosemary C. Salomone is among our most astute and thoughtful education observers. In True American, she proves to be an exceptional listener as well. -- Michael Olivas, William B. Bates Distinguished Chair of Law, University of Houston Law CenterTrue American provides an insightful and engaging analysis of debates over language policy in schools that are at the heart of concerns about immigration. Salomone shows that views about immigrant schooling and language in the past are too often romanticized myths. Looking at the present, she sheds light on the complex ways that language policies and educational practices are linked to notions of identity. -- Nancy Foner, Distinguished Professor of Sociology, Hunter College and The Graduate Center, City University of New YorkTrue American should be required reading for those involved in educating the children of immigrants. How can we make sure that they learn English, and still maintain parents' support for their schooling? A further complication is the demand in the world economy for multilingual Americans. Salomone offers wise responses to all these concerns. -- Kenneth Karst, David G. Price and Dallas P. Price Professor of Law Emeritus, University of California, Los AngelesTrue American by Rosemary Salomone is a valuable contribution to this growing field of research. In it, the author skillfully weaves a narrative of U.S. legislative history affecting language education into a solid rebuttal of the numerous myths about bilingualism on which the relevant laws and bills have been premised...Anti-immigrationists brandishing the mythical "problem" of bilingualism continue to fuel vitriolic debates, while reactionary legislation reasserts the prominence of English in education and public life. This, Salomone concludes, is to the detriment of U.S. authorities that have hitherto ignored heritage-language speakers as a potential solution to problems in national security, international trade and the U.S.'s geopolitical standing. -- Darren Paffey * Times Higher Education *True American provides teachers of immigrant students with a vision of an American identity and education that includes language, civic engagement, and a common historical memory. -- L. Lockard * Choice *Table of Contents* Preface * The Symbolic and the Salient * Americanization Past * The New Immigrants * Language, Identity, and Belonging * Rights, Ambivalence, and Ambiguities * Backlash * More Wrongs than Rights * Setting the Record Straight * Looking Both Ways * A Meaningful Education * Notes * Index
£34.81
Harvard University Press The Latino Education Crisis
Book SynopsisDrawing on both extensive demographic data and compelling case studies, this book reveals the depths of the educational crisis looming for Latino students, the nation’s largest and most rapidly growing minority group.Trade ReviewAmerican schools are sleepwalking into a perfect storm—rapid demographic changes, an unforgiving global economy, and continually dysfunctional schools. Gándara and Contreras delineate the…challenges of the 'Latino education crisis' with empirical rigor, conceptual clarity, and humane concern. This is the book that everyone who cares about the American future should read and pass on to a friend. -- Carola and Marcelo Suárez-Orozco, authors of Learning a New Land: Immigrant Students in American SocietyWhether or not one takes issue with the grade-point averages and college admissions scores that are the conventional measures of student achievement, everyone has a compelling interest in better education for those who constitute a growing proportion of both the student and national populations. The discussion is worth review for anyone concerned about the progress of education in the U.S. -- D. E. Tanner * Choice *Table of Contents* Introduction: A Call to Action * The Crisis and the Context * On Being Latino or Latina in America * American Schools and the Latino Student Experience * Is Language the Problem? * Inside the Lives of Puente Students * Beating the Odds and Going to College * The Costs and Effectiveness of Intervention *Rescatando Suenos--Rescuing Dreams * Acknowledgments * Appendix * Notes * References * Index
£23.36
Harvard University Press Making Scientists
Book SynopsisGregory Light and Marina Micari reject the view that science, technology, engineering, and mathematics are elite disciplines restricted to a small number with innate talent. Rich in concrete advice, Making Scientists offers a new paradigm of how scientific subjects can be taught at the college level.Trade ReviewLight and Micari lucidly explain how to teach science in a meaningful way. They do so by highlighting six important, and readily implemented, principles of learning. A must-read for anyone involved in science education! -- Eric Mazur, Harvard UniversityA major contribution to our understanding of deep versus surface learning. This study of the Gateway Science Workshop Program at Northwestern helps us see how effective it is to engage students in doing science, from the beginning, and offers an innovative way to do it. -- Ken Bain, author of What the Best College Students DoMany university leaders talk about helping a diverse group of students succeed in science--this project actually does it. Most scholars agree it is critical to evaluate teaching innovations--this project does it with rigor. Most university leaders try to make successful innovations part of campus life--this book describes how Northwestern succeeds. Other campuses can learn much from the practical and inspiring lessons in this important book. -- Richard Light, author of Making the Most of CollegeThis book is a great addition to the literature on peer-led workshops in undergraduate STEM education. It shows how to design learning environments that harness the power of peer mentoring to produce integrated learning and use peer facilitated group work to transform undergraduate students into scientists. -- Pratibha Varma-Nelson, Indiana University-Purdue University IndianapolisThis insightful work argues for reform of collegiate science teaching methods in clear, well-reasoned points. Light and Micari, director and associate director, respectively, of Northwestern University's Searle Center for Teaching Excellence, share the history, motivation, and successes of their Gateway Science Workshop (GSW) and Science Research Workshop (SRW) approach to teaching undergraduate science courses. The goal of GSW and SRW is to make all students 'feel that in some limited sense they are scientists,' not just cramming for exams. Their method relies on leaving behind the lecture-style teaching methods that have been leaving students behind--especially those already underrepresented in the sciences--years, and instead bringing students together in mentored, small groups to solve meaningful problems. The authors see their approach as a way to move beyond learning as a 'reproducing experience and seeing it as a transforming experience.' The authors explain how to set up programs similar to those at Northwestern and outline the overall approach, as well as suggest details such as the ideal group size and how to train mentors. The authors are well equipped to dispute any potential naysayers with simple ideas that teaching faculty can put into use right away with little or no strain on budget or planning time, and most chapters wrap up with useful 'Suggestions for Practice.' * Publishers Weekly *Light and Micari offer an excellent guide to 'making scientists.' -- Averil Macdonald * Times Higher Education *
£32.36
Princeton University Press Patronizing the Arts
Book SynopsisWhat is the role of the arts in American culture? Is art an essential element? If so, how should we support it? Today, as in the past, artists need the funding, approval, and friendship of patrons whether they are individuals, corporations, governments, or nonprofit foundations. But as Patronizing the Arts shows, these relationships can be problematic, leaving artists patronized--both supported with funds and personal interest, while being condescended to for vocations misperceived as play rather than serious work. In this provocative book, Marjorie Garber looks at the history of patronage, explains how patronage has elevated and damaged the arts in modern culture, and argues for the university as a serious patron of the arts. With clarity and wit, Garber supports rethinking prejudices that oppose art''s role in higher education, rejects assumptions of inequality between the sciences and humanities, and points to similarities between the making of fine art and the making of good science. She examines issues of artistic and monetary value, and transactions between high and popular culture. She even asks how college sports could provide a new way of thinking about arts funding. Using vivid anecdotes and telling details, Garber calls passionately for an increased attention to the arts, not just through government and private support, but as a core aspect of higher education. Compulsively readable, Patronizing the Arts challenges all who value the survival of artistic creation both in the present and future.Trade ReviewOne of Choice's Outstanding Academic Titles for 2009 "The title of Garber's erudite, incisive study contains the crux of her persuasive proposal: though financially supported by foundations, corporations and wealthy individuals, the arts are also deemed 'nonessential.'... Her stimulating analyses, both highly informed and refreshingly unpedantic, will be of great interest to the scholar and general reader who appreciates a salient cultural critique."--Publishers Weekly "Patronizing the Arts ... offers useful information graced with intermittent insight."--Jonathon Keats, Washington Post Book World "In this captivating book, Garber considers the alternative meanings of 'patronize' in reference to artistic endeavors and raises many interesting questions along the way. The central question regards the relationship between patron and artist that most effectively enhances the creative environment... Garber addresses these issues and more in a lively style that takes the reader from a consideration of government funding, to private philanthropy, to a reexamination of the nature of art and how it is created, powerfully arguing art's linkages with science. She finally advocates greater university support of artists, where visions can theoretically be realized in a setting of academic freedom and exploration."--Choice "Although replete with endnotes and intended for academics, Patronizing the Arts is no dry study. Garber peppers her work with literary passages, enlightening etymologies of key words, and derision. Garber is fighting an uphill battle in this book, advocating first for the arts' centrality to the research-driven university and second for their increased priority on university budgets already overwhelmed, especially as the current economic crisis deepens."--David Kaye, The Common ReviewTable of ContentsPreface xi Chapter 1: The Paradox of Patronage 1 Chapter 2: Governing Assumptions 42 Chapter 3: Minding the Business of Art 97 Chapter 4: Arts or Sciences 140 Chapter 5: The University as Patron 178 Notes 197 Index 221
£18.00
Princeton University Press Too Hot to Handle A Global History ot Sex
Book SynopsisToo Hot to Handle is the first truly international history of sex education. As Jonathan Zimmerman shows, the controversial subject began in the West and spread steadily around the world over the past century. As people crossed borders, however, they joined hands to block sex education from most of their classrooms. Examining key players who supporTrade Review"Using extensive research backed by an impressive notes section, Zimmerman (Innocents Abroad: American Teachers in the American Century, 2009, etc.) untangles the complex history of how and why sex education was first introduced as a specific subject to be taught in schools and its subsequent rise and fall as a teachable course over the past 100 years."--Kirkus "A dense and detailed account of a still surprisingly contentious subject despite our increasingly liberal attitudes."--Lucy Scholes, The Independent "Zimmerman's well-documented research offers a history of brave and reasoned efforts - to inform without inciting prurience, to warn without explaining, to respect without offending - that have all failed to win consensus or even to achieve demonstrable results."--Choice "The book is an excellent source of information for the classroom in a diverse set of studies, such as history, education, human sexuality, gender studies, sociology, psychology and religious studies. Too Hot To Handle engages the reader and is a comfortable, yet interesting read."--Hennie Weiss, Metapsychology Online Reviews "Zimmerman's rich book is a history of schools and education as much as it is a history of sex. It brings a curiously fresh approach to accounts of sex education... A major new account of a topic that has received some considerable attention in past decades of historical scholarship."--Alison Bashford, Journal of American HistoryTable of ContentsACKNOWLEDGMENTS ix INTRODUCTION - THE CENTURY OF SCHOOL, AND THE CENTURY OF SEX 1 CHAPTER 1 THE BIRDS, THE BEES, AND THE GLOBE: THE ORIGINS OF SEX EDUCATION, 1898-1939 14 CHAPTER 2 A FAMILY OF MAN? SEX EDUCATION IN A COLD WAR WORLD, 1940-64 49 CHAPTER 3 SEX EDUCATION AND THE "SEXUAL REVOLUTION," 1965-83 80 CHAPTER 4 A RIGHT TO KNOWLEDGE? CULTURE, DIVERSITY, AND SEX EDUCATION IN THE AGE OF AIDS, 1984-2010 115 CONCLUSION - A MIRROR, NOT A SPEARHEAD: SEX EDUCATION AND THE LIMITS OF SCHOOL 144 NOTES 153 MANUSCRIPT COLLECTIONS 193 INDEX 197
£26.60
Princeton University Press The Probability Lifesaver
Book SynopsisTrade Review"I recommend the book to everyone who is studying and fascinated by statistics."---Singalakha Menziwa, Mathemafrica"Steven J. Miller’s The Probability Lifesaver presents, as its subtitle claims, 'all the tools you need to understand chance' in a clear, straightforward manner. . . . For the students that have a good understanding of Calculus, the combination of the probability discussions along with the calculus behind these topics is very beneficial." * MAA Reviews *"The breadth of the book’s coverage and its clear, informal tone in addressing highly formal problems remind one of a friendly professor offering unlimited office hours, and the book will be a highly accessible supplement for students working through another, more conventional text. . . . [This is] a volume that deserves to be widely known in educational circles and will likely find its way to the shelves of practicing statisticians who wish to probe below the surface of fundamental theorems that they have learned by rote."---H. Van Dyke Parunak, Computing Reviews
£27.00
Princeton University Press Office Hours with a Geometric Group Theorist
Book SynopsisTrade Review"One of Choice Reviews' Outstanding Academic Titles of 2018""In a book with this many authors, it might be expected that their individual contributions would vary significantly in terms of accessibility and readability, but in fact this turned out (presumably as a result of careful editing) not to be the case: the office hours are of uniformly high quality in both of these regards. Their informal, conversational tone should appeal to students (and also to non-specialist faculty who want to learn something about these topics)."---Mark Hunacek, Mathematical Gazette
£42.50
Princeton University Press Introduction to Computational Science
Book SynopsisComputational science is an exciting new field at the intersection of the sciences, computer science, and mathematics because much scientific investigation now involves computing as well as theory and experiment. This book provides students with a versatile and accessible introduction to the subject.Trade Review"The first edition of this book had received very positive feedback and was warmly welcomed by the mathematical community. It is very good news for all us is that the second revised edition is even better!"--Svitlana P. Rogovchenko, Zentralblatt MATH Praise for the previous edition: "The heart of Introduction to Computational Science is a collection of modules. Each module is either a discussion of a general computational issue or an investigation of an application... [This book] has been carefully and thoughtfully written with students clearly in mind."--William J. Satzer, MAA Reviews Praise for the previous edition: "Introduction to Computational Science is useful for students and others who want to obtain some of the basic skills of the field. Its impressive collection of projects allows readers to quickly enjoy the power of modern computing as an essential tool in building scientific understanding."--Wouter van Joolingen, Physics Today Praise for the previous edition: "A masterpiece. I know of nothing comparable. I give it five stars."--James M. Cargal, UMAP Journal Praise for the previous edition: "This is an important book with a wonderful collection of examples, models, and references."--Robert M. Panoff, Shodor Education Foundation Praise for the previous edition: "This is a very good introduction to the field of computational science."--Peter Turner, Clarkson University "Despite its substantial weight, the book is extremely user friendly... There are many different courses that one could build with this book as foundation, and it is an indispensible resource for anyone seeking to bring modeling projects into their classes."--David M. Bressoud, UMAP Journal
£80.00
Princeton University Press The Real Analysis Lifesaver
Book SynopsisTrade Review"This well-written book prepares readers to take a real analysis course by carefully defining and proving all concepts one needs for this type of course. . . . Throughout the book, the style is incredibly reader friendly, and the author's enthusiasm for the subject is very clear." * Choice *"I can imagine this book proving useful to a motivated student who is finding the transition into analysis challenging through traditional textbooks."---Dominic Yeo, Mathematical GazetteTable of ContentsPreliminaries 1 1 Introduction 3 2 Basic Math and Logic* 6 3 Set Theory* 14 Real Numbers 25 4 Least Upper Bounds* 27 5 The Real Field* 35 6 Complex Numbers and Euclidean Spaces 46 Topology 59 7 Bijections 61 8 Countability 68 9 Topological Definitions* 79 10 Closed and Open Sets* 90 11 Compact Sets* 98 12 The Heine-Borel Theorem* 108 13 Perfect and Connected Sets 117 Sequences 127 14 Convergence* 129 15 Limits and Subsequences* 138 16 Cauchy and Monotonic Sequences* 148 17 Subsequential Limits 157 18 Special Sequences 166 19 Series* 174 20 Conclusion 183 Acknowledgments 187 Bibliography 189 Index 191
£22.50
American Society of Civil Engineers Final Covers for Solid Waste Landfills and
Book SynopsisCovers topics including: the individual components of candidate cover systems; examples of cross-sections of final covers on hazardous waste, non-hazardous waste and abandoned dumps; details of a water balance methodology; design examples on slope stability; elements of theory, designs and emerging systems; and, related considerations and summary.Table of ContentsIntroduction Individual Components of Final Cover Systems Final Cover System Cross Sections Water Balance Analysis Slope Stabiligy of Final Cover Systems Related Designs and Emerging Concepts Other Considerations and Summary
£76.95
