VOCABULARY 1 is a book that avoids the pitfalls of teaching obscure words. It presents words that have use in the real world. It requires that you learn only two words per lesson and furnishes you with what you need to know about using the words." -- Preface.
This title, first published in 1988, provides a comprehensive compilation of resources to help teachers and policy makers locate the materials they need to create equitable curriculum and classroom environments. While its primary focus is on girls and women, Resources for Educational Equity takes a comprehensive approach to equity encompassing concerns of gender, race, and disability. This title will be of interest to both students of education and to educators.
Fascinating . . . An admirably lucid, level-headed history of outbreaks of joy from Dionysus to the Grateful Dead."--Terry Eagleton, The Nation Widely praised as "impressive" (The Washington Post Book World), "ambitious" (The Wall Street Journal), and "alluring" (The Los Angeles Times), Dancing in the Streets explores a human impulse that has been so effectively suppressed that we lack even a term for it: the desire for collective joy, historically expressed in revels of feasting, costuming, and dancing. Drawing on a wealth of history and anthropology, Barbara Ehrenreich uncovers the origins of communal celebration in human biology and culture. From the earliest orgiastic Mesopotamian rites to the medieval practice of Christianity as a "danced religion" and the transgressive freedoms of carnival, she demonstrates that mass festivities have long been central to the Western tradition. In recent centuries, this festive tradition has been repressed, cruelly and often bloodily. But as Ehrenreich argues in this original, exhilarating, and ultimately optimistic book, the celebratory impulse is too deeply ingrained in human nature ever to be completely extinguished.
In this book, some of the foremost scholars of Greek drama explore the work of all three great tragedians and approach them from a variety of perspectives on history and theory, including poststructuralism and Marxism. They investigate the possibilities for coordinating theoretically informed readings of tragedy with a renewed attention To The pressure of material history within those texts. The collection thus represents a response within classics to "New Historicism" And The debates it has generated within related literary disciplines.
In the Western imagination, Spain often evokes the colorful culture of al-Andalus, the Iberian region once ruled by Muslims. Tourist brochures inviting visitors to sunny and romantic Andalusia, home of the ingenious gardens and intricate arabesques of Granada's Alhambra Palace, are not the first texts to trade on Spain's relationship to its Moorish past. Despite the fall of Granada to the Catholic Monarchs in 1492 and the subsequent repression of Islam in Spain, Moorish civilization continued to influence both the reality and the perception of the Christian nation that emerged in place of al-Andalus. In Exotic Nation, Barbara Fuchs explores the paradoxes in the cultural construction of Spain in relation to its Moorish heritage through an analysis of Spanish literature, costume, language, architecture, and chivalric practices. Between 1492 and the expulsion of the Moriscos (Muslims forcibly converted to Christianity) in 1609, Spain attempted to come to terms with its own Moorishness by simultaneously repressing Muslim subjects and appropriating their rich cultural heritage. Fuchs examines the explicit romanticization of the Moors in Spanish literature—often referred to as "literary maurophilia"—and the complex, often silent presence of Moorish forms in Spanish material culture. The extensive hybridization of Iberian culture suggests that the sympathetic depiction of Moors in the literature of the period does not trade in exoticism but instead reminded Spaniards of the place of Moors and their descendants within Spain. Meanwhile, observers from outside Spain recognized its cultural debt to al-Andalus, often deliberately casting Spain as the exotic racial other of Europe.
An eminent psychologist offers a major new theory of human cognition: movement, not language, is the foundation of thought When we try to think about how we think, we can't help but think of words. Indeed, some have called language the stuff of thought. But pictures are remembered far better than words, and describing faces, scenes, and events defies words. Anytime you take a shortcut or play chess or basketball or rearrange your furniture in your mind, you've done something remarkable: abstract thinking without words. In Mind in Motion, psychologist Barbara Tversky shows that spatial cognition isn't just a peripheral aspect of thought, but its very foundation, enabling us to draw meaning from our bodies and their actions in the world. Our actions in real space get turned into mental actions on thought, often spouting spontaneously from our bodies as gestures. Spatial thinking underlies creating and using maps, assembling furniture, devising football strategies, designing airports, understanding the flow of people, traffic, water, and ideas. Spatial thinking even underlies the structure and meaning of language: why we say we push ideas forward or tear them apart, why we're feeling up or have grown far apart. Like Thinking, Fast and Slow before it, Mind in Motion gives us a new way to think about how--and where--thinking takes place.
One of three related documents produced in response to a need for direct instruction in thinking skills at the secondary level, this program for high school students bases its approach on involvement of students in direct experiences. Designed to build on the thinking skills that the student already possesses and, ideally, on the experience gained in Book One, it provides training in analytical skills as well as systematic development of intuitive skills. In the first unit, students explore perception and the way the mind guides, focuses, and organizes perception, and they begin to reflect on their own thought processes. In the second unit, three kinds of relationships and connections are explored: comparisons (especially metaphor and analogy), whole/part relationships, and the creation of new relationships. The third unit directs students in learning to distinguish between scientific problems and interpersonal problems and to improve their problem-solving skills with both types of problems. The fourth unit directs students to explore the creative aspects of the thinking process by reading about the experience of creation from creative thinkers and to stimulate their own creative powers by using activities based on research. (EL)
Designed to provide a high-interest literary anthology which focuses on the question of personal identity and relationships. The selections examine relatioships of universal concern, such as adolescents' relationships with family members, with authority figures, with friends, or with members of the opposite sex.
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