The books listed are intended to provide students in kindergarten through high school with an understanding and appreciation of the people, history, and art, and political, social, and economic problems of Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Peru, Puerto Rico, Spain, Venezuela, and the Hispanic-heritage people of the US. Annotation copyrighted by Book News, Inc., Portland, OR
This installment covers books published mainly since 1989. Citations are grouped by subject within sections according to country, from Argentina to Venezuela. The author has rated each entry as to artistic and literary appeal, and provides general grade level, ISBN and price. Appendices include contact data for book dealers in Spanish-speaking countries and the US. Annotation copyright by Book News, Inc., Portland, OR
Following the same format as the highly praised 2000-2004 edition, Recommended Books in Spanish for Children and Young Adults, 2004-2008 is an outstanding reference tool that includes annotated entries for more than 1,200 books in Spanish published between 2004 and 2008 in the U.S., Spain, Mexico, Venezuela, and Argentina. Each entry includes an extensive critical annotation, title in Spanish as well as English, tentative grade level, and approximate price. The books have been selected because of their quality of art and writing, presentation of material and appeal to the intended audience, and support the informational, educational, recreational and personal needs of Spanish speakers from preschool through the twelfth grade. Whether used for the development and support of an existing library collection or for the creation of a new library serving Spanish-speaking young readers, the books in this volume are of value to Spanish-speaking children and young adults (or those who wish to learn Spanish). This volume is arranged in four sections: Reference, Nonfiction (Philosophy, Psychology, Religion, Social Science, Folklore, Language, Science, Technology, Health and Medicine, The Arts, Recreation and Sports, Literature, Poetry, Geography, History, and Biography), Publishers' Series, and Fiction (Easy Books, General Fiction and Graphic Novels). This volume also includes an appendix of merchants who sell books in Spanish, as well as author, title, and subject indexes.
An aid for librarians and teachers interested in exposing students in kindergarten through high school with an understanding and appreciation of the people, history, and art and political, social, and economic problems of Central and South American countries, and Latino-heritage people in the United States.
Whether used for the development and support of an existing collection or for the creation of a new collection serving Spanish-speaking young readers, this outstanding resource is an essential tool. Following the same format as the highly praised 1996-1999 edition, Schon presents critical annotations for 1300 books published between 2000 and 2004, including reference, nonfiction, and fiction. One section is devoted to publishers' series, and an appendix lists dealers who carry books in Spanish. Includes author, title, and subject indexes.
The short preface is in Spanish and English. Annotations are in English only. Arrangement is by country of publication and within that, by subject. Indexed by author and title. Entries identify appropriate grade levels. Most of the books included have been published since 1986, were in print as of December 1988, and come from Argentina, Belgium, Chile, Colombia, Costa Rica, Cuba, Honduras, Mexico, Nicaragua, Puerto Rico, Spain, the US, Uruguay, and Venezuela. Annotation copyrighted by Book News, Inc., Portland, OR
Like its predecessors, this book serves as a guide to any adult interested in selecting books in Spanish for children in preschool through high school. Most of the books included in the guide have been published since 1984 and come from Argentina, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Mexico, Nicaragua, Puerto Rico, Spain, Sweden, the U.S., Uruguay, and Venezuela. The author has identified books that highlight the lifestyle, folklore, history, fiction, poetry, theater, and classical literature of Hispanic cultures as expressed by Hispanic authors and has also included nonfiction and bilingual books and Spanish translations of popular fiction and nonfiction. With appendices and indexes.
New in paper! Geared towards the development and support of an existing library collection and to the creation of a new library serving Spanish-speaking young readers, this reference includes 1055 books in print that deserve to be read by Spanish-speaking children and young adults (or those wishing to learn Spanish). Schon's selection criteria include quality of art and writing, presentation, and appeal to the intended audience.
A guide to selecting books in Spanish for children and preschool through high school age. Most of the books included were published after 1978. Annotations are descriptive and evaluative, with tentative grade level assignments.
New in paper! Geared towards the development and support of an existing library collection and to the creation of a new library serving Spanish-speaking young readers, this reference includes 1055 books in print that deserve to be read by Spanish-speaking children and young adults (or those wishing to learn Spanish). Schon's selection criteria include quality of art and writing, presentation, and appeal to the intended audience.
Like its predecessors, this book serves as a guide to any adult interested in selecting books in Spanish for children in preschool through high school. Most of the books included in the guide have been published since 1984 and come from Argentina, Chile, Colombia, Costa Rica, Cuba, Dominican Republic, Mexico, Nicaragua, Puerto Rico, Spain, Sweden, the U.S., Uruguay, and Venezuela. The author has identified books that highlight the lifestyle, folklore, history, fiction, poetry, theater, and classical literature of Hispanic cultures as expressed by Hispanic authors and has also included nonfiction and bilingual books and Spanish translations of popular fiction and nonfiction. With appendices and indexes.
An aid for librarians and teachers interested in exposing students in kindergarten through high school with an understanding and appreciation of the people, history, and art and political, social, and economic problems of Central and South American countries, and Latino-heritage people in the United States.
The books listed are intended to provide students in kindergarten through high school with an understanding and appreciation of the people, history, and art, and political, social, and economic problems of Argentina, Bolivia, Chile, Colombia, Costa Rica, Cuba, Ecuador, El Salvador, Guatemala, Honduras, Mexico, Nicaragua, Panama, Peru, Puerto Rico, Spain, Venezuela, and the Hispanic-heritage people of the US. Annotation copyrighted by Book News, Inc., Portland, OR
This book presents the first multidimensional investigation of KIE in the context of low-tech industries and gives insights in paradox conditions and specific mechanisms, using the example of the German textile industry. Therefore, the author solves conceptual inconsistencies and develops an alternative framework referring to systemic concepts of sectoral innovation systems and KIE as well as to the concept of institutional entrepreneurs. As a result, the deviation of willful actors from a restricting institutional environment and sources of entrepreneurial opportunities can be investigated more comprehensively.
Using Evidence' provides a multidisciplinary framework for understanding the research use agenda. The book considers how research use & the impact of research can be assessed. It is useful for university & government researchers, research funding bodies, public service managers & professionals, & students of public policy & management.
In a book that is at once a major contribution to modern European history and a cautionary tale for today, Isabel V. Hull argues that the routines and practices of the Imperial German Army, unchecked by effective civilian institutions, increasingly sought the absolute destruction of its enemies as the only guarantee of the nation's security. So deeply embedded were the assumptions and procedures of this distinctively German military culture that the Army, in its drive to annihilate the enemy military, did not shrink from the utter destruction of civilian property and lives. Carried to its extreme, the logic of "military necessity" found real security only in extremities of destruction, in the "silence of the graveyard." Hull begins with a dramatic account, based on fresh archival work, of the German Army's slide from administrative murder to genocide in German Southwest Africa (1904-7). The author then moves back to 1870 and the war that inaugurated the Imperial era in German history, and analyzes the genesis and nature of this specifically German military culture and its operations in colonial warfare. In the First World War the routines perfected in the colonies were visited upon European populations. Hull focuses on one set of cases (Belgium and northern France) in which the transition to total destruction was checked (if barely) and on another (Armenia) in which "military necessity" caused Germany to accept its ally's genocidal policies even after these became militarily counterproductive. She then turns to the Endkampf (1918), the German General Staff's plan to achieve victory in the Great War even if the homeland were destroyed in the process-a seemingly insane campaign that completes the logic of this deeply institutionalized set of military routines and practices. Hull concludes by speculating on the role of this distinctive military culture in National Socialism's military and racial policies. Absolute Destruction has serious implications for the nature of warmaking in any modern power. At its heart is a warning about the blindness of bureaucratic routines, especially when those bureaucracies command the instruments of mass death.
As we increase our awareness of the planetary challenges and how they intersect with the discipline or profession we choose to focus on, we have put our attention on the external forces and impacts. What remains untouched however is the set of beliefs, values, assumptions, mental processes, and paradigms that we hold and share: our mindset. But how do we change a mindset? This book is the first to introduce the 12 Principles for a Sustainability Mindset, presenting educators with a framework that makes it easy to include them into teaching plans and lessons of any discipline. Written in a very clear and practical way, the book provides examples, checklists, tips, and tools for professionals and educators. It transforms the development of a much-needed mindset for sustainability into an accessible, fun and intuitive task. The book is written with educators from a variety of disciplines in mind, including but not limited to management educators, coaches, and trainers. No other book comes close to providing such a well-organized and solid way of starting to shift our mindsets in the direction of sustainability.
This historical survey of the discovery of the electron has been published to coincide with the centenary of the discovery. The text maps the life and achievements of J.J. Thomson, with particular focus on his ideas and experiments leading to the discovery. It describes Thomson's early years and education. It then considers his career at Cambridge, first as a fellow of Trinity, later as the head of the Cavendish Laboratory and finally as Master of Trinity and national spokesman for science. The core of the book is concerned with the work undertaken at the Cavendish, culminating in the discovery of "corpuscles", later named "electrons".; In the final two chapters, the immediate aftermath and implications of the work are described. These include the creation of the subject of atomic physics as well as the broader long term developments which can be traced from vacuum valves and the transistor through to the microelectronics revolution.
The volume assembles fresh treatments on the flâneur in literature, film and culture from a variety of angles. Its individual contributions cover established as well as previously unnoticed textual and filmic source materials in a historical perspective ranging from the late nineteenth to the early twenty-first century. The range of topics covered demonstrates the ongoing productivity of flânerie as a viable paradigm for the artistic approach to urban culture and the continuing suitability of flânerie as an analytic category for the scholarly examination of urban representation in the arts. This productiveness also extends to the questioning, re-evaluation, and enhancement of flânerie’s theoretical foundations as they were laid down by Walter Benjamin and others. The work will be particularly relevant for students and scholars of literary studies, film studies and gender studies, as well as for theoretical approaches to flânerie as an important aspect of urban culture.
The initial ‘idea’ for the book emerged during the seminar Sharing of Innovative Pedagogical Practices that occurred at the University of Coimbra (Portugal) in 2018. Like all ‘good ideas’, this one originated in a conversation between colleagues from the University of Coimbra and the University of West London in the United Kingdom. The ‘idea’ of this book was to move away from sharing experiences related to teaching and learning in higher education in just one or two countries, but instead to organise a more European view about the policy, research and teaching practices that are shaping the way our students learn, academics teach and do research. We have a total of 16 chapters from academics in Portugal, the United Kingdom, Ireland, Sweden, the Netherlands, Spain, Italy, and the Czech Republic. The book is organised in four interrelated themes: (1) policy and quality; (2) professionalisation of teaching and academic development; (3) research and teaching nexus; and (4) pedagogy and practice. Enjoy reading the book!
The sixth-century bishop Gregory of Tours described how mixing water with dust from the tomb St. Martin would create a potion that would act as a "celestial purgative." Indeed, Gregory could observe Christians being purged of sickness and sin all around him. By contrast, God's willingness to purge Christians of their sin after death was a more complicated proposition. As a process hidden from view, it raised questions: What was purgatory like? Who would experience it? Did purgatory purify souls, punish them, or both? And how painful would it be? This book explores purgatory's earliest history from the first century to the eighth. This was an era in which the idea that sinful Christians might improve their lot after death was often contentious, even heretical. In this, the first study focused on purgatory's history in late antiquity, Moreira explores a wide variety of interests and influences at play in purgatory's early formation. Some of the influences discussed are ideas about punishment and correction in the Roman world, slavery, the value of medical purges at the shrines of saints, and the authority of visions of the afterlife for informing Christians on the hereafter. Finally, this study challenges the deeply ingrained supposition that purgatory was a symptom of barbarized Christianity. It assesses the extent to which Irish and Germanic views of society, and the sources associated with them - penitentials and legal tariffs - played a role in purgatory's formation. Highlighting the importance of the Anglo-Saxon contribution to purgatory, special attention is given to the writings of the last patristic author of antiquity, the Northumbrian monk, Bede.
What do we need to change in order to develop a new generation of business leaders who connect profits with purpose, who see in social entrepreneurship and innovation the key opportunity for addressing our planetary challenges? The answer lies in the contents we select to teach, in the values we invite to explore and develop, and in the methods we use. In the era of 24/7 global access to information from our mobile gadgets, many institutions of higher education are still sitting students in rows or amphitheaters, measuring success via tests and evaluations, with instructors lecturing what students should learn. And instructors feel the challenge of competing with sleepy audiences that divide their attention between their cell phones and the speaker. Stop teaching, the author says, inviting instructors in management schools and higher education to adopt some proven learning principles that can reengage students, unleash their potentials, and foster them to shape the world they want to live in. And have fun doing it. Through adult learning research, guides, activities, and stories from pioneering learning facilitators in education and corporate training, Rimanoczy brings a long-needed revamp to educational institutions that want to be part of responsible management education.
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