First Published in 1994. The Survey of English Dialects (SED) is the only detailed nation-wide dialect survey which has ever been conducted in England. The SED is a unique repository of data on the traditional dialects of England in the mid-twentieth century. This remarkable record is a valuable resource for scholars in the fields of British English dialectology, sociolinguistics, and English historical linguistics. The SED fieldwork was undertaken in predominantly rural communities in England in the middle of the twentieth century, at a time when social, domestic and working life was undergoing very significant changes. The SED is thus a record of speech which reflects a society different in many ways from today, and as such affords the possibility of comparison which is instructive to those engaged in all types of study of linguistics today.
Gillian Bellaver's family is one of the wealthiest in the world. Robin Sandza's father Peter is a government assassin. The two teenagers seem to have nothing in common. Yet they are spiritual twins, possessing a horrifying psychic energy that threatens humanity. While dangerous and fanatical men vie for the secrets of their awesome power, Peter Sandza, using all the ruthless skills of his trade, makes a final desperate effort to save them. Exploring with extraordinary skill the myths and legends deeply rooted in the subconscious mind, this novel builds, scene by shocking scene, to a night of chilling horror that surpasses anything you've ever experienced . . . First published in 1976 and made into a successful movie written by the author and directed by Brian De Palma in 1978, The Fury is one of the all-time classics of the horror genre.
Revised and updated with the latest information in the field, the Fourth Edition of Computer Science Illuminated continues to engage and enlighten students on the fundamental concepts and diverse capabilities of computing. Written by two of today’s most respected computer science educators, Nell Dale and John Lewis, the text provides a broad overview of the many aspects of the discipline from a generic view point. Separate program language chapters are available as bundle items for those instructors who would like to explore a particular programming language with their students. The many layers of computing are thoroughly explained beginning with the information layer, working through the hardware, programming, operating systems, application, and communication layers, and ending with a discussion on the limitations of computing. Perfect for introductory computing and computer science courses, the fourth edition's thorough presentation of computing systems provides computer science majors with a solid foundation for further study, and offers non-majors a comprehensive and complete introduction to computing.
This thought-provoking text looks at how Geography teachers can develop approaches to curriculum and learning which help students understand the nature of the contemporary world.
This is a must read for all 11-18 geography educators. It argues for a new geography curriculum founded on a set of major concepts that are profoundly relevant to 21st century life. For years, books on 11-18 geography education have focussed on classroom techniques, new pedagogic technologies and alternative modes of student assessment. Not this one. 'Teaching Geography 11-18' digs deep. It asks not only what geography is for, but bases its answer on a set of key concepts able to sustain an exciting and relevant curriculum. It also grounds its many arguments in the latest geographical research, thus re-establishing the broken connection between geography teaching in schools and that in higher education". Professor Noel Castree, University of Manchester, UK This engaging and stimulating book aims to radically re-shape and sharpen debates in geography education by taking an entirely fresh approach to both the subject and its place in secondary education.Key questions addressed in this book include: What is the place of geography within the secondary school curriculum? To what extent does school geography reflect and engage with contemporary issues and theories from the wider subject? What are the issues, challenges and opportunities of a concept-led approach to teaching geography? What are the implications of ICT, media and technology for the future of geography teaching in schools? Influenced by the revised national curriculum for geography which has reduced the prescribed content to be covered, this book offers an objective view of the concept-led approach. The new focus on concepts represents a significant shift in how geography is to be taught in schools, yet there has been little extended discussion of what a 'concept-led' approach to teaching and learning would entail. This book fills that void by examining geography's key concepts, and providing teachers with a theoretically robust and practical approach to curriculum planning using a concept-led approach. This is essential reading for all secondary geography teachers, trainee teachers and anyone involved with education and curriculum planning.
When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography: section one explores how teachers can frame their own knowledge for classroom practice section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessment section three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.
Aging and cancer may be manifestations of genetic, or epigenetic, changes in somatic cells. Through research, laboratory analysis of these related processes has become possible. Cells can be removed from the body, kept warm in laboratory glassware, nourished by artificial solutions, and studied for years, or even decades. Two types of cultures have emerged: Primary cultures, grown from cells obtained directly from living animals, may grow well for generations, but ultimately cease to divide. Established cultures, on the other hand, may grow and divide indefinitely. It is a striking fact that most, if not all, established cultures consist of cells that are heteroploid, having an abnormal chromosome complement that may include structural rearrangements as well as abnormalities of chromosome number. Most established cultures are also neoplastic on behavior and morphology--in this, they resemble cancers--and established cultures are, in fact, often grown from cancer cells. Interest in the role of chromosomes in neoplasia has recently been overshadowed by an emphasis on tumor viruses. This book should reawaken the former interest. It will also arouse new interest in the role of epigenetic mechanisms of animal cells, in contrast to the classic genetic processes. As Dr. John Littlefield writes: "The relationship between the overcoming of senescence, the appearance of heteroploidy, and the acquisition of neoplastic qualities is not yet clear, but it is of such great theoretical and practical importance as to demand attention and new ideas.
Changes in the nature of knowledge production, plus rapid social and cultural change, have meant that the 'curriculum question' – what is to be taught, and by extension, 'whose knowledge' – has been hotly contested. The question of what to teach has become more and more controversial. This book asks: what is an appropriate curriculum response to the acute, renewed interest in issues of race and racism? How does a school subject like geography respond? The struggle over the school curriculum has frequently been portrayed as being between educational 'traditionalists' and 'progressives'. This book suggests a way out of this impasse. Drawing upon and extending insights from 'social realism', it explores what a Future 3 geography curriculum might look like - one that recognizes the importance of the academic discipline as a source of curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very sharply on issues of race and racism, enabling teachers to engage in curriculum making in geography that is racially literate. The Foreword is written by Julian Agyeman, a former geography teacher in the UK and now Professor of Urban and Environmental Policy and Planning at Tufts University, USA.
Since the global financial crisis of 2007-08 the question of the aims of schooling have assumed greater importance. There has been no ‘return to normal’, yet young people are encouraged to ‘Keep calm and go to university’. Culture and the Political Economy of Schooling explores the possibilities for the emergence of a progressive agenda for schooling. Culture and the Political Economy of Schooling provides educators and social scientists with the essential background required to understand changes in schooling since the Second World War. It introduces theories of the economic crisis, and explores their educational implications, before going on to provide accounts of how politics and culture have shaped debates about schooling. This cultural political economy approach is applied to issues such as social class, race, the brave new worlds of work, the dangerous rise of creative education, and the increasingly urgent question of inequality. The final parts of the book explore the educational challenges of the Anthropocene and the changing conceptions of knowledge in schools and finally consider alternatives to contemporary schooling. The students in our schools today will face a future framed by the twin crises of economy and environment, prompting an urgent rethink of education. Written in an accessible and engaging manner, this book is an essential guide for thinking about the past, present and futures of education. It will be of great interest to researchers and graduate students of education studies, curriculum studies, sociology of education, education politics and education policy.
I really don’t know John. I really only know of John, by virtue of pastoring in the same province and denomination together. I mention this to say that by reading his book, I finally had the chance to get to know him! In doing so, I felt that I’d met a kindred spirit. Sharing a common Dutch heritage, being former worship ministers, and growing up in a loving, musical home established an easy common ground between us. In picking up a copy of his book, I anticipated sitting down to read an autobiographical account of this life. I was wrong. Instead I sat down to discover stories of friends and family who had shaped his life. It’s a tribute really. What a wonderful way to get to know a person! Instead of making himself the focus of his own writing, he instead shines a spotlight in the direction of the relationships that were most meaningful to him." —Phil Spoelstra Assistant Superintendent, British Columbia and Yukon District of the Pentecostal Assemblies of Canada
The first section of the book compares and contrasts 'declinist' accounts of the current moral predicament with the somewhat more optimistic approach derived from recent sociological analyses. The second section is more directly devoted to the role of schools in educating about values, morality and citizenship. Specific curricular issues such as the values of enterprise and enterprise culture, educating about citizenship, and the ambiguities about the meaning of the term 'spiritual' are dealt with in successive chapters.
Psychic Eden Waring is pursued by a powerful covert agency as she struggles to use her remarkable psychic gifts to save millions of lives while investigating a bizarre and complex plot that reaches to the Oval Office. Sequel to THE FURY.
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