Why do comparisons matter? -- Establishing an effective right to equal pay for equal work -- Comparing across the ages -- Comparisons when equality rights are in conflict.
The Romantic Period was one of the most exciting periods in English literary history. This book provides a comprehensive and up-to-date account of the intellectual and cultural background to Romantic literature. It is accessibly written and avoids theoretical jargon, providing a solid foundation for students to make their own sense of the poetry, fiction and other creative writing that emerged as part of the Romantic literary tradition.
Building on Robin Alexander’s landmark Towards Dialogic Teaching, this book shows how and why the dialogic approach has a positive impact on student engagement and learning. It sets out the evidence, examines the underpinning ideas and issues, and offers guidance and resources for the planning, implementation and review of effective dialogic teaching in a wide range of educational settings. Dialogic teaching harnesses the power of talk to engage students’ interest, stimulate their thinking, advance their understanding, expand their ideas and build and evaluate argument, empowering them for lifelong learning and for social and democratic engagement. Drawing on extensive published research as well as the high-profile, 5000-student trial and independent evaluation of Alexander’s distinctive approach to dialogic teaching in action, this book: Presents the case for treating talk as not merely incidental to teaching and learning but as an essential tool of education whose exploitation and development require understanding and skill; Explores questions of definition and conceptualisation in the realms of dialogue, argumentation and dialogic teaching, revealing the similarities and differences between the main approaches; Discusses evidence that has enriched the debate about classroom talk in relation to oracy, argumentation, student voice and philosophy for children as well as dialogic teaching itself; Identifies what it is about dialogic teaching that makes a difference to students’ thinking, learning and understanding; Presents the author’s rationale and framework for dialogic teaching, now completely revised and much expanded; Proposes a professional development strategy for making dialogic teaching happen which, like the framework, has been successfully trialled in schools; Lists resources from others working in the field to support further study and development; Includes an extensive bibliography. Robin Alexander’s A Dialogic Teaching Companion, like its popular predecessor Towards Dialogic Teaching, aims to support the work of all those who are interested in the quality of teaching and learning, but especially trainee and serving teachers, teacher educators, school leaders and researchers.
Scotland is a treasure-chest of natural history, but it also offers a wealth of wonderful literature about its wild creatures. Delving into Robin Hull's own experience of the mammals in Scotland and drawing on the texts of many of the great Scottish natural history writers, this book, the first of its kind, examines the historical and cultural relationship between humans and mammals in Scotland over the last 10,000 years. All the wild mammalian species of Scotland are covered, including marine mammals which have been sighted in Scottish waters, such as walruses and narwhals. Insightful and meticulously researched, Scottish Mammals is an analysis of the impact of humans on the planet, as well as a riveting study of the facts and fictions associated with mammals in Scotland.
In this book, first published in 1991, the author Dr Robin Barrow adopts the view that utilitarianism is the most coherent and persuasive ethical theory we have and argues in favour of a specific form of rule-utilitarianism. This book will be of interest to students of philosophy.
Seven authoritative contributions to the emerging field of pedagogy and to comparative, cultural and policy studies in education. A must for those who want to do more than merely comply with received versions of ‘best practice’. Pedagogy is at last gaining the attention in English-speaking countries which it has long enjoyed elsewhere. But is it the right kind of attention? Do we still tend to equate pedagogy with teaching technique and little more? Now that governments, too, have become interested in it, is pedagogy a proper matter for public policy and official prescription? In Essays on Pedagogy, Robin Alexander brings together some of his most powerful recent writing, drawing on research undertaken in Britain and other countries, to illustrate his view that to engage properly with pedagogy we need to apply cultural, historical and international perspectives, as well as evidence on how children most effectively learn and teachers most productively teach. The book includes chapters on a number of themes, expertly woven together: the politicisation of school and classroom life and the trend towards a pedagogy of compliance; the benefits and hazards of international comparison; pedagogical dichotomies old and new, and how to avoid them; how education and pedagogy might respond to a world in peril; the rare and special chemistry of the personal and the professional which produces outstanding teaching; the scope and character of pedagogy itself, as a field of enquiry and action. For those who see teachers as thinking professionals, rather than as technicians who merely comply with received views of ‘best practice’, this book will open minds while maintaining a practical focus. For student teachers it will provide a framework for their development. Its strong and consistent international perspective will be of interest to educational comparativists, but is also an essential response to globalisation and the predicaments now facing humanity as a whole.
Providing the most complete record possible of texts by Italian writers active after 1900, this annotated bibliography covers over 4,800 distinct editions of writings by some 1,700 Italian authors. Many entries are accompanied by useful notes that provide information on the authors, works, translators, and the reception of the translations. This book includes the works of Pirandello, Calvino, Eco, and more recently, Andrea Camilleri and Valerio Manfredi. Together with Robin Healey’s Italian Literature before 1900 in English Translation, also published by University of Toronto Press in 2011, this volume makes comprehensive information on translations from Italian accessible for schools, libraries, and those interested in comparative literature.
The British Lawnmower Museum, Keith Harding's World of Mechanical Music and Mad Jack's Sugar Loaf. In a world of theme parks, interactive exhibits, over-priced merchandise and queues, don't worry, these are names to stir the soul. Reassuring evidence that there's still somewhere to turn in search of the small, fascinating, unique and, dammit, British. In a stumbling journey across the country in search of the best we have to offer our intrepid heroes discovered dinosaurs in South London, a cold war castle in Essex, grown men pretending to be warships in Scarborough, unexplained tunnels under Liverpool and a terraced house in Bedford being kept warm for Jesus's return. And along the way they met the people behind them all: enthusiasts, eccentrics and, you know, those who just sort of fell into looking after a vast collection of gnomes ... Makes you proud!
Italian Literature before 1900 in English Translation provides the most complete record possible of texts from the early periods that have been translated into English, and published between 1929 and 2008. It lists works from all genres and subjects, and includes translations wherever they have appeared across the globe. In this annotated bibliography, Robin Healey covers over 5,200 distinct editions of pre-1900 Italian writings. Most entries are accompanied by useful notes providing information on authors, works, translators, and how the translations were received. Among the works by over 1,500 authors represented in this volume are hundreds of editions by Italy's most translated authors - Dante Alighieri, [Niccoláo] Machiavelli, and [Giovanni] Boccaccio - and other hundreds which represent the author's only English translation. A significant number of entries describe works originally published in Latin. Together with Healey's Twentieth-Century Italian Literature in English Translation, this volume makes comprehensive information on translations accessible for schools, libraries, and those interested in comparative literature."--Pub. desc.
Between 1939 and 1946 BOAC (the British Overseas Airways Corporation) was the nationalised airline of Great Britain - and between 1946 and 1974 as such it exclusively operated all long-haul British flights. With its iconic 'Speedbird' logo and its central role in the glamorous 'jet age' of the 1950s and 1960s, BOAC achieved a near cult-status with admirers around the globe. Yet, to date there has been no comprehensive history of the organisation, covering its structure, fleet and the role it played in the critical events of the age - from World War II to the end of empire, a period when BOAC played a pivotal part in projecting British political power, even as that power was waning. During World War II, BOAC operated a limited wartime service and prepared for the return of commercial flight in the postwar era. But it was in the service of Britain's colonies - and latterly the process of decolonisation - that BOAC achieved its most pivotal role. The development of flight technology enabled much faster connections between Britain and her imperial possessions - as the colonies prepared for independence BOAC ferried diplomats, politicians and colonial administrators between London and the far-flung corners of Africa and Asia in much faster times than had previously been possible. In this book, acclaimed historian Robin Higham presents a unique comprehensive study of BOAC from the early jet travel of the de Havilland Comet and the Vickers VC10 to the dawn of supersonic passenger aviation. Highly illustrated and meticulously researched using previously unseen sources, this book will be essential reading for all aviation enthusiasts and anyone interested in the history of modern Britain.
This new edition includes all the chapters of the original work, supplemented with analysis of comedy films of the 1990s, a chapter on contemporary filmmakers, including David Fincher & Jim Jarmusch, & an essay on 'Day of the Dead
Walking around Lee-on-the-Solent provides tantalising glimpses into its past - whether it's the balconied Victorian buildings in Pier Street, the Art Deco frontages above the shops in Marine Parade West, the airfield with its gliders soaring peacefully overhead, the hovercraft museum, the sight of yachts on the sparkling waters of the Solent, or the lengthy list of names on the War Memorial. And perhaps you remember, or have heard talk of, the Tower with its ballroom and cinema, the Pier Hotel in its heyday, and the outdoor swimming pool? But what's the real story behind the history of Lee-on-the-Solent? Whether you are a resident or a visitor, you are bound to discover something new in this fascinating account. Why would Isle of Wight monks build a windmill at Lee? Why would you have needed the help of the baker’s boy if you wanted to get a train at Elmore Halt? What was on offer at Bulson’s Stores and Pleasure Retreat? Why was a rainstorm so popular at the Anglican church? Why did the last two Englishmen to fight a duel choose Browndown as the venue? What made prefabs the envy of many residents? And why was a patch of grass in the wildgrounds always tended in the shape of a cross? You’ll find the answer to these questions and many more in Exploring the History of Lee-on-the-Solent. Best of all, you’ll discover why you should raise a glass to John Robinson, the Victorian entrepreneur without whom Lee-on-the-Solent would surely not exist.
The Covid-19 pandemic has shown the need for a fresh look at health and health care. This book offers a philosophical critique of medicine as applied science, but more positively it stresses the social causes of disease and argues for greater equity in the distribution of resources and the benefits of a wider evidence-base for medical treatments. The suggested approach requires a new direction for medical ethics, one which uses the arts and humanities and leads to a revised idea of medical education and medical professionalism. The suggested approach implies a move away from the individualistic philosophy of medicine towards a new aim — community-based quality of life. The achievement of this aim certainly requires an expansion of public health medicine and health promotion but it also requires medical co-operation with the many arts and other community agencies concerned with our health and well-being. Doctors and other health professionals must work through the community rather than on it.
The first part of the book reviews empirical work relating to happiness (including attitudinal studies), claims made in an educational context and postwar philosophical treatment of the concept. There is a useful account of Aristotle’s pioneering work and a stimulating summary of some of the main themes to be found in the literature concerning happiness. In the second part the author elucidates the concept of happiness, and consider the significance, reliability and plausibility of the various empirical claims in the light of a clear understanding of what happiness is. After discussing whether happiness ought to be valued in general terms the study concludes by outlining the ways in which it can be related to education and schooling and by suggesting action which could be taken in schools in order to promote happiness.
The fun, hands-on exercises in this motivating, easy-to-use workbook are designed for boys of all ages and will encourage great exploration into universal awareness.
This title was first published in 2000: The Way We Lived Then is a detailed study of a nineteenth-century community. It is based on the life histories of all the inhabitants of the parish of Colyton in Devon, covering the period from 1851 to 1891. The book gives a brief history of Colyton, which was mentioned in the Domesday book, and which suffered raids by soldiers, house searches, looting and even executions during the Civil War and the Monmouth rebellion, events which strengthened the townspeople's leaning towards Protestantism. The central section of the book is concerned with the lifestyle of the whole population from childhood to old age. Working childhoods, educational provision, pre-marital pregnancies, shifting populations and the care of the elderly are some of the issues dealt with. Finally the book covers community issues such as the relief of poverty, health care provision for the poor, and law and order. General readers will delight in an account of the whole community of a market town. Jean Robin's research and insight combine into a narrative which is authoritative yet accessible, replacing Victorian stereotypes with human beings, connecting real people and local events with each other and with the changing world outside. Jacket Copy: Historians will value this detailed study of a nineteenth-century community for its integration of many sources and techniques. It is based on the life histories of all the inhabitants of Colyton in Devon, covering the period from 1851 to the end of the century. Its depth and complexity are unique - multi-record linkage reconstitutes family histories; archival research illuminates civil administration, welfare and education; electoral and land registers are used to reveal social structure; and newspaper and other minor sources complete a unique portrait of a world we had thought had been lost to experience. Jean Robin’s research and insight combine into a narrative which is authoritative yet accessible, replacing Victorian stereotypes with human beings.
The Rt Hon Professor Sir Robin Jacob has been variously a leading member of the Intellectual Property Bar, a High Court judge and, as Lord Justice Jacob, a judge in the Court of Appeal of England and Wales. His primary area of expertise is intellectual property (IP) rights. He chose to leave the Court of Appeal in March 2011 to take up his current position as the Sir Hugh Laddie Chair in intellectual property at University College London. Besides teaching and writing he still sits occasionally in the Court of Appeal, sits as an arbitrator, provides expert evidence, chairs the Advisory Committee on the Appointment and Training of the Judges of the Unified Patent Court and often advises the UK Government and EU Commission on IP matters. These essays and speeches, selected from his published and unpublished writings and lectures, illustrate the breadth of his learning in IP and other matters. They are written in typically straightforward and entertaining style and, in the case of the older essays, include a commentary of what has happened since they were first published. They will be of interest to any lawyer, law student or scholar interested in the development of IP law in the past quarter century or so.
This book addresses the question ‘What should be taught in schools and why?’. The book begins by stressing the way in which such a question should be approached and goes on to offer a comprehensive and stringent critique of a variety of principles for the selection of curriculum content, with particularly important sections on deschooling and the hidden culture curriculum theory. The final chapter contains the positive curricular recommendations, with virtually every candidate for curriculum time examined and assessed in respect of its educational worth.
Just after World War I Bert Brown served his engineering apprenticeship at the Eastleigh Railway Works. Afterwards he and three friends joined Saunders refurbishing bombers For The RAF on the Isle of Wight. Later Bert moved to Supermarine to work with R. Mitchell to build the S6, S6A and S6B Schneider Trophy winning floatplanes. Then he went to Short Brothers at Rochester as Chief Inspector of Flying Boats until the war started. In 1940 Bert was sent to Cambridge as Chief Inspector to run a repair organisation called Sebro that was responsible for repairing and rebuilding the Stirling four-engine bombers. They ended up making airworthy over one thousand military aircraft for both the RAF and USAAF. Sebro was to prove how badly the RAF command had planned for war and aircraft repair. In some ways this is still one of the RAF's failures. Bert developed close relationships with the RAF pilots and his engineers that remained For The rest of their lives. His success was so great that the Germans tried to kill him and destroy Sebro on a number of occasions. Luckily they failed. This book is a tribute to Bert Meakins and all aeronautical engineers who have made and still make flying safer for all of us.
This book, first published in 1984, aims to bring together the interests of the theory and practice of the education system and, within the former, relate the approaches and claims of the constituent disciplines to each other. Throughout the book, while arguing for the importance of facing up to the logical links between theory and practice, the author seeks to point out the extent to which more educational theory has had little to say of importance for practice, either because it has been a poor theory or because it has concerned itself with matters of little significance to educators. This book will be of interest to students of education, as well as educators themselves.
The first part of the book reviews empirical work relating to happiness (including attitudinal studies), claims made in an educational context and postwar philosophical treatment of the concept. There is a useful account of Aristotle's pioneering work and a stimulating summary of some of the main themes to be found in the literature concerning happiness. In the second part the author elucidates the concept of happiness, and consider the significance, reliability and plausibility of the various empirical claims in the light of a clear understanding of what happiness is. After discussing whether happiness ought to be valued in general terms the study concludes by outlining the ways in which it can be related to education and schooling and by suggesting action which could be taken in schools in order to promote happiness.
Many young people aren't aware that determined individuals created the rights we now take for granted. The idea of human rights is relatively recent, coming out of a post–World War II effort to draw nations together and prevent or lessen suffering. Righting Wrongs introduces children to the true stories of 20 real people who invented and fought for these ideas. Without them, many of the rights we take for granted would not exist. These heroes have promoted women's, disabled, and civil rights; action on climate change; and the rights of refugees. These advocates are American, Sierra Leonean, Norwegian, and Argentinian. Eleven are women. Two identified as queer. Twelve are people of color. One campaigned for rights as a disabled person. Two identify as Indigenous. Two are Muslim and two are Hindu, and others range from atheist to devout Christian. There are two journalists, one general, three lawyers, one Episcopal priest, one torture victim, and one Holocaust survivor. Their stories of hope and hard work show how people working together can change the world for the better.
The noted historian’s decisive and devastating history of the WWI Battle of Gallipoli “sets a new standard for assessing the Allied Dardanelles campaign" (Mustafa Aksakal, American Historical Review). The Gallipoli campaign of 1915–16 was an ill-fated Allied attempt to take control of the Dardanelles, secure a sea route to Russia, and create a Balkan alliance against the Central Powers. A failure in all respects, the operation ended in disaster, and the Allied forces suffered some 390,000 casualties. In this conclusive study, military historian Robin Prior assesses the many myths about Gallipoli and provides definitive answers to questions that have lingered about the operation. Prior proceeds step by step through the campaign, dealing with naval, military, and political matters and surveying the operations of all the armies involved: British, Anzac, French, Indian, and Turkish. Relying on primary documents, including war diaries and technical military sources, Prior evaluates the strategy, the commanders, and the performance of soldiers on the ground. His conclusions are powerful and unsettling: the naval campaign was not “almost” won, and the land action was not bedeviled by “minor misfortunes.” Instead, the badly conceived Gallipoli campaign was doomed from the start. And even had it been successful, the operation would not have shortened the war by a single day. Despite their bravery, the Allied troops who fell at Gallipoli died in vain. A Wall Street Journal Best Book of 2009
Concentrating on the classic animated feature films produced under Walt Disney's personal supervision, Robin Allan examines the European influences on some of the most beloved Disney classics from Snow White and the Seven Dwarfs to The Jungle Book. This lavishly illustrated volume is based on archival research and extensive interviews with those who worked closely with Walt Disney.
Aimed at non-specialist primary teachers, this book offers support for the two attainment targets of the national cuuriculum in art: investigating and making, and knowledge and understanding. It uses examples and materials to explore various areas of children's development in art making and understanding, and also aims to equip teachers with strategies for developing their own understanding and appreciation of the subject. Units included cover such areas as: * children's motivation to make art * developing co-operative work with artists in schools * learning about art from other cultures * learning about art from different historical periods * 2D and 3D art * assessing children's art
Under the guidance of a leading gynaecologist, a team of experts in gynaecology, psychology, sexuality, nutrition and exercise has contributed to this comprehensive guide. Everything women need to know to formulate and follow their own plans for ensuring they remain healthy, emotionally balanced and in full charge of their mental faculties during this critical period is detailed in a readily graspable way in this handsomely illustrated guide. Subjects include guidelines on hormone therapy and natural alternatives, recommended dietary changes, exercise routines and strategies for safeguarding sexuality, intellectual ability and physical prowess.
This study provides a cultural history of Nuclear Age Australia. The author examines the country’s role as a weapons testing site, its ambition to join the postwar nuclear club of nations, the heated controversies surrounding uranium mining and nuclear power, and the rich complexity of Australian cultural response to the fact and possibility of atomic destruction.
This book traces the development of higher education in Canada, through a detailed description and analysis of what was being taught and of the research opportunities available to professors in the years from 1860 to 1960. Background is provided in the opening chapters of Part I, which outline the origins of post-secondary education in both French and English Canada from 1635 to 1860, and in the parallel chapters of Parts II to V which describe the establishment of new and the growth of existing institutions during the period 1861-90, 1891-1920, 1921-40, and 1941-60. The remaining chapters of each of the book's main divisions present an examination of the curricula in arts and science, professional education, and graduate studies in 1860, 1890, 1920, 1940, and 1960, as well as the conditions pertaining to scholarship and research in these years. The concluding chapter identifies the characteristics which differentiate Canadian higher education from that of other countries. The book includes a full bibliography, an extensive index, and statistical appendices providing data on enrolment and degrees granted. A History of Higher Education in Canada 1663-1960 will be the definitive work in its field, valuable both for the wealth of information and the historical insights it contains.
A national system of education cannot function without policy. But the path to practice is seldom smooth, especially when ideology overrules evidence or when ministers seek to micromanage what is best left to teachers. And once the media join the fray the mixture becomes downright combustible. Drawing on his long experience as teacher, researcher, government adviser, campaigner and international consultant, and on over 600 published sources, Robin Alexander expertly illustrates and illuminates these processes. This selection from his recent writing, some hitherto unpublished, opens windows onto cases and issues that concern every teacher. Part 1 tackles system-level reform. It revisits the Cambridge Primary Review, an evidence-rich enquiry into the condition and future of primary education in England, which challenged the UK government’s policies on curriculum, testing, standards and more besides. Here the reform narratives and strategies of successive governments are confronted and dissected. Part 2 follows the development of England’s current National Curriculum, exposing its narrow vision and questionable use of evidence and offering a more generous aims-driven alternative. This section also investigates the expertise and leadership needed if children are to experience a curriculum of the highest quality in all its aspects. Part 3 reaches the heart of the matter: securing the place in effective pedagogy of well-founded classroom talk, a mission repeatedly frustrated by political intervention. The centrepiece is dialogic teaching, a proven tool for advancing students’ speaking, thinking, learning and arguing, and an essential response to the corrosion of democracy and the nihilism of ‘post-truth’. Part 4 goes global. It investigates governments’ PISA-fuelled flirtations with what they think can be adapted or copied from education elsewhere, examines the benefits and pitfalls of international comparison, and ends with the ultimate policy initiative: the United Nations mission to ensure ‘inclusive and equitable quality education’ for all the world’s children. Education in Spite of Policy is for all those teachers, students, school leaders and researchers who value the conversation of policy, evidence and practice, and who wish to explore the parts of education that policy cannot reach.
Marvel encourages people to shake their spirits awake from anything that is limiting them from their potential, propelling them into a life of purpose and meaning, giving them the support needed to grow, evolve, and empower their life.
From the Chesapeake incident off the coast of Nova Scotia, through the St Albans Raid from Quebec into Vermont, to the reinforcing of garrisons across British North America in response to the Trent Affair, The Civil War Years ranges across the early Canadian landscape. It offers an in-depth survey of Canadian public opinion on the war, the role of Confederate sympathizers in Canada, and the number of Canadians enlisted in the armies of the North and South. The second edition includes a new introduction that provides an overview of Civil War studies since the book's original publication in 1960. The Civil War Years remains a valuable contribution to Canadian history, the history of Canadian-American and Anglo-American relations, and Civil War studies.
Section one of the book explores the nature of the philosophy of education and its relation to other aspects of educational theory and research. Section two is devoted to particular thinkers of the past, and more general coverage of the history of philosophy of education. Section three is dedicated to contemporary philosophical thought on education, providing the basis and reference point for an exploration of contemporary issues. --
...you'll see them stuck like insects in amber. Like an Ibsen play... haunted for the rest of their lives.' Life After Scandal takes you behind the closed curtains and beyond the reach of the telephoto lenses to explore our paparazzi-infested world from the other side, as those implicated in some of the most notorious scandals of recent years talk frankly about the events which transformed their lives. This verbatim play from the writer of Talking To Terrorists and The Arab-Israeli Cookbook uses the subjects’ own words to take an entertaining, compassionate and deeply moving look at the different people, from scorned politicians to powerful PRs, expensive prostitutes to disgraced aristocrats, who find themselves caught up in the modern machinery of scandal. Life After Scandal opened at the Hampstead Theatre in September 2007.
About your life: ÿ * Do you keep asking yourself, when will I be happy? ÿ *ÿHave you forgot what it feels like to be passionate about your life? ÿ *ÿÿDo you allow excuses to become the reason you are not going after what you desire in your life? ÿ *ÿDo you feel you are worth an amazing life and deserve to get all the things that you desire? ÿ *ÿHave you been following the crowd so long you have lost sight of the real you?ÿ If you answered yes to any of these questions, Life Check is the book for you! "Life Check" provides simple, effective ways to balance your life. Encouraging you to stop asking what if and start living the life you have imagined. Freeing yourself from the mundane routine of life by providing life tools that will get you rocking the boat, diving in and finding your passion for being alive! ÿ"Life Check" is the perfect resource for motivation, inspiration, and a reassurance that the life we are looking for is clearly within our reach." --Victor Schueller, Professor of Positivity and Possibility ÿ"If you are seriously ready to make the changes necessary to create the authentic life you deserve and don't quite know where to begin, I urge you to read and implement the loving guidance contained in this easy to read, straightforward book." --Rinnell Kelly, Scents of Wellbeing ÿAnother empowering book from Marvelous Spirit Press www.MarvelousSpirit.com
The emergence of a rabid cult following the film version of The Wicker Man prompted the publication of the novel on which it was based. And a good thing, too. As fine as the film is, the book has its own special charm.
This bibliography lists English-language translations of twentieth-century Italian literature published chiefly in book form between 1929 and 1997, encompassing fiction, poetry, plays, screenplays, librettos, journals and diaries, and correspondence.
21st-century Science offers a close look at key scientific topics of today and tomorrow. From genetic research to our ever-broadening exploration of space, each book covers scientists' latest discoveries and consider what we may learn as the future unfol061379527X0-613-79527-XTelecomsMaddison, SimonSagebrush-BoundSMART APPLE MEDIA ANULL2004-01-01 00:00:00.0007-12JUVENILE NONFICTION Science & Technology/GeneralNULLNULLEnglish38.6500Sagebrush List PriceActive21st-century Science offers a close look at key scientific topics of today and tomorrow. From genetic research to our ever-broadening exploration of space, each book covers scientists' latest discoveries and consider what we may learn as the future unfol
This will help us customize your experience to showcase the most relevant content to your age group
Please select from below
Login
Not registered?
Sign up
Already registered?
Success – Your message will goes here
We'd love to hear from you!
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.