Philosophy and Blade Runner explores philosophical issues in the film Blade Runner , including human nature, personhood, identity, consciousness, free will, morality, God, death, and the meaning of life. The result is a novel analysis of the greatest science fiction film of all time and a unique contribution to the philosophy of film.
Is terrorism ever morally justified? How should historical and cultural factors be taken into account in judging the morality of terrorist acts? What are the ethical limits of state counter-terrorism?For three decades the Provisional Irish Republican Army waged an 'armed struggle' against what it considered to be the British occupation of Northern Ireland. To its supporters, the IRA was the legitimate army of Ireland, fighting to force a British withdrawal as a prelude to the re-unification of the Irish nation. To its enemies, the IRA was an illegal, fanatical, terrorist organization whose members were criminals willing to sacrifice innocent lives in pursuit of its ideological obsession. At the centre of the conflict were the then unconventional tactics employed by the IRA, including sectarian killings, political assassinations, and bombings that devastated urban centres - tactics that have become increasingly commonplace in the post-9/11 world.This book is the first detailed philosophical examination of the morality of the IRA's violent campaign, and of the British government's attempts to end it. Written in clear, accessible prose, it is essential reading for anyone wishing to acquire a deeper understanding of one of the paradigmatic conflicts of the late 20th century.
No other scientific theory has had as tremendous an impact on our understanding of the world as Darwin's theory as outlined in his Origin of Species, yet from the very beginning the theory has been subject to controversy. The Evolution of Darwinism, first published in 2004, focuses on three issues of debate - the nature of selection, the nature and scope of adaptation, and the question of evolutionary progress. It traces the varying interpretations to which these issues were subjected from the beginning and the fierce contemporary debates that still rage on and explores their implications for the greatest questions of all: Where we come from, who we are and where we might be heading. Written in a clear and non-technical style, this book will be of use as a textbook for students in the philosophy of science who need to become familiar with the background to the debates about evolution.
This volume reports the findings of the National Literacy Panel on Language-Minority Children and Youth. The formal charge to the panel—a distinguished group of expert researchers in reading, language, bilingualism, research methods, and education—was to identify, assess, and synthesize research on the education of language-minority children and youth with respect to their attainment of literacy. Funding for the project was provided to the Center for Applied Linguistics and SRI International by the U.S. Department of Education’s Institute of Education Sciences and the Office of English Language Acquisition, with additional funding from the National Institute of Child Health and Human Development provided through the U.S. Department of Education. The authors review the state of knowledge on the development of literacy in language-minority children and youth, organized around five specific themes: *Development of Literacy in Second-Language Learners; *Cross-linguistic Relationships in Second-Language Learners; *Sociocultural Contexts and Literacy Development *Educating Language-Minority Students: Instruction and Professional Development; and *Student Assessment Each part begins with a synthesis chapter that spells out the research questions for the chapters in that part, provides background information, describes the methodology used, summarizes the empirical findings reported, addresses methodological issues, and makes recommendations for future research. The following chapters provide more detail on the individual studies reviewed for specific research questions. The volume includes two opening chapters, “Introduction and Methodology” and “Demographic Overview”; a closing chapter that summarizes the report, identifies cross-cutting themes, and makes recommendations for future research; and a CD-ROM providing a searchable database of research references. The audiences for this volume include researchers interested in the development of literacy in language-minority children and youth as well as those studying literacy more generally, and those concerned with improving the education of this population of students.
Finally, here's a the resource that delivers the "what I need to know" to engage kids in a significant amount of informational text reading experiences.
Course 2 (grade 7) includes literature from authors such as Cynthia Rylant, Sinclair Lewis, Barbara Jordan, and Walt Whitman. The literary genres covered are: Unit 1: Fiction and NonfictionUnit 2: Short StoriesUnit 3: Types of NonfictionUnit 4: PoetryUnit 5: DramaUnit 6: Themes in the Oral Tradition
Course 3 (grade 8) includes literature from authors such as Alice Walker, Jack London, Langston Hughes, Jackie Torrence, and Edgar Allen Poe. The literary genres covered are: Unit 1: Fiction and NonfictionUnit 2: Short StoriesUnit 3: Types of NonfictionUnit 4: PoetryUnit 5: DramaUnit 6: Themes in American Literature
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