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Collins Big Cat, Band 16, Sapphire: All About Me (PDF)
by Michael RosenWhat's it like to be a writer, radio presenter and performer? Read all about Michael Rosen's life and find out what he was like as a boy, what he got up to at school and how he became a famous poet in this fascinating autobiography. Sapphire/Band 16 books books offer longer reads to develop children's sustained engagement with texts and are more complex syntactically. Text type: An autobiography. The timeline on pages 54-55 track the major events of Michael Rosen's life that led to him becoming a successful writer. Additional information retrieval devices such as a glossary and index can be evaluated for their usefulness as children develop critical reading skills Curriculum links: History: What we can learn about recent history from studying the life of a famous person. This book has been quizzed for Accelerated Reader.
Collins Sociology GCSE for AQA — STUDENT BOOK [Second edition] (PDF)
by Pauline Wilson Allan KiddThis stimulating textbook provides an excellent understanding of sociology and equips students with the skills they need to succeed in AQA GCSE exam
Colour for Architecture Today
by Tom Porter Byron MikellidesWhat role does colour play in our built environment? How are our attitudes to colour changing? What potential do new technologies bring for the use of colour and light in architecture? Combining real examples from practice with colour theory, this book will help you to fully understand the role and impact of colour in our urban spaces. Contributions from leading architects Will Alsop, Legorreta and Legorreta, John Outram, Sauerbruch Hutton and Neuterlings Riedijk accompany those from artists Alain Bony and Yann Kersalé, and from colour researchers such as Kristina Enberg and Anders Hård, who developed the Natural Colour System. Topics include: how and why we see colour methodologies in the documentation of traditional colours the development of new urban palettes recent colour psychology research the effect of light levels on human behaviour dramatic colour effects achievable with light guidelines for future deployment of colour in the built environment. This is a sequel to the immensely influential Colour for Architecture, published in 1976. Much has changed in 30 years; new cutting edge technologies and materials have emerged allowing architects to experiment with colour and light in an energy efficient and sustainable way, paving the way for a more colourful and exciting built environment.
Colour for Architecture Today
by Tom Porter Byron Mikellides Terry FarrellWhat role does colour play in our built environment? How are our attitudes to colour changing? What potential do new technologies bring for the use of colour and light in architecture? Combining real examples from practice with colour theory, this book will help you to fully understand the role and impact of colour in our urban spaces. Contributions from leading architects Will Alsop, Legorreta and Legorreta, John Outram, Sauerbruch Hutton and Neuterlings Riedijk accompany those from artists Alain Bony and Yann Kersalé, and from colour researchers such as Kristina Enberg and Anders Hård, who developed the Natural Colour System. Topics include: how and why we see colour methodologies in the documentation of traditional colours the development of new urban palettes recent colour psychology research the effect of light levels on human behaviour dramatic colour effects achievable with light guidelines for future deployment of colour in the built environment. This is a sequel to the immensely influential Colour for Architecture, published in 1976. Much has changed in 30 years; new cutting edge technologies and materials have emerged allowing architects to experiment with colour and light in an energy efficient and sustainable way, paving the way for a more colourful and exciting built environment.
Commemorative Identities: Jewish Social Memory and the Johannine Feast of Booths (The Library of New Testament Studies #396)
by Mary B. SpauldingCommemorative Identities represents a significantly new approach to the issue of replacement/abrogation vs. continuation of Jewish thought patterns and practices among Jewish Christ-followers as they are addressed by the Johannine author. Previous studies have been unable to elucidate a comprehensible argument to support continuation of commemoration in the face of explicit Temple replacement terminology in the Gospel. This study provides that argument based upon known sociological observations and models, and direct comparative analysis with Jewish practices pre- and post-70. Mary Spaulding's study will further invigorate scholarly debate concerning identity issues in the Fourth Gospel, a topic of significant interest among Johannine scholars today. More generally, the origins of Christianity as portrayed in the Gospel of John are understood as a gradual unfolding of and differentiation among various Jewish groups post-Second Temple rather than as an abrupt break from an established, normative Judaism.
A Commentary on the Gospel of Thomas: From Interpretations to the Interpreted (Jewish and Christian Texts)
by Petr PokornýThis commentary is opened by a study offering information about all aspects of the Gospel of Thomas, especially about its relation to other texts of early Christian literature, including the canonical Gospels. The successive commentary is based upon the Coptic version and discusses also all fragments of the original Greek text. The volume is divided into two parts: The first discusses the function of each logion (saying) within the frame of piety and theology of the Thomasine group, for which the Gospel is composed; The second part discusses its literary shape and its history, including its relation to the historical Jesus. The result is a portrait of the Gospel as a radical interpretation of Jesus' heritage, still preserving some forgotten features of his teaching.
The Common School and the Comprehensive Ideal: A Defence by Richard Pring with Complementary Essays
by Mark Halstead Graham HaydonA topical and provocative volume that invites consideration of the most fundamental issues concerning future educational provision: what is the purpose of our schools, and what should we do in them? Cutting-edge research by contributors who are leading figures internationally in philosophy and education, for whom these issues have been particular points of concern Includes a substantial keynote essay by leading philosopher of education, Richard Pring, which is the springboard for the complementary essays that follow Engages with questions Pring raises under five themes: defending and questioning the comprehensive ideal; common schools in multicultural societies; common schools and religion; school choice and the comprehensive ideal; and common schools and inclusion Dedicated to the memory of Terence H. McLaughlin, whose tireless pursuit of the philosophical questions and challenges raised by the common school and the comprehensive ideal is emulated in these pages
Communication, Language and Literacy in the Early Years Foundation Stage (Practical Guidance in the EYFS)
by Helen BradfordThe Practical Guidance in the Early Years Foundation Stage series will assist practitioners in the smooth and successful implementation of the Early Years Foundation Stage. Each book gives clear and detailed explanations of each aspect of Learning and Development and encourages readers to consider each area within its broadest context to expand and develop their own knowledge and good practice. Practical ideas and activities for all age groups are offered along with a wealth of expertise of how elements from the practice guidance can be implemented within all early years settings. The books include suggestions for the innovative use of everyday ressources, popular books and stories. Children's early communication needs careful nurturing and support. Practitioners will be both challenged and supported by this book which focuses on the skills needed for language and literacy and all aspects of children's interaction with others. The learning opportunities for children need to be relevant for their age group, realistic and challenging. This book gives readers clear explanations and practical ideas to help them establish firm foundations on which children can grow in confidence and become skilful communicators.
Communication, Language and Literacy in the Early Years Foundation Stage (Practical Guidance in the EYFS)
by Helen BradfordThe Practical Guidance in the Early Years Foundation Stage series will assist practitioners in the smooth and successful implementation of the Early Years Foundation Stage. Each book gives clear and detailed explanations of each aspect of Learning and Development and encourages readers to consider each area within its broadest context to expand and develop their own knowledge and good practice. Practical ideas and activities for all age groups are offered along with a wealth of expertise of how elements from the practice guidance can be implemented within all early years settings. The books include suggestions for the innovative use of everyday ressources, popular books and stories. Children's early communication needs careful nurturing and support. Practitioners will be both challenged and supported by this book which focuses on the skills needed for language and literacy and all aspects of children's interaction with others. The learning opportunities for children need to be relevant for their age group, realistic and challenging. This book gives readers clear explanations and practical ideas to help them establish firm foundations on which children can grow in confidence and become skilful communicators.
Communities of Practice: Fostering Peer-to-Peer Learning and Informal Knowledge Sharing in the Work Place (Information Science and Knowledge Management #13)
by Noriko Hara1.1 Introduction Each year corporations spend millions of dollars training and educating their - ployees. On average, these corporations spend approximately one thousand dollars 1 per employee each year. As businesses struggle to stay on the cutting-edge and to keep their employees educated and up-to-speed with professional trends as well as ever-changing information needs, it is easy to see why corporations are investing more time and money than ever in their efforts to support their employees’ prof- sional development. During the Industrial Age, companies strove to control natural resources. The more resources they controlled, the greater their competitive edge in the mark- place. Senge (1993) refers to this kind of organization as resource-based. In the Information Age, companies must create, disseminate, and effectively use kno- edge within their organization in order to maintain their market share. Senge - scribes this kind of organization as knowledge-based. Given that knowledge-based organizations willcontinuetobeadrivingforcebehindtheeconomy, itisimperative that corporations support the knowledge and information needs of their workers.
Community College Models: Globalization and Higher Education Reform
by Rosalind Latiner Raby Edward J. ValeauIncreasingly, students worldwide are seeking post-secondary education to acquire new skill-sets and credentials. There is an explosion of community college models that provide educational opportunities and alternative pathways for students who do not fit the traditional higher educational profile. This book focuses on economic models to help local and national economies develop strong workforce training, humanitarian models to bring about social mobility and peace, transformative models to help institutions expand and keep up with societal needs, and newly created models that respond to the educational and training needs of a constantly changing world. These models seek to capture the imagination of those who are committed to learning about what works in higher education and in particular, the impact community college models are having on the changing nature of world social, political and economic landscapes. With contributors representing 30 countries, this book presents an international perspective.
Community Colleges and Their Students: Co-construction and Organizational Identity
by J. Levin Virginia Montero-HernandezThis book employs a socio-cultural approach to study the organizational dynamics and experiences of self-formation that shape community college life. The authors use case studies to analyze both the symbolic dimension and practices that enable the production of educational experiences in seven community colleges across the U.S. Levin and Montero-Hernandez explain the construction of organizational identity and student development as a result of the connection between institutional forces and individual agency. This work emphasizes the forms and conditions of interaction among college personnel, students, and external groups that were enacted to respond to the demands and opportunities in both participants local and larger contexts. The authors acknowledge both the collective and individual efforts of community college personnel to create caring community colleges that support nontraditional students.
Community Unionism: A Comparative Analysis of Concepts and Contexts
by I. Greenwood J McBrideThis book examines the concept of 'community unionism', which argues that the future of the labour movement and industrial relations lies with the community and local labour markets. Providing a conceptual overview of the term, the book uses international case studies and draws on faith-based organizations to explore the issue.
Comparative Information Technology: Languages, Societies and the Internet (Globalisation, Comparative Education and Policy Research #4)
by Donna Gibbs Joseph ZajdaComparative Information Technology: Languages, Societies and the Internet, which is the fourth volume in the 12-volume series Globalisation, Comparative Education and Policy Research, offers a critique of the nexus between ICT and its impact on society, individuals and educational institutions. One of the most signification dimensions of globalisation has been the rapid development of information and communications technologies (ICTs). Our lives have been changed by this in numerous ways and the implications for education are en- mous. The ICTs have transformed the linguistic, cognitive and visual dim- sions of human communication, as well as our perceptions of the self, and social identity in the global culture. The ICTs have facilitated the development of new dimensions of digital literacy, such as blogging and sms messaging. In this sense, cyberlanguage continues to evolve by borrowing and adapting familiar words, coining new expressions, and embracing particular styles (Gibbs & Krause, 2006, 2007). However, information technology can be both empowering and disempowering. Individuals use the Internet, notebooks, and their BlackBerries and communicate via email. If clothing is an extension of one’s skin, then the ICT has become an extension of our bodies. In a globalised world, linked through the Internet, a n- formed identity can lead to a multiplicity of identities, some contradictory to each other, and some taking place primarily in the virtual communities of cyberspace.
Complexity Theory and the Philosophy of Education (Educational Philosophy and Theory Special Issues #7)
by Mark MasonA collection of scholarly essays, Complexity Theory and the Philosophy of Education provides an accessible theoretical introduction to the topic of complexity theory while considering its broader implications for educational change. Explains the contributions of complexity theory to philosophy of education, curriculum, and educational research Brings together new research by an international team of contributors Debates issues ranging from the culture of curriculum, to the implications of work of key philosophers such as Foucault and John Dewey for educational change Demonstrates how social scientists and social and education policy makers are drawing on complexity theory to answer questions such as: why is it that education decision-makers are so resistant to change; how does change in education happen; and what does it take to make these changes sustainable? Considers changes in use of complexity theory; developed principally in the fields of physics, biology, chemistry, and economics, and now being applied more broadly to the social sciences and to the study of education
Comprehension First: Inquiry into Big Ideas Using Important Questions
by Claudia E CornettThis book is about designing instruction that makes comprehension the priority in reading and in content area study. The comprehension model described responds to calls from literacy experts and professional organizations for inquiry-based instruction that prepares readers to be active meaning makers who are adept at both critical and creative thinking. Comprehension First introduces a before, during, after Comprehension Problem Solving (CPS) process that helps readers ask key questions so they arrive at a substantial comprehension product-"big ideas" based on themes and conclusions drawn from literary works and expository texts. The book further describes how to orchestrate research-based best practices to build lessons and units around big ideas and important questions. In this age of multiple literacies, all of us must learn to be more nimble users of Literacy 2.0 communication tools. Mastering problem solving is at the core of this challenge. Comprehension First embraces this challenge by inviting present and future teachers to examine WHY and HOW these tools can be used more purposefully to achieve the pre-eminent literacy goal of deep comprehension.
Comprehension First: Inquiry into Big Ideas Using Important Questions
by Claudia E CornettThis book is about designing instruction that makes comprehension the priority in reading and in content area study. The comprehension model described responds to calls from literacy experts and professional organizations for inquiry-based instruction that prepares readers to be active meaning makers who are adept at both critical and creative thinking. Comprehension First introduces a before, during, after Comprehension Problem Solving (CPS) process that helps readers ask key questions so they arrive at a substantial comprehension product-"big ideas" based on themes and conclusions drawn from literary works and expository texts. The book further describes how to orchestrate research-based best practices to build lessons and units around big ideas and important questions. In this age of multiple literacies, all of us must learn to be more nimble users of Literacy 2.0 communication tools. Mastering problem solving is at the core of this challenge. Comprehension First embraces this challenge by inviting present and future teachers to examine WHY and HOW these tools can be used more purposefully to achieve the pre-eminent literacy goal of deep comprehension.
CompTIA Security+ Certification Study Guide: Exam SY0-201 3E
by Ido DubrawskyCompTIA Security+ Certification Study Guide: Exam SYO-201, Third Edition, offers a practical guide for those interested in pursuing CompTIA Security+ certification. The book is organized into six parts. Part 1 deals with general security issues including security threats; hardware and peripheral security risks; the fundamentals of operating system (OS) hardening; implementing system security applications; and concepts of virtualization. Part 2 discusses the fundamentals of network security. Part 3 focuses on network access and network authentication. Part 4 explains the importance of risk assessments and risk mitigation, and how to conduct them. Part 5 reviews general cryptographic concepts and addresses the complex issues involved in planning a certificate-based public key infrastructure (PKI). Part 6 on organizational security discusses redundancy planning; environmental controls; implementing disaster recovery and incident response procedures; and the policies, procedures, and documentation upon which organizational computer security is based. Each chapter begins with Exam Objectives and concludes with Self-Test questions along with their corresponding answers.*Complete exam-prep package includes full coverage of new Security+ objectives, flash cards, cram sheets, MP3s for exam-day study, PPT presentations, two complete practice exams, and certification e-book library*Authored by a leading Microsoft security expert*A good reference for both beginning security professionals and seasoned IT professionals
Computational Science – ICCS 2009: 9th International Conference Baton Rouge, LA, USA, May 25-27, 2009 Proceedings, Part I (Lecture Notes in Computer Science #5544)
by Gabrielle Allen Jaroslaw Nabrzyski Edward Seidel Geert Dick Van Albada Jack Dongarra Peter M. A. Sloot“There is something fascinating about science. One gets such wholesale returns of conjecture out of such a tri?ing investment of fact. ” Mark Twain, Life on the Mississippi The challenges in succeeding with computational science are numerous and deeply a?ect all disciplines. NSF’s 2006 Blue Ribbon Panel of Simulation-Based 1 Engineering Science (SBES) states ‘researchers and educators [agree]: com- tational and simulation engineering sciences are fundamental to the security and welfare of the United States. . . We must overcome di?culties inherent in multiscale modeling, the development of next-generation algorithms, and the design. . . of dynamic data-driven application systems. . . We must determine better ways to integrate data-intensive computing, visualization, and simulation. - portantly,wemustoverhauloureducationalsystemtofostertheinterdisciplinary study. . . The payo?sformeeting these challengesareprofound. ’The International Conference on Computational Science 2009 (ICCS 2009) explored how com- tational sciences are not only advancing the traditional hard science disciplines, but also stretching beyond, with applications in the arts, humanities, media and all aspects of research. This interdisciplinary conference drew academic and industry leaders from a variety of ?elds, including physics, astronomy, mat- matics,music,digitalmedia,biologyandengineering. Theconferencealsohosted computer and computational scientists who are designing and building the - ber infrastructure necessary for next-generation computing. Discussions focused on innovative ways to collaborate and how computational science is changing the future of research. ICCS 2009: ‘Compute. Discover. Innovate. ’ was hosted by the Center for Computation and Technology at Louisiana State University in Baton Rouge.
Computational Science – ICCS 2009: 9th International Conference Baton Rouge, LA, USA, May 25-27, 2009 Proceedings, Part II (Lecture Notes in Computer Science #5545)
by Gabrielle Allen Jaroslaw Nabrzyski Edward Seidel Geert Dick Van Albada Jack Dongarra Peter M. A. Sloot“There is something fascinating about science. One gets such wholesale returns of conjecture out of such a tri?ing investment of fact. ” Mark Twain, Life on the Mississippi The challenges in succeeding with computational science are numerous and deeply a?ect all disciplines. NSF’s 2006 Blue Ribbon Panel of Simulation-Based 1 Engineering Science (SBES) states ‘researchers and educators [agree]: com- tational and simulation engineering sciences are fundamental to the security and welfare of the United States. . . We must overcome di?culties inherent in multiscale modeling, the development of next-generation algorithms, and the design. . . of dynamic data-driven application systems. . . We must determine better ways to integrate data-intensive computing, visualization, and simulation. - portantly,wemustoverhauloureducationalsystemtofostertheinterdisciplinary study. . . The payo?sformeeting these challengesareprofound. ’The International Conference on Computational Science 2009 (ICCS 2009) explored how com- tational sciences are not only advancing the traditional hard science disciplines, but also stretching beyond, with applications in the arts, humanities, media and all aspects of research. This interdisciplinary conference drew academic and industry leaders from a variety of ?elds, including physics, astronomy, mat- matics,music,digitalmedia,biologyandengineering. Theconferencealsohosted computer and computational scientists who are designing and building the - ber infrastructure necessary for next-generation computing. Discussions focused on innovative ways to collaborate and how computational science is changing the future of research. ICCS 2009: ‘Compute. Discover. Innovate. ’ was hosted by the Center for Computation and Technology at Louisiana State University in Baton Rouge.
Computer-Mediated Social Networking: First International Conference, ICCMSN 2008, Dunedin, New Zealand, June 11-13, 2009, Revised Selected Papers (Lecture Notes in Computer Science #5322)
by Maryam Purvis Bastin Tony Roy SavarimuthuThis volume constitutes the revised selected papers of the First International Conference, ICCMSN 2008, held in Dunedin, New Zealand, in June 2009. The 19 revised papers presented were carefully reviewed and selected from a total of 34 submissions. The papers are organized in topical sections on virtual environments and second life; knowledge networks and learning in social networks; applications and integration of social networking systems as well as social concepts associated with social networking.
Computers, Schools and Students: The Effects of Technology
by Cedric Cullingford Nusrat HaqHow have schools been affected by the introduction of computer technology, and has it changed the school life and experience of students? This book uses research from both large and small secondary schools, including those specializing in technology and those with higher numbers of pupils with special needs, to look at the results of all the political initiatives and investment in ICT. The authors found that the ambitious expectations fell short of reality. Their research into the reasons for this shortfall can help teachers understand and develop ways to make the best use of computers in their schools. It is equally informative for educational researchers and policy-makers.
Computers, Schools and Students: The Effects of Technology
by Cedric Cullingford Nusrat HaqHow have schools been affected by the introduction of computer technology, and has it changed the school life and experience of students? This book uses research from both large and small secondary schools, including those specializing in technology and those with higher numbers of pupils with special needs, to look at the results of all the political initiatives and investment in ICT. The authors found that the ambitious expectations fell short of reality. Their research into the reasons for this shortfall can help teachers understand and develop ways to make the best use of computers in their schools. It is equally informative for educational researchers and policy-makers.
Concept Mapping in Mathematics: Research into Practice
by Karoline Afamasaga-Fuata'IConcept Mapping in Mathematics: Research into Practice is the first comprehensive book on concept mapping in mathematics. It provides the reader with an understanding of how the meta-cognitive tool, namely, hierarchical concept maps, and the process of concept mapping can be used innovatively and strategically to improve planning, teaching, learning, and assessment at different educational levels. This collection of research articles examines the usefulness of concept maps in the educational setting, with applications and examples ranging from primary grade classrooms through secondary mathematics to pre-service teacher education, undergraduate mathematics and post-graduate mathematics education. A second meta-cognitive tool, called vee diagrams, is also critically examined by two authors, particularly its value in improving mathematical problem solving. Thematically, the book flows from a historical development overview of concept mapping in the sciences to applications of concept mapping in mathematics by teachers and pre-service teachers as a means of analyzing mathematics topics, planning for instruction and designing assessment tasks including applications by school and university students as learning and review tools. This book provides case studies and resources that have been field tested with school and university students alike. The findings presented have implications for enriching mathematics learning and making problem solving more accessible and meaningful for students. The theoretical underpinnings of concept mapping and of the studies in the book include Ausubel’s cognitive theory of meaningful learning, constructivist and Vygotskian psychology to name a few. There is evidence particularly from international studies such as PISA and TIMSS and mathematics education research, which suggest that students’ mathematical literacy and problem solving skills can be enhanced through students collaborating and interacting as they work, discuss and communicate mathematically. This book proposes the meta-cognitive strategy of concept mapping as one viable means of promoting, communicating and explicating students’ mathematical thinking and reasoning publicly in a social setting (e.g., mathematics classrooms) as they engage in mathematical dialogues and discussions. Concept Mapping in Mathematics: Research into Practice is of interest to researchers, graduate students, teacher educators and professionals in mathematics education.
A Conception of Teaching
by Nathaniel L. GageThe literature of the behavioural and social sciences is full of theory and research on learning and memory. Teaching is comparatively a stepchild, neglected by those who have built a formidable body of theories of learning and memory. However, teaching is where learning and memory theory should pay off. "A Conception of Teaching" dedicates a chapter to each of the following important components: the need for a theory; the possibility of a theory; the evolution of a paradigm for the study of teaching; a conception of the process of teaching; a conception of the content of teaching; a conception of students’ cognitive capabilities and motivations; a conception of classroom management; and the integration of these conceptions. Written in a highly accessible style, while maintaining a base in research, Dr. Nathaniel L. Gage presents "A Conception of Teaching" with clarity and well situated within current educational debates.