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New Trends in Language Acquisition Within the Generative Perspective (Studies in Theoretical Psycholinguistics #49)

This book presents a comprehensive, state-of-the-art treatment of the acquisition of Indo- and Non-Indo-European languages in various contexts, such as L1, L2, L3/Ln, bi/multilingual, heritage languages, pathology as well as language impairment, and sign language acquisition. The book explores a broad mix of methodologies and issues in contemporary research. The text presents original research from several different perspectives, and provides a basis for dialogue between researchers working on diverse projects with the aim of furthering our understanding of how languages are acquired. The book proposes and refines new theoretical constructs, e.g. regarding the complexity of linguistic features as a relevant factor forming children’s, adults’ and bilingual individuals’ acquisition of morphological, syntactic, discursive, pragmatic, lexical and phonological structures. It appeals to students, researchers, and professionals in the field.

New UK GAAP 2015: Application of FRS 100-102 in the UK

New UK GAAP 2015 provides a comprehensive guide to interpreting and implementing the new UK accounting standards, particularly: FRS 100 – Application of Financial Reporting Requirements; FRS 101 – Reduced Disclosure Framework – Disclosure exemptions from EU-adopted IFRS for qualifying entities; and FRS 102 – The Financial Reporting Standard applicable in the UK and Republic of Ireland. This book is an essential tool for anyone applying, auditing, interpreting, regulating, studying or teaching these new accounting standards. Written by the financial reporting professionals from the Financial Reporting Group of EY, this book provides a clear explanation of the new accounting requirements which are mandatory for 2015, and will prove invaluable in implementing these new requirements. It also addresses the requirements of the UK Companies Act and relevant statutory instruments, as well as practical worked examples. Also available is International GAAP 2015® – a three volume comprehensive guide to interpreting and implementing IFRS, setting IFRS in a relevant business context and providing insights into how complex practical issues should be resolved in the real world of global financial reporting.

New Understandings of Teacher's Work: Emotions and Educational Change (Professional Learning and Development in Schools and Higher Education #100)

Within educational research that seeks to understand the quality and effectiveness of teachers and school, the role emotions play in educational change and school improvement has become a subject of increasing importance. In this book, scholars from around the world explore the connections between teaching, teacher education, teacher emotions, educational change and school leadership. (For this text, “teacher” encompasses pre-service teachers, in-service teachers and headteachers, or principals). New Understandings of Teacher’s Work: Emotions and Educational Change is divided into four themes: educational change; teachers and teaching; teacher education; and emotions in leadership. The chapters address the key basic and substantive issues relative to the central emotional themes of the following: teachers’ lives and careers in teaching; the role emotions play in teachers’ work; lives and leadership roles in the context of educational reform; the working conditions; the context-specific dynamics of reform work; school/teacher cultures; individual biographies that affect teachers’ emotional well-being; and the implications for the management and leadership of educational change, and for development, of teacher education.

New Universities in the Modern World

A New Vision of Liberal Education: The good of the unexamined life (Routledge Research in Education)

‘This is an extremely important book. Wonderfully well researched and written, it develops a powerful argument about how we should conceive of the aims of education and design curricula. It should define the field for a very considerable period of time.’ - Professor Michael J Reiss, Institute of Education, University of London, UK Many philosophers of education believe that the main aim of education is to endow students with personal autonomy, producing citizens who are reflective, make rational choices, and submit their values and beliefs to critical scrutiny. This book argues that the ‘good life’ need not be the life of the philosopher, politician or critical thinker, but that an ordinary ‘unexamined’ life is also worth living. Central to this ethical life is the engagement in worthwhile activities or ‘practices’, and the best way to prepare pupils for their engagement in these practices is to cultivate a range of moral and intellectual virtues. In this book, Alistair Miller brings together a range of philosophical and historical perspectives to argue for a new vision of liberal education: liberal in the sense that it forms a moral and cultural inheritance, new in the sense that it would enable all pupils to lead flourishing lives. Divided into two sections, the first part of the book seeks to establish the justified aims of education in a liberal democratic society; the second part explores the nature of the school curriculum that might realise these aims. A New Vision of Liberal Education will appeal to researchers, academics and postgraduate students in the fields of philosophy of education, moral and values education, liberal education, and curriculum studies.

A New Vision of Liberal Education: The good of the unexamined life (Routledge Research in Education)

‘This is an extremely important book. Wonderfully well researched and written, it develops a powerful argument about how we should conceive of the aims of education and design curricula. It should define the field for a very considerable period of time.’ - Professor Michael J Reiss, Institute of Education, University of London, UK Many philosophers of education believe that the main aim of education is to endow students with personal autonomy, producing citizens who are reflective, make rational choices, and submit their values and beliefs to critical scrutiny. This book argues that the ‘good life’ need not be the life of the philosopher, politician or critical thinker, but that an ordinary ‘unexamined’ life is also worth living. Central to this ethical life is the engagement in worthwhile activities or ‘practices’, and the best way to prepare pupils for their engagement in these practices is to cultivate a range of moral and intellectual virtues. In this book, Alistair Miller brings together a range of philosophical and historical perspectives to argue for a new vision of liberal education: liberal in the sense that it forms a moral and cultural inheritance, new in the sense that it would enable all pupils to lead flourishing lives. Divided into two sections, the first part of the book seeks to establish the justified aims of education in a liberal democratic society; the second part explores the nature of the school curriculum that might realise these aims. A New Vision of Liberal Education will appeal to researchers, academics and postgraduate students in the fields of philosophy of education, moral and values education, liberal education, and curriculum studies.

New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males

New Visions of Collective Achievement: The Cross-Generational Schooling Experiences of African American Males takes you on a journey into the lives of three families of African American males, each with an elementary aged boy. Bear witness to each boy’s observations and insights on his current schooling experiences, also hear what older males in his family have to say regarding their schooling experiences. Employing qualitative methodology to include their frequently unheard voices in educational research, this book endeavors to move toward correcting this oversight. New Visions of Collective Achievement graciously offers each of us, as stakeholders, a most precious gift: a theoretical and practical framework to effect real, meaningful, and long-lasting change if we are courageous enough to take heed. “This refreshingly clear and focused book presents a comprehensive discussion on the schooling experiences of African American males across generations. This invaluable resource should be required reading for all educators who work with this population to show the value of education in the African American community.” – Chance W. Lewis, Ph.D. Carol Grotnes Belk Distinguished Professor of Urban Education, UNC Charlotte “New Visions of Collective Achievement provides educators with an important insight into the ways Black males experience their education across time. Through groundbreaking research presented in the voices of three generations of Black males, this book commands attention and calls for multiple stakeholders in our schools and communities to work together to cultivate and advance the social and academic well-being of Black males.” – Yolanda Sealey-Ruiz, Ph.D. Assistant Professor of English Education, Teachers College, Columbia University “New Visions encapsulates the spirit of African American males who are separated by generations, yet bound by a collective struggle against social injustice and a desire for success. Dr. Hucks invokes a reverence for historical oppression, an awareness of present day opportunities and barriers, and a visionary path for future generations of Black men.” – Ivory A. Toldson, Ph.D. Editor-in-Chief, The Journal of Negro Education; Associate Professor, Counseling Psychology Program, Howard University

New Visions of Isaiah (The Library of Hebrew Bible/Old Testament Studies)

This collection of essays arises from the lively discussions in the Formation of the Book of Isaiah Seminar of the Society of Biblical Literature. The essays exhibit the diversity that has always been present in the Seminar. Each contributor has a unique perspective and thus extends the frontiers of research on the book of Isaiah. Yet, taken as a whole, the essays fall into two broad groups, being either 'objective' in their approach to the text-embracing historical-critical method or a synchronic approach in which text rather than reader is the focus-or 'postmodern', in the sense that meaning is in no small degree located in what the reader does. In addition to the editors, the contributors are Mark Biddle, David Carr, Edgar Conrad, Chris Franke, Kathryn Pfisterer Darr, Rolf Rendtorff, Gerald Sheppard, Benjamin Sommer, Gary Stansell, and Roy Wells.

New Vistas on Early Judaism and Christianity: From Enoch to Montreal and Back (Jewish and Christian Texts)

The study of early Judaism and early Christianity has been revolutionised by new evidence from a host of sources: the Dead Sea Scrolls, the Pseudepigrapha, the New Testament Apocrypha, the Nag Hammadi writings and related texts, and new papyrus and amulet discoveries. Now scholars have entered the “next generation” of scholarship, where these bodies of evidence are appreciated in conversation with each other and within the contexts of the wider Jewish, Christian, and Greco-Roman cultures from the fourth century BCE to the fourth century CE.This volume features chapters from leading scholars who approach the study of early Judaism and early Christianity from this synthetic approach. The chapters engage in an inter-generational and international dialogue among the past, present and future generations of scholars, and also among European, North-American, African and South-American scholars and their various methodologies and approaches –- linguistic, historical or comparative. Among the chapters are contributions by Professors James Charlesworth (Princeton), André Gagné (Concordia) and Loren Stuckenbruck (Munich), as well as papers from researchers from North America, Europe, South America and Africa.

New Voices in Norwegian Educational Research (New Research – New Voices #0)

This volume represents the work of 12 authors, all of whom were or are working at the Department of Education at the University of Oslo. This volume aims to provide insights into the diversity of some of the research conducted during the last ten years in Norway, and to shed light on the diverse and broad field of education represented by various new voices from the Department. The contributions have in common that they represent what we can understand as Norwegian voices, at the same time they also show how Norwegian researchers are communicating with and contributing to the international field of educational research. The researchers contributing to this volume are all trained and skilled within a Norwegian tradition, and yet have a broad and international outlook. Norway is a country built on social democratic values, safely situated in one of the northern most corners of the world. During the last ten years or so, the national educational system has been challenged and adjusted to be compatible with international educational trends and expectations. This has brought Norway one step closer to more internationalized and globalized educational approaches, which is clearly shown in this volume. The major themes in this volume serve to highlight this trend with a focus on issues such as achievement goals, motivation and innovation, digital tools and technology in education and new ways of teaching and learning, which include a focus on issues concerning diversity and democracy. The editors and the authors have been collaborating since they first started out as PhD students roughly ten years ago. In this volume, the ambition is to bring together the expertise from this period, and to highlight the contribution to research conducted at the Institute. Elisabeth Bjørnestad lives and works in Oslo, where she is an Associate Professor in Teacher Education and Early Childhood Education and Care at Oslo and Akershus University College of Applied Sciences. Janicke Heldal Stray is also working and living in Oslo, and is an Associate Professor at the Norwegian School of Theology.

New Way, Blue Level, Easy Start: The Sandwich Box

She looked in the box. The New Way series offers a wide range of stories - traditional and contemporary, humorous and fantastic - to appeal to today's children. The extent and quality of resources within this scheme ensures that the teaching of both reading and language development are catered for comprehensively. It provides not just a graded reading scheme, but a whole language programme. The series provides: a balanced approach which combines phonics, look and say, and reading for meaning; careful and straightforward progression through eight colour-coded levels (White to Orange) relating directly to different reading-ability ages, from pre-reading to approximately eight years; colourful and humorous content with proven child appeal; and wide-ranging ancillary support for the teacher. Written in response to teachers' requests for more core material at the early levels of New Way. Easy Starts consolidate the vocabulary of the existing core books, and reinforce work on phonics. The White, Pink, Red and Green Levels each include six readers, with stories of animal characters for pre-readers to children aged six. Key features include: clear phonic support; meaningful, humorous contexts; and further consolidation of vocabulary in the core books. The teacher's guide: offers detailed vocabulary lists; describes the phonic element of Easy Start; provides word games to consolidate vocabulary; and gives suggestions for oral follow-up work.

New Way, Pink Level, Parallel Books: Big Fish and Who Has My Red Fox (PDF)

Two short stories about a little girl; in one she loses a favourite stuffed animal, and in the other she goes fishing with her grandmother. The New Way series offers a wide range of stories - traditional and contemporary, humorous and fantastic - to appeal to today's children. nbsp;

New Way, Red Level, Parallel Books: Adam's bike and Is this your hat? (PDF)

"Helen found a hat in the road and put it on. 'I don't like it,' she said." "Adam wanted a bike for his birthday." The New Way series offers a wide range of stories - traditional and contemporary, humorous and fantastic - to appeal to today's children. The extent and quality of resources within this scheme ensures that the teaching of both reading and language development are catered for comprehensively. It provides not just a graded reading scheme, but a whole language programme. The series provides: a balanced approach which combines phonics, look and say, and reading for meaning; careful and straightforward progression through eight colour-coded levels (White to Orange) relating directly to different reading-ability ages, from pre-reading to approximately eight years; colourful and humorous content with proven child appeal; and wide-ranging ancillary support for the teacher.

New Way, Red Level, Parallel Books: Adam's bike and Is this your hat? (PDF)

"Helen found a hat in the road and put it on. 'I don't like it,' she said." "Adam wanted a bike for his birthday." The New Way series offers a wide range of stories - traditional and contemporary, humorous and fantastic - to appeal to today's children. The extent and quality of resources within this scheme ensures that the teaching of both reading and language development are catered for comprehensively. It provides not just a graded reading scheme, but a whole language programme. The series provides: a balanced approach which combines phonics, look and say, and reading for meaning; careful and straightforward progression through eight colour-coded levels (White to Orange) relating directly to different reading-ability ages, from pre-reading to approximately eight years; colourful and humorous content with proven child appeal; and wide-ranging ancillary support for the teacher.

New Way, Violet Level, Core Book: The Kind Prince and Other Stories

"Once upon a time, there were three princes. They were brothers. Two of them were cruel, rough men, but the youngest was very kind and gentle." New Way, renowned for its phonic focus and success with generations of children, has always been committed to a balanced phonic approach. The core books provide the focus of each level. The New Way series offers a wide range of stories - traditional and contemporary, humorous and fantastic - to appeal to today's children. The extent and quality of resources within this scheme ensures that the teaching of both reading and language development are catered for comprehensively. It provides not just a graded reading scheme, but a whole language programme. The series provides: a balanced approach which combines phonics, look and say, and reading for meaning; careful and straightforward progression through eight colour-coded levels (White to Orange) relating directly to different reading-ability ages, from pre-reading to approximately eight years; colourful and humorous content with proven child appeal; and wide-ranging ancillary support for the teacher.

New Ways of Communicating Archaeology in a Digital World (Interdisciplinary Contributions to Archaeology)

This book examines the communication and interaction between archaeologists and the non-archaeological public in a digital age. Moving beyond traditional methods, the book focuses on communication through new (YouTube, MOOCs, TEDx, etc.) and alternative media (virtual and augmented reality, video games, comics, etc.) that connect a traditional archaeological world to a modern digital one. By featuring case studies that make this point, the volume argues for the need to integrate new technologies and media like online education, storytelling, podcasting, and augmented and virtual reality into archaeologists’ efforts to communicate their work to the broader society. Drawn from a session at the European Association of Archaeologists Annual Conference in 2018, the book was expanded and enhanced by the inclusion of presentations from the 2020 conference and additional invited papers. The volume presents a variety of approaches to archaeological education that highlight the need for creativity and resourcefulness in re-thinking archaeological presentations in a digital and virtual environment. This volume is of interest to archaeologists, as well as researchers and practitioners in museology and heritage and serves as a guide for archaeologists interested and involved in the world of non-academic communication. This book invites the reader to be part of a movement that is redefining the dialogue between our past and the future of communication, learning, and digital storytelling.

New WJEC GCSE Science Double Award - Revision Guide (with Online Edition) (PDF)

This fantastic CGP Revision Guide has the Grade A*-G WJEC GCSE Science Double Award course completely covered! Every topic is explained in our straightforward style and it’s packed with examples - plus material that’s only required for the higher exam is marked up. We’ve included practice questions at the bottom of each page with full answers at the back. What’s more, there are revision summaries at the end of each unit and sections on Working Scientifically and Practical Skills. To top it off, there’s a free Online Edition of the whole book - just use the unique code printed inside the cover to access it on a PC, Mac or tablet.

The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform

`If there in one word to describe the issues addressed by Peter Gronn in The New Work of Educational Leaders it's "timely" And if there is one book that education policy makers, system CEOs and education ministers should find the time to read, this is it' - Educare News `This book is essential reading fro those involved in educational leadership and policy development. This work is also valuable for those interested in the locally organized and interactionally achieved context of institutional work' - Discourse: Studies in the Cultural Politics if Education `Though based in Australia, Peter Gronn shows familiarity with the British education system, and this boo is relevant to those in the compulsory and post-compulsory sectors interested in the themes of education leadership' - Learning and Skills Research In The New Work of Educational Leaders, Peter Gronn provides a new framework for understanding leadership practice. The work of leaders will increasingly be shaped by three overriding but contradictory themes: design; distribution; and disengagement. These are the `architecture' of school and educational leadership. Designer-leadership is the use of mandatory standards of assessment and accreditation for school leaders, such as the National Qualification for Headship (NPQH) in the United Kingdom and the (Interstate School Leaders Licensure Consortium (ISLLC) standards in the United States. Distributed patterns of leadership have developed in response to the intensification of school leaders' work under policy regimes of site-based and school self-management. Disengagement describes a culture of abstention, in which school systems anticipate leadership succession problems, such as projected shortages and recurring recruitment difficulties.

The New Work of Educational Leaders: Changing Leadership Practice in an Era of School Reform (PDF)

`If there in one word to describe the issues addressed by Peter Gronn in The New Work of Educational Leaders it's "timely" And if there is one book that education policy makers, system CEOs and education ministers should find the time to read, this is it' - Educare News `This book is essential reading fro those involved in educational leadership and policy development. This work is also valuable for those interested in the locally organized and interactionally achieved context of institutional work' - Discourse: Studies in the Cultural Politics if Education `Though based in Australia, Peter Gronn shows familiarity with the British education system, and this boo is relevant to those in the compulsory and post-compulsory sectors interested in the themes of education leadership' - Learning and Skills Research In The New Work of Educational Leaders, Peter Gronn provides a new framework for understanding leadership practice. The work of leaders will increasingly be shaped by three overriding but contradictory themes: design; distribution; and disengagement. These are the `architecture' of school and educational leadership. Designer-leadership is the use of mandatory standards of assessment and accreditation for school leaders, such as the National Qualification for Headship (NPQH) in the United Kingdom and the (Interstate School Leaders Licensure Consortium (ISLLC) standards in the United States. Distributed patterns of leadership have developed in response to the intensification of school leaders' work under policy regimes of site-based and school self-management. Disengagement describes a culture of abstention, in which school systems anticipate leadership succession problems, such as projected shortages and recurring recruitment difficulties.

The New Work of Writing Across the Curriculum: Diversity and Inclusion, Collaborative Partnerships, and Faculty Development

The New Work of Writing Across the Curriculum is a descriptive analysis of how institutions can work to foster stronger intellectual activities around writing as connected to campus-wide diversity and inclusion initiatives. Author Staci M. Perryman-Clark blends theory and practice, grounds disciplinary conversations with practical examples of campus work, and provides realistic expectations for operations with budgetary constraints while enhancing diversity, equity, and inclusion work in higher education. Many of these initiatives are created in isolation, reinforcing institutional silos that are not used strategically to gain the attention of senior administrators, particularly those working at state-supported public institutions who must manage shrinking institutional budgets. Yet teaching and learning centers and WAC programs gain tremendously from one another by building explicit partnerships on campus-wide diversity initiatives that emphasize cultural competence. In addition, both cultural competence and written proficiency enhance the transferable skills necessary for completing undergraduate education requirements, and this work can be leveraged to draw the attention of senior administrative leadership. Faculty development and WAC need to make diversity and inclusion initiatives a priority for professional development. The New Work of Writing Across the Curriculum reviews initiatives that point to increased understanding of diversity and inclusion that will be of significance to administrators, WAC specialists, faculty developers, and diversity officers across the spectrum of institutions of higher learning.

A New Writing Classroom: Listening, Motivation, and Habits of Mind

In A New Writing Classroom, Patrick Sullivan provides a new generation of teachers a means and a rationale to reconceive their approach to teaching writing, calling into question the discipline's dependence on argument. Including secondary writing teachers within his purview, Sullivan advocates a more diverse, exploratory, and flexible approach to writing activities in grades six through thirteen. A New Writing Classroom encourages teachers to pay more attention to research in learning theory, transfer of learning, international models for nurturing excellence in the classroom, and recent work in listening to teach students the sort of dialogic stance that leads to higher-order thinking and more sophisticated communication. The conventional argumentative essay is often a simplistic form of argument, widely believed to be the most appropriate type of writing in English classes, but other kinds of writing may be more valuable to students and offer more important kinds of cognitive challenges. Focusing on listening and dispositions or "habits of mind” as central elements of this new composition pedagogy, A New Writing Classroom draws not just on composition studies but also on cognitive psychology, philosophy, learning theory, literature, and history, making an exciting and significant contribution to the field.

New York School

FROM 1947 TO 1951, more than a dozen Abstract Expressionists achieved "breakthroughs" to independent styles. 1 During the following years, these painters, the first generation of the New York School, received growing recognition nationally and globally, to the extent that American vanguard art came to be considered the primary source of creative ideas and energies in the world, and a few masters, notably Pollock, de Kooning, and Rothko, were elevated to art history's pantheon. Younger artists who entered their circle in the early fifties-the early wave of the second generation-such as Larry Rivers, Helen Frankenthaler, Grace Hartigan, Allan Kaprow, Joan Mitchell, Robert Rauschenberg, and Richard Stankiewicz (to list some of the better known), were also acclaimed, but with a few exceptions, their reputations had gone into decline by the end of the fifties. In the following decade, the second generation was eclipsed by a third generation, the innovators of Pop, Op, Minimal, and Conceptual Art. (Any notion of a generation of artists is necessarily arbitrary, of course. The term "generation," as it is used here, refers to a group of artists close in age who live in the same neighborhood at the same time, and to a greater or lesser degree, know each other and partake of a similar sensibility, a shared outlook and aesthetic.)

New York School

FROM 1947 TO 1951, more than a dozen Abstract Expressionists achieved "breakthroughs" to independent styles. 1 During the following years, these painters, the first generation of the New York School, received growing recognition nationally and globally, to the extent that American vanguard art came to be considered the primary source of creative ideas and energies in the world, and a few masters, notably Pollock, de Kooning, and Rothko, were elevated to art history's pantheon. Younger artists who entered their circle in the early fifties-the early wave of the second generation-such as Larry Rivers, Helen Frankenthaler, Grace Hartigan, Allan Kaprow, Joan Mitchell, Robert Rauschenberg, and Richard Stankiewicz (to list some of the better known), were also acclaimed, but with a few exceptions, their reputations had gone into decline by the end of the fifties. In the following decade, the second generation was eclipsed by a third generation, the innovators of Pop, Op, Minimal, and Conceptual Art. (Any notion of a generation of artists is necessarily arbitrary, of course. The term "generation," as it is used here, refers to a group of artists close in age who live in the same neighborhood at the same time, and to a greater or lesser degree, know each other and partake of a similar sensibility, a shared outlook and aesthetic.)

Newborn & Maternity Photography: Learn the Skills and Build a Business

Have you always dreamt of turning your photography hobby into a business, but don't feel you have the skills or accumen to succeed? Newborn and maternity photography is one of the fastest-growing businesses for photographers to move into, and with a seasoned pro as your guide you can quickly learn the secrets of success. In this book, acclaimed newborn and maternity photographer Kristina Mack shares her knowledge of the creative and practical aspects of the genre, and also the tricky business of making a living from capturing this unique stage of the human experience.

Newly Hired Teachers of Science: A Better Beginning (Cultural Perspectives in Science Education)

Supporting newly hired science teachers has taken on an increased importance in our schools. This book shares the most current information about the status of newly hired science teachers, different ways in which to support newly hired science teachers, and different research approaches that can provide new information about this group of teachers. Chapters in the book are written by those who study the status of beginning science teachers, mentor new teachers, develop induction programs, and research the development of new science teachers. Newly Hired Teachers of Science is for administrators who have new science teachers in their schools and districts, professionals who create science teacher induction programs, mentors who work closely with new science teachers, educational researchers interested in studying new science teachers, and even new science teachers. This is a comprehensive discussion about new science teachers that will be a guiding document for years to come.