Author: Maria Carling, Sandy Jervis
The Grammar Time series provides reference and practice books for 8-15 year olds that use humorous cartoons, drawings and photographs to introduce and practice the English language.
Winnie the Witch
Author: Valerie Thomas, Korky Paul
Publisher: Harper Collins
Because Winnie the Witch lives in a house where everything is black, she cannot see her black cat--until she comes up with a brilliant, and colorful, idea.
The book encourages teachers to practise the language activities with a colleague and/or record themselves on a personal cassette doing the language practice activities in English. A free CD gives examples of classroom language from real classrooms, with pronunciation exercises.
An amusing chronicle of the tribulations of the Ghost of Canterville Chase when his ancestral halls became the home of the American Minister to the Court of St. James.
Features two fairy tales adapted for children from the original Hans Christian Anderson Tales.
Learning to Learn
Author: Ruth Deakin Crick, CRISTINA STRINGHER, Kai Ren
Learning to Learn provides a much needed overview and international guide to the field of learning to learn from a multidisciplinary lifelong and lifewide perspective. A wealth of research has been flourishing on this key educational goal in recent years. Internationally, it is considered to be one of the key competencies needed to compete in the global economy, but also a crucial factor for individual and social well-being. This book draws on leading international contributors to provide a cutting-edge overview of current thinking on learning to learn research, policy, and implementation in both formal and informal learning environments. But what learning to learn is exactly, and what its constituting elements are, are much debated issues. These seem to be the crucial questions if assessment and development of this 'malleable side of intelligence' are to be accomplished. The approach of this volume is to consider a broad conception of learning to learn, not confined to only study strategies or metacognition, yet acknowledging the importance of such elements. The book sets out to answer five main questions: What is learning to learn? What are its functions and how do we assess it? What does it promise to the individual and society at large? How is it conceived in national curricula internationally? How can it be developed in a variety of contexts? The text is organized into two parts: the first addresses the core question of the nature of learning to learn from a theoretical and policy viewpoint, and the second presents recent research carried out in several educational systems, with special attention to assessment and curriculum. It gives an account of pedagogical practices of learning to learn and its role in individual empowerment from childhood to adulthood. Contributors also highlight the potential use of learning to learn as an organizing concept for lifelong learning, school improvement, and teacher training along with potential conflicts with existing incentive practices and policies. This book is a vital starting point and guide for any advanced student or researcher looking to understand this important area of research.
Create an inclusive learning environment through learning strategies, games and dynamic activities making sure all students are achieving success! Inspire passion with a window on the English speaking world through culture, film, documentaries and more with over 70 videos and access to Web TV! Achieve success in the Esame di Stato and external certification with official preparation materials from Cambridge!
Enjoyable story-based practice for the Cambridge Young Learners English (YLE) Tests. Storyfun for Starters Student's Book provides full-colour preparation material for the Cambridge Young Learners English Test: Starters. It contains ten stories with accompanying activities. Students can enjoy reading and listening to stories to practise key areas of the syllabus. Enjoyable activities including games, projects and poems are balanced with exam-style questions to make learning fun. Unit-by-unit wordlists provide an easy reference for vocabulary learning.
The Secret in Their Eyes
Author: Eduardo Sacheri
Publisher: Other Press, LLC
Now a Major Motion Pictured starring Julia Roberts, Nicole Kidman, and Chiwetel Eijiofor Benjamín Chaparro is a man haunted by his past—a retired detective, he remains obsessed with the decades-old case of the rape and murder of a young woman in her own bedroom. As he revisits the details of the investigation, he is reacquainted with his similarly long, unrequited love for Irene Hornos, then just an intern, now a respected judge. Absorbing and masterfully crafted, The Secret in Their Eyes is a meditation on the effects of the passage of time and unfulfilled desire. Eduardo Sacheri’s tale is imbued with the subdued terror that characterized the Dirty War of 1970s Argentina, and was made into the Academy Award winning film of the same name in 2009. Julia Roberts, Nicole Kidman, and Chiwetel Eijiofor now star in the English language depiction of this gripping story, to be released in the Fall of 2015.
Theorems in School
Author: Paolo Boero
Publisher: Sense Publishers
During the last decade, a revaluation of proof and proving within mathematics curricula was recommended; great emphasis was put on the need of developing proof-related skills since the beginning of primary school. This book, addressing mathematics educators, teacher-trainers and teachers, is published as a contribution to the endeavour of renewing the teaching of proof (and theorems) on the basis of historical-epistemological, cognitive and didactical considerations. Authors come from eight countries and different research traditions: this fact offers a broad scientific and cultural perspective. In this book, the historical and epistemological dimensions are dealt with by authors who look at specific research results in the history and epistemology of mathematics with an eye to crucial issues related to educational choices. Two papers deal with the relationships between curriculum choices concerning proof (and the related implicit or explicit epistemological assumptions and historical traditions) in two different school systems, and the teaching and learning of proof there. The cognitive dimension is important in order to avoid that the didactical choices do not fit the needs and the potentialities of learners. Our choice was to firstly deal with the features of reasoning related to proof, mainly concerning the relationships between argumentation and proof. The second part of this book concentrates on some crucial cognitive and didactical aspects of the development of proof from the early approach in primary school, to high school and university. We will show how suitable didactical proposals within appropriate educational contexts can match the great (yet, underestimated!) young students' potentialities in approaching theorems and theories.
Why God Won't Go Away
Author: Andrew Newberg, M.D., Eugene G. D'Aquili
Publisher: Ballantine Books
Why have we humans always longed to connect with something larger than ourselves? Why does consciousness inevitably involve us in a spiritual quest? Why, in short, won't God go away? Theologians, philosophers, and psychologists have debated this question through the ages, arriving at a range of contradictory and ultimately unprovable answers. But in this brilliant, groundbreaking new book, researchers Andrew Newberg and Eugene d'Aquili offer an explanation that is at once profoundly simple and scientifically precise: the religious impulse is rooted in the biology of the brain. Newberg and d'Aquili base this revolutionary conclusion on a long-term investigation of brain function and behavior as well as studies they conducted using high-tech imaging techniques to examine the brains of meditating Buddhists and Franciscan nuns at prayer. What they discovered was that intensely focused spiritual contemplation triggers an alteration in the activity of the brain that leads us to perceive transcendent religious experiences as solid and tangibly real. In other words, the sensation that Buddhists call "oneness with the universe" and the Franciscans attribute to the palpable presence of God is not a delusion or a manifestation of wishful thinking but rather a chain of neurological events that can be objectively observed, recorded, and actually photographed. The inescapable conclusion is that God is hard-wired into the human brain. In Why God Won't Go Away, Newberg and d'Aquili document their pioneering explorations in the field of neurotheology, an emerging discipline dedicated to understanding the complex relationship between spirituality and the brain. Along the way, they delve into such essential questions as whether humans are biologically compelled to make myths; what is the evolutionary connection between religious ecstasy and sexual orgasm; what do Near Death Experiences reveal about the nature of spiritual phenomena; and how does ritual create its own neurological environment. As their journey unfolds, Newberg and d'Aquili realize that a single, overarching question lies at the heart of their pursuit: Is religion merely a product of biology or has the human brain been mysteriously endowed with the unique capacity to reach and know God? Blending cutting-edge science with illuminating insights into the nature of consciousness and spirituality, Why God Won't Go Away bridges faith and reason, mysticism and empirical data. The neurological basis of how the brain identifies the "real" is nothing short of miraculous. This fascinating, eye-opening book dares to explore both the miracle and the biology of our enduring relationship with God. From the Hardcover edition.
This country's most challenging writer on education presents here a distillation, for the general reader, of half a decade's research and reflection. His theme is dual: how children learn, and how they can best be helped to learn--how they can be brought to the fullest realization of their capacities. Mr. Bruner, Harper's reports, has "stirred up more excitement than any educator since John Dewey." His explorations into the nature of intellectual growth and its relation to theories of learning and methods of teaching have had a catalytic effect upon educational theory. In this new volume the subjects dealt with in The Process of Education are pursued further, probed more deeply, given concrete illustration and a broader context. "One is struck by the absence of a theory of instruction as a guide to pedagogy," Mr. Bruner observes; "in its place there is principally a body of maxims." The eight essays in this volume, as varied in topic as they are unified in theme, are contributions toward the construction of such a theory. What is needed in that enterprise is, inter alia, "the daring and freshness of hypotheses that do not take for granted as true what has merely become habitual," and these are amply evidenced here. At the conceptual core of the book is an illuminating examination of how mental growth proceeds, and of the ways in which teaching can profitably adapt itself to that progression and can also help it along. Closely related to this is Mr. Bruner's "evolutionary instrumentalism," his conception of instruction as the means of transmitting the tools and skills of a culture, the acquired characteristics that express and amplify man's powers--especially the crucial symbolic tools of language, number, and logic. Revealing insights are given into the manner in which language functions as an instrument of thought. The theories presented are anchored in practice, in the empirical research from which they derive and in the practical applications to which they can be put. The latter are exemplified incidentally throughout and extensively in detailed descriptions of two courses Mr. Bruner has helped to construct and to teach--an experimental mathematics course and a multifaceted course in social studies. In both, the students' encounters with the material to be mastered are structured and sequenced in such a way as to work with, and to reinforce, the developmental process. Written with all the style and élan that readers have come to expect of Mr. Bruner, Toward a Theory of Instruction is charged with the provocative suggestions and inquiries of one of the great innovators in the field of education.
Author: Jason Felch, Ralph Frammolino
A “thrilling, well-researched” account of years of scandal at the prestigious Getty Museum (Ulrich Boser, author of The Gardner Heist). In recent years, several of America’s leading art museums have voluntarily given up their finest pieces of classical art to the governments of Italy and Greece. Why would they be moved to such unheard-of generosity? The answer lies at the Getty, one of the world’s richest and most troubled museums, and scandalous revelations that it had been buying looted antiquities for decades. Drawing on a trove of confidential museum records and candid interviews, these two journalists give us a fly-on-the-wall account of the inner workings of a world-class museum, and tell a story of outlandish characters and bad behavior that could come straight from the pages of a thriller. “In an authoritative account, two reporters who led a Los Angeles Times investigation reveal the details of the Getty Museum’s illicit purchases, from smugglers and fences, of looted Greek and Roman antiquities. . . . The authors offer an excellent recap of the museum’s misdeeds, brimming with tasty details of the scandal that motivated several of America’s leading art museums to voluntarily return to Italy and Greece some 100 classical antiquities worth more than half a billion dollars.” —Publishers Weekly, starred review “An astonishing and penetrating look into a veiled world where beauty and art are in constant competition with greed and hypocrisy. This engaging book will cast a fresh light on many of those gleaming objects you see in art museums.” —Jonathan Harr, author of The Lost Painting
Fourth edition of the best-selling Cambridge English: Advanced (CAE) course, updated to prepare for the 2015 revised exam.
Enjoyable story-based practice for the Cambridge Young Learners English (YLE) Tests. Storyfun for Movers Student's Book provides full-colour preparation material for the Cambridge Young Learners English Test: Movers. It contains ten stories with accompanying activities. Students can enjoy reading and listening to stories to practise key areas of the syllabus. Enjoyable activities including games, projects and poems are balanced with exam-style questions to make learning fun. Unit-by-unit wordlists provide an easy reference for vocabulary learning.