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Phillis Wheatley was the first African American to publish a book of poetry. In 1773, her book, Poems on Various Subjects, Religious and Moral, was published to international acclaim. Wheatley was presented In London as "the African genius," and her writing was published in New England and England alike. Phillis Wheatley's name was known in households throughout literate North America. Yet Phillis Wheatley was a slave. In Phillis, Alison Clarke reaches through time to tell the story of this remarkable woman. Through a series of poems and prose-poems, Clarke presents Wheatley's world with depth and liveliness, reimagining the past for a modern audience while bringing sensibility and passion to the story of Wheatley's life. Wheatley's story is told in first-person poetry that illuminates significant chapters of her life, capturing the brilliant heights of her writing career along with the inevitable, brutal injustices she faced as an enslaved black person in North America. Interspersed with poems written from the viewpoint of Black intellectuals and entrepreneurs who were themselves inspired by Wheatley, this is a collection of poetry that celebrates the resilience and accomplishments of Black History in general and one remarkable woman in particular.
This volume addresses the key issue of the initial education and lifelong professional learning of teachers of mathematics to enable them to realize the affordances of educational technology for mathematics. With invited contributions from leading scholars in the field, this volume contains a blend of research articles and descriptive texts.
In the opening chapter John Mason invites the reader to engage in a number of mathematics tasks that highlight important features of technology-mediated mathematical activity. This is followed by three main sections: An overview of current practices in teachers' use of digital technologies in the classroom and explorations of the possibilities for developing more effective practices drawing on a range of research perspectives (including grounded theory, enactivism and Valsiner's zone theory).Aset of chapters that share many common constructs (such as instrumental orchestration, instrumental distance and double instrumental genesis) and research settings that have emerged from the French research community, but have also been taken up by other colleagues.Meta-level considerations of research in the domain by contrasting different approaches and proposing connecting or uniting elements
Principles of Property Law offers a critical and contextual analysis of fundamental property law concepts and principles, providing students with the necessary tools to enable them to make sense of English land law rules in the context of real world applications. This new book adopts a contextual approach, placing the core elements of a qualifying law degree property and land law course in the context of general property principles and practices as they have developed in the UK and other jurisdictions in response to a changing societal relationship with a range of tangible and intangible things. Also drawing on concepts of property developed by political and legal theorists, economists and environmentalists, Principles of Property Law gives students a clear understanding of how property law works, why it matters and how the theory connects with the real world. Suitable for undergraduate law students studying property and land law in England, Wales and Northern Ireland, as well as postgraduate students seeking an accessible analysis of property law as part of a course in law, land administration, environmental law or development studies.
"Childcare is as necessary for most families as an automobile and a microwave oven, but infinitely harder to find and more expensive to buy. And there is no Consumer Reports rating to refer to in assessing the quality of that care."--from page 172 "Children in childcare centers do better intellectually than children who remain at home. Children in childcare centers did better on tests of verbal fluency, memory, and comprehension . . . and they were able to identify other peoples' feelings and points of view earlier."--from page 87 "Some studies also show that children in childcare tend to be less polite, less agreeable, less compliant with their mothers' or caregivers' demands and requests, less respectful of others' rights . . . How can we integrate these negative differences with the differences in positive social behavior? Are children in childcare . . . socially skilled but bossy, friendly but aggressive, outgoing but rude? It has been suggested--not totally facetiously--that this profile sounds a lot like a successful CEO. It turns out, however, that it is not the same children who are friendly and bossy . . . It seems likely that childcare promotes social advancement in some children and leads to behavior problems in others."--from page 90 "There is no proof that being in care in infancy leads to behavior problems down the road . . . There is no compelling evidence that beginning care in infancy has detrimental effects on children's relationships with their mothers."--from page 99 "Although boys in childcare do indeed become more sociable than boys at home--and although girls in childcare do increase in autonomy, problem solving, and even belligerence--childcare does not wipe outthe differences between the sexes . . . Are there other differences in the effects of childcare on boys and girls? It has frequently been documented that boys are more vulnerable to events in the environment, girls more resilient . . . Are boys worse off than girls when in childcare? The answer is a weak 'maybe.'"--from pages 101-102 "Good-quality care may serve as a protective factor for children from disadvantaged backgrounds, but its effects are not inevitable, nor do they wipe out family disadvantage."--from page 161 "The tensions expressed by these parents--who are using childcare but worrying about it--suggest that researchers need to communicate better about the positive effects of care on children's development and family well-being. Parents need to feel assured that they are doing well by their children, that childcare can be a positive experience, and that both they and their children can benefit from it. Parents also need to feel empowered to evaluate childcare facilities accurately . . . And finally, parents should appreciate that the quality of a child's home life is still likely to be the most important factor in his or her development, even for children who spend many hours in childcare each week."--from page 165
"Social Development, 2nd Edition "provides psychologists with a comprehensive, scholarly, engaging, and up-to-date treatment of theoretical insights and empirical findings in the field of social development. It conveys the excitement of recent advances along with the accumulated knowledge that forms the basis of the field. Psychologists will gain a better understanding of cultural variation, both among societies around the world and within our own society.
How do views about children shape research concerned with their lives? What different forms can research with children take? What ethical issues does it involve? How does it impact on policy and practice, and on the lives of children themselves? This book helps you to understand how research is designed and carried out to explore questions about the lives of children and young people. It tackles the methodological, practical and ethical challenges involved, and features examples of actual research that illustrate: Different strategies for carrying out research Common challenges that arise in the research process Varying modes of engagement that researchers can adopt with participants and audiences; and The impact that research can have on future studies, policy and practice.
Childhoods in context offers a critical exploration of childhood, drawing attention to the physical and social context of children and young people's lives. Three key themes are explored: * Childhood is always located somewhere. The book offers insights into childhood by focusing on places specially designed for children as well as the territories that children develop for themselves. * Childhood is experienced through objects, people and places and through everyday routines. Discussions about childhood are rooted in the details of children's lives, whether on the street, in an institution or in different definitions of home. * Childhood and adult identities are relational. Definitions and understandings of childhood are dependent on how adulthood is viewed. These themes are explored through accounts of home and family, school, public spaces and sites of work in local and global settings. They raise questions about methodological approaches to understanding childhoods in context which is the focus of the concluding chapter. This is the third in a series of four books, written by experts in the field, which provides an introduction to childhood degree programmes and related modules. The series features international case studies, examples and readings to supplement the chapters, and is illustrated in full colour. Other books in the series are: * Understanding childhood: a cross-disciplinary approach * Children and young people's cultural worlds * Local childhoods, global issues
This book is concerned with the question of how families matter in young people's development - a question of obvious interest and importance to a wide range of readers, which has serious policy implication. A series of key current topics concerning families are examined by the top international scholars in the field, including the key risks affecting children, individual differences in their resilience, links between families and peers, the connections between parental work and children's family lives, the impact of childcare, divorce, and parental separation, grandparents, and new family forms such as lesbian and surrogate mother families. The latest research findings are brought together with discussion of policy issues raised.
This comprehensive book provides a balanced overview of the current
research on divorce. The authors examine the scientific evidence to
uncover what can be said with certainty about divorce and what
remains to be learned about this socially and politically charged
issue. Accessible to parents and teachers as well as clinicians and
researchers, the volume examines the impact of marital breakup on
children, adults, and society.
Design Anthropology brings together leading international design theorists, consultants and anthropologists to explore the changing object culture of the 21st century. Decades ago, product designers used basic market research to fine-tune their designs for consumer success. Today the design process has been radically transformed, with the user center-stage in the design process. From design ethnography to culture probing, innovative designers are employing anthropological methods to elicit the meanings rather than the mere form and function of objects. This important volume provides a fascinating exploration of the issues facing the shapers of our increasingly complex material world. The text features case studies and investigations covering a diverse range of academic disciplines. From IKEA and anti-design to erotic twenty-first-century needlework and online interior decoration, the book positions itself at the intersections of design, anthropology, material culture, architecture, and sociology.
This new volume addresses the lasting contribution made by Central European emigre designers to twentieth-century American design and architecture. The contributors examine how oppositional stances in debates concerning consumption and modernism's social agendas taken by designers such as Felix Augenfeld, Joseph Binder, Josef Frank, Paul T. Frankl, Frederick Kiesler, Richard Neutra, and R. M. Schindler in Europe prefigured their later adoption or rejection by American culture. They argue that emigres and refugees from fascist Europe such as Gyoergy Kepes, Paul Laszlo, Victor Papanek, Bernard Rudofsky, Xanti Schawinsky, and Eva Zeisel drew on the particular experiences of their home countries, and networks of emigre and exiled designers in the United States, to develop a humanist, progressive, and socially inclusive design culture which continues to influence design practice today.
How can young children play an active role in developing the design of learning environments? What methods can be used to bring together children's and practitioners' views about their environment? What insights can young children offer into good designs for these children's spaces? With the expansion of early childhood education and the move to 'extended schools', more young children will spend more time than ever before in institutions. Based on two actual building projects, this book is the first of its kind to demonstrate the possibilities of including young children's perspectives in the design and review of children's spaces. Situated at the heart of the debate about the relationship between the built environment and its impact on children's learning and wellbeing, Transforming Children's Spaces provides insights into how young children see their environment discusses children's aspirations for future spaces develops the 'Mosaic approach' , pioneered by the author, as a method for listening to young children and adults Emphasising the importance of visual and verbal methods of communication, this fascinating book demonstrates how practitioners and young children can articulate their perspectives, and shows how participatory methods can support new relationships between children, practitioners and architects. This book is essential reading for those who work in children's spaces and for those who design them as well as being of general interest to those studying education and childhood studies.
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