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Philosophy East / West
Philosophy East/West showcases new scholarship in the philosophy of education and contemplative studies, paying particular attention to the intersection of mindfulness, evidence-based science, and wisdom traditions. Moves beyond simplistic explanations of “Eastern” and “Western” to explore the complexity and diversity of various wisdom traditions Investigates the effect of mindfulness-based curricular interventions on current educational theory and practice Uses insights from important Western philosophers—including Heidegger, Levinas, and Foucault—to situate contemplative practice within contemporary educational theory Emphasizes the importance of transcultural and intercultural approaches in the philosophy of education
The Quadratic Assignment Problem
The quadratic assignment problem (QAP) was introduced in 1957 by Koopmans and Beckmann to model a plant location problem. Since then the QAP has been object of numerous investigations by mathematicians, computers scientists, ope- tions researchers and practitioners. Nowadays the QAP is widely considered as a classical combinatorial optimization problem which is (still) attractive from many points of view. In our opinion there are at last three main reasons which make the QAP a popular problem in combinatorial optimization. First, the number of re- life problems which are mathematically modeled by QAPs has been continuously increasing and the variety of the fields they belong to is astonishin...
Handbook of Early Childhood Intervention
Eighteen new chapters have been added to the 2000 edition of this valuable Handbook, which serves as a core text for students and experienced professionals who are interested in the health and well being of young children. It serves as a comprehensive reference for graduate students, advanced trainees, service providers, and policy makers in such diverse fields as child care, early childhood education, child health, and early intervention programs for children with developmental disabilities and children in high risk environments. This book will be of interest to a broad range of disciplines including psychology, child development, early childhood education, social work, pediatrics, nursing, child psychiatry, physical and occupational therapy, speech and language pathology, and social policy. A scholarly overview of the underlying knowledge base and practice of early childhood intervention, it is unique in its balance between breadth and depth and its integration of the multiple dimensions of the field.
The Prokaryotes
For many of us, these simple rewards are suf The purpose of this briefforeword is unchanged from the first edition; it is simply to make you, ficiently gratifying so that we have chosen to the reader, hungry for the scientific feast that spend our scientific lives studying these unusual follows. These four volumes on the prokaryotes creatures. In these endeavors many of the strat offer an expanded scientific menu that displays egies and tools as well as much of the philos the biochemical depth and remarkable physi ophy may be traced to the Delft School, passed ological and morphological diversity of prokar on to us by our teachers, Martinus Beijerinck, yote life. The size ofthe volumes might...
Early Childhood Assessment
The assessment of young children's development and learning has recently taken on new importance. Private and government organizations are developing programs to enhance the school readiness of all young children, especially children from economically disadvantaged homes and communities and children with special needs. Well-planned and effective assessment can inform teaching and program improvement, and contribute to better outcomes for children. This book affirms that assessments can make crucial contributions to the improvement of children's well-being, but only if they are well designed, implemented effectively, developed in the context of systematic planning, and are interpreted and used appropriately. Otherwise, assessment of children and programs can have negative consequences for both. The value of assessments therefore requires fundamental attention to their purpose and the design of the larger systems in which they are used. Early Childhood Assessment addresses these issues by identifying the important outcomes for children from birth to age 5 and the quality and purposes of different techniques and instruments for developmental assessments.
