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The Stern Gang
This study of "The Stern Gang" attempts to demythologize the image of this extremist, Zionist underground group. The book analyzes the party's split from the Irgun Zvai Leumi (National Military Organization) and its attempts to synthesize the politics and ideals of the right and left.
Digital Learning and Teaching in Chemistry
Education is always evolving, and most recently has shifted to increased online or remote learning. Digital Learning and Teaching in Chemistry compiles the established and emerging trends in this field, specifically within the context of learning and teaching in chemistry. This book shares insights about five major themes: best practices for teaching and learning digitally, digital learning platforms, virtual visualisation and laboratory to promote learning in science, digital assessment, and building communities of learners and educators. The authors are chemistry instructors and researchers from nine countries, contributing an international perspective on digital learning and teaching in c...
A Historical-Etymological Dictionary of Pre-Russian Habitation Names of the Crimea
This dictionary, the first of its kind in Turkological studies, will prove to be an invaluable research tool for those studying the Crimea, Ukraine, as well as Eurasian Nomadism. It is the result of year-long painstaking research into the etymology of Crimean pre-Russian habitation names, providing insight into the Turkic, Greek, Caucasian place-names in a comparative context, as well as the histories of these cities, towns and villages themselves. The dictionary contains approximately 1,500 entries, preceded by an introduction with notes on the history of the Crimea and the structure of habitation names. For the reader’s convenience, many entries are classified in indices which follow the main part of the book. Additionally, three detailed primary source maps, separately indexed, are appended to the dictionary, as well as a map showing the administration network of the Crimea at the end of the Crimean Tatar Khanate.
Horticulture: Plants for People and Places, Volume 1
This Trilogy explains “What is Horticulture?”. Volume one of Horticulture: Plants for People and Places describes in considerable depth the science, management and technology which underpins the continuous production of fresh and processed horticultural produce. Firstly, there is a consideration of technological innovation derived from basic scientific discoveries which has given rise to entirely new industries, markets, novel crops and changed social habits. Then follows accounts of the modern production of: Field Vegetables, Temperate Fruit, Tropical Fruit, Citrus, Plantation Crops, Berry Crops, Viticulture, Protected Crops, Flower Crops, New Crops, Post-harvest Handling, Supply Chain ...
Enzyme Catalysis in Organic Synthesis, 3 Volume Set
This comprehensive three-volume set is the standard reference in the field of organic synthesis, catalysis and biocatalysis. Edited by a highly experienced and highly knowledgeable team with a tremendous amount of experience in this field and its applications, this edition retains the successful concept of past editions, while the contents are very much focused on new developments in the field. All the techniques described are directly transferable from the lab to the industrial scale, making for a very application-oriented approach. A must for all chemists and biotechnologists.
Drawing for Science Education
This book argues for the essential use of drawing as a tool for science teaching and learning. The authors are working in schools, universities, and continual science learning (CSL) settings around the world. They have written of their experiences using a variety of prompts to encourage people to take pen to paper and draw their thinking – sometimes direct observation and in other instances, their memories. The result is a collection of research and essays that offer theory, techniques, outcomes, and models for the reader. Young children have provided evidence of the perceptions that they have accumulated from families and the media before they reach classrooms. Secondary students describe...
Marriage by Force?
With forced marriage, as with so many human rights issues, the sensationalized hides the mundane, and oversimplified popular discourses miss the range of experiences. In sub-Saharan Africa, the relationship between coercion and consent in marriage is a complex one that has changed over time and place, rendering impossible any single interpretation or explanation. The legal experts, anthropologists, historians, and development workers contributing to Marriage by Force? focus on the role that marriage plays in the mobilization of labor, the accumulation of wealth, and domination versus dependency. They also address the crucial slippage between marriages and other forms of gendered violence, bondage, slavery, and servile status. Only by examining variations in practices from a multitude of perspectives can we properly contextualize the problem and its consequences. And while early and forced marriages have been on the human rights agenda for decades, there is today an unprecedented level of international attention to the issue, thus making the coherent, multifaceted approach of Marriage by Force? even more necessary.
Non-Linear Perspectives on Teacher Development
Despite the multifaceted complexity of teaching, dominant perspectives conceptualize teacher development in linear, dualistic, transactional, human-centric ways. The authors in this book offer non-linear alternatives by drawing on a continuum of complex perspectives, including CHAT, complexity theory, actor network theory, indigenous studies, rhizomatics, and posthuman/neomaterialisms. The chapters included here illuminate how different ways of thinking can help us better examine how teachers learn (relationally, with human, material, and discursive elements) and offer ways to understand the entangled nature of the relationship between that learning and what emerges in classroom instructiona...
Pedagogy for Technology Education in Secondary Schools
This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks. The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.
