In this third book of the acclaimed series, Percy and his friends are escorting two new half-bloods safely to camp when they are intercepted by a manticore and learn that the goddess Artemis has been kidnapped.
Technology is ubiquitous, and its potential to transform learning is immense. The first edition of Using Technology with Classroom Instruction That Works answered some vital questions about 21st century teaching and learning: What are the best ways to incorporate technology into the curriculum? What kinds of technology will best support particular learning tasks and objectives? How does a teacher ensure that technology use will enhance instruction rather than distract from it? This revised and updated second edition of that best-selling book provides fresh answers to these critical questions, taking into account the enormous technological advances that have occurred since the first edition was published, including the proliferation of social networks, mobile devices, and web-based multimedia tools. It also builds on the up-to-date research and instructional planning framework featured in the new edition of Classroom Instruction That Works, outlining the most appropriate technology applications and resources for all nine categories of effective instructional strategies: * Setting objectives and providing feedback * Reinforcing effort and providing recognition * Cooperative learning * Cues, questions, and advance organizers * Nonlinguistic representations * Summarizing and note taking * Assigning homework and providing practice * Identifying similarities and differences * Generating and testing hypotheses Each strategy-focused chapter features examples—across grade levels and subject areas, and drawn from real-life lesson plans and projects—of teachers integrating relevant technology in the classroom in ways that are engaging and inspiring to students. The authors also recommend dozens of word processing applications, spreadsheet generators, educational games, data collection tools, and online resources that can help make lessons more fun, more challenging, and—most of all—more effective.
Charles Darwin has been extensively analysed and written about as a scientist, Victorian, father and husband. However, this is the first book to present a carefully thought out pedagogical approach to learning that is centered on Darwin’s life and scientific practice. The ways in which Darwin developed his scientific ideas, and their far reaching effects, continue to challenge and provoke contemporary teachers and learners, inspiring them to consider both how scientists work and how individual humans ‘read nature’. Darwin-inspired learning, as proposed in this international collection of essays, is an enquiry-based pedagogy, that takes the professional practice of Charles Darwin as its source. Without seeking to idealise the man, Darwin-inspired learning places importance on: • active learning • hands-on enquiry • critical thinking • creativity • argumentation • interdisciplinarity. In an increasingly urbanised world, first-hand observations of living plants and animals are becoming rarer. Indeed, some commentators suggest that such encounters are under threat and children are living in a time of ‘nature-deficit’. Darwin-inspired learning, with its focus on close observation and hands-on enquiry, seeks to re-engage children and young people with the living world through critical and creative thinking modeled on Darwin’s life and science.
America's leading observer of the international scene on the minute-by-minute events of September 11, 2001--before, during and after . As the Foreign Affairs columnist for the The New York Times, Thomas L. Friedman is in a unique position to interpret the world for American readers. Twice a week, Friedman's celebrated commentary provides the most trenchant, pithy,and illuminating perspective in journalism. Longitudes and Attitudes contains the columns Friedman has published about the most momentous news story of our time, as well as a diary of his experiences and reactions during this period of crisis. As the author writes, the book is "not meant to be a comprehensive study of September 11 and all the factors that went into it. Rather, my hope is that it will constitute a 'word album' that captures and preserves the raw, unpolished, emotional and analytical responses that illustrate how I, and others, felt as we tried to grapple with September and its aftermath, as they were unfolding." Readers have repeatedly said that Friedman has expressed the essence of their own feelings, helping them not only by explaining who "they" are, but also by reassuring us about who "we" are. More than any other journalist writing, Friedman gives voice to America's awakening sense of its role in a changed world.
At once a pioneering study of evolution and an accessible and lively reading experience, a book that offers the most convincing—and radical—explanation for how and why the human mind evolved. Consciousness, morality, creativity, language, and art: these are the traits that make us human. Scientists have traditionally explained these qualities as merely a side effect of surplus brain size, but Miller argues that they were sexual attractors, not side effects. He bases his argument on Darwin’ s theory of sexual selection, which until now has played second fiddle to Darwin’ s theory of natural selection, and draws on ideas and research from a wide range of fields, including psychology, economics, history, and pop culture. Witty, powerfully argued, and continually thought-provoking, The Mating Mind is a landmark in our understanding of our own species.
The book records the essential discoveries of mathematical and computational scientists in chronological order, following the birth of ideas on the basis of prior ideas ad infinitum. The authors document the winding path of mathematical scholarship throughout history, and most importantly, the thought process of each individual that resulted in the mastery of their subject. The book implicitly addresses the nature and character of every scientist as one tries to understand their visible actions in both adverse and congenial environments. The authors hope that this will enable the reader to understand their mode of thinking, and perhaps even to emulate their virtues in life.
Kipling was one of the most popular writers in English, both prose and verse, in the late 19th and early 20th centuries. Henry James famously said of him: "Kipling strikes me personally as the most complete man of genius (as distinct from fine intelligence) that I have ever known." In 1907, he was awarded the Nobel Prize in Literature.