The most comprehensive reference of its kind, this powerful resume-writing resource gives readers instant access to 2,500 indispensable keywords germane to 300 careers in nine employment categories--from business, the law, and health care, to the arts, education, and media--and shows how to use them effectively.
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From the garden or barnyard to the kitchen table, here is a comprehensive resource for step-by-step information about food production. Filled with more than 1,000 recipes, 700 mail-order sources, how-to instructions, and earthly wisdom gleaned from a lifetime of self-sufficient living, this thorough, reliable treasury should be in every home. Features 300 illustrations.
... An 8 year plan to preserve Lowell's historic and cultural resources in order to tell the story of the Industrial Revolution in the 19th century; included in the plan are mills, institutions, residences, commercial buildings and canals; describes the areas covered; discusses preservation standards, public improvements, financing, related programs, etc.; provides architectural information, dates of construction, history, plans for building reuse, etc. of specific structures in the Lowell National Historic Park and Lowell Heritage State Park ...
Marguerite de Angeli was born in Lapeer, Michigan, in 1889. As a child, she loved to hear her father tell the story of the red leather-topped copper-toed boots he prized when he was a boy. Recreating the mischievous adventures of that boy through a Michigan summer, Copper-Toed Boots escapes to a time of "tradin" with schoolmates, "tradin" at the store, and picnicking during blackberry season. Children of all ages will delight in this realistic portratyal of mid-nineteenth century rural life. From classroom antics to the day the circus comes to town, Marguerite de Angeli vivdly depicts the folk happenings of a little American town.
2021 Choice Outstanding Academic Title A city of modest size, Providence, Rhode Island, had the third-largest Native American population in the United States by the first decade of the twentieth century. Native Providence tells the stories of the city's Native residents at this historical moment and in the decades before and after, a time when European Americans claimed that Northeast Natives had mostly vanished. Denied their rightful place in modernity, men, women, and children from Narragansett, Nipmuc, Pequot, Wampanoag, and other ancestral communities traveled diverse and complicated routes to make their homes in this city. They found each other, carved out livelihoods, and created neighborhoods that became their urban homelands--new places of meaningful attachments. Accounts of individual lives and family histories emerge from historical and anthropological research in archives, government offices, historical societies, libraries, and museums and from community memories, geography, and landscape. Patricia E. Rubertone chronicles the survivance of the Native people who stayed, left, and returned, or lived in Providence briefly, who faced involuntary displacement by urban renewal, and who made their presence known in this city and in the wider Indigenous and settler-colonial worlds. Their everyday experiences reenvision Providence's past and illuminate documentary and spatial tactics of inequality that erased Native people from most nineteenth- and early twentieth-century history.
This new edition incorporates many insights and strategies the authors have learned while working extensively with teachers to implement the project approach. Since the popular first edition was published in 1989, the authors have continued to help teachers around the world understand the benefits of this approach. Katz and Chard discuss in great detail the philosophical, theoretical, and research bases of project work. The typical phases are presented and detailed suggestions for implementing each one are described. Using specific examples, this book clarifies and articulates the process and benefits of the project approach. These specific examples outline how children's intellectual development is enhanced. Years of working with teachers and young children from preschool to primary age provide the authors with first hand experience for employing the project approach. Helpful guidelines will aid teachers in working with this approach comfortably in order to gain the interset of children and in order for those to grow and florish mentally.