This Child-Friendly Schools (CFS) Manual was developed during three-and-a-half years of continuous work, involving the United Nations Children's Fund education staff and specialists from partner agencies working on quality education. It benefits from fieldwork in 155 countries and territories, evaluations carried out by the Regional Offices and desk reviews conducted by headquarters in New York. The manual is a part of a total resource package that includes an e-learning package for capacity-building in the use of CFS models and a collection of field case studies to illustrate the state of the art in child-friendly schools in a variety of settings.
The understanding that some pesticides are more hazardous than others is well established. Recognition of this is reflected by the World Health Organization (WHO) Recommended Classification of Pesticides by Hazard, which was first published in 1975. The document classifies pesticides in one of five hazard classes according to their acute toxicity. In 2002, the Globally Harmonized System of Classification and Labelling of Chemicals (GHS) was introduced, which in addition to acute toxicity also provides classification of chemicals according to their chronic health hazards and environmental hazards.
The book is based on the exchange of professional experiences which featured in an IUCN CEC workshop in August 2002. Practitioners from around the world shared their models of good practice and explored the challenges involved in engaging people in sustainability. The difficulties facing practitioners vary between country and context but some challenges are universal: A lack of clarity in communicating what is meant by sustainable development; An ambition to educate everyone to bring about a global citizenship; Social, organisational or institutional factors constrain change to sustainable development, yet there is an emphasis on formal education, and community educators do not receive the same support; A lack of balance in addressing the integration of environmental, social and economic dimensions leading to an interpretation that ESD is mainly about environment and conservation issues; New learning (rather than teaching) approaches are called for to promote more debate in society. Yet, few are trained or experienced in these new approaches. Practitioners need support to explore new ways of promoting learning. [Foreword, ed].
A Frequency Dictionary of Spanish has been fully revised and updated, including over 500 new entries, making it an invaluable resource for students of Spanish. Based on a new web-based corpus containing more than 2 billion words collected from 21 Spanish-speaking countries, the second edition of A Frequency Dictionary of Spanish provides the most expansive and up-to-date guidelines on Spanish vocabulary. Each entry is accompanied with an illustrative example and full English translation. The Dictionary provides a rich resource for language teaching and curriculum design, while a separate CD version provides the full text in a tab-delimited format ideally suited for use by corpus and computational linguistics. With entries arranged both by frequency and alphabetically, A Frequency Dictionary of Spanish enables students of all levels to get the most out of their study of vocabulary in an engaging and efficient way.
Annotation Country-by-country studies of Nicaragua, El Salvador, Guatemala, Honduras and Costa Rica as well as a wealth of charts, statistics and chronologies. Dunkerly teaches political studies at Queen Mary College, London. Annotation copyrighted by Book News, Inc., Portland, OR.
Mixed race studies is one of the fastest growing, as well as one of the most important and controversial areas in the field of race and ethnic relations. Bringing together pioneering and controversial scholarship from both the social and the biological sciences, as well as the humanities, this reader charts the evolution of debates on 'race' and 'mixed race' from the nineteenth to the twenty-first century. The book is divided into three main sections: tracing the origins: miscegenation, moral degeneracy and genetics mapping contemporary and foundational discourses: 'mixed race', identities politics, and celebration debating definitions: multiraciality, census categories and critiques. This collection adds a new dimension to the growing body of literature on the topic and provides a comprehensive history of the origins and directions of 'mixed race' research as an intellectual movement. For students of anthropology, race and ethnicity, it is an invaluable resource for examining the complexities and paradoxes of 'racial' thinking across space, time and disciplines.
From the introduction: "There is a great deal to be learned from McCleary's work, and she raises serious questions not only about Guatemalan society but also about the democratization of societies in general. . . . We must be immensely grateful to her for providing us in clear and balanced terms with the first, and perhaps only, account and analysis of what happened during those critical days in May and June of 1993."--Richard N. Adams, Rapaport Centennial Professor of Liberal Arts, Emeritus, University of Texas, Austin Documenting a rare political occurrence, Rachel McCleary examines the evolution of the two major elite groups in Guatemala--the organized private sector and the military--during the country's transition from authoritarianism to democracy. Arguing that the transition resulted from a stalemate over economic policy, she shows how the two elites altered their relations from disunity (during the period from 1982 to 1986) to unity (from 1993 to the present). Not only does she describe a nonviolent settlement, she also discusses the development of democracy in a country that was directly caught up in Cold War relations between the United States and the USSR. Thus she makes a serious contribution to the study of democratization as well as to Latin American history. Rachel M. McCleary, professor of international studies at Johns Hopkins University, is the author of Seeking Justice: Ethics and International Affairs.
Approach; Major ecosystem types, major habitat types, and ecoregions of LAC; Conservation status of terretrial ecoregions of LAC; Biological distinctiveness of territorial ecoregions of LAC at different biogeographic scales results; Integrating biological distinctiveness and conservation status; Conservation assessment of mangrove ecosystems.
