To be a chef, you need to have a great palate, knife skills, and... science skills? It's true, cooking requires more "science" than you might think! Learn about the innovations and technology behind great cooking with this informative book. Created in collaboration with the Smithsonian Institution, this STEAM book will ignite a curiosity about STEAM topics through real-world examples. It features a hands-on STEAM challenge that is perfect for makerspaces and that guides students step-by-step through the engineering design process. Make STEAM career connections with career advice from Smithsonian employees working in STEAM fields. Ideal for school reports and projects, this informational text will appeal to reluctant readers and ages 6-8.

This volume provides an international perspective on educational dependency in considering both theories and actual developments throughout the world. Some less developed countries, in expanding their education systems, have emulated Western academic-style systems and have increased their dependence on Western models in various respects including examination validation. Others have deliberately avoided this path and have experimented with systems more 'relevant' to development, often in a radical way. At a theoretical level, Marxist and neo-Marxist development theorists argue that education systems dependent on the West are evidence of economic dependency and confirmation of Marxist development theories; while others argue that the evidence suggests an interdependent world and that dependency theories do not apply in education.

This volume describes the Russian tradition in education and in particular the dominant role of Russian nationality. The whole history of Russian education is covered from Peter the Great to Khruschev.

Developments and trends in Communist education are traced in this authoritative survey by specialists. Eight chapters deal with particular aspects: ideology, psychology, the selective process, the roles of teachers and parents, polytechnical education, the universities and professional institutes. Three chapters survey the former East Germany, Poland and China as special case-studies. A concluding chapter examines common ground between Communist and other systems.

This volume offers a conceptual justification and methodology for comparative studies of education matching developments in the social sciences and other comparative disciplines. It also relates comparative studies of education to the practical business of policy formulation at all levels. Thus it bridges the widening gap between the purely academic world and the world of decision for development. The author draws illustrations from educational reforms, but goes further in suggesting suitable procedures or institutions which might achieve soundly based policies and secure their implementation. He takes account of the planning techniques and achievements of UNESCO, OECD and other international organizations, and examines the activities and aims of national planning for education in a wider perspective of world re-orientation.

This book examines key theorists in depth in order to give some insight into cultural change as reflected in their curricular recommendations and in the interplay they reveal between the two fundamental educational concepts of artifice and nature . The essays on the various theorists Erasmus, Vives, Castiglione, Elyot, Montaigne, Bacon, Comenius, Locke and Rousseau can be read separately but the book also forms an integrated whole, with a continuity of themes explored from theorist to theorist. The book not only charts a historical development but also reveals much that may deepen our understanding of contemporary educational dilemmas.

This volume completes G H Bantock 's comprehensive study of educational thought, and its relationship to the broad development of European culture, from the time of the Renaissance to the present day. During the period under consideration, the new freedom from dogma and hierarchy allowed for the emergence of a large number of models of education intended to accommodate the autonomous personality and at the same time to meet the demand for educational expansion. The need to educate the masses was increasingly recognized, and the dilemma posed by mass civilisation and minority culture became acute as liberal autonomy was increasingly threatened by new egalitarian and collectivist notions. The author considers the work of key theorists from the period, including such writers as Coleridge, Nietzsche and Tolstoy, all relatively neglected as educationists.

This book provides an overview of the relationship between the sweeping social changes of the post-war period and education in England. It outlines the major demographic cultural and socio-economic developments which made new demands of the education service during the twenty years following the War and analyses the responses made by schools, colleges and universities. The book provides not only an informed narrative of the development of formal education, but also an authoritative account of the ways in which suburbanisation and the growth of the new property-owning middle class determined both the rhetoric of education and the structure of the system which emerged through the implementation of the 1944 Education Act.

Organized chronologically this volume examines education in England in the early twentieth century by discussing education through the ages, from pre-history to 1919. The author 's proposals were radical at the time of original education, although they embrace concepts which are now taken for granted in schools: that education of the "whole person" is vital; that the arts should enjoy equal prominence with the sciences; that schools are communities and that the educational experience will be richer for individuals if they work as and for a community.

This volume focuses on the creation, structure and evolution of the Irish national system of education. It illustrates how the system was shaped by the religious, social and political realities of nineteenth century Ireland and discusses the effects that the system had upon the Irish nation: namely that it was the chief means by which the country was transformed from one in which illiteracy predominated to one in which most people, even the poorest, could read and write.

Mini-set H: History of Education re-issues 24 volumes which span a century of publishing:1900 - 1995. The volumes cover Education in Ancient Rome, Irish education in the 19th century, schools in Victorian Britain, changing patterns in higher education, secondary education in post-war Britain, education and the British colonial experience and the history of educational theory and reform.

This two-volume study of progressive education covers the period between 1750 and 1967. The work shows educational innovations to be not just a 1990s phenomenon but one with historical roots going back to the 18th century.;The first volume traces the many currents of thought on education during the late 18th and early 19th centuries. Examining the state of education in the aftermath of the Industrial Revolution, the volume takes into account the social and economic changes of the 19th century and looks at the role of the school as agent of historical reform. As well as documenting the writings of theorists, teachers, social reformers, philanthropists and continental educational thinkers, the study deals with the contributions made by a number of British pioneers and innovative educational institutions which hitherto had not received full recognition.;Volume two reviews three waves of progressive schools, from pre-World War I up to the outbreak of World War II, before following the changing position of the progressive schools up to 1967. Although primarily concerned with England, the author discusses some progressive international movements, including key European developments .

The American ideal has exercised a powerful influence over English educational policy over the last two centuries, even as it has itself changed. Today the very size of America enables it to rehearse problems we shall meet tomorrow. This volume answers key questions for education, as relevant now as they were when it was originally published: Is there an optimal size and a maximal use of a school? Are there adequately sophisticated batteries of attainment tests? Or valid methods of vocational guidance?

This book demonstrates how city literature addresses questions of possibility. In city literature, ideas of possibility emerge primarily through two perspectives: texts may focus on what is possible for cities, and they may present the urban environment as a site of possibility for individuals or communities. The volume combines reflections on urban possibility from a range of geographical and cultural contexts-in addition to the English-speaking world, individual chapters analyse possible cities and possible urban lives in Turkey, Israel, Finland, Germany, Russia and Sweden. Moreover, by engaging with issues such as city planning, mass housing, gentrification, informal settlements and translocal identities, the book shows imaginative literature at work outlining what possibility means in cities.

Memory of the Argentina Disappearances examines the history of the production, public circulation, and the interpretations and reinterpretations of the Nunca Mas report issued by Argentina's National Commission on the Disappearance of Persons (CONADEP). It was established in 1983 by constitutional president Raul Alfonsin to investigate the fate of thousands of people who had been disappeared by the state during the seventies. Upon publication in 1984, Nunca Mas became a bestseller, was translated into several languages and won greater public importance when the military juntas were brought to trial and the court accepted the report as key evidence. The report's importance was further enhanced with the adoption of CONADEP and Nunca Mas as models for truth commissions established in Latin America, and when it was postulated as a means for conveying an awareness of this past to Argentina's younger generations. This book contributes to understanding the political processes that led to Nunca Mas becoming the way in which Argentines remembered the disappearances and the country's political violence, and how its meaning is modified by new interpretations. Given the canonical nature of Nunca Mas, the book sheds light on the most substantial changes and the continuities in Argentina's social memory of its recent past.

This book examines the evolution of motor sport from its creation in central Europe, throughout the rest of the continent and elsewhere, including in both North and South America.

It was published as a special issue of the International Journal of the History of Sport.

The first critical analysis of the Titanic as a modern myth, this book focuses on the second of the two Titanics. The first was the physical Titanic, the rusting remains of which can still be found twelve thousand feet below the north Atlantic. The second is the mythical Titanic which emerged just as its tangible predecessor slipped from view on April 15, 1912. It is the second of the two Titanics which remains the more interesting and which continues to carry cultural resonances today. The Myth of the Titanic begins with the launching of the "unsinkable ship" and ends with the outbreak of the "war to end all wars." It provides an insight into the particular culture of late-Edwardian Britain and beyond this draws far greater conclusions about the complex relationship between myth, history, popular culture and society as a whole.

Every cricket lover, for better or worse, has their year. The year it all fell into place or all fell apart. A year of triumph or disaster; of tragedy or comedy. This being cricket, there's normally a bit of everything. Covering 50 different seasons, from 1934 right up to the weird summer of 2020, a series of journalists, poets, musicians, comedians, and ex-players - plus the odd England captain - have come together to produce a collection of personal essays, using the game of cricket as the backdrop to tell the story of their own Golden Summers. 50 voices for 50 years: each one delving into the year that means the most to them. This is Golden Summers.

@font-face { font-family: Times New Roman ; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0cm 0cm 0.0001pt; font-size: 12pt; font-family: Times New Roman ; }table.MsoNormalTable { font-size: 10pt; font-family: Times New Roman ; }div.Section1 { page: Section1; } In Dates, Nawal Nasrallah draws on her experience of growing up in the lands of ancient Mesopotamia, where the date palm was first cultivated, to explore the history behind the fruit. Dates have an important role in their arid homeland of the Middle East, where they are a dietary staple, consumed fresh or dried, as a snack or a dessert. They are even thought to have aphrodisiac qualities. The ancients said that the date palm had 360 uses: its seeds can be burned for charcoal, its trunk used as an irrigation pipe in fields, its leaves are woven into baskets and its sap can be turned into wine. It is no wonder, then, that it has played such a central role in the economy - and the culture - of the Middle East. The date palm's story follows its journey from its land of origin to the far-flung regions where it is cultivated today, such as Australia, California and Spain. Along the way, Nasrallah weaves many fascinating and humorous anecdotes that explore the etymology, history, culture, religion, myths and legends surrounding dates. She explains how the tree came to be a symbol of the Tree of Life; how it is associated with the fiery phoenix bird, the famous ancient goddess Ishtar and the moon; and lifts the veil on the curious sex life of the date palm. This delightful and unusual book gives a new perspective on the 'bread of the desert', the fruit from this most beautiful and useful of trees.