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The Modern Farrier; Or, the Art of Preserving the Health and Curing the Diseases of Horses, Dogs, Oxen, Cows, Sheep & Swine - Comprehending a Great Variety of Original and Approved Recipes; Instructions in Hunting, Shooting, Coursing, Racing, & Fishing, an (Paperback)
A. Lawson
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R768
Discovery Miles 7 680
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Ships in 12 - 17 working days
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The Modern Farrier; Or, the Art of Preserving the Health and Curing the Diseases of Horses, Dogs, Oxen, Cows, Sheep, & Swine - Comprehending a Great Variety of Original and Approved Recipes; Instructions in Hunting, Shooting, Coursing, Racing, and Fishing, (Paperback)
A. Lawson
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R768
Discovery Miles 7 680
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Ships in 12 - 17 working days
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Three policy innovations at the heart of this book - the Common
Core State Standards (CCSS), new Annual Professional Performance
Review (APPR), and data driven instruction (DDI) provide a timely
opportunity to join school and district improvement and policy
implementation research with improvement science. This book is not
just a collection of findings about odds-beating schools (those
with higher than predicted student performance trends and higher
than average poverty and diversity) and their journeys to implement
these innovations. It also provides timely perspectives regarding
policy innovations and how they might disrupt practice in desirable
or undesirable ways. This book offers readers insight into how
educators at every boundary-classroom, school, and district
interact to make meaning of innovations, both individually and
collectively; and also how their meanings and values influence
innovation implementation outcomes. The story includes details how
policy innovations were tailored to school and district office
priorities; the features of these schools' structures, climates,
and routines that were conducive to implementation; and how these
innovations were able to penetrate the classroom boundaries.
Three policy innovations at the heart of this book - the Common
Core State Standards (CCSS), new Annual Professional Performance
Review (APPR), and data driven instruction (DDI) provide a timely
opportunity to join school and district improvement and policy
implementation research with improvement science. This book is not
just a collection of findings about odds-beating schools (those
with higher than predicted student performance trends and higher
than average poverty and diversity) and their journeys to implement
these innovations. It also provides timely perspectives regarding
policy innovations and how they might disrupt practice in desirable
or undesirable ways. This book offers readers insight into how
educators at every boundary-classroom, school, and district
interact to make meaning of innovations, both individually and
collectively; and also how their meanings and values influence
innovation implementation outcomes. The story includes details how
policy innovations were tailored to school and district office
priorities; the features of these schools' structures, climates,
and routines that were conducive to implementation; and how these
innovations were able to penetrate the classroom boundaries.
This book reveals the life of R. Clay Crawford, his dreams, his
schemes, his successes and his failures, as he launched himself
into many of the most turbulent episodes of nineteenth-century
United States history. Like everyone else, he was born with a
family history, not just genetic, but also cultural, determinants;
this book therefore reveals the influences on his behavior
inherited from his father and his grandfathers. And, again like
everyone else, he passed on to his children a model, not just
genetic, but cultural. Even so, Clay's story is not just a family
affair. Clay was a ""self-made man,"" living in an age when that
figure was thought to be a national asset-he thus stands out as a
warning that the worship of the ""self-made man"" produces more
rogues than Rockefellers.
This book focuses on special organizational configurations for
schools in diverse parts of the world. Some of these new
organizational and institutional designs are called multi-service
schools, others are called extended service schools and still
others are called community learning centers. While these schools
have different names and notable different characteristics, they
belong in the same category because of a common feature in their
design: they connect schools with once-separate community programs
and services.Chief among the prototypes for these new
organizational and institutional designs are the ones featured in
the book's title. Some are called multi-service schools to indicate
that they selectively provide some new programs and services.
Others are called extended service schools to indicate that they
serve young people beyond the regular school day, seeking influence
and control over out-of-school time while enabling alternative
teaching-learning strategies, and providing services other than
typical "pupil support services." Still others are called community
learning centers, a name that showcases the educational functions
and priorities of schools and announcing priorities for adult
learning and development. Community schools, still called in some
places full-service community schools, serves as a prototype that
increasingly positions schools as multi-purpose, multi-component,
anchor institutions serving identifiable neighborhoods and entire
rural communities. The book is structured to enhance understanding
of these organizational prototypes and provides comparative social
analysis. It also identifies knowledge needs and gaps as well as
developmental territory for the future.
This volume details protocols on prion disease from multiple
disciplines and highlights the contribution each discipline has
made to the understanding of prion disease. Written in the highly
successful Methods in Molecular Biology series format, chapters
include introductions to their respective topics, lists of the
necessary materials and reagents, step-by-step, readily
reproducible laboratory protocols, and tips on troubleshooting and
avoiding known pitfalls. Authoritative and practical, Prions:
Methods and Protocols aims to ensure successful results in the
further study of this vital field.
This book focuses on special organizational configurations for
schools in diverse parts of the world. Some of these new
organizational and institutional designs are called multi-service
schools, others are called extended service schools and still
others are called community learning centers. While these schools
have different names and notable different characteristics, they
belong in the same category because of a common feature in their
design: they connect schools with once-separate community programs
and services.Chief among the prototypes for these new
organizational and institutional designs are the ones featured in
the book's title. Some are called multi-service schools to indicate
that they selectively provide some new programs and services.
Others are called extended service schools to indicate that they
serve young people beyond the regular school day, seeking influence
and control over out-of-school time while enabling alternative
teaching-learning strategies, and providing services other than
typical "pupil support services." Still others are called community
learning centers, a name that showcases the educational functions
and priorities of schools and announcing priorities for adult
learning and development. Community schools, still called in some
places full-service community schools, serves as a prototype that
increasingly positions schools as multi-purpose, multi-component,
anchor institutions serving identifiable neighborhoods and entire
rural communities. The book is structured to enhance understanding
of these organizational prototypes and provides comparative social
analysis. It also identifies knowledge needs and gaps as well as
developmental territory for the future.
Redesigning Physical Education is a bold and innovative manifesto
for the fundamental redesign of physical education for the
twenty-first-century world. Aiming at better outcomes for children,
better working conditions for teachers, and innovative solutions to
the decline of school PE, it calls for a transnational collective
action project based on new research frameworks, stressing the
fundamental importance of health-enhancing, life-enriching active
participation for all children and young people. Action-oriented
and evidence-based, the book examines the key challenges driving
change, including the equity agenda, institutionalization, outcome
and accountability based teaching, and physical activity
requirements in schools. With a truly international scope, the text
explores perspectives from the USA, Canada, Scotland, England,
Wales, Ireland, New Zealand, Australia, and Italy. This is
important reading for students and academics studying and working
in physical education, kinesiology, public health, and children's
physical activity. It is also a valuable resource for pediatric
exercise specialists, especially sport and exercise psychologists.
Redesigning Physical Education is a bold and innovative manifesto
for the fundamental redesign of physical education for the
twenty-first-century world. Aiming at better outcomes for children,
better working conditions for teachers, and innovative solutions to
the decline of school PE, it calls for a transnational collective
action project based on new research frameworks, stressing the
fundamental importance of health-enhancing, life-enriching active
participation for all children and young people. Action-oriented
and evidence-based, the book examines the key challenges driving
change, including the equity agenda, institutionalization, outcome
and accountability based teaching, and physical activity
requirements in schools. With a truly international scope, the text
explores perspectives from the USA, Canada, Scotland, England,
Wales, Ireland, New Zealand, Australia, and Italy. This is
important reading for students and academics studying and working
in physical education, kinesiology, public health, and children's
physical activity. It is also a valuable resource for pediatric
exercise specialists, especially sport and exercise psychologists.
This scarce antiquarian book is a selection from Kessinger
Publishing's Legacy Reprint Series. Due to its age, it may contain
imperfections such as marks, notations, marginalia and flawed
pages. Because we believe this work is culturally important, we
have made it available as part of our commitment to protecting,
preserving, and promoting the world's literature. Kessinger
Publishing is the place to find hundreds of thousands of rare and
hard-to-find books with something of interest for everyone!
This collection of interviews supplements "Conversations with
Walker Percy" and occasions an additional two dozen pleasurable
encounters with Percy. Primarily from the last ten years of Percys
life, they show how his presence was stimulating thought in much of
humanistic America, in literature, linguistics, psychology, and
philosophy, and in cultural life in general.
Although this acclaimed author of "The Moviegoer, Lancelot, "
and "Love in the Ruins" never overcame his shyness with
interviewers, he continued to grant interviews as long as his
health permitted. This act of openness illustrates his humility
before his ideas and his desire to help others understand them.
The interviews in this collection show him at a height when he
knew that his illness would not allow him to write any more books,
and that the only way to restate his ideas and offer a valediction
to the large audience to whom he had always been kind, patient, and
appreciative was to speak out. Percy d
These collected interviews, like a visit with Percy at his home on
the Bogue Falaya River, provide refreshing close-up encounters with
one of America's most celebrated writers.
These twenty-seven interviews cover a period of twenty-two
years, from the time of the publication of Percy's first novel,
"The Moviegoer," in 1961, until 1983, when he was interviewed about
his friendship with Thomas Merton.
This volume is the second in the "Literary Conversations"
series. These unabridged interviews, collected from a variety of
sources, will give reading pleasure to general readers who wish to
know Percy and his works more closely, and they will be of great
use to Percy scholars.
Divided into four volumes, Race and Ethnicity in America provides a
complete overview of the history of racial and ethnic relations in
America, from pre-contact to the present. The five hundred years
since Europeans made contact with the indigenous peoples of America
have been dominated by racial and ethnic tensions. During the
colonial period, from 1500 to 1776, slavery and servitude of
whites, blacks, and Indians formed the foundation for race and
ethnic relations. After the American Revolution, slavery, labor
inequalities, and immigration led to racial and ethnic tensions;
after the Civil War, labor inequalities, immigration, and the fight
for civil rights dominated America's racial and ethnic experience.
From the 1960s to the present, the unfulfilled promise of civil
rights for all ethnic and racial groups in America has been the
most important sociopolitical issue in America. Race and Ethnicity
in America tells this story of the fight for equality in America.
The first volume spans pre-contact to the American Revolution; the
second, the American Revolution to the Civil War; the third,
Reconstruction to the Civil Rights Movement; and the fourth, the
Civil Rights Movement to the present. All volumes explore the
culture, society, labor, war and politics, and cultural expressions
of racial and ethnic groups. Contextualizes the political
experiences and contributions of minorities within American
politics, society, and culture Includes people of color (e.g.,
African Americans, Latinos, Asians, and American Indians), those of
mixed races, and ethnic groups that experienced minority status in
politics, particularly in the 19th century (e.g., Irish, Jewish,
Italian) Features chronological organization as well as a
historical overview and timeline for contextual understanding and
ease of reference Comprises A-Z entries that detail the political,
social, and cultural histories of racial and ethnic minority
groups, and concludes with a curated selection of key primary
source documents Provides cross-disciplinary information that
explores the experiences of racial and ethnic minorities in America
over a period of five hundred years through history and social
studies, political science, and ethnic studies
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