IACP Award Winner 2019 marks the twenty-fifth anniversary of the acclaimed French Laundry restaurant in the Napa Valley--"the most exciting place to eat in the United States" (The New York Times). The most transformative cookbook of the century celebrates this milestone by showcasing the genius of chef/proprietor Thomas Keller himself. Keller is a wizard, a purist, a man obsessed with getting it right. And this, his first cookbook, is every bit as satisfying as a French Laundry meal itself: a series of small, impeccable, highly refined, intensely focused courses. Most dazzling is how simple Keller's methods are: squeegeeing the moisture from the skin on fish so it sautees beautifully; poaching eggs in a deep pot of water for perfect shape; the initial steeping in the shell that makes cooking raw lobster out of the shell a cinch; using vinegar as a flavor enhancer; the repeated washing of bones for stock for the cleanest, clearest tastes. From innovative soup techniques, to the proper way to cook green vegetables, to secrets of great fish cookery, to the creation of breathtaking desserts; from beurre monte to foie gras au torchon, to a wild and thoroughly unexpected take on coffee and doughnuts, The French Laundry Cookbook captures, through recipes, essays, profiles, and extraordinary photography, one of America's great restaurants, its great chef, and the food that makes both unique. One hundred and fifty superlative recipes are exact recipes from the French Laundry kitchen--no shortcuts have been taken, no critical steps ignored, all have been thoroughly tested in home kitchens. If you can't get to the French Laundry, you can now re-create at home the very experience Wine Spectator described as "as close to dining perfection as it gets."

The acquisition of speech and language represent significant achievements for all children. These aspects of child development have received substantial attention in the research literature and a considerable body of theoretical knowledge exists to chart progress from infancy to maturity. Cross-cultural studies have identified the common purposes served by the acquisition of oral language by children, and the essential similarity in the sequence through which speech develops irrespective of geography and culture. What is less clear is precisely 'how' children learn to say what they mean and 'how' teachers and parents can support and enhance the development of meaningful speech in their children. Until now, children's speech has been underused as a means of promoting learning in the formal school setting. New requirements within the National Curriculum are trying to address this gap, but there remains a lack of clarity as to what this means for practice, and how it relates to the broad base of curricular objectives. This book brings together a body of work, from different countries; it offers an improved understanding of how strategies for developing speaking and listening may impact metacognitive awareness, and raise standards of literacy and dialogic thinking for all children. This book was previously published as a special issue of Early Child Development and Care.

The acquisition of speech and language represent significant achievements for all children. These aspects of child development have received substantial attention in the research literature and a considerable body of theoretical knowledge exists to chart progress from infancy to maturity. Cross-cultural studies have identified the common purposes served by the acquisition of oral language by children, and the essential similarity in the sequence through which speech develops irrespective of geography and culture. What is less clear is precisely 'how' children learn to say what they mean and 'how' teachers and parents can support and enhance the development of meaningful speech in their children. Until now, children's speech has been underused as a means of promoting learning in the formal school setting. New requirements within the National Curriculum are trying to address this gap, but there remains a lack of clarity as to what this means for practice, and how it relates to the broad base of curricular objectives. This book brings together a body of work, from different countries; it offers an improved understanding of how strategies for developing speaking and listening may impact metacognitive awareness, and raise standards of literacy and dialogic thinking for all children. This book was previously published as a special issue of Early Child Development and Care.

Spoken Language is a key component of the primary national curriculum and is fundamental to children's language development and learning. The need for teachers to develop talk in its own right and also use talk as a means of learning is central to effective primary practice. In the past, Initial Teacher Education and CPD have focused on literacy (reading and writing) to the detriment of speaking and listening. However, research strongly supports talk as fundamental to learning and teaching. It has also been identified as an area where teachers feel less confident. This fully updated third edition of Unlocking Speaking and Listening tackles key issues surrounding spoken language with rigour, depth and a strong focus on research, providing education professionals with clear, practical strategies for engaging in purposeful talk, while also celebrating children's implicit understanding and love of the spoken word. Drawing on recent classroom research, Unlocking Speaking and Listening considers what children and teachers need to know in order to develop as effective speakers and listeners. The book addresses: Planning and assessing talk Drama and storytelling Working with EAL children Developing talk in Science and Mathematics Special educational needs Using technology to enhance children's communication Two new chapters on the importance of talk to underpin children's reading development are also included. With contributions from experts in the field, this vital and fully updated resource will help both trainee and practising primary teachers understand and promote the importance of speaking and listening as an effective tool for learning across the primary curriculum.

A recent OFSTED report identified the fact that, while many teachers were confident about their teaching of reading, 'too many are neglecting the teaching of writing in the Literacy Hour'. This book, building on the process approach adopted by both National Literacy Strategy and National Curriculum 2000, addresses the fundamental question, 'How do you teach writing?'
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Pam Hodson and Deborah Jones provide teachers with, practical strategies, support through a clear and concise rationale, and explicit explanation of the different stages of the writing process.
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This theoretical perspective is the basis of differentiated writing frames provided for the classroom use of teachers and pupils alike. Thus invaluable support is given to teachers and student teachers of writing across a wide range of genres throughout Reception, Key Stages 1 and 2, and in the early secondary years.

A recent OFSTED report identified the fact that, while many teachers were confident about their teaching of reading, 'too many are neglecting the teaching of writing in the Literacy Hour'. This book, building on the process approach adopted by both National Literacy Strategy and National Curriculum 2000, addresses the fundamental question, 'How do you teach writing?' / Pam Hodson and Deborah Jones provide teachers with, practical strategies, support through a clear and concise rationale, and explicit explanation of the different stages of the writing process. / This theoretical perspective is the basis of differentiated writing frames provided for the classroom use of teachers and pupils alike. Thus invaluable support is given to teachers and student teachers of writing across a wide range of genres throughout Reception, Key Stages 1 and 2, and in the early secondary years.

This book presents an international perspective on the involvement of men in the lives of young children across a range of differing contexts and from a number of disciplinary perspectives. It takes as a starting point the importance of positive male engagement with young children so as to ensure their optimal development. Past research has revealed however the complexity of studying these relationships and the barriers that exist in families & society which impede the implementation of positive relationships. This book is developed to use new research and educational thinking in order to explore the lived experiences of both fathers and men in edu-care and in addition to considers what it is to be a man in the 21st century. As such this work is pertinent, timely and responsive to issues of concern to all those professionals, policy makers and practitioners within education and family services and also to the public in general. The central purpose of the book is to contribute to the debate around key issues connected to the ways in which men can develop secure professional and familial attachments to young children for whom they have a responsibility. This book was published as a special issue of Early Child Development and Care.

Spoken Language is a key component of the primary national curriculum and is fundamental to children's language development and learning. The need for teachers to develop talk in its own right and also use talk as a means of learning is central to effective primary practice. In the past, Initial Teacher Education and CPD have focused on literacy (reading and writing) to the detriment of speaking and listening. However, research strongly supports talk as fundamental to learning and teaching. It has also been identified as an area where teachers feel less confident. This fully updated third edition of Unlocking Speaking and Listening tackles key issues surrounding spoken language with rigour, depth and a strong focus on research, providing education professionals with clear, practical strategies for engaging in purposeful talk, while also celebrating children's implicit understanding and love of the spoken word. Drawing on recent classroom research, Unlocking Speaking and Listening considers what children and teachers need to know in order to develop as effective speakers and listeners. The book addresses: Planning and assessing talk Drama and storytelling Working with EAL children Developing talk in Science and Mathematics Special educational needs Using technology to enhance children's communication Two new chapters on the importance of talk to underpin children's reading development are also included. With contributions from experts in the field, this vital and fully updated resource will help both trainee and practising primary teachers understand and promote the importance of speaking and listening as an effective tool for learning across the primary curriculum.

In The School of Compassion, Deborah M. Jones engages with the Catholic Church's contemporary attitude towards animals. This is the fullest sustained study of the subject in that faith tradition. It begins by exploring the history of the Church's ideas about animals. These were drawn largely from significant readings of Old and New Testament passages and inherited elements of classical philosophies. Themes emerge, such as the renewal of creation in the apocryphal legends, in the Desert Fathers, and in Celtic monasticism. The spirituality of St Francis of Assisi, the legal status of animals, and liturgies of the Eastern Catholic Churches also shed light on the Church's thinking. The British Catholic tradition - which is relatively favourable to animals - is considered in some detail. The second part of the book provides a forensic examination of the four paragraphs in the Catechism of the Catholic Church which relate particularly to animals. Finally, major contemporary issues are raised - stewardship, anthropocentrism, and gender - as well as key ethical theories. The revisits some teachings of Aquinas, and explores doctrinal teachings such as that of human beings created in the 'image of God', and, with a nod to the Orthodox Tradition, as the 'priests of creation'. These help form a consistent and authentically Catholic theology which can be viewed as a school of compassion towards animals. The joy of this book is that it helps Catholic Christians to re-engage with the issue of animals by utilising the riches from within their own tradition....And what Dr Deborah Jones has discovered is a remarkably more complex, infinitely richer, and considerably more animal-friendly Catholic tradition than might be supposed by the usual caricatures. This book is the fullest systematic treatment of the moral status of animals within the Roman Catholic tradition. It is the result of painstaking scholarship, wide reading, and, most of all, insightful theological exploration. It builds on the work of others, like myself, and provides a stream of fresh perspectives on our lives with God's other creatures. It is a deeply Catholic work, and I pray that it strikes a deep chord within the Catholic community here and overseas. Revd Professor Andrew Linzey Deborah M Jones is general secretary of the international organisation Catholic Concern for Animals and a Fellow of the Oxford Centre for Animal Ethics, with a doctorate in animal theology. She has also worked as editor of the Catholic Herald, deputy editor of Priests & People, as a writer and lecturer, and diocesan adviser for adult religious education.

Thomas Keller, chef/proprieter of Napa Valley's French Laundry, is passionate about bistro cooking. He believes fervently that the real art of cooking lies in elevating to excellence the simplest ingredients; that bistro cooking embodies at once a culinary ethos of generosity, economy, and simplicity; that the techniques at its foundation are profound, and the recipes at its heart have a powerful ability to nourish and please.
So enamored is he of this older, more casual type of cooking that he opened the restaurant Bouchon, right next door to the French Laundry, so he could satisfy a craving for a perfectly made quiche, or a gratineed onion soup, or a simple but irresistible roasted chicken. Now Bouchon, the cookbook, embodies this cuisine in all its sublime simplicity.
But let's begin at the real beginning. For Keller, great cooking is all about the virtue of process and attention to detail. Even in the humblest dish, the extra thought is evident, which is why this food tastes so amazing: The onions for the onion soup are caramelized for five hours; lamb cheeks are used for the navarin; basic but essential refinements every step of the way make for the cleanest flavors, the brightest vegetables, the perfect balance--whether of fat to acid for a vinaigrette, of egg to liquid for a custard, of salt to meat for a duck confit.
Because versatility as a cook is achieved through learning foundations, Keller and Bouchon executive chef Jeff Cerciello illuminate all the key points of technique along the way: how a two-inch ring makes for a perfect quiche; how to recognize the right hazelnut brown for a brown butter sauce; how far to caramelize sugar for different uses.
Butlearning and refinement aside--oh those recipes! Steamed mussels with saffron, bourride, trout grenobloise with its parsley, lemon, and croutons; steak frites, beef bourguignon, chicken in the pot--all exquisitely crafted. And those immortal desserts: the tarte Tatin, the chocolate mousse, the lemon tart, the profiteroles with chocolate sauce. In Bouchon, you get to experience them in impeccably realized form.
This is a book to cherish, with its alluring mix of recipes and the author's knowledge, warmth, and wit: "I find this a hopeful time for the pig," says Keller about our yearning for the flavor that has been bred out of pork. So let your imagination transport you back to the burnished warmth of an old-fashioned French bistro, pull up a stool to the zinc bar or slide into a banquette, and treat yourself to truly great preparations that have not just withstood the vagaries of fashion, but have improved with time. Welcome to Bouchon.

This book presents an international perspective on the involvement of men in the lives of young children across a range of differing contexts and from a number of disciplinary perspectives. It takes as a starting point the importance of positive male engagement with young children so as to ensure their optimal development. Past research has revealed however the complexity of studying these relationships and the barriers that exist in families & society which impede the implementation of positive relationships. This book is developed to use new research and educational thinking in order to explore the lived experiences of both fathers and men in edu-care and in addition to considers what it is to be a man in the 21st century. As such this work is pertinent, timely and responsive to issues of concern to all those professionals, policy makers and practitioners within education and family services and also to the public in general. The central purpose of the book is to contribute to the debate around key issues connected to the ways in which men can develop secure professional and familial attachments to young children for whom they have a responsibility.

This book was published as a special issue of Early Child Development and Care.