Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Children's Fractional Knowledge elegantly tracks the construction of knowledge, both by children learning new methods of reasoning and by the researchers studying their methods. The book challenges the widely held belief that children's whole number knowledge is a distraction from their learning of fractions by positing that their fractional learning involves reorganizing-not simply using or building upon-their whole number knowledge. This hypothesis is explained in detail using examples of actual grade-schoolers approaching problems in fractions including the schemes they construct to relate parts to a whole, to produce a fraction as a multiple of a unit part, to transform a fraction into a commensurate fraction, or to combine two fractions multiplicatively or additively. These case studies provide a singular journey into children's mathematics experience, which often varies greatly from that of adults. Moreover, the authors' descriptive terms reflect children's quantitative operations, as opposed to adult mathematical phrases rooted in concepts that do not reflect-and which in the classroom may even suppress-youngsters' learning experiences. Highlights of the coverage: Toward a formulation of a mathematics of living instead of being Operations that produce numerical counting schemes Case studies: children's part-whole, partitive, iterative, and other fraction schemes Using the generalized number sequence to produce fraction schemes Redefining school mathematics This fresh perspective is of immediate importance to researchers in mathematics education. With the up-close lens onto mathematical development found in Children's Fractional Knowledge, readers can work toward creating more effective methods for improving young learners' quantitative reasoning skills.

The Editors of the Saintsbury Memorial Volume have been encouraged by the welcome which that book received to make a final gathering of George Saintbury's writings. From a score of different sources they have chosen essays and papers that have lain uncollected, with their themes ranging from Captain Marryat to Erasmus, from Rosetti to Xenephon, from Swinburne to Balzac's early pot boilers. Included is an entrancing study of the literary associations of the city of Bath; and the editors have followed Saintbury's own example by collecting a Scrap Book more than thirty shorter notes and jeux d'esprit on all kinds of subjects: wigs, sensation novelists, Drummond and Ben Jonson, George Sand, compulsory Greek at Oxford, Shakespeare and Welsh, Laurence Sterne tittle-tattle, Marcel Proust, and much else in true Saintsburian vein.

The Editors of the Saintsbury Memorial Volume have been encouraged by the welcome which that book received to make a final gathering of George Saintbury's writings. From a score of different sources they have chosen essays and papers that have lain uncollected, with their themes ranging from Captain Marryat to Erasmus, from Rosetti to Xenephon, from Swinburne to Balzac's early pot boilers. Included is an entrancing study of the literary associations of the city of Bath; and the editors have followed Saintbury's own example by collecting a Scrap Book more than thirty shorter notes and jeux d'esprit on all kinds of subjects: wigs, sensation novelists, Drummond and Ben Jonson, George Sand, compulsory Greek at Oxford, Shakespeare and Welsh, Laurence Sterne tittle-tattle, Marcel Proust, and much else in true Saintsburian vein.

Children's Fractional Knowledge elegantly tracks the construction of knowledge, both by children learning new methods of reasoning and by the researchers studying their methods. The book challenges the widely held belief that children's whole number knowledge is a distraction from their learning of fractions by positing that their fractional learning involves reorganizing-not simply using or building upon-their whole number knowledge. This hypothesis is explained in detail using examples of actual grade-schoolers approaching problems in fractions including the schemes they construct to relate parts to a whole, to produce a fraction as a multiple of a unit part, to transform a fraction into a commensurate fraction, or to combine two fractions multiplicatively or additively. These case studies provide a singular journey into children's mathematics experience, which often varies greatly from that of adults. Moreover, the authors' descriptive terms reflect children's quantitative operations, as opposed to adult mathematical phrases rooted in concepts that do not reflect-and which in the classroom may even suppress-youngsters' learning experiences. Highlights of the coverage: Toward a formulation of a mathematics of living instead of being Operations that produce numerical counting schemes Case studies: children's part-whole, partitive, iterative, and other fraction schemes Using the generalized number sequence to produce fraction schemes Redefining school mathematics This fresh perspective is of immediate importance to researchers in mathematics education. With the up-close lens onto mathematical development found in Children's Fractional Knowledge, readers can work toward creating more effective methods for improving young learners' quantitative reasoning skills.

The world-famous Chopra Center for Well Being in La Jolla, California, is a healing place where people come from all over the world to learn how to prevent and heal stress and disease through nutrition, meditation, and spirituality. Chopra's co-authors for this cookbook are David Simon, MD, Medical Director of the Chopra Center for Well Being; and Leanne Backer, Executive Chef of the Chopra Center. The Chopra Center Cookbook should transform the way we view food and eating, showing us how to prepare delicious, nutritious meals that lead to integration of body, mind, and spirit while reversing the aging process.