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.

"John Wallace Whitehead has been blessed to view the church as a purist. With no agenda, program, or bias, he is able to describe clearly the perception of those who are not in the family of God yet and what is on their minds about God's people, the Church. He is able to challenge the complicated church culture that has been embedded for years with simplicity. He writes with concern filled with humility. He presents challenges with compassion. And most important, he is Christ-centered without compromise. Using a teaching technique that Jesus used in His ministry, John presents penetrating questions that reach to the very core of your soul. They are probing and revelatory. You will find "metaphors" in his writing to hang your thoughts upon. He brings you to a decisive moment in serving the Lord: What will you do now?

""Where Is God in His Church"? is your passport to understanding and freedom. A new song will arise in your soul and you will be re-energized in doing God's work God's way for God's results A must-read for all who want to 'bring back the King '."
-Dr. Mark O'Farrell, president, Trinity College of Florida

What causes an earthquake is a mystery -- until you go deep beneath the Earth's surface. Read on to find out what causes the incredibly destructive natural disaster -- the earthquake!

The Earth as we know it was partly created by volcanoes. Many are still active today. Learn how volcanoes form and what is going on when they erupt.

How can curriculum integration of school science with the related disciplines of technology, engineering and mathematics (STEM) enhance students' skills and their ability to link what they learn in school with the world outside the classroom? Featuring actual case studies of teachers' attempts to integrate their curriculum, their reasons for doing so, how they did it, and their reflections on the outcomes, this book encourages science educators to consider the purposes and potential outcomes of this approach and raises important questions about the place of science in the school curriculum. It takes an honest approach to real issues that arise in curriculum integration in a range of education contexts at the elementary and middle school levels. The clear documentation and critical analysis of the contribution of science in curriculum integration-its implementation and its strengths and weaknesses-will assist teachers, science educators, and researchers to understand how this approach can work to engage students and improve their learning, as well as how it does not happen easily, and how various factors can facilitate or hinder successful integration.

As the third millennium progresses, we are faced with increasing pressures relating to climate change and the sustainability of life on Earth. Concerned citizens are realizing that the responsibility to respond is both local and global. There is an increasing sense of urgency about the need to reform the processes of schooling and curriculum to better prepare students for global citizenship. Educators, policy makers and the wider community are seeking information about how to proceed with this reform effort, particularly how alternative and integrated approaches to curriculum can be used to engage students with the important issues of our time. Knowledge that Counts in a Global Community explores the potential contribution of curriculum integration in a context where school curricula are typically segregated by discipline. It offers curriculum integration as a powerful tool for educating young citizens so that they can understand and respond to global concerns. It argues for an informed citizenry who can think broadly across disciplines, and contribute sensibly and pragmatically to local problems with an eye on how this translates to making a global difference. In its examination of the twin themes of global knowledge and curriculum integration, the book explores: the nature of curriculum integration the nature of knowledge the nature of learning The authors reflect on these issues from perspectives gained by more than a decade of research in the area. Their in-depth, scholarly exploration and critical analysis of current approaches to curriculum, introduces educators and academics to contemporary ways of conceptualizing the complexities of, and relationships among curriculum integration, knowledge and learning. Throughout the book, the authors emphasize the central curriculum question, what kinds of outcomes do we want for students of the twenty-first century? This book will provide a valuable resource for academic educators, researchers, teachers and others interested in educational policy reform.

Through the use of case studies and commentaries by senior scholars in the field, this book provides student-teachers with personal and professional insights into some key science education "dilemmas". It discusses dilemmas about science; the nature of science; laws of science; teaching ethics; gender; target students; culture and ethnicity; textbooks; student reports; laboratories; classrooms; teaching out of field; and curriculum change.