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.

Much of the research about teachers focuses on "those who can't/don't/aren't good" in the classroom. However, teachers who are gifted and talented exist, but there has been little attention to date on the characteristics and practices of such teachers in the classroom. While few, the examples of research on positive teacher attributes include work on the "expert," "authentic," and "creative," as well as examples of research on eminent adults. Identifying, Describing, and Developing Teachers Who Are Gifted and Talented is an essential reference source that discusses behaviors and traits in teachers who are considered gifted and talented as well as case studies on the identification and preparation of teachers who fall into this category. Featuring research on topics such as creative innovation, emotional intelligence, and skill development, this book is ideally designed for educators, administrators, researchers, and academicians.

This volume is a self-contained companion piece to Studying Vibrational Communication, published in 2014 within the same series. The field has expanded considerably since then, and has even acquired a name of its own: biotremology. In this context, the book reports on new concepts in this fascinating discipline, and features chapters on state-of-the art methods for studying behavior tied to substrate-borne vibrations, as well as an entire section on applied biotremology. Also included are a historical contribution by pioneers in the field and several chapters reviewing the advances that have been made regarding specific animal taxa. Other new topics covered are vibrational communication in vertebrates, multimodal communication, and biotremology in the classroom, as well as in art and music. Given its scope, the book will appeal to all those interested in communication and vibrational behavior, but also to those seeking to learn about an ancient mode of communication.

This work explores, through case studies and critical analyses, how media depictions affect the social construction of gender, sexuality, and identity. Through a combination of historical and contemporary topics, scholars examine the stereotypical portrayal of women and men and the contexts within which these stereotypes are illustrated. The studies also discuss the sociopolitical implications of symbols and images associated with these gender representations. Concrete references to particular media support both the methodological and theoretical approaches of the different essays. These quantitative and qualitative studies expose the myriad ways in which the media intervenes in our perception of popular culture.

Media and mass communication scholars will appreciate the many different media forms these essays encompass. The multicultural and gendered perspectives that comprise these writings will also appeal to students and educators of gender studies and contemporary rhetoric. Chapters are grouped in subsections that include newspaper, visual image in media, magazine, television, video, film, and cyberspace.

STEAM education can be described in two ways. One model emphasizes the arts and is not as concerned about the accuracy of the STEM fields. In the second model, STEM content is the prevailing force with a focus on accuracy, and the arts are used in limited and secondary resources for the teaching of the content. However, in order to promote creative thinking, allow for higher student engagement, and offer a more well-rounded education, a STEAM model, where science, technology, engineering, arts, and mathematics are equal contributors to the process of learning, is needed. Cases on Models and Methods for STEAM Education is an important scholarly resource that provides inclusive models and case studies highlighting best techniques and practices for implementing STEAM models in teaching and assists teachers as they learn to use such methods through the inclusion of practical activities for use in the classroom. Highlighting a wide range of topics such as science education, fine arts, and teaching models, this book is essential for educators, administrators, curriculum developers, instructional designers, policymakers, academicians, researchers, and students.

Curriculums for STEM education programs have been successfully implemented into numerous school systems for many years. Recently, the integration of arts education into such programs has proven to be significantly beneficial to students, resulting in a new method of teaching including science, technology, engineering, art, and mathematics. Cases on STEAM Education in Practice is an essential research publication for the latest scholarly information on curriculum development, instructional design, and educational benefits of STEAM learning initiatives. Featuring coverage on a range of topics including fine arts, differentiated instruction, and student engagement, this book is ideally designed for academicians, researchers, and professionals seeking current research on the implementation of STEAM education.

The letters that passed between Mark Pattison--revered scholar and renowned educational reformer--and Meta Bradley--Pattison's cherished friend and confidante--are among the most remarkable and intimate records of middle-class life in Victorian England. Often moving, sometimes sad, they tell the story of an extraordinary friendship between the Rector of an Oxford college, a married man in his seventies, and a woman some forty years his junior. In character Pattison was an original, the possible prototype for George Eliot's Dr. Casaubon in Middlemarch. After his marriage to the beautiful and artistic Francis Strong went sour, he became friendly with Meta Bradley. But when the sharp disapproval of their friends, relatives, and Oxford society prevented more than occasional meetings, an almost daily correspondence by letter became their primary recourse. These 450 or so letters, most never before published, paint detailed portraits of the enigmatic Pattison and other leading personalities, and provide unique first-hand insights into the lives and values of Victorian academic and middle-class society. The editor offers a valuable commentary on the personalities and issues involved in the correspondence, and in a conclusion follows the lives of the central characters in the years after Pattison's death.