|
Showing 1 - 22 of
22 matches in All Departments
|
Tax Liens
Philip Nichols
|
R719
Discovery Miles 7 190
|
Ships in 10 - 15 working days
|
|
Tax Liens
Philip Nichols
|
R363
Discovery Miles 3 630
|
Ships in 10 - 15 working days
|
The Making of the Modern Law: Legal Treatises, 1800-1926 includes
over 20,000 analytical, theoretical and practical works on American
and British Law. It includes the writings of major legal theorists,
including Sir Edward Coke, Sir William Blackstone, James Fitzjames
Stephen, Frederic William Maitland, John Marshall, Joseph Story,
Oliver Wendell Holmes, Jr. and Roscoe Pound, among others. Legal
Treatises includes casebooks, local practice manuals, form books,
works for lay readers, pamphlets, letters, speeches and other works
of the most influential writers of their time. It is of great value
to researchers of domestic and international law, government and
politics, legal history, business and economics, criminology and
much more.++++The below data was compiled from various
identification fields in the bibliographic record of this title.
This data is provided as an additional tool in helping to insure
edition identification: ++++Yale Law School
LibraryCTRG99-B974Includes index.Boston, Mass.: Financial Pub. Co.,
c1922]. liv, 821 p.; 24 cm
The Making of the Modern Law: Legal Treatises, 1800-1926 includes
over 20,000 analytical, theoretical and practical works on American
and British Law. It includes the writings of major legal theorists,
including Sir Edward Coke, Sir William Blackstone, James Fitzjames
Stephen, Frederic William Maitland, John Marshall, Joseph Story,
Oliver Wendell Holmes, Jr. and Roscoe Pound, among others. Legal
Treatises includes casebooks, local practice manuals, form books,
works for lay readers, pamphlets, letters, speeches and other works
of the most influential writers of their time. It is of great value
to researchers of domestic and international law, government and
politics, legal history, business and economics, criminology and
much more.++++The below data was compiled from various
identification fields in the bibliographic record of this title.
This data is provided as an additional tool in helping to insure
edition identification: ++++Harvard Law School
LibraryCTRG96-B1309Includes index.Boston: Financial Pub. Co., 1913.
xlv, 826 p.: forms; 24 cm
The next morning (29th June), we entered between Dominica and
Guadaloupe, where we descried two canoes coming from a rocky
island, three leagues off Dominica; which usually repair thither to
fish, by reason of the great plenty thereof, which is there
continually to be found.
This scarce antiquarian book is a facsimile reprint of the
original. 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 for protecting, preserving, and promoting
the world's literature in affordable, high quality, modern editions
that are true to the original work.
The next morning (29th June), we entered between Dominica and
Guadaloupe, where we descried two canoes coming from a rocky
island, three leagues off Dominica; which usually repair thither to
fish, by reason of the great plenty thereof, which is there
continually to be found.
The next morning (29th June), we entered between Dominica and
Guadaloupe, where we descried two canoes coming from a rocky
island, three leagues off Dominica; which usually repair thither to
fish, by reason of the great plenty thereof, which is there
continually to be found.
There is no shortage of innovations on offer for schools. Hardly a
week passes without someone marching out the latest device, app,
service, curricular add-on, or instructional technique that, we are
told, is sure to cure the perennial woes of systemic education.
This book is an investigation of this enchantment with "innovation"
and its implications for not only everyday teaching and learning,
but also the future of public education. Based on a study of The
Innovation School—a public high school organized around
makerspaces, design thinking, and personalized technology—the
author challenges conventional wisdom about how educational
transformation unfolds and argues that the popular understanding of
innovation exacerbates inequality and undermines teacher and
student autonomy. Building the Innovation School demonstrates how
attending to the infrastructures of innovation leads to educational
change that is driven by the interests and values of educators.
Repair rather than disruption is the focus—a commitment to
schools that allow all students to flourish.Book Features: Shows
how specific innovations actually work over time in the everyday
life of the classroom. Challenges the conventional wisdom about
innovation, offering resources for breaking through the hype of
current (and future) innovations-of-the-day. Offers a framework for
"innovating from below," tailoring local innovations to the needs,
values, and priorities of students, educators, and the community.
Includes an appendix of resources for teachers and administrators
interested in applying the frameworks from the book in their
schools and classrooms.
There is no shortage of innovations on offer for schools. Hardly a
week passes without someone marching out the latest device, app,
service, curricular add-on, or instructional technique that, we are
told, is sure to cure the perennial woes of systemic education.
This book is an investigation of this enchantment with "innovation"
and its implications for not only everyday teaching and learning,
but also the future of public education. Based on a study of The
Innovation School-a public high school organized around
makerspaces, design thinking, and personalized technology-the
author challenges conventional wisdom about how educational
transformation unfolds and argues that the popular understanding of
innovation exacerbates inequality and undermines teacher and
student autonomy. Building the Innovation School demonstrates how
attending to the infrastructures of innovation leads to educational
change that is driven by the interests and values of educators.
Repair rather than disruption is the focus-a commitment to schools
that allow all students to flourish.Book Features: Shows how
specific innovations actually work over time in the everyday life
of the classroom. Challenges the conventional wisdom about
innovation, offering resources for breaking through the hype of
current (and future) innovations-of-the-day. Offers a framework for
"innovating from below," tailoring local innovations to the needs,
values, and priorities of students, educators, and the community.
Includes an appendix of resources for teachers and administrators
interested in applying the frameworks from the book in their
schools and classrooms.
|
|