Encyclopedia of Genocide and Crimes Against Humanity Vol. 2
Added by: jgy777ph | Karma: 31.86 | Other | 12 June 2009
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This comprehensive sourcebook of the worst in human behavior throughout history also includes instances of some of the best responses. It is aimed at the adult general reader but will be valuable for both specialists and older students studying the destruction of a people.
The 350 signed, well-documented entries, varying from 500 to 5,000 words, as appropriate, are arranged alphabetically. The topics comprise the diverse aspects of crimes against humanity--acts and consequences, cultural memory and representation, international institutions and laws.
Edited by: IrinaM - 11 June 2009
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At last, the unknown Japan. The traditional Japan. The real Japan. In this erudite yet entertaining work, the Professor explores a Japan of which few of us are aware. For a tour of a unique culture — a fascinating look at its diverse ways and wonders — join him.
The Story of You is the book Steve Chandler was always meant to write. In the tradition of Covey’s 7 Habits and Scott Peck’s Road Less Traveled, Chandler’s personal growth gem transcends all categories to impact psychology, business, self-help, and contemporary social commentary. For the first time in history, readers have a definitive book on what keeps them from succeeding.
Chandler breaks new ground with his startling revelations and fresh interpretations about people as diverse as: Elvis Presley, Van Gogh, Governor Bill Richardson, actor Tyrese Gibson, Dr. Andrew Weil, Hugh Hefner, Mark Twain and the biblical character Lazarus.
This volume gathers together research by ten scholars engaging with multicultural discourse in Australia and Germany. The term 'polyculturalism' rather than 'multiculturalism' is employed deliberately to re-open a space in which the workings of discourse on culturally diverse societies, both as archive or practice, and as intervention, can be considered in greater depth.
This book shares with prospective and in-service teachers information about learning and teaching reading, writing, and thinking in linguistically and culturally diverse classrooms and communities. The underlying and recurrent thread throughout the book is the necessity for teachers to examine every instructional practice from the perspective of the culturally and linguistically diverse learner. This is a difficult task because prospective teachers and in-service teachers must "let go" of many concepts and practices they themselves experienced as students. Thus, the goal of this book is to inform and challenge English-speaking teachers who will be teaching English literacy to linguistically and culturally diverse students.
However, the focus on English literacy development does not imply advocacy for "English only" or even English as a second language (ESL) as the primary mode of literacy instruction. I have written elsewhere about the importance and benefits of first or native literacy development. In this book, I and the contributing authors assume a position that learners need to develop literacy in their native language and that the concepts and skills learned in developing the native language create a foundation of strength from which students can develop English literacy.