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Veteran author Chris Lampton demystifies the programming techniques behind sophisticated maze games such as Wolf3D and gives step-by-step instructions for programmers to create their own 3-D mazes. The centerpiece of this package is a full-fledged maze game, written by the author with professional game programmer Kevin Gliner. Enclosed disk contains tools for designing new mazes.
Whether on the ground or in the mind gardens carry meaning. They reflect social and aesthetic values and may express hope, anticipation or grief. Throughout history they have provided a means of physical survival. In creating and maintaining gardens people construe and construct a relationship with their environment. But there is no single meaning carried in the word ‘garden’: as idea and practice it reflects cultural differences in beliefs, values and social organisation. It embodies personal, community even national ways of seeing and being in the world. There are ten essays in Gardens of History and Imagination, each of which examines the role of gardens and gardening in the settlement of New South Wales and in growing a colony and a state. They explore the significance of gardens for the health of the colony, for its economy, for the construction of social order and moral worth. No less do they reveal the significance of forming and reforming personal identities in this process. For the immigrants gardening was an act of settlement; it was also a statement of possession for individuals and for Britain. For a long time it was with memories of ‘home’, often selective and idealised, that settlers made gardens but as the colony developed its own character so did gardening possibilities and practices.
The girl in this book grows chocolate rabbits, tomatoes as big as beach balls, flowers that change color, and seashells in her garden. How does your garden grow?
In a time of climate change and mass extinction, how we garden matters more than ever: “An outstanding and deeply passionate book.” —Marc Bekoff, author of The Emotional Lives of Animals Plenty of books tell home gardeners and professional landscape designers how to garden sustainably, what plants to use, and what resources to explore. Yet few examine why our urban wildlife gardens matter so much—not just for ourselves, but for the larger human and animal communities. Our landscapes push aside wildlife and in turn diminish our genetically programmed love for wildness. How can we get ourselves back into balance through gardens, to speak life's language and learn from other species? Benjamin Vogt addresses why we need a new garden ethic, and why we urgently need wildness in our daily lives—lives sequestered in buildings surrounded by monocultures of lawn and concrete that significantly harm our physical and mental health. He examines the psychological issues around climate change and mass extinction as a way to understand how we are short-circuiting our response to global crises, especially by not growing native plants in our gardens. Simply put, environmentalism is not political; it's social justice for all species marginalized today and for those facing extinction tomorrow. By thinking deeply and honestly about our built landscapes, we can create a compassionate activism that connects us more profoundly to nature and to one another.
Illustrated with original photographs of Shipman's superb gardens - many by photographer Mattie Edwards Hewitt which have never been previously published - and new photographs by Carol Betsch which were specially commissioned for this volume, the book documents in fascinating detail the life and work of one of America's most important and influential garden designers.
Lead children to literacy and learning along the garden path with books and activities designed to spark interest and imagination. Each of these 45 lessons focuses on a specific book about gardening and offers related activities-such as reading, writing, poetry, word play, music, dancing, and dramatics-to enhance creativity and build literacy skills. In addition, this resource lists more books to read with each lesson and concludes with an annotated bibliography of focus books. A great companion to Beyond the Bean Seed. Grades K-6.
Carefully curated and translated by Dr. Manijeh Rabiei, Persian Garden of Imagination breathes new life into these ancient texts that shed light on Iranian culture and mythology. The literary stories of Iran contain complex topics and symbols related to the region’s classic, pre-Abrahamic faiths, including Zoroastrianism, Mithraism, and mysticism. This collection comprises thirty stories that began in the oral storytelling tradition from before the written word was created. For millennia, the folklore found in this book was used as a way for people to understand their fears, to express their culture’s worldview, and to interpret the deep and fascinating history of their region. Filled with beautiful and evocative literary art, tales of deception, and stories of enduring love, Persian Garden of Imagination captures the essence of the Persian belief system and provides essential reading for anyone craving knowledge about this mesmerizing part of the world.
This comprehensive book provides a theoretical understanding of how imagination contributes to effective leadership, as well as practical tools all educational leaders can employ to cultivate their imaginations and the imaginations of others in their communities. To support these goals, book chapters offer multiple perspectives on what imagination is, why it is essential for educational leaders, and how it can be developed. Contributions by leadership scholars and school-based leaders are organized around three themes: exploring possibilities, poetics of memory, and imagination’s role in social justice and equity. Each section opens with a leadership story that shows how a school leader developed and used imagination to create solutions to real problems. Contributors to this volume were invited to read each otherÕs work and share their questions and thoughts. This work can now be used by individuals or within formal or informal learning communities to expand, deepen and, apply concepts. Expanding on Kieran EganÕs theory of Imaginative Education, this book will help current and future leaders employ imagination to make sense of and address the day-to-day challenges they encounter. Book Features: Brings together empirical and conceptual research on imagination’s varied roles in educational leadership.Provides practical strategies and implementable techniques for cultivating leadership imagination. Demonstrates what cognitive tools all leaders can use to deepen their understanding of issues, to emotionally and imaginatively engage their school communities, and to support equity, diversity, and inclusion.Offers easy-to-use activities and guidelines for applying imagination to key leadership processes and practices. Includes “Cultivating Curiosity, Conversation, and Imagination” sections at the end of chapters to stimulate individual reflection and collaborative discussion. Contributors: Laurie Anderson, Sean Blenkinsop, Lori Driussi, Lynn Fels, Mark Fettes, James W. Koschoreck, Dan Laitsch, Craig Mah, Jessica Masterson, Moraimo Machado, Sarah Pazur, Rose Pillay, Tara Preston, Courtney Robertson, Jonathan Sclater, Karen Steffensen, Katie Strom, Zachary D. Thomas, and Kara Mitchell Viesca.
Bioregionalism is an innovative way of thinking about place and planet from an ecological perspective. Although bioregional ideas occur regularly in ecocritical writing, until now no systematic effort has been made to outline the principles of bioregional literary criticism and to use it as a way to read, write, understand, and teach literature. The twenty-four original essays here are written by an outstanding selection of international scholars. The range of bioregions covered is global and includes such diverse places as British Columbia’s Meldrum Creek and Italy’s Po River Valley, the Arctic and the Outback. There are even forays into cyberspace and outer space. In their comprehensive introduction, the editors map the terrain of the bioregional movement, including its history and potential to inspire and invigorate place-based and environmental literary criticism. Responding to bioregional tenets, this volume is divided into four sections. The essays in the “Reinhabiting” section narrate experiments in living-in-place and restoring damaged environments. The “Rereading” essays practice bioregional literary criticism, both by examining texts with strong ties to bioregional paradigms and by opening other, less-obvious texts to bioregional analysis. In “Reimagining,” the essays push bioregionalism to evolve—by expanding its corpus of texts, coupling its perspectives with other approaches, or challenging its core constructs. Essays in the “Renewal” section address bioregional pedagogy, beginning with local habitat studies and concluding with musings about the Internet. In response to the environmental crisis, we must reimagine our relationship to the places we inhabit. This volume shows how literature and literary studies are fundamental tools to such a reimagining.