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This book will help those who plan and develop literacy initiatives; using case studies from literacy programmes in many countries including Egypt, India, Indonesia, Mali, Nigeria, the Philippines and Uganda, it demonstrates the importance of literacy, its power to improve lives, and the role literacy plays in social and economic development.
‘A rare and remarkable book.' Times Literary Supplement Gilles Deleuze (1925-1995) was Professor of Philosophy at the University of Paris VIII. He is a key figure in poststructuralism, and one of the most influential philosophers of the twentieth century. Félix Guattari (1930-1992) was a psychoanalyst at the la Borde Clinic, as well as being a major social theorist and radical activist. A Thousand Plateaus is part of Deleuze and Guattari's landmark philosophical project, Capitalism and Schizophrenia - a project that still sets the terms of contemporary philosophical debate. A Thousand Plateaus provides a compelling analysis of social phenomena and offers fresh alternatives for thinking about philosophy and culture. Its radical perspective provides a toolbox for ‘nomadic thought' and has had a galvanizing influence on today's anti-capitalist movement. Translated by Brian Massumi>
In Kafka Deleuze and Guattari free their subject from his (mis)intrepreters. In contrast to traditional readings that see in Kafka's work a case of Oedipalized neurosis or a flight into transcendence, guilt, and subjectivity, Deleuze and Guattari make a case for Kafka as a man of joy, a promoter of radical politics who resisted at every turn submission to frozen hierarchies.
This is the first book in English profiling the work of a research collective that evolved around the notion of "coloniality", understood as the hidden agenda and the darker side of modernity and whose members are based in South America and the United States. The project called for an understanding of modernity not from modernity itself but from its darker side, coloniality, and proposes the de-colonization of knowledge as an epistemological restitution with political and ethical implications. Epistemic decolonization, or de-coloniality, becomes the horizon to imagine and act toward global futures in which the notion of a political enemy is replaced by intercultural communication and towards an-other rationality that puts life first and that places institutions at its service, rather than the other way around. The volume is profoundly inter- and trans-disciplinary, with authors writing from many intellectual, transdisciplinary, and institutional spaces. This book was published as a special issue of Cultural Studies.
"This is overwhelmingly a valuable book - particularly in the context of science education in the UK. It is a book that deserves to be read more widely by science teachers, particularly those who seek not simply to extend their repertoire of teaching techniques, but who wish to place these techniques upon a sound academic footing." Educational Review "I have greatly enjoyed reading through Science Education for Citizenship. It is extremely informative and contains much of value. We will definitely be putting it on our MA in Science Education reading list." Dr Michael Reiss, Institute of Education, University of London This innovative book explores the effective teaching and learning of issues relating to the impact of science in society. Research case studies are used to examine the advantages and problems as science teachers try new learning approaches, including ethical analysis, use of media-reports, peer-group decision-making discussions and community projects. This book: offers practical guidance in devising learning goals and suitable learning and assessment strategies helps teachers to provide students with the skills and understanding needed to address these multi-faceted issues explores the nature and place of socio-scientific issues in the curriculum and the support necessary for effective teaching Science Education for Citizenship supports science teachers, citizenship teachers and other educators as they help students to develop the skills and understanding to deal with complex everyday issues.
The biological bases of invertebrate immune responses have interested scientists for decades, from the first relevant observation by E. Metchnikoff in 1882, who discovered phagocytosis while studying starfish larvae. Invertebrate immunology first began to be appre ciated as an important field in the late 1960s and 1970s. However, in the following years there was much controversy regarding the question: do invertebrates offer insight into the origin of the sophisticated immune responses of the vertebrates? There are several reasons why progress in research on invertebrate immune competence has been painfully slow. One of the main impediments to the progress, as compared to the fast development of knowledge in the vertebrate systems, was the fact that most of the studies concentrated on "whole organism" assays, mainly on grafting tissues between allogeneic partners. Only in the last few years have more and more aspects of invertebrate immunity been investigated on the cellular, biochemical and molecular levels. These studies led to discoveries of novel defense reactions, new pathways of effector mechanisms which are elicited after recognition of "nonself', and complex, sometimes highly polymorphic genetic elements that control invertebrate immune reactions. The importance of invertebrate immunity for understanding "immunology" as a whole, despite the conflicting models and hypotheses, is now much more recognized than before. Although most of the 20 phyla belonging to the inver tebrates have different modes of life, body organizations, habitats occupied, and biochemical patterns, they show striking aspects of exceptional precision for discriminating between self and nonself.
A first- and second-year undergraduate organic chemistry textbook, specifically geared to British and European courses and those offered in better schools in North America, this text emphasises throughout clarity and understanding.