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Contains alphabetically arranged entries that examine over fifty works of literature from developing nations, each with an introduction to the work and its author, a plot summary, descriptions of important characters, analysis of important themes, a critical overview, and other information.
This groundbreaking Encyclopedia is the very first fully-refereed A-Z compendium of the main principles, concepts, problems, institutions, schools and policies associated with political economy. Based on developments in political economy since the 1960s, it is designed to provide a comprehensive introduction to the field as well as being an authoritative reference work. Undergraduates taking courses in political economy or graduate students coming to the field for the first time will rely on this work as a key point of reference and for direction in their further reading. This lucid work compares for the first time the disparate theories of political economy (e.g, Marxist, Feminist, Sraffian etc.) and emphasizes the application of their principles to real world problems such as inflation, unemployment, development and financial instability. The extensive international team of consultants and contributors has produced a monumental work with truly global perspective.
This book comprises innovative research on the information behavior of various age groups. It also looks at special populations such as ethnic minorities, indigenous peoples, and users with disabilities. The book presents research and reflections on designing systems that help the new generation cope with a complex knowledge society.
In order to work toward eradicating extreme poverty and hunger, the United Nations Millennium Development Goals significantly include universal primary education, gender equality, and empowering women. Effective early literacy instruction plays a critical role in achieving these goals. From around the globe, this issue presents evidence-based, culturally sensitive and cost-effective practices in reading instruction and intervention in the early grades. Not only will this issue heighten awareness of the challenges faced but it will provide valuable information to help guide and improve diverse global education programs and research, especially in developing regions and for children living in poverty or disadvantage in all nations. Presenting several experiences from small- and large-scale reading improvement programs, it: Focuses on low- and middle-income countries, Describes challenges in implementing, studying, and scaling them up, Informs expectations on how quickly and easily reading performance can change, and Provides results and evidence of effectiveness. This is the 155th volume in this Jossey-Bass series New Directions for Child and Adolescent Development. Its mission is to provide scientific and scholarly presentations on cutting edge issues and concepts in this subject area. Each volume focuses on a specific new direction or research topic and is edited by experts from that field.
This publication addresses trends and issues in global education, providing information about what global education is and how to teach it. The publication emphasizes ERIC resources. It offers ERIC Digests about global education and selected items from the ERIC database that exemplify different viewpoints and approaches to global education. It contains a directory of key organizations and World Wide Web sites that provide teacher resources. Designed as a guide for educators who want to include global education across the various subjects of the curriculum, the volume is divided into four parts: (1) "Overview of Global and International Education"; (2) "Institutionalizing Global Education"; (3) "Curriculum, Methods, and Approaches"; and (4) "Appendices." Information about documents in the ERIC database and how to submit documents for the database is appended. (BT)
Publisher description
This volume contains the papers presented at the eighteenth Minnesota Symposia on Child Psychology, held October 27-29, 1983, at the University of Minnesota, Minneapolis. As has been the tradition for this annual series, the faculty of the Institute of Child Development invited internationally eminent researchers to present their research and to consider problems of mutual concern to scientists studying development. The theme of the eighteenth symposium, and the present volume was cognitive perspectives on social and behavior development.