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Kurukshetra September 2023: कुरुक्षेत्र सितंबर २०२३
by Publications Divisionकुरुक्षेत्र के इस अंक में मेक इन इंडिया पर चर्चा की गई है। भारत सरकार के प्रयासों के परिणामस्वरूप देश के आर्थिक विकास में तेजी आई है और अंतर्राष्ट्रीय मंदी के बावजूद भारत की अर्थव्यवस्था निरंतर प्रगति के पथ पर अग्रसर है। संक्षेप में, मेक इन इंडिया पर आधारित इस अंक में इस अभियान की 9 वर्षों की विकास यात्रा का आकलन करने के साथ-साथ इसके मार्ग में आ रही चुनौतियों और उपलब्धियों को भी प्रस्तुत किया है। साथ ही, मेक इन इंडिया को साकार करने के लिए सरकार द्वारा की गई पहलों का भी विश्लेषण विशेषज्ञ लेखकों द्वारा किया गया है।
Kurze Geschichte der Sozialen Arbeit (essentials)
by Wolf Rainer WendtIn einer verdichteten Darstellung wird die Entwicklung sozialer Betätigung und ihrer Professionalisierung beschrieben – von den Gesellschaften der Aufklärung über soziale Bewegungen und Antworten international auf die soziale Frage in öffentlicher und freier Armenpflege und die Entfaltung von social work hin zu seinen Ausprägungen im Wohlfahrtsstaat unter Bedingungen des sozialen und globalen Wandels.
Kutztown University (Campus History)
by Kayla L. Fusselman Emma E. BilligKutztown University (KU) traces its origins to the Fairview Seminary. In 1860, Henry R. Nicks opened Fairview Seminary as a select school where more advanced subjects than those offered in the area were taught. In 1864, Nicks opened a new Maxatawny Seminary on the site where KU's Old Main stands today. With growth, efforts were made to convert the seminary into a public state normal school. On September 15, 1866, Maxatawny Seminary officially became Keystone State Normal School (KSNS). KSNS was dedicated to preparing students for the teaching profession. With emphasis placed on student life and the school's Pennsylvania German heritage, this book tells the story of KU from its modest beginnings as a teacher training school to its current mission of providing high-quality education.
Kwanzaa and Me: A Teacher's Story
by Vivian Gussin PaleyALL these white schools I've been sent to are racist," Sonya says. "I'd have done better in a black school. I was an outsider here." These are hard words for Vivian Paley, whose own kindergarten was one of Sonya's schools, the integrated classroom so lovingly and hopefully depicted by Paley in White Teacher. Confronted with the grown-up Sonya, now on her way to a black college, and with a chorus of voices questioning the fairness and effectiveness of integrated education, Paley sets out to discover the truth about the multicultural classroom from those who participate in it. This is an odyssey undertaken on the wings of conversation and storytelling in which every voice adds new meaning to the idea of belonging, really belonging, to a school culture. Here are black teachers and minority parents, immigrant families, a Native American educator, and the children themselves, whose stories mingle with the author's to create a candid picture of the successes and failures of the integrated classroom. As Paley travels the country listening to these stories, we see what lies behind recent moves toward self-segregation: an ongoing frustration with racism as well as an abiding need for a nurturing community. And yet, among these diverse voices, we hear again and again the shared dream of a classroom where no family heritage is obscured and every child's story enriches the life of the schoolhouse. "It's all about dialogue, isn't it?" asks Lorraine, a black third-grade teacher whose story becomes a central motif. And indeed, it is the dialogue that prevails in this warmly provocative and deeply engaging book, as parents and teachers learn how they must talk to each other, and to their children, if every child is to secure a sense of self in the schoolroom, no matter what the predominant ethnic background. Vivian Paley offers these discoveries to readers as a starting point for their own journeys toward community and kinship in today's schools and tomorrow's culture.
Kyle Finds Her Way
by Susie SalomOn the first day of sixth grade, Kyle Constantini lands in the principal's office after standing up against (that is, punching) Ino Nevarez, who was teasing a deaf girl at school. Her punishment? Join the NAVS program, which teaches constructive problem-solving (that is, not punching). Kyle loves NAVS, where her team competes in a challenge to navigate a maze. But her parents refuse to let her participate... so Kyle may just have to fudge the truth a bit to get around them. Then her best friend starts to crush on a cute new English boy, who seems to be interested in -- Kyle? As the NAVS competition approaches, she has to trust her instincts, take some good advice, and figure out her way through the amazing maze of middle school. Rich characters, a big heart, and a witty, warm voice make Kyle Finds Her Way a debut worth discovering.
Kyle Keeps Track of Cash (Cloverleaf Books (tm) -- Money Basics Ser.)
by Lisa Bullard Mike ByrneHow should we handle our money? Kyle's club is going camping. All the kids will sell Cool Candy to earn money for the trip. Kyle needs to find buyers for ten boxes of candy. Can he keep track of his cash and join his friends on the camping trip? Read this book to find out!These simple, engaging stories present basic financial literacy concepts, such as saving, spending, borrowing, and comparison shopping to build a foundation for a lifetime of money smarts. Free downloadable series teaching guide available.
Kyra's Story
by Dandi Daley MackallWhen Kyra of Macon, Iowa, becomes overwhelmed by the stress of senior year in high school, the school play, and early admission to drama school she begins taking prescription drugs, unaware that her twin brother will suffer the consequences.
L’ Évaluation de la littératie (Éducation)
by Marie Josée Berger et Alain DesrochersCet ouvrage collectif porte sur les enjeux et les méthodes de l’évaluation de la lecture et de l’écriture en milieu scolaire. Il comprend douze chapitres centrés sur des aspects distincts de l’évaluation de la littératie. Les auteurs commencent par situer la littératie dans son contexte historique et social. Puis, ils discutent les formes et les fonctions actuelles de l’évaluation de la littératie ainsi que les caractéristiques d’un bon outil d’évaluation. Ils abordent aussi plusieurs contextes particuliers de l’évaluation : la littératie familiale, le dépistage des enfants à risque d’éprouver des difficultés en lecture, le pistage des progrès en lecture, l’évaluation diagnostique des élèves en difficulté, l’évaluation de la dyslexie et l’évaluation de la littératie numérique. Enfin, ils explorent les enjeux culturels dans l’évaluation de la littératie et la formation des futurs enseignants à l’évaluation du rendement en lecture et en écriture. L’évaluation de la littératie est un ouvrage de référence incontournable pour les chercheurs et les intervenants en littératie et en alphabétisation.
L. Frank Baum's Wizard of Oz (Penguin Young Readers, Level 4)
by L. Frank Baum Robin RobinsonWhen a tornado hits her farmhouse in Kansas, Dorothy is caught up in a whirlwind of adventure, complete with flying monkeys, talking lions, and silver slippers. Advanced readers will join Dorothy, Toto, and her friends from Oz on an unforgettable journey down the Yellow Brick Road in this Level 4 reader. The Wizard of Oz will now join classics like The Secret Garden and Alice in Wonderland in the Penguin Young Readers program!
L.I. Mandelstam and His School in Physics
by Alexander PechenkinThis biography of the famous Soviet physicist Leonid Isaakovich Mandelstam (1889–1944), who became a Professor at Moscow State University in 1925 and an Academician (the highest scientific title in the USSR) in 1929, describes his contributions to both physics and technology. It also discusses the scientific community that formed around him, commonly known as the Mandelstam School. By doing so, it places Mandelstam’s life story in its cultural context: the context of German University (until 1914), the First World War, the Civil War, and the development of the Socialist Revolution (until 1925) and the young socialist country. The book considers various general issues, such as the impact of German scientific culture on Russian science; the problems and fates of Russian intellectuals during the revolutionary and post-revolutionary years; the formation of the Soviet Academy of Science, the State Academy; and the transformation of the system of higher education in the USSR during the 1920s and 1930s. Further, it reconstructs Mandelstam’s philosophy of science and his approach to the social and ethical function of science and science education based on his fundamental writings and lecture notes. This reconstruction is enhanced by extensive use of previously unpublished archive material as well as the transcripts of personal interviews conducted by the author. The book also discusses the biographies of Mandelstam’s friends and collaborators: German mathematician and philosopher Richard von Mises, Soviet Communist Party official and philosopher B.M.Hessen, Russian specialist in radio engineering N.D.Papalexy, the specialists in non-linear dynamics A.A.Andronov, S.E. Chaikin, A.A.Vitt and the plasma physicist M.A.Leontovich. This second, extended edition reconstructs the social and economic backgrounds of Mandelstam and his colleagues, describing their positions at the universities and the institutes belonging to the Academy of Science. Additionally, Mandelstam’s philosophy of science is investigated in connection with the ideological attacks that occurred after Mandelstam’s death, particularly the great mathematician A.D.Alexandrov’s criticism of Mandelstam’s operationalism.
L is for Lion (Between the Lions)
by Between the Lion's StaffBetween the Lions® is an award-winning PBS KIDS® series that helps children gain literacy skills through games, songs, and stories! Now, with L Is for Lion, parents and teachers can expand on what children love about their favorite show with activities that make learning letters easy and entertaining. - See more at: https://www.gryphonhouse.com/books/details/l_is_for_lion#sthash.hSah6p6R.dpuf
L.S. Vygotsky and Education (Routledge Key Ideas in Education)
by Luis C. MollVygotsky’s legacy in education is enduring and prolific, influencing educational research and scholarship in areas as far ranging child development, language and literacy development, bilingual education, and learning disabilities to name but a few. In this accessible, introductory volume, renowned Vygtosky authority Luis C. Moll presents a summary of Vygtoskian core concepts, constituting a cultural-historical approach to the study of thinking and development. Moll emphasizes what he considers central tenets of Vygotsky’s scholarship --- the sociocultural genesis of human thinking, the consideration of active and dynamic individuals, a developmental approach to studying human thinking, and the power of cultural mediation in understanding and transforming educational practices, broadly considered. After an introduction to Vygotsky’s life, the historical context for his work, and his ideas, Moll provides examples from his educational research inspired by Vygotsky’s work. With both critical scrutiny of current interpretations of Vygotksian theory and clear deference for the theorist known as "The Mozart of Psychology," Moll stresses the many ways Vygotksy’s theory can offer a theory of possibilities for positive pedagogical change.
L. S. Vygotsky and English in Education and the Language Arts (Key Thinkers in English in Education and the Language Arts)
by Peter SmagorinskyL. S. Vygotsky and English in Education and the Language Arts focuses on the hugely significant contributions of L. S. Vygotsky to research, theory, and practice in English and the Language Arts, exploring the relevance of Vygotsky’s works for today’s teachers and researchers.Drawing on his 30 years of study, Smagorinsky interprets Vygotsky in relation to literacy education, teacher education, special education, and how life outside school has an impact on how people function within them. This insightful and accessible text firstly explores Vygotsky’s early life to situate him historically and culturally and goes on to trace his understanding of human psychology as it relates to the social contexts of schools and pupils’ lives at home. Vygotsky’s pedagogical ideas are then discussed in depth, with specific attention on the role of emotions, the zone of proximal development, expanding textuality beyond writing, and his belief in the primacy of socialization. This book illuminates new areas of understanding, and challenges common perceptions available through limited and selective readings, establishing Vygotsky as a complex developmental psychologist rather than a classroom practitioner. With points for discussion and reflection provided throughout, this text will be invaluable for student teachers, teachers, and academics in the field of English and the Language Arts.
L. S. Vygotsky's Pedological Works: Volume 1. Foundations of Pedology (Perspectives in Cultural-Historical Research #7)
by L.S. VygotskyThis book provides both a lost last word and a firm first foundation: seven lectures, given in the last months in the life of the Soviet thinker, teacher, and writer L.S. Vygotsky, offer us the most comprehensive and developed form of his thoughts on the child, expressed in the most fundamental and even popular form that Vygotsky himself used with his beginner-level students. As the title of Vygotsky’s course indicates, these are foundations upon which cultural-historical researchers can rebuild the lost science of “pedology”, a holistic approach to child development based on the dynamic unity of physical and mental development. Volume One includes translations of seven of Vygotsky’s lectures that reflect his approach to pedology; the method of pedology and the “methodics” of the unit of analysis; the role of heredity and social environment in child development; and general laws of development in childhood that will help parents and teachers understand the way the child’s endocrine system, nervous system, and mind change as the child enters a culture and learns to make history.
L.S. Vygotsky’s Pedological Works. Volume 2.: The Problem of Age (Perspectives in Cultural-Historical Research #10)
by L.S. VygotskyThis book is the second volume in a series presenting new English translations of L.S. Vygotsky’s writings on the holistic science of the child he called “pedology”. It presents unique materials which reflect the development of Vygotsky’s theoretical position at the last stage of his creative evolution in 1932-1934 and contributes to the number of original Vygotsky texts available in English. It includes the problem of age and age periodization; the structure and dynamics of age, psychological characteristics of age crises and diagnostics of development in relation to age, and the zone of proximal development, which became his most widely known but least understood theoretical innovation. This book places that concept in its context and makes it fully understandable for the first time. In addition, there are lectures and notes that Vygotsky made in preparation for lectures on six critical periods: birth, one year old, three, seven, and thirteen. Vygotsky also devotes chapters to the stable periods of infancy and early childhood and two whole chapters to school age. Future volumes in this series will explore Vygotsky’s pedology of the adolescent.
L. S. Vygotsky's Pedological Works, Volume 3: Pedology of the Adolescent I: Pedology in the Transitional Age (Perspectives in Cultural-Historical Research #11)
by L. S. VygotskyThis book contains the first complete translation of the first half of the Pedology of the Adolescent by the Soviet thinker, educator, and teacher L.S. Vygotsky. It was the longest work published in his lifetime and was a correspondence course written by Vygotsky for teachers across the Soviet Union. The book is a sustained argument about the borders of pedology, the nature of the transition between childhood and adulthood, and the concrete character of the distinction between the lower psychological functions that we largely share with animals and those that are specific to fully socialized humans. After an initial methodological introduction, three kinds of maturation—general anatomical, sexual, and sociocultural—are explored. This book will be followed by a companion volume covering pedology of the transitional age as a psychological and social problem.
L2 Learning During Study Abroad: The Creation of Affinity Spaces (SpringerBriefs in Education)
by Yoshifumi FukadaThis book presents three case studies that examine how English language students construct affinity spaces to secure target language-mediated socializing opportunities with local people in both academic and non-academic contexts. The studies were conducted in Hawaii, the U.S and Tokyo, Japan and focus on the Japanese author of this book, an English as second language (ESL) speaker and learner, during his sabbatical in Hawaii; on a Japanese international student who studied in Hawaii; and on a Chinese international student studying in Japan. The studies hold a variety of implications for classroom practice, including helping students recognize the value of cultural and social capital in relation to their linguistic skills.
L2 Pragmatic Competence in Chinese EFL Routines (SpringerBriefs in Education)
by Yuqi WangThis book adopts a cross-sectional approach and mainly focuses on one of the core pragmatic constructs, formulaic/pragmatic routines, in addition to components put forward by Roever (2011) and Taguchi (2013). It actively integrates multidimensional pragmatic modalities—including both production (initiating and responding) and reception (recognition, comprehension, and perception), together with learners’ cognitive processes—rather than one or two types of task modalities. Focusing more on the Chinese EFL context instead of Japanese or European L1 learners, it also takes advantage of an emerging instrument, the computer-animated elicitation task, for data collection based on authentic oral responses and to avoid “coached” responses. The socio-cognitive approach, proposed by the famous linguistic expert Prof. Istvan Kecskes, is subsequently applied to conduct an in-depth analysis of the data. Hence, the book introduces a new and fruitful theoretical perspective to the traditional L2 pragmatic research field.
L2 Writing Assessment: An Evolutionary Perspective (Research and Practice in Language Assessment)
by Anthony GreenThis book tackles three choices that face developers of L2 writing assessments: defining L2 writing abilities; collecting evidence of those abilities (usually by getting L2 writers to write something); and judging their performance (usually by assigning a score or grade to it). It takes a historical view of how assessment developers have made those choices, how contemporary practices emerged, and of alternative techniques that have risen and fallen over time. The three sections each tackle one of these choices. The first considers the social functions that define L2 writing and assessment; the second relates how assessment tasks have adapted to changing conceptions of languages, writing, and assessment; and the third explores how scoring systems have evolved. Each section brings the reader up to date with current issues confronting writing assessment (both in large-scale testing and in language classrooms) before considering the new opportunities and challenges of the digital age. This book will be of interest to students, scholars and practitioners in language assessment, language education, and applied linguistics.
L2 Writing in Secondary Classrooms: Student Experiences, Academic Issues, and Teacher Education (ESL & Applied Linguistics Professional Series)
by Luciana C. de Oliveira Tony SilvaSecond language writers and the teaching of writing at the secondary level have received little attention compared with other skills such as reading. Addressing this gap, this volume uniquely looks at both adolescent L2 writing and the preparation of secondary teachers to work with this population of students. Part I, on adolescent L2 writers, includes case studies looking at their literacy identities, their trajectories in mainstream content area classes, and their transition from high school to college. Part II looks at academic issues. The focus in Part III is L2 writing teacher education. Taking a theoretically eclectic approach that can support a variety of pedagogies, this book contributes significantly to understanding adolescent second language writers and to educating teachers to address these students’ specific needs.
L8r, g8r (Internet Girls #3)
by Lauren MyracleThroughout their senior year in high school, Zoe, Maddie, and Angela continue to share "instant messages" with one another about their day-to-day experiences as they consider college, sex, the importance of prom, and the inevitable end of their inseparable trio.
La bombe de la puberté
by Karen Campbell Isabelle De RoseKaren Campbell est un professeur expert dans le domaine de la parentalité maintes fois récompensée pour ses travaux. Elle est parvenue à combler un manque énorme sur le sujet de la puberté. Il est évident que vous ne souhaitez pas que votre fille ou votre fils lise un ouvrage sur la puberté qui comporte des informations explicites sur la sexualité. Les enfants entrent dans la puberté plus tôt qu'auparavant, certains dès l'âge de neuf ans. Ils jouent encore à la poupée et aux Lego et sont encore petits dans leurs têtes. Lorsque son fils et sa fille sont entrés dans la phase de la puberté, Karen a cherché des ouvrages sur ce sujet mais aucun n'était rédigé à l'attention des jeunes enfants. Ce livre explique à votre enfant tout ce qu'il doit savoir avec des mots simples et adaptés à son âge. Il se compose de quatre chapitres. Conseils pour garçons et filles : Ce chapitre parle de la confiance en soi, des humeurs et des sentiments ainsi que des façons d'y faire face, des contraintes de la croissance, des amis, des harceleurs et des boutons. Guide de l'adolescence à l'attention des jeunes filles : Le second chapitre de ce livre est consacré aux filles et leur donne des conseils sur : ce qui est normal, les seins et les soutiens-gorge, les moqueries, les poils, les odeurs corporelles, l'apparence physique et l'image de soi, les règles et les petits amis. Qu'arrive-t-il aux garçons pendant la puberté ? : Ce chapitre est consacré aux garçons. Il met l'accent sur les transformations qu'ils seront amenés à subir, par exemple : la mue, les poils, l'apparence physique et la taille, l'attrait pour les filles, les parties génitales, les boutons, les odeurs corporelles et les sautes d'humeur. Le dernier chapitre réunit des Conseils à l'attention des parents. Nous y décrivons les changements que votre enfant va subir. Nous y parlons de l'image de soi et des stratégies qui lui permettront de garde
La Casa Sull'Albero (Gli amici della Giungla #3)
by Francois Keyser Alexander PowellIn questa storia de "Gli amici della Giungla", gli amici scoprono che ci sono molti altri posti nel mondo oltre a casa loro che gli piacerebbe vedere. Quando si rendono conto di non poter viaggiare fuori dalla loro casa nella giungla decidono di trovare un altro sistema per vedere altri posti. In seguito si rendono conto che a volte dobbiamo solamente vedere le cose da una diversa prospettiva per apprezzare ciò che abbiamo.
La Clase Mágica: Imagining Optimal Possibilities in a Bilingual Community of Learners
by Olga A. VasquezLa Clase Mágica: Imagining Optimal Possibilities in a Bilingual Community of Learners vividly captures the social and intellectual developments and the promises of an ongoing after-school project called La Clase Mágica. It is a blow-by-blow description of the early transformations of a project that began as an educational activity and slowly but deliberately turned into a social action project whose aim was to serve those with low economic and political means and little access to educational resources. This multivocal account details research in action for effectively serving Spanish-English bilingual speakers from a Mexican origin community, as well as--on a broader level--the diverse populations that increasingly characterize American society today. The focus is on the early foundational work of the project between 1989-1996, though attention is also given to the national and international recognition the project has subsequently received, the college-going patterns of its long-term participants, and the transplantation of the project to other cultural communities. The book speaks out from the "zones of contact" between the university and a language minority community about new ways to extend and intersect theory and practice in many areas of the educational enterprise. Contact is defined not only in the physical sense of face-to-face interaction but also as symbolic interaction between languages, cultures, histories, and epistemologies. Thus, Vásquez speaks of optimal possibilities situated in the middle grounds, or more technically speaking, in the borders between Spanish and English, Mexican and mainstream culture, minority and majority designations, and between school and community contexts where contact is made and new arrangements are imagined. This account uses the reflections of participants at times to take readers from the scientific to the everyday, to make real and concrete the theoretical conceptualizations that box in human behavior. In this way, it defines the theories, methods, and philosophies for linking multiple disciplines, institutions, and participant groups into a concerted effort with potential to reframe the educational opportunities of under-served populations. A close look is provided into the intricacies and the fundamental principles for building and sustaining effective learning environments and institutional relations necessary for enhancing the potential of learners of all ages. In the process, the book also suggests ways in which community members and institutional agents can play an active and integral role in creating learning opportunities that serve both constituencies. Educators and policymakers will find the systems approach for pursuing parent and community involvement in the educational enterprise useful. In sum, the book offers researchers, practitioners, and policymakers much needed guidance, insight, and perhaps inspiration for rethinking educational goals and objectives.
La classe des démons et le centième professeur
by A. P. HernándezLa classe de CE2 B est surnommée la classe des démons. Parce que c'est une classe qui répand la terreur. Elle est dirigée par 25 enfants espiègles de huit ans. Ils ont déjà eu 99 professeurs et aucun n'a réussi à les supporter. Aujourd'hui, le centième professeur fait son arrivée. Les démons ne vont pas tarder à comprendre qu'ils ont face à eux un professeur très spécial.