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Estado Vegetal
Interdisciplinary essays on Manuela Infante’s award-winning play explore the relationship between critical plant studies and performance art in the Anthropocene Since its first staging in 2016, Estado Vegetal, Manuela Infante’s riveting piece of experimental performance art, has expanded philosophical thinking into a fully-fledged artistic inquiry of nonanthropocentric being. Through Infante’s polyvocal monologue, acted with impetus by Marcela Salinas, plants are charged with an agency capable of uprooting culturally grounded conceptions of the world in the face of incommensurable trauma and loss. This first book dedicated to Infante’s plant-focused performance features eight essays ...
Teaching Biology in Schools
An indispensable tool for biology teacher educators, researchers, graduate students, and practising teachers, this book presents up-to-date research, addresses common misconceptions, and discusses the pedagogical content knowledge necessary for effective teaching of key topics in biology. Chapters cover core subjects such as molecular biology, genetics, ecology, and biotechnology, and tackle broader issues that cut across topics, such as learning environments, worldviews, and the nature of scientific inquiry and explanation. Written by leading experts on their respective topics from a range of countries across the world, this international book transcends national curricula and highlights global issues, problems, and trends in biology literacy.
Why Look at Plants?
Winner of the 2019 Outstanding Academic Titles award in Choice, a publishing unit of the Association of College & Research Libraries (ACRL) Why Look at Plants? proposes a thought-provoking and fascinating look into the emerging cultural politics of plant-presence in contemporary art. Through the original contributions of artists, scholars, and curators who have creatively engaged with the ultimate otherness of plants in their work, this volume maps and problematizes new intra-active, agential interconnectedness involving human-non-human biosystems central to artistic and philosophical discourses of the Anthropocene. Plant’s fixity, perceived passivity, and resilient silence have relegated the vegetal world to the cultural background of human civilization. However, the recent emergence of plants in the gallery space constitutes a wake-up-call to reappraise this relationship at a time of deep ecological and ontological crisis. Why Look at Plants? challenges readers’ pre-established notions through a diverse gathering of insights, stories, experiences, perspectives, and arguments encompassing multiple disciplines, media, and methodologies.
Ethical Literacies and Education for Sustainable Development
This book explores the ethical dimensions surrounding the development of education for sustainable development within schools, and examines these issues through the lens of ethical literacy. The book argues that teaching children to engage with nature is crucial if they are to develop a true understanding of sustainability and climate issues, and claims that sustainability education is much more successful when pupils are treated as moral agents rather than being passive subjects of testing and assessment. The collection brings together a range of fresh and creative perspectives on how issues around ethical literacies can be elaborated and expanded with regard to democratic sustainability education. The use of children ́s books in teaching about sustainability is carefully explored, as are the ethical and aesthetic dimensions of environmental education. Including an afterword by Arjen Wals, Professor of Transformative Learning for Socio-Ecological Sustainability, the book will be of great interest to students and researchers in the field of sustainability education.
Darwin-Inspired Learning
Charles Darwin has been extensively analysed and written about as a scientist, Victorian, father and husband. However, this is the first book to present a carefully thought out pedagogical approach to learning that is centered on Darwin’s life and scientific practice. The ways in which Darwin developed his scientific ideas, and their far reaching effects, continue to challenge and provoke contemporary teachers and learners, inspiring them to consider both how scientists work and how individual humans ‘read nature’. Darwin-inspired learning, as proposed in this international collection of essays, is an enquiry-based pedagogy, that takes the professional practice of Charles Darwin as its...
The Institute of Internal Auditors Research, Foundation Proudly Presents the Systems Auditability and Control Report
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The Dawn of Dutch
The Low Countries are famous for their radically changing landscape over the last 1,000 years. Like the landscape, the linguistic situation has also undergone major changes. In Holland, an early form of Frisian was spoken until, very roughly, 1100, and in parts of North Holland it disappeared even later. The hunt for traces of Frisian or Ingvaeonic in the dialects of the western Low Countries has been going on for around 150 years, but a synthesis of the available evidence has never appeared. The main aim of this book is to fill that gap. It follows the lead of many recent studies on the nature and effects of language contact situations in the past. The topic is approached from two different angles: Dutch dialectology, in all its geographic and diachronic variation, and comparative Germanic linguistics. In the end, the minute details and the bigger picture merge into one possible account of the early and high medieval processes that determined the make-up of western Dutch.
