Resource added for the Landscape Horticulture Technician program 100014.

Inhabited for over 5,000 years before European colonization, the site of La Tiza in Peru’s Nasca Desert provides an unprecedented opportunity to examine the dynamics of ancient complex societies. This volume takes a long temporal perspective on La Tiza from the Preceramic through the Inca era, studying the site within the context of broader developments such as the rise of Nasca culture, subsequent conquest by the Wari Empire, collapse, abandonment, and the reformation of a new society. Christina Conlee synthesizes data she obtained while directing a multi-year excavation at the site with data from other investigations to reconstruct the development of social complexity over time. She includes detailed descriptions of the stratigraphy and artifacts, carefully separating materials from each period. Exploring how political integration, religious practices, economics, and the environment shaped societal transformations at La Tiza, Conlee offers patterns that can be found in other areas and can be used to understand the development of other long-lasting civilizations.

Policing is legitimized in different ways in authoritarian and democratic states. In East and Southeast Asia, different regime types to a greater or lesser extent determine the power of the police and their complex relationship with the rule of law. This volume examines the evolution of the police as a key political institution from a historical perspective and offers comparative insights into the potential of democratic policing and conversely the resilience of authoritarian policing in Asia. The case studies focus on eight jurisdictions: Singapore, Thailand, Hong Kong, Vietnam, China, Taiwan, Japan and South Korea. The theoretical chapters analyse and explain the links between policing and society, the politics of policing and recent police reforms. This volume fills a gap in the literature by exploring the nature of authoritarian policing and how it has transformed and developed the rule of law throughout East and Southeast Asia.

This collection of enlightening and stimulating articles, written by some of the most important figures in school librarianship, demonstrates how teacher-librarians, classroom teachers, and administrators can work together to create a 21st century school library media program. With topics that emphasize student success, leadership, partnerships, curriculum design, collaborative planning and teaching, literacy, 21st century skills, emerging technologies, and so much more, this compendium brings together the best of the best discussions. The practicing teacher-librarian, as well as the student seeking to expand his or her knowledge of the field, will find this compilation especially beneficial in providing an overview of the most critical issues related to the role the teacher-librarian plays in their school. The articles, previously published in the peer-reviewed Teacher Librarian: The Journal for School Library Professionals with several included from the magazine VOYA: Voice of Youth Advocates, reveal how school libraries and teacher-librarians are moving forward to meet the challenges of this new century.

Questions and questioning are key skills in successful learning. The original Q Tasks was instrumental in showing teachers how to give students the tools they need to develop their own questions and build critical thinking and inquiry skills. This new, totally revised edition continues to nurture and advance these crucial skills, and also offers Q-task extensions that introduce digital components that facilitate collaboration and are designed to appeal to tech-savvy students. More than 100 practical, flexible exercises in this remarkable book provide a smorgasbord of choices for teachers to use to help students formulate good questions in an information-rich environment. They put the students at the centre of their own learning as they build the library and research skills that are essential to our information age. Teachers will find innovative ways to help students go beyond memorization and rote learning of facts to focus on personal understanding, and true ownership of the learning experience.

Introduce your teachers, librarians, and administrators to the roles and responsibilities of educators in advocating a whole school library learning commons using this step-by-step guide for creating shared learning space in your school. It is no surprise that technology has shifted the way we educate—bearing on how, what, and where we learn. This guide lays the framework for helping turn your school library into a whole school library learning commons (WSLLC)—a space where traditional academics merge with the latest technologies to engage learners in a way never before realized. Author Judith Anne Sykes contends that since the WSLLC philosophy allows staff and students to co-create knowledge in a shared space, it is more effective than the traditional approach. Sykes addresses the differences between a school library and a WSLLC, provides reasons to champion its creation in your institution, and discusses how to use mentoring as a means to sustain its survival. The book explores the roles and responsibilities of educators in developing WSLLC goals and presents strategies for using typical assessment tools—including standardized tests, report cards, and anecdotal assessments—to help support its philosophy.

In the aftermath of a major earthquake, eleven-year-old Maya overcomes her own fear to help others at home and in northeast Japan, where a tsunami caused great damage. Includes author's note about the facts behind the story.