"A complete research-based, K-5 mathematics program integrating math, science and language arts. [The program] embodies the NCTM Principles and standards for school mathematics and is based on the ideas that mathematics is best learned by solving problems in real-world contexts and that a curriculum should balance conceptual understanding and procedural skill"--P. [4] of cover.

This is a comprehensive textbook for the new trend of distributed power generation systems and renewable energy sources in electric power systems. It covers the complete range of topics from fundamental concepts to major technologies as well as advanced topics for power consumers. An Instructor's Manual presenting detailed solutions to all the problems in the book is available from the Wiley editorial department -- to obtain the manual, send an email to [email protected]

Share This is a practical handbook to the biggest changes taking place in the media and its professions by the Chartered Institute of Public Relations (CIPR) Social Media Panel. The book was conceived and written by more than 20 public relations practitioners representing a cross-section of public, private and voluntary sector expertise using many of the social tools and techniques that it addresses. The book is split into 26 chapters over eight topic areas covering the media and public relations industry, planning, social networks, online media relations, monitoring and measurement, skills, industry change and the future of the industry. It’s a pragmatic guide for anyone that works in public relations and wants to continue working in the industry. Share This was edited by Stephen Waddington with contributions from: Katy Howell, Simon Sanders, Andrew Smith, Helen Nowicka, Gemma Griffiths, Becky McMichael, Robin Wilson, Alex Lacey, Matt Appleby, Dan Tyte, Stephen Waddington, Stuart Bruce, Rob Brown, Russell Goldsmith, Adam Parker, Julio Romo, Philip Sheldrake, Richard Bagnall, Daljit Bhurji, Richard Bailey, Rachel Miller, Mark Pack, and Simon Collister.

Professor Piaget, who at this writing is in his eightieth year, has dedicated his life to the exploration and explanation of the genesis of knowledge. The Piagetian model rests on both a philosophical and a biological foundation, with psychol ogy as the link between these two disciplines. This volume, the first in a series that will record the official Symposium Proceedings of the Jean Piaget Society, is unique in that it encompasses theoreti cal, empirical, and applied aspects of Piaget's epistemology. The majority of papers in this collection represent the combined proceedings of the first and second annual symposia of the society. Professor Piaget's address, presented at the First Annual Symposium of the Jean Piaget Society in May, 1971, highlights the papers within this volume. This paper is outstanding in the clarity with which the concept of equilibration is explicated. It is the intention of the society, through this volume and subsequent ones, to extend the monumental body of knowledge provided by Piaget. The editors hope to implement transmission of the concepts within these selected papers so that they may serve as an impetus for future investigations. We are indebted to those who provided us with the invaluable editorial and secretarial assistance necessary for such an undertaking.

The growing impact of university rankings on public policy and on students choices has stirred controversy worldwide. This unique volume brings together the architects of university rankings and their critics to debate the uses and misuses of existing rankings. With voices from five continents, it provides a comprehensive overview of current thinking on the subject and sets out alternative approaches and complementary tools for a new era of transparent and informed use of higher education ranking tables.

Exploring Probability in School provides a new perspective into research on the teaching and learning of probability. It creates this perspective by recognizing and analysing the special challenges faced by teachers and learners in contemporary classrooms where probability has recently become a mainstream part of the curriculum from early childhood through high school. The authors of the book discuss the nature of probability, look at the meaning of probabilistic literacy, and examine student access to powerful ideas in probability during the elementary, middle, and high school years. Moreover, they assemble and analyse research-based pedagogical knowledge for teachers that can enhance the learning of probability throughout these school years. With the book’s rich application of probability research to classroom practice, it will not only be essential reading for researchers and graduate students involved in probability education; it will also capture the interest of educational policy makers, curriculum personnel, teacher educators, and teachers.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.

This book has been written to fIll a substantial gap in the current literature in mathemat ical education. Throughout the world, school mathematical curricula have incorporated probability and statistics as new topics. There have been many research papers written on specifIc aspects of teaching, presenting novel and unusual approaches to introducing ideas in the classroom; however, there has been no book giving an overview. Here we have decided to focus on probability, making reference to inferential statistics where appropriate; we have deliberately avoided descriptive statistics as it is a separate area and would have made ideas less coherent and the book excessively long. A general lead has been taken from the fIrst book in this series written by the man who, probably more than everyone else, has established mathematical education as an aca demic discipline. However, in his exposition of didactical phenomenology, Freudenthal does not analyze probability. Thus, in this book, we show how probability is able to organize the world of chance and idealized chance phenomena based on its development and applications. In preparing these chapters we and our co-authors have reflected on our own acquisition of probabilistic ideas, analyzed textbooks, and observed and reflect ed upon the learning processes involved when children and adults struggle to acquire the relevant concepts.

A textbook for an advanced undergraduate course in which Zipfel (aerospace engineering, U. of Florida) introduces the fundamentals of an approach to, or step in, design that has become a field in and of itself. The first part assumes an introductory course in dynamics, and the second some specialized knowledge in subsystem technologies. Practicing engineers in the aerospace industry, he suggests, should be able to cover the material without a tutor. Rather than include a disk, he has made supplementary material available on the Internet. Annotation copyrighted by Book News, Inc., Portland, OR