Running Falling Flying Floating Crawling

Running, Falling, Flying, Floating, Crawling is a loose compendium of photographs and texts that picture, examine, explore, and / or suggest the human body in states of abandon, helplessness, terror, subjugation, serenity, and transcendence. Artists include Andre Kertesz, Yves Klein, Laurie Simmons, Maya Deren, Gideon Mendel, Bas Jan Ader, Chris Burden, Tabitha Soren, Nan Goldin, Rania Matar, John Divola, Harry Callahan, Sarah Charlesworth, and Francesca Woodman. Writers include David Campany, Lynne Tillman, Jennifer Blessing, Diane Seuss, Susan Bright, Gilda Williams, Marvin Heiferman, Maud Casey, and Carol Mavor.

An anthology of essays on the translation of Native American languages and literatures by top scholars in the field.

Mastering Primary Physical Education introduces the primary physical education curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make physical education irresistible. Topics covered include: · Current developments in physical education · Physical education as an irresistible activity · Physical education as a practical activity · Skills to develop in physical education · Promoting curiosity · Assessing children in physical education · Practical issues This guide includes examples of children's work, case studies, readings to reflect upon and reflective questions that all help to exemplify what is considered to be best and most innovative practice. The book draws on the experience of four leading professionals in primary physical education, Kristy Howells, Alison Carney, Neil Castle and Rich Little, to provide the essential guide to teaching physical education for all trainee primary teachers.

Three well-known fly fishers (and friends) come together to share the solid technical know-how they've learned from years of fishing the ever-elusive trout.

How should children feel about themselves and their learning? How do I know what children have learnt and how can I move them on? How can I ensure that resources are available for children to use actively and independently? In today’s busy setting an understanding of child development sometimes gets overlooked, yet it lies at the heart of effective practice. Child Development in Practice provides an approachable, user-friendly base from which to plan ways of working with children that are developmentally appropriate and will enable them to learn enjoyably and effectively. Drawing on recent research, the book thoughtfully discusses sound principles of child development alongside descriptions of every day practice. It then offers practical advice on how to fully utilise the key areas in an early years setting, including the creative area, books and stories and the outside, and shows how to plan and implement integrated topics where teaching is cross-curricular and holistic. Throughout, a series of key questions are presented to encourage practitioners to reflect on why they are teaching in certain ways and increase their understanding of children’s developmental needs. Directly linking theory and practice, this book aims to give students and practitioners the knowledge and confidence they need to help children become active, interactive and independent learners.

This book argues for computer-aided collaborative country research based on the science of complex and dynamic systems. It provides an in-depth discussion of systems and computer science, concluding that proper understanding of a country is only possible if a genuinely interdisciplinary and truly international approach is taken; one that is based on complexity science and supported by computer science. Country studies should be carefully designed and collaboratively carried out, and a new generation of country students should pay more attention to the fast growing potential of digitized and electronically connected libraries. In this frenzied age of globalization, foreign policy makers may – to the benefit of a better world – profit from the radically new country studies pleaded for in the book. Its author emphasizes that reductionism and holism are not antagonistic but complementary, arguing that parts are always parts of a whole and a whole has always parts.