Como un tanatorio donde son depositados los cadaveres durante las horas previas a su inhumacion o cremacion es esta coleccion de cuentos, donde se recoge el vacio, la soledad y la muerte que perviven en el nucleo de toda ciudad.
Kirjahaku
Etsi kirjoja tekijän nimen, kirjan nimen tai ISBN:n perusteella.
1000 tulosta hakusanalla Lorna Cook
Questo libro una vita reale, parla di rapporti di sangue e amore molto forti, rapporti durati poco ma intensi e persone con cui hai vissuto molto e non ti hanno lasciato nulla.
The aim of this book is to set the 1957 Windscale accident in its historical context in the immediate post-war period and the early days of the Cold War, to describe the event and its consequences and to evaluate it from the vantage point of 1990.
Popular Culture in Asia consists studies of film, music, architecture, television, and computer-mediated communication in China, Japan, South Korea, Taiwan, the Philippines, Malaysia, and Singapore, addressing three topics: urban modernities; modernity, celebrity, and fan culture; and memory and modernity.
Making Sense utilises art practice as a pro-active way of thinking that helps us to make sense of the world. It does this by developing an applied understanding of how we can use art as a method of healing and as a critical method of research. Drawing from poststructuralist philosophy, psychoanalysis, arts therapies, and the creative processes of a range of contemporary artists, the book appeals to the fields of art theory, the arts therapies, aesthetics and art practice, whilst it opens the regenerative affects of art-making to everyone. It does this by proposing the agency of ‘transformative therapeutics’, which defines how art helps us to make sense of the world, by activating, nourishing and understanding a particular world view or situation therein. The purpose of the book is to question and understand how and why art has this facility and power, and make the creative and healing properties of certain modes of expression widely accessible, practical and useful.
Postcolonial studies took shape in response to the nationalist and decolonization movements of the twentieth century. Today, a resurgent interest in world literature reflects an increased awareness of globalization. These twin projects are torn between a criticism that finds in the text the trace of capitalist modernity and one that accounts for the revolutionary potential of literature to challenge our global present. Postcolonialism After World Literature exposes what is at stake in this critical choice through a line of philosophical enquiry – Bruno Latour, Gilles Deleuze, and Jacques Rancière – that poses an alternative to the materialist strand of world literary criticism pioneered by Pascale Casanova and Franco Moretti. Engaging with these theorists and others, Lorna Burns contests world-systems theory as the basis for thinking about contemporary postcolonial and world literatures, and proposes a renewed framework that promotes literature’s capacity to provoke dissent; to imagine new forms of belonging and relation for both national and world citizens; and to stage the shared equality of all. Moving between theory and the novels of Roberto Bolaño, J. M. Coetzee, Kamel Daoud, Dany Laferrière, Pauline Melville, Arundhati Roy and Kamila Shamsie, Postcolonialism After World Literature presents the case for rethinking world literature in light of the legacies of postcolonialism, and for reshaping postcolonial studies in an era of world literature. Lorna Burns is Lecturer in Postcolonial Literatures at the University of St Andrews, UK. She is the author of Contemporary Caribbean Writing and Deleuze (Bloomsbury, 2012).
Postcolonial studies took shape in response to the nationalist and decolonization movements of the twentieth century. Today, a resurgent interest in world literature reflects an increased awareness of globalization. These twin projects are torn between a criticism that finds in the text the trace of capitalist modernity and one that accounts for the revolutionary potential of literature to challenge our global present. Postcolonialism After World Literature exposes what is at stake in this critical choice through a line of philosophical enquiry – Bruno Latour, Gilles Deleuze, and Jacques Rancière – that poses an alternative to the materialist strand of world literary criticism pioneered by Pascale Casanova and Franco Moretti. Engaging with these theorists and others, Lorna Burns contests world-systems theory as the basis for thinking about contemporary postcolonial and world literatures, and proposes a renewed framework that promotes literature’s capacity to provoke dissent; to imagine new forms of belonging and relation for both national and world citizens; and to stage the shared equality of all. Moving between theory and the novels of Roberto Bolaño, J. M. Coetzee, Kamel Daoud, Dany Laferrière, Pauline Melville, Arundhati Roy and Kamila Shamsie, Postcolonialism After World Literature presents the case for rethinking world literature in light of the legacies of postcolonialism, and for reshaping postcolonial studies in an era of world literature. Lorna Burns is Lecturer in Postcolonial Literatures at the University of St Andrews, UK. She is the author of Contemporary Caribbean Writing and Deleuze (Bloomsbury, 2012).
Herb is playing a game of hide and seek with his friends. They've done an excellent job hiding. Herb eventually manages to find his friends, all except Jazz. Where can she be? Stories for Maths helps develop maths success through the power of story.
Zig the zebra joins his sister Jazz when she goes exploring. Their adventure takes them deep into the forest on the other side of the river. What is hiding in the forest and will they get away? Stories for Maths helps develop maths success through the power of story.
Gus and his friends are taking part in a raft race against a team of animals from the other side of the river. As they line up at the start, both teams want to win. One team takes a very early lead, but who will cross the finish line first? Stories for Maths helps develop maths success through the power of story.
Stories for Maths: KS1: Ralf Moves In (Place value (within 10))
Lorna Greengrass
Oxford University Press
2025
pokkari
Ralf is excited to move into his new home on Make It Street. He would like to meet his new neighbours, but when he greets them, the monsters seem too busy to talk to him. Then he gets a surprise. This book aligns with White Rose Maths for Year 1, Place value (within 10), Step 11. Fewer, more, same, and Step 12. Less than, greater than, equal to.
Stories for Maths: KS1: Ralf Gets Gardening (Place value (within 10))
Lorna Greengrass
Oxford University Press
2025
pokkari
"It's a lovely sunny day and Ralf is doing some gardening. He mows the grass, cuts the hedge, and pulls up the weeds. Then he sows his seeds, but every time he turns around, some of them vanish. What is happening to them?This book aligns with White Rose Maths for Year 1, Place value (within 10), Step 15. The number line.
Stories for Maths: KS1: Netty the Postmonster (Place value (within 20))
Lorna Greengrass
Oxford University Press
2025
pokkari
It's Netty's first day as a postmonster and she is very excited. Her friends decide to build a machine to help her deliver the letters, but it doesn't go to plan and Netty has to put things right. This book aligns with White Rose Maths for Year 1, Place value (within 20), Step 1. Count within 20.
Stories for Maths: KS1: One Hundred Balloons (Place value (within 100))
Lorna Greengrass
Oxford University Press
2025
pokkari
Scooter wants to know if monsters can fly, so he is using balloons to help him. His friends are excited to join in. How many balloons will they need to fly and where will they end up?This book aligns with White Rose Maths for Year 1, Place value (within 100), Step 5. 1 more, 1 less.
Stories for Maths: KS1: Crash Landing (Place value)
Lorna Greengrass
Oxford University Press
2025
pokkari
Nadia discovers Ember, a dragon from Moon Tail Island, in her dadâ??s workshop. Ember is fascinated by the human world and Nadia is fascinated by dragons! The two become friends. But first, they need to tidy up the workshop â?¦This book aligns with White Rose Maths for Year 2, Place value, Step 2. Counting objects to 100 by making 10s.
THIS IS A BOOK ABOUT HOW TO TEACH WOODWORKING TO YOUNG LEARNERS THAT INCLUDES STEAM FIELDS. STEAM fields is a acronym for the fields of study in the categories of science, technology, engineering, art, and mathematics. STEAM represents a shift from traditional education philosophy based on standardized test scores, to a current day world which focuses on valuing the learning process. Deron Cameron former UPES Principal-US's 1st STEAM Certified School.
This book is the second in a series of Makaela's Adventures. In this title, Makaela visits the zoo where she learns about different animals. She is joined by her new friend, Mi-Young, who is from Korea. This engaging story is suitable for children in Grades one and two. It is designed to foster a love of reading in children.
This book is the first in a series of Makaela's Adventures. In this title, Makaela visits an apple orchard where she meets Farmer Macintosh. He teaches her about different apple varieties, and she also meets several farm animals. This engaging story is suitable for children in Grades one and two. It is designed to foster a love of reading in children.
This book is Part 1 in the third of the series of Makaela's Adventures. In this title, Makaela goes on a trip to Jamaica where she learns to speak some "patois" (Jamaican dialect), visits the beach, plays with cousins, learns new games, and eats some new foods. This engaging story is suitable for children in Grades one and two. It is designed to foster a love of reading in children.
This book is Part 2 in the third of the series in Makaela's Adventures. In this title, Makaela goes on a trip to Jamaica where she learns to speak some "patois" (Jamaican dialect), visits the beach, plays with cousins, learns new games, and eats some new foods. This engaging story is suitable for children in Grades one and two. It is designed to foster a love of reading in children.