Christopher Collier – författare

What did the Founding Fathers mean when they wrote the Constitution? What did the right to keep and bear arms or an establishment of religion or the republican form of government mean to the founders? Obviously, as enlightened men of the late eighteenth century, they were familiar with a host of ideas and concepts drawn from ancient political theory as well as contemporary political pamphleteers. However, as our language has evolved the precise meaning of the words of the founders has become obscure as well as misunderstood.To make the words and concepts used by the founders clear to modern readers, Greene and his colleagues have gone back to the sources known to the founders and excerpted the key passages from these sources that bear on the language and concepts of the Constitution and the Bill of Rights. More than eighty key words are organized in alphabetical order, from accusation to witness. Under each entry, passages from key sources are provided in chronological order from as early as 1215 to December 15, 1791. Augmented by a concordance to the Constitution and a general subject index, The Language of the Constitution provides easy access to the key concepts and ideas of the Constitution as the founders understood them. This volume is invaluable for students and legal professionals, including lawyers, legislators, and judges of the state courts (which are now interpreting the federal constitution), as well as the federal courts. It is an essential acquisition for public, school, university, and law school libraries.

Unique in its field, The Primary Science Encyclopedia brings together in one indispensable reference volume over 250 entries covering a wide range of topics and ideas. The book provides clear descriptions, definitions and explanations of difficult scientific concepts, carefully chosen to reflect the needs of those involved in primary science education. In addition, this encyclopedia explains clearly how to teach scientific and technological ideas in a relevant and appropriate way. Extended entries are included on topics such as creativity, thinking skills and theories of learning and the book also provides insight into cross-curricular work, assessment and classroom organisation in the primary science classroom.Compiled by authors with a wealth of experience in primary science and technology teaching, this book contains: Over 250 entries; Scientific definitions and pedagogical explanations; Extensive commentaries of current issues in primary science; A who's who of current and historical figures in the field of science and science education; Annotated further reading lists.This encyclopedia will be of interest to all teachers of 5 to 11-year-olds and anyone concerned with primary science and design and technology education.

Unique in its field, The Primary Science Encyclopedia brings together in one indispensable reference volume over 250 entries covering a wide range of topics and ideas. The book provides clear descriptions, definitions and explanations of difficult scientific concepts, carefully chosen to reflect the needs of those involved in primary science education. In addition, this encyclopedia explains clearly how to teach scientific and technological ideas in a relevant and appropriate way. Extended entries are included on topics such as creativity, thinking skills and theories of learning and the book also provides insight into cross-curricular work, assessment and classroom organisation in the primary science classroom.Compiled by authors with a wealth of experience in primary science and technology teaching, this book contains: Over 250 entries; Scientific definitions and pedagogical explanations; Extensive commentaries of current issues in primary science; A who's who of current and historical figures in the field of science and science education; Annotated further reading lists.This encyclopedia will be of interest to all teachers of 5 to 11-year-olds and anyone concerned with primary science and design and technology education.

Teaching Science and Technology in the Early Years (3-7) celebrates young children’s amazing capabilities as scientists, designers and technologists. Research-based yet practical and accessible, it demonstrates how scientific, designing and making activities are natural to young children, and have the potential for contributing to all aspects of their learning. By identifying the scientific and design-related concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. This second edition has been thoroughly updated and features:Six new chapters providing practical advice and examples for enhancing scientific and technological learning through thematic approaches a new chapter focusing on the outdoor learning environment and how this can support science and technology new case studies of successful early years practice, alongside examples of practical planning for learning, and advice on documenting children’s learning stories, guidance on the role of talk, narrative, documentation and planning in relation to early years science and technology Based on the latest research and the first hand experience, this practical and accessible book is essential reading for early years and primary students on undergraduate and Masters level courses.

When Sam Meeker leaves his home in Redding, Connecticut, a town loyal to the king, to fight with the rebel army, he places his family in a very difficult position.

Teaching Science and Technology in the Early Years (3–7) celebrates young children’s amazing capabilities as scientists, designers and technologists. Research-based yet practical and accessible, it demonstrates how scientific designing and making activities are natural to young children, and have the potential for contributing to all aspects of their learning.By identifying the scientific and technological concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. This third edition has been thoroughly updated and features: fresh insights into young children’s learning from neuroscience and ‘new-materialist’ perspectives; a UK-wide perspective on Early Years curricula and how they support the inclusion of science and technology as an entitlement for young children; new case studies of successful, evidence-based Early Years practice, alongside new examples of practical planning for learning, and advice on documenting children’s learning stories; an updated chapter on assessing and documenting children’s learning, drawing upon findings from the Teacher Assessment in Primary Science (TAPS) project at Bath Spa University.Based on the latest research and first-hand experience, this practical and accessible book is essential reading for Early Years and Primary students on undergraduate, PGCE and Masters-level courses.

Teaching Science and Technology in the Early Years (3–7) celebrates young children’s amazing capabilities as scientists, designers and technologists. Research-based yet practical and accessible, it demonstrates how scientific designing and making activities are natural to young children, and have the potential for contributing to all aspects of their learning.By identifying the scientific and technological concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. This third edition has been thoroughly updated and features: fresh insights into young children’s learning from neuroscience and ‘new-materialist’ perspectives; a UK-wide perspective on Early Years curricula and how they support the inclusion of science and technology as an entitlement for young children; new case studies of successful, evidence-based Early Years practice, alongside new examples of practical planning for learning, and advice on documenting children’s learning stories; an updated chapter on assessing and documenting children’s learning, drawing upon findings from the Teacher Assessment in Primary Science (TAPS) project at Bath Spa University.Based on the latest research and first-hand experience, this practical and accessible book is essential reading for Early Years and Primary students on undergraduate, PGCE and Masters-level courses.