Ellen Winner – författare
395 kr
Skickas inom 5-8 vardagar
395 kr
Skickas inom 5-8 vardagar
299 kr
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299 kr
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605 kr
Skickas
327 kr
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327 kr
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310 kr
Skickas inom 10-15 vardagar
200 kr
Skickas inom 5-8 vardagar
298 kr
Skickas inom 5-8 vardagar
511 kr
Skickas inom 10-15 vardagar
342 kr
Skickas inom 10-15 vardagar
2 117 kr
Skickas inom 10-15 vardagar
390 kr
Skickas inom 5-8 vardagar
207 kr
Skickas
268 kr
Läs direkt efter köp
268 kr
Läs direkt efter köp
728 kr
Skickas inom 10-15 vardagar
836 kr
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Research on the development of metaphor abilities in children can be dated back as far as 1960, with Asch and Nerlove''s pioneering study, which concluded that children were unable to understand metaphors until middle or even late childhood. However, the study of metaphor in children did not take off until the 1970s; research continued to show metaphor as a relatively late-developing skill, based on children''s inability to paraphrase correctly metaphoric sentences presented out of any situational or narrative context. In the past decade, research into the development of figurative language has broadened considerably in scope. Efforts have been underway to demonstrate the cognitive underpinnings of the ability to make sense of figurative language and to demonstrate the role of metaphor and its cousin, analogy, in the development of cognition. Metaphor is now considered to be a central aspect of language and thought and thus a crucial variable in cognitive development. The articles in this issue support the claim that no longer can any theory of language acquisition afford to ignore how children are able to recognize the distinction between what is said and what is meant and how they are able to grasp what is meant when people say things they do not mean.
836 kr
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Research on the development of metaphor abilities in children can be dated back as far as 1960, with Asch and Nerlove''s pioneering study, which concluded that children were unable to understand metaphors until middle or even late childhood. However, the study of metaphor in children did not take off until the 1970s; research continued to show metaphor as a relatively late-developing skill, based on children''s inability to paraphrase correctly metaphoric sentences presented out of any situational or narrative context. In the past decade, research into the development of figurative language has broadened considerably in scope. Efforts have been underway to demonstrate the cognitive underpinnings of the ability to make sense of figurative language and to demonstrate the role of metaphor and its cousin, analogy, in the development of cognition. Metaphor is now considered to be a central aspect of language and thought and thus a crucial variable in cognitive development. The articles in this issue support the claim that no longer can any theory of language acquisition afford to ignore how children are able to recognize the distinction between what is said and what is meant and how they are able to grasp what is meant when people say things they do not mean.
53 kr
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Dishonored and vengeful, they enter his dreams and haunt his days, destroying his business, his health, his sanity, and finally, his freedom.
Based on Mohan''s letters from prison, this true account by his first Western initiate will transform your worldview.
"Ellen''s retelling of Mohan Rai''s first-hand account of his shamanic apprenticeship in Bhutan is a valuable contribution to the preservation of this ancient knowledge."-Michael Harner, Ph.D., author, The Way of the Shaman and Founder, Foundation for Shamanic Studies
"I was fascinated. Like Autobiography of a Yogi, Mohan Rai''s story shares much wisdom. Portraying his training from childhood in the ancient, mystical traditions of the shaman, this book brings a hopeful vision I will carry into my everyday life forever a reminder of the mysteries that sustain our lives and how little we know of them. The message runs deep."-Hal Zina Bennett, Ph.D., author, Spirit Animals and the Wheel of Life: Earth-Centered Practices for Everyday Living
240 kr
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639 kr
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Arts education is often said to be a means of developing critical and creative thinking. Arts education has also been argued to enhance performance in non-arts academic subjects such as mathematics, science, reading and writing, and to strengthen students’ academic motivation, self-confidence, and ability to communicate and co-operate effectively. Arts education thus seems to have a positive impact on the three subsets of skills that we define as “skills for innovation”: subject-based skills, including in non-arts subjects; skills in thinking and creativity; and behavioural and social skills.
This report examines the state of empirical knowledge about the impact of arts education on these kinds of outcomes. The kinds of arts education examined include arts classes in school (classes in music, visual arts, theatre, and dance), arts-integrated classes (where the arts are taught as a support for an academic subject), and arts study undertaken outside of school (e.g. private music lessons; out-of-school classes in theatre, visual arts, and dance). The report does not deal with education about the arts or cultural education, which may be included in all kinds of subjects.
338 kr
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