Jorge E. Gonzalez – författare

This Handbook is a direct result of the American Society of Mechanical Engineers (ASME) initiative on Integrated/Sustainable Building Equipment and Systems (ISBES), with the objective of filling voids in the literature and motivating advances on integrated mechanical systems for sustainable buildings. The main focus of this Volume I is on integrated energy systems and is organized from the current state of knowledge in areas of energy equipment and building energy modeling tools, to emerging topics in a wide range of areas encompassing combined heat and power, building energy storage systems, and advanced control strategies for mechanical energy systems in buildings. In addition, the integration of renewable energy and passive cooling and heating strategies is particularly addressed, closing with advanced techniques to analyze energy demands at the neighborhood and city scales. The contributors have a diverse set of skills and extensive experience in building engineering. Readers will find the content to be relevant and useful to their practice and insightful to inspire new advances and developments in Energy Systems for Sustainable Buildings.

Students in early childhood settings don’t always get the benefits of shared book reading - a strategy proven to boost language skills and content knowledge. Prepare the next generation of teachers to make the most of shared reading with this accessible textbook, a complete guide to building vocabulary-rich science and social studies lessons and discussions around storybooks and informational texts. Field-tested with children in high-poverty school settings, this instructional approach is valuable for any young learners at risk for comprehension difficulties.This concise book presents the authors’ proven, empirically based “Project WORLD” (Words of Oral Reading and Language Development) framework for integrating shared book reading into the classroom. Offering both big-picture curriculum design principles and specific instructional strategies, this text gives teachers the know-how they need to accelerate language skills, vocabulary development, and high-priority science and social studies content knowledge for all young children. Ideal for preservice teacher education courses and in-service professional development!This accessible textbook prepares early childhood educators to teach vocabulary-rich science and social studies lessons through shared book reading. Presents a complete framework for boosting language skills and content knowledge.GET TEACHERS READY TO:Use the most effective shared book reading and vocabulary practicesTeach new vocabulary while introducing key science and social studies conceptsAlign vocabulary instruction with content standards and objectivesStimulate and expand children’s oral language abilities via interactive book discussionsImplement a framework tested in collaboration with Head Start and preschool teachersChoose their own books and vocabulary words to teachDesign lesson plans that get resultsBuild a strong foundation for children’s future success in science and social studiesAdvance learning with proven teaching techniques, such as multiple exposures to words and connected concepts and strategiesSuccessfully teach both English language learners and native English speakersPRACTICAL MATERIALS: A step-by-step Shared Book Reading Instructional Unit Planner, sample vocabulary words with child-friendly definitions, real-life classroom vignettes with embedded instructional techniques and suggestions, examples of appropriate storybooks and informational texts paired by science or social studies themes, and tools to support teachers’ content vocabulary instruction.

This book focuses on the literacy beliefs and practices of parents and children from Asian and Latinx heritage backgrounds. In the US, children from Asian and Latinx immigrant backgrounds represent the largest population of dual language learners in schools. While existing research has paid significant attention to the roles of parenting and the home literacy environment on children's literacy development, relatively little attention has been allocated to immigrant families. Chapters aim to meet the need in the field to understand the roles of culture and immigrant experiences on children's literacy learning and development, including immigrant families' home environments and parents' involvement in literacy-related activities in both English and the parents' native language. As Hispanic/Latinx and Asian American populations grow in the US, this book answers an urgent call for school systems and child and family professionals to be aware of issues in this area and how to address them in culturally responsive ways.

This book focuses on the literacy beliefs and practices of parents and children from Asian and Latinx heritage backgrounds. In the US, children from Asian and Latinx immigrant backgrounds represent the largest population of dual language learners in schools. While existing research has paid significant attention to the roles of parenting and the home literacy environment on children''s literacy development, relatively little attention has been allocated to immigrant families. Chapters aim to meet the need in the field to understand the roles of culture and immigrant experiences on children''s literacy learning and development, including immigrant families'' home environments and parents'' involvement in literacy-related activities in both English and the parents'' native language. As Hispanic/Latinx and Asian American populations grow in the US, this book answers an urgent call for school systems and child and family professionals to be aware of issues in this area and how to address them in culturally responsive ways.