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Flexibility And Commitment In Planning

RRP $32.99

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This book is about the ways in which two western European countries attempt to cope with the changing demands of urban development. In particular, it is con- cerned with the differences in approach of the Dutch and English planning systems and the contrasting ways in which they are used to guide, promote and control development. The book results from a research study in which members of staff at Delft of Technology and Oxford Polytechnic compared local planning and University development in the Netherlands and England. The aim was to investigate ways in which development was promoted and controlled under different planning systems. The research was subsequently developed along two converging lines. One was an examination of over twenty case studies of plan making and the con- trol of development in the cities of Leiden and Oxford. The other was a study of the two planning systems and the ways in which the respective approaches to planning were seen to relate closely to the contrasting legal and administrative systems and differences in development practice. The convergence of the two lines of enquiry produced a tension between empirical observations and theoretical supposition which led to a fruitful development of ideas about the nature of the two planning systems and how they promote and control develop- ment.


A Teaching Plan Of Grammar

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From the PREFACE.
The teaching of English is the most complex, the most difficult, and the most important work of the elementary school teacher. It includes reading, word study, phonetics, composition, and grammar. Each of these is a good-sized job by itself; and the possible combinations of them and the methods of teaching them are almost infinite. We have a deluge of "language" books for the use of pupils, every page of which is usually a medley of the various elements named above. It is the kind of correlation which results in a superficial impression and a confused notion of what is learned. As we ascend in the grades the various subjects and parts of subjects should be isolated for thoroughness of drill and clearness of conception. Departmental teaching is a device which automatically accomplishes such isolation. As the pupil gets older he himself is able to perceive the interrelations of knowledge, so that it is no longer necessary for the teacher to make all the connections.
For these reasons there comes a time, beginning in the fifth or sixth grade, when grammar should be taught as grammar, reading as reading, and composition as composition. Each of these should be graded into steps, easy at first, and proceeding gradually to the more difficult until the entire science or art is mastered. During the whole process the relations of grammar, reading, and composition should be pointed out, so that each is seen in the light of the others and each is illustrated by the others. But the correlation should no longer be so complete that the subjects lose their individuality. By the time a pupil reaches the eighth grade he should have a systematic knowledge of grammar as such, composition as such, and literature as such....


Dictionary Of Astrological Terms And Explanations

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From ALEPH to ZODIACAL CONSTELLATIONS, this volume is a concise and lucid explanation of important Astrological terms. It offers a brief glossary and explanation of the technical terms employed within the field. All students should be familiar with these definitions, which are of primary importance in the study of Astrology. [Facsimile reprint of the 1932 edition.]


A Topical Study Of Genesis

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There are two sources of information about God. From nature we can learn about His power, existence, knowledge, and wisdom (Romans 1:20). From revelation we learn about His nature and attributes, as well as our duty to Him and our relationship to Him and others. We cannot learn what to do to be saved and how to live from things, which have been created. These matters we learn from the Bible. Since God is the author of the Bible, and He is the creator of the world (natural science), there will be no conflict between them. The Bible is not a science book, but when it makes a scientific statement, it is always true and accurate. If the Bible and natural science contradict each other, it would mean God is at variance with Himself. The Bible does not reveal the exact time of the beginning of the world, but it did have a beginning. The book of Genesis reveals the beginning of the unfolding of the plan of God for the human race. Adam and Eve were created with free will to choose to obey or disobey God. They chose to disobey. From that time till now, all have sinned except Christ. Sin increased so much that the earth was filled with wickedness, corruption, and violence, that God sent a worldwide flood, to destroy it. Abraham was called and separated to begin the Jewish nation. The seed promise is traced through Abraham, Isaac and Jacob, with Jesus coming through the tribe of Judah. Joseph was sold by his brothers and taken into Egypt. In this way God saved them during the famine. The hand of God is obvious in the history of Genesis. The beginning and care of the infant nation of Israel was so necessary for the salvation of a lost race.


Reproductive Ecology Of Flowering Plants

RRP $519.99

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Successful reproduction is the basis not only for the stability of the species in their natural habitat but also for productivity of our crop plants. Therefore, knowledge on reproductive ecology of wild and cultivated plants is important for effective management of our dwindling biodiversity and for the sustainability and improvement of the yield in crop species. Conservation and management of our plant diversity is going to be a major challenge in the coming decades, particularly in the tropical countries which are rich in biodiversity. Reproductive failure is the main driver for pushing a large number of tropical species to vulnerable category. Available data on reproductive ecology on tropical species is very limited and there is an urgent need to initiate research on these lines. A major limitation for the beginners to take up research is the absence of simple concise work manuals that provide step-wise procedures to study all aspects of reproductive ecology.

The Manual fills this void. Over 60 protocols described in the manual cover the whole spectrum of reproductive ecology - study sites and species, phenology, floral morphology and sexuality, pollen and pistil biology, pollination ecology, breeding system, seed biology, seed dispersal and seedling recruitment. Each chapter gives a concise conceptual account of the topic before describing the protocols. The Manual caters to researchers, teachers and students who are interested in any aspect of reproductive ecology of flowering plants -- botanists, ecologists, agri-horticulturists, foresters, entomologists, plant breeders and conservation biologists.



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