LEADER 01829nam 2200409 n 450 001 996390541903316 005 20200824120748.0 035 $a(CKB)4940000000102245 035 $a(EEBO)2240858368 035 $a(UnM)99841611e 035 $a(UnM)99841611 035 $a(EXLCZ)994940000000102245 100 $a19910410d1573 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 14$aThe garden of pleasure$b[electronic resource] $econtayninge most pleasante tales, worthy deeds and witty sayings of noble princes [et] learned philosophers, moralized. No lesse delectable, than profitable. Done out of Italian into English, by Iames Sanforde, Gent. Wherein are also set forth diuers verses and sentences in Italian, with the Englishe to the same, for the benefit of students in both tongs 210 $aImprinted at London $cBy Henry Bynneman$dAnno. 1573 215 $a[4], 111, [1] leaves 300 $aA translation of: Guicciardini, Lodovico. L'hore di ricreatione. 300 $aColophon reads: Imprinted at London by Henry Bynneman, dvvelling in Knight riders streate, at the signe of the Mermayde. Anno. 1573. And are to be sold at his shop at the northwest dore of Poules Church. 300 $aRunning title reads: Graue sayings & pleasant deedes. 300 $aReproduction of the original in the Henry E. Huntington Library and Art Gallery. 330 $aeebo-0113 606 $aAnecdotes$zItaly 606 $aProverbs, Italian 615 0$aAnecdotes 615 0$aProverbs, Italian. 700 $aGuicciardini$b Lodovico$f1521-1589.$0450077 701 $aSandford$b James$01009705 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bWaOLN 906 $aBOOK 912 $a996390541903316 996 $aThe garden of pleasure$92387352 997 $aUNISA LEADER 07016nam 22009495 450 001 9910438344503321 005 20240628093937.0 010 $a9781283849944 010 $a1283849941 010 $a9789814021814 010 $a9814021814 024 7 $a10.1007/978-981-4021-81-4 035 $a(CKB)2670000000280959 035 $a(EBL)1030294 035 $a(OCoLC)819816661 035 $a(SSID)ssj0000797713 035 $a(PQKBManifestationID)11435321 035 $a(PQKBTitleCode)TC0000797713 035 $a(PQKBWorkID)10738983 035 $a(PQKB)10056890 035 $a(DE-He213)978-981-4021-81-4 035 $a(MiAaPQ)EBC1030294 035 $a(PPN)168343991 035 $a(EXLCZ)992670000000280959 100 $a20121116d2013 u| 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTeachers' Identities and Life Choices $eIssues of Globalisation and Localisation /$fby Pattie Luk-Fong 205 $a1st ed. 2013. 210 1$aSingapore :$cSpringer Nature Singapore :$cImprint: Springer,$d2013. 215 $a1 online resource (182 p.) 225 1 $aEducation in the Asia-Pacific Region: Issues, Concerns and Prospects,$x2214-9791 ;$v19 300 $aDescription based upon print version of record. 311 08$a9789814560924 311 08$a9814560928 311 08$a9789814021807 311 08$a9814021806 320 $aIncludes bibliographical references and index. 327 $aTeachers' Identities and Life Choices; Foreword; Series Editors' Introduction; Acknowledgements; International Conference Presentations; International Journal Articles; Book Chapters; Contents; Chapter 1: Introduction; 1.1 Overview of the Book; 1.1.1 Changes and Identities; 1.1.2 Broader Contexts of Identities and Life Choices as Education Goals for the Twenty-First Century; 1.1.3 Identities of Teachers as Focus for Professional Development of Teachers; 1.2 Positioning of the Book; 1.3 My Personal Biography; 1.3.1 From Teaching of Subject to Teaching of the 'Person' 327 $a1.3.2 From Essentialist Selfhood to Constructivist Selfhood1.4 Why This Book?; 1.5 The Organisation of the Book; References; Chapter 2: Hybridities, Border Crossing and Yin - Yang; 2.1 Introduction; 2.2 Identities and Life Choices; 2.3 The Non-western Self; 2.4 Teachers' Identities; 2.5 Globalisation; 2.6 Globalisation as Hybridisation; 2.6.1 Hybridisation as Empirical; 2.6.2 Hybridisation as Theoretical; 2.6.3 Hybridisation as Normative; 2.6.4 Hybridity as 'In-Betweenness'; 2.6.5 Rizvi's Critical/Moral Hybridities; 2.7 Chinese Yin-Yang Concept; 2.8 Conclusion; References 327 $aChapter 3: Methodology3.1 Introduction; 3.2 Hybrid Methodology; 3.3 Narratives and Identities; 3.4 Individual and Group Interviews to Study Personal and Structural Changes; 3.5 Subjects of the Study; 3.6 Researchers' Roles and Relationships; 3.7 Conclusion; References; Chapter 4: Dialectics of the Chinese Culture: Continuities and Changes in the Confucian Order; 4.1 Introduction; 4.2 Confucian Order; 4.2.1 Confucian Self and Cardinal Relationships; 4.2.2 Contemporary Confucian Self and Cardinal Relationships in the Institutions of School and Family; 4.3 Dialectics of Chinese Culture 327 $a4.4 Continuities and Changes in Contemporary Self and Cardinal Relationships: Life Stories4.4.1 Story of Siu Ping: A Senior Female School Guidance Teacher; 4.4.1.1 Change in School Position; 4.4.1.2 Change in Principal-Teacher Relationship; 4.4.1.3 Family Roles and Relationships; 4.4.1.4 Negotiations About Her Son's Education; 4.4.1.5 What She Willingly Conceded; 4.4.2 Story of Tai Sun: A Senior Male Physical Education Teacher; 4.4.2.1 Changing Roles and Relationships in School; 4.4.2.2 Family Roles and Relationships; 4.4.2.3 Time with Children 327 $a4.4.2.4 Tai Sun's 'Mothering' and 'Housewife' Roles4.5 Discussion; 4.5.1 Principle of Change; 4.5.2 Principle of Contradiction; 4.5.3 Principle of Relationship and Holism; 4.6 Conclusion; References; Chapter 5: Evolving Hybrid Femininities ( Yin) and Masculinities ( Yang); 5.1 Introduction; 5.2 Chinese Linguistics and Gender Order; 5.3 Hybridities; 5.4 Taoist Concept of Yin-Yang; 5.5 Female Teachers' Hybrid Gender Identities; 5.5.1 Recon fi guration of the Family: Hybridities in Family; 5.5.2 Renegotiation of the Husband-Wife Relationship; 5.5.3 The Place of Children in the Family 327 $a5.6 Male Teachers' Hybrid Gender Identities 330 $aThis book discusses issues related to teachers? identities and life choices when globalisation and localisation are enmeshed. It examines how competing cultural traditions and contexts acted as resources or/and constraints in framing teachers? identities and their negotiations in the family and the work domains according to their gender positioning, their roles in the family such as husband, wife, father, mother, brother, sister, son and daughter and roles in the school such as principal, senior teacher or regular teacher. Contrary to an essentialist approach to identity and culture, teachers? stories show that their identities and life choices were hardly free choices; but were often part and parcel of the culture and contexts in which they were embedded. Teachers? identities are found to be fluid, complex, hybrid and multifaceted. Using Hong Kong as a case study, this book provides not only traces of the continuity and changes of Confucian self and cardinal relationships but also a glimpse of how educational reform as neo-capitalist discourses in the workplace interacts with Confucian cultural traditions creating new hybrid practices (problems or possibilities or both) in the school and in the daily lives of teachers. 410 0$aEducation in the Asia-Pacific Region: Issues, Concerns and Prospects,$x2214-9791 ;$v19 606 $aTeachers$xTraining of 606 $aInternational education 606 $aComparative education 606 $aEthnopsychology 606 $aCounseling 606 $aSex 606 $aTeaching and Teacher Education 606 $aInternational and Comparative Education 606 $aCross-Cultural Psychology 606 $aCounseling Psychology 606 $aGender Studies 615 0$aTeachers$xTraining of. 615 0$aInternational education. 615 0$aComparative education. 615 0$aEthnopsychology. 615 0$aCounseling. 615 0$aSex. 615 14$aTeaching and Teacher Education. 615 24$aInternational and Comparative Education. 615 24$aCross-Cultural Psychology. 615 24$aCounseling Psychology. 615 24$aGender Studies. 676 $a300 686 $a5,3$2ssgn 686 $aDN 2000$2rvk 700 $aLuk-Fong$b Pattie Yuk Yee$01660837 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910438344503321 996 $aTeachers' identities and life choices$94192910 997 $aUNINA LEADER 03366nam 2200673 a 450 001 9910829166603321 005 20240513090644.0 010 $a9781118276921 (Ebook) 010 $a9786613404077 010 $a9781118000267 010 $a1118000269 010 $a9781118276921 010 $a1118276922 010 $a9780470432723 010 $a0470432721 035 $a(CKB)1000000000687374 035 $a(EBL)624367 035 $a(OCoLC)768731416 035 $a(SSID)ssj0000354902 035 $a(PQKBManifestationID)11277603 035 $a(PQKBTitleCode)TC0000354902 035 $a(PQKBWorkID)10314609 035 $a(PQKB)11621964 035 $a(MiAaPQ)EBC624367 035 $a(Au-PeEL)EBL624367 035 $a(CaPaEBR)ebr10518778 035 $a(CaONFJC)MIL340407 035 $a(Perlego)1006206 035 $a(EXLCZ)991000000000687374 100 $a20080325d2008 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aWork breakdown structures $ethe foundation for project management excellence /$fEric S. Norman, Shelly A. Brotherton, Robert T. Fried 205 $a1st ed. 210 $aHoboken, N.J. $cJohn Wiley & Sons$dc2008 215 $a1 online resource (304 p.) 300 $aDescription based upon print version of record. 311 0 $a9780470177129 (Hardback) 320 $aIncludes bibliographical references and index. 327 $aPt. 1. Introduction to WBS concepts -- ch. 1. Background and key concepts -- ch. 2. Applying WBS attributes and concepts -- pt. 2. WBS application in projects -- ch. 3. Project initiation and the WBS -- ch. 4. Defining scope through the WBS -- ch. 5. The WBS in procurement and financial planning -- ch. 6. Quality, risk, resource and communication planning with the WBS -- ch. 7. The WBS as a starting point for schedule -- ch. 8. The WBS in action -- ch. 9. Ensuring success through the WBS -- ch. 10. Verifying project closeout with the WBS -- pt. 3. WBS for project management decomposition -- ch. 11. A project management WBS -- Appendix A. Project charter example -- Appendix B. Project scope statement example -- Appendix C. Project management WBS examples -- Appendix D. Answers to chapter questions. 330 $aUnderstand and apply new concepts regarding Work Breakdown Structures The Work Breakdown Structure (WBS) has emerged as a foundational concept and tool in Project Management. It is an enabler that ensures clear definition and communication of project scope while performing a critical role as a monitoring and controlling tool. Created by the three experts who led the development of PMI's Practice Standard for Work Breakdown Structures, Second Edition, this much-needed text expands on what the standard covers and describes how to go about successfully implementing the WBS within the pro 606 $aProject management 606 $aWork breakdown structure 615 0$aProject management. 615 0$aWork breakdown structure. 676 $a658.404 700 $aNorman$b Eric S$01659464 701 $aBrotherton$b Shelly A$01659465 701 $aFried$b Robert T$0102884 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910829166603321 996 $aWork breakdown structures$94014119 997 $aUNINA