LEADER 02288nam 2200613 450 001 9910459996803321 005 20200520144314.0 010 $a92-9092-201-X 035 $a(CKB)3710000000316599 035 $a(SSID)ssj0000746262 035 $a(PQKBManifestationID)11474099 035 $a(PQKBTitleCode)TC0000746262 035 $a(PQKBWorkID)10863302 035 $a(PQKB)10151507 035 $a(MiAaPQ)EBC3110924 035 $a(WaSeSS)Ind00044415 035 $a(Au-PeEL)EBL3110924 035 $a(CaPaEBR)ebr10906362 035 $a(CaONFJC)MIL784370 035 $a(OCoLC)922978313 035 $a(EXLCZ)993710000000316599 100 $a20140829h20102010 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPayments for ecological services and eco-compensation $epractices and innovations in the People's Republic of China : proceedings from the International Conference on Payments for Ecological Services, Ningxia Hui Autonomous Region, People's Republic of China, 6-7 September 2009 /$fedited by Qingfeng Zhang [and three others] 210 1$aMetro Manila, Philippines :$cAsian Development Bank,$d2010. 210 4$dİ2010 215 $a1 online resource (212 pages) $cillustrations, charts, tables 300 $aBibliographic Level Mode of Issuance: Monograph 311 $a92-9092-209-5 320 $aIncludes bibliographical references at the end of each chapters. 606 $aEnvironmental policy$zChina$vCongresses 606 $aPayments for ecosystem services$zChina$vCongresses 606 $aEcosystem management$xEconomic aspects$zChina 606 $aEnvironmental economics$vCongresses 608 $aElectronic books. 615 0$aEnvironmental policy 615 0$aPayments for ecosystem services 615 0$aEcosystem management$xEconomic aspects 615 0$aEnvironmental economics 676 $a363.70951 702 $aZhang$b Qingfeng 712 02$aAsian Development Bank. 712 02$aNational Development and Reform Commission. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910459996803321 996 $aPayments for ecological services and eco-compensation$92031445 997 $aUNINA LEADER 05319oam 2200637I 450 001 9910783155403321 005 20230421042016.0 010 $a1-134-91962-X 010 $a1-134-91963-8 010 $a1-280-33832-6 010 $a0-203-31440-9 010 $a0-203-03251-9 024 7 $a10.4324/9780203032510 035 $a(CKB)1000000000007781 035 $a(StDuBDS)AH3701343 035 $a(SSID)ssj0000284679 035 $a(PQKBManifestationID)11207730 035 $a(PQKBTitleCode)TC0000284679 035 $a(PQKBWorkID)10262216 035 $a(PQKB)10922098 035 $a(MiAaPQ)EBC178249 035 $a(Au-PeEL)EBL178249 035 $a(CaPaEBR)ebr5001438 035 $a(CaONFJC)MIL33832 035 $a(OCoLC)475881497 035 $a(OCoLC)559546427 035 $a(EXLCZ)991000000000007781 100 $a20180331d1992 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aTalking about literacy $eprinciples and practice of adult literacy education /$fJane Mace 210 1$aLondon ;$aNew York :$cRoutledge,$d1992. 215 $a1 online resource (xxi,168p. )$cill 300 $aBibliography: 158-163. -Includes index. 311 $a0-415-08044-4 311 $a0-415-06655-7 320 $aIncludes bibliographical references (p. 158-163) and index. 327 $aIntroduction I. Issues 1. Problems of Representation 2. The Truth For Now II. Principles 1. Listening to the Questions 2. The Teacher Researcher 3. Authors and Authority 4. Readers=Writers 5. Vocations and Vocationalism Conclusion Afterword Bibliography 330 $aExplores the theory behind adult literacy education - discussing the arguments in favour of literacy, and analysing principles by which literacy may be creatively learned, looking in detail at context, equality and community. 330 $bTalking about Literacy re-examines dominant notions of what literacy is, and challenges the problem-solution reflex to the issue (the problem is illiteracy: the solution is more literacy). Literacy has enormous emotional and political associations, and the job of literacy educator often concerns changing attitudes and challenging prejudices - whether in the form of publicity strategies, counselling new students, or in curriculum design. In short, adult literacy education means not only teaching courses like 'fresh start', 'basic skills', 'study skills', 'communication skills', 'language support' and 'return to study', but also designing strategies to encourage people to see that these courses may meet their own interests - and educating them and others to rethink their own negative attitudes to 'illiteracy'. The book looks in detail in at five principles put forward by Jane Mace as central to the education of people who often can read, but wish they could read better; who, technically can write, but have a desire to do so with more expression and coherence. These principles focus on five themes: context, inquiry, authorship, equality and community. Since it is all too easy for literacy education involving adults who do not have formal qualifications to stop short of teaching techniques for 'correct' writing, these principles mean taking seriously a view that adult students are writers as well as readers - that they have an entitlement to be read, as well as to read others. Talking about Literacy re-examines dominant notions of what literacy is, and challenges the problem-solution reflex to the issue (the problem is illiteracy: the solution is more literacy). Literacy has enormous emotional and political associations, and the job of literacy educator often concerns changing attitudes and challenging prejudices - whether in the form of publicity strategies, counselling new students, or in curriculum design. In short, adult literacy education means not only teaching courses like 'fresh start', 'basic skills', 'study skills', 'communication skills', 'language support' and 'return to study', but also designing strategies to encourage people to see that these courses may meet their own interests - and educating them and others to rethink their own negative attitudes to 'illiteracy'. The book looks in detail in at five principles put forward by Jane Mace as central to the education of people who often can read, but wish they could read better; who, technically can write, but have a desire to do so with more expression and coherence. These principles focus on five themes: context, inquiry, authorship, equality and community. Since it is all too easy for literacy education involving adults who do not have formal qualifications to stop short of teaching techniques for 'correct' writing, these principles mean taking seriously a view that adult students are writers as well as readers - that they have an entitlement to be read, as well as to read others. 606 $aFunctional literacy$zGreat Britain 606 $aReading (Adult education)$zGreat Britain 615 0$aFunctional literacy 615 0$aReading (Adult education) 676 $a374/.012 700 $aMace$b Jane.$0874411 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910783155403321 996 $aTalking about literacy$93699656 997 $aUNINA