LEADER 05068nam 2200649 450 001 9910480187003321 005 20170822145140.0 010 $a1-4833-5185-8 010 $a1-4522-1066-7 035 $a(CKB)3710000000456161 035 $a(EBL)1480191 035 $a(OCoLC)922907234 035 $a(SSID)ssj0001530468 035 $a(PQKBManifestationID)12628827 035 $a(PQKBTitleCode)TC0001530468 035 $a(PQKBWorkID)11530125 035 $a(PQKB)10627359 035 $a(MiAaPQ)EBC1480191 035 $a(EXLCZ)993710000000456161 100 $a20150813h20032003 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDesigning and implementing two-way bilingual programs $ea step-by-step guide for administrators, teachers, and parents /$fMargarita Espino Caldero?n, Liliana Minaya-Rowe 210 1$aThousand Oaks, California :$cCorwin Press, Inc.,$d2003. 210 4$d©2003 215 $a1 online resource (264 p.) 300 $aDescription based upon print version of record. 311 $a0-7619-4566-0 311 $a0-7619-4565-2 320 $aIncludes bibliographical references and index. 327 $a""Cover""; ""Contents""; ""Foreword""; ""Preface""; ""About the Authors""; ""Part I - Starting a Two-Way Bilingual Program""; ""Chapter 1 - Moving Toward Two-Way Bilingual Programs""; ""What is a Two-Way Bilingual Program?""; ""The Benefits of Two-Way Bilingual Programs""; ""What Two-Way Bilingual Programs are Not""; ""Reasons to Develop a Two-Way Bilingual Program""; ""Reasons in Support of Two-Way Bilingual Programs""; ""How Can We Use These Concepts in the TWB Program?""; ""Summary""; ""Chapter 2 - Planning and Designing a Two-Way Bilingual Program"" 327 $a""Gathering Information on Program Development and Implementation""""Sharing Information with All Stakeholders""; ""Involving All Stakeholders in the Critical Decisions and Their Roles""; ""Summary""; ""Checklist for Planning""; ""Chapter 3 - Comprehensive Curriculum Models for a Two-Way Program""; ""Schoolwide Program Models for Two-Way Immersion Programs""; ""The Alicia ChacA?³n Model""; ""An Example of the 50-50 Model""; ""A Comprehensive School Reform Model Developed for TWB""; ""Summary""; ""Chapter 4 - Case Study: The Alicia R. ChacA?³n International School""; ""Setting"" 327 $a""Site Selection""""Fieldwork Procedures/Data Gathering""; ""The ChacA?³n Two-Way Bilingual School and Program""; ""What Makes ChacA?³n School a Successful TWB Program?""; ""What Do ChacA?³n School Parents Think of the TWB Program?""; ""What Do ChacA?³n School Students Think of the TWB Program?""; ""Summary""; ""PART II - Implementing Effective Instruction""; ""Chapter 5 - Instructional Techniques and Activities for Second-Language Learners""; ""What is Sheltered Instruction?""; ""Strategies for Instructional Delivery""; ""Teaching Techniques for Vocabulary Building"" 327 $a""Teaching Techniques for Reading Subject Matter Texts""""Instructional Tips for Different Stages of Language Acquisition""; ""Cooperative Learning Strategies for Second-Language Learning""; ""Summary""; ""Chapter 6 - Literacy in Two Languages: The Importance of Research-Based Instructional Models""; ""Types of Instructional Models""; ""Traditional Models for Teaching Reading""; ""Effects of Literacy Instruction in the Primary Language""; ""Emerging Models of Reading for Two-Way Instruction""; ""Sequencing Instruction for Reading"" 327 $a""Structuring Components for Integrating Listening, Speaking, Reading, and Writing""""Summary""; ""Chapter 7 - Using Writing to Promote Reading and Oral Language Development""; ""Teaching Writing from the Start""; ""Explicit Skill Instruction to Meet the Standards""; ""Vocabulary and Oral Language for Writing""; ""A Community of Writers""; ""Culturally Responsive Instruction""; ""Setting a Context for TWI Writing""; ""Extensive Guided Conversation and Discussions for Writing""; ""Summary""; ""Chapter 8 - Assessing Second-Language Learners""; ""Student Assessment"" 327 $a""A Definition of Assessment"" 330 $aThis indispensable handbook includes professional development plans that meet the specific needs of dual-language programs, strategies for building learning communities for dual-language teachers, and tips for involving parents. 606 $aEducation, Bilingual$zUnited States 606 $aSchool improvement programs$zUnited States 606 $aSecond language acquisition$zUnited States 608 $aElectronic books. 615 0$aEducation, Bilingual 615 0$aSchool improvement programs 615 0$aSecond language acquisition 676 $a370.117/0973 700 $aCaldero?n$b Margarita$0848339 702 $aMinaya-Rowe$b Liliana 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910480187003321 996 $aDesigning and implementing two-way bilingual programs$92295252 997 $aUNINA LEADER 01931oam 2200457 a 450 001 9910693155503321 005 20050110111026.0 035 $a(CKB)5470000002359960 035 $a(OCoLC)57349437 035 9 $aocm57349437 035 $a(OCoLC)995470000002359960 035 $a(EXLCZ)995470000002359960 100 $a20041230d2004 ua 0 101 0 $aeng 135 $aurmn|||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aDirection of ground-water flow in the surficial aquifer in the vicinity of impact areas G-10 and K-2, Camp Lejeune Marine Corps Base, North Carolina, 2004$b[electronic resource] /$fby Stephen L. Harden, Stephen S. Howe, and Silvia Terziotti ; prepared in cooperation with the Department of the Navy, U.S. Marine Corps, Camp Lejeune, North Carolina 210 1$aReston, Va. :$cU.S. Dept. of the Interior, U.S. Geological Survey,$d2004. 225 1 $aScientific investigations report ;$v2004-5270 300 $aTitle from title screen (viewed on Jan. 10, 2005). 320 $aIncludes bibliographical references. 606 $aGroundwater flow$zNorth Carolina$zCamp Lejeune 606 $aWater quality$zNorth Carolina$zCamp Lejeune 606 $aAmmunition$xEnvironmental aspects$zNorth Carolina$zCamp Lejeune 615 0$aGroundwater flow 615 0$aWater quality 615 0$aAmmunition$xEnvironmental aspects 700 $aHarden$b Stephen L$01381968 701 $aHowe$b Stephen S$01381969 701 $aTerziotti$b Silvia$01381970 712 02$aCamp Lejeune (N.C.) 712 02$aGeological Survey (U.S.) 801 0$bGIS 801 1$bGIS 801 2$bGPO 906 $aBOOK 912 $a9910693155503321 996 $aDirection of ground-water flow in the surficial aquifer in the vicinity of impact areas G-10 and K-2, Camp Lejeune Marine Corps Base, North Carolina, 2004$93424858 997 $aUNINA LEADER 04849nam 22010215 450 001 9910787080103321 005 20230508155607.0 010 $a0-520-95943-4 024 7 $a10.1525/9780520959439 035 $a(CKB)3710000000237644 035 $a(EBL)1711032 035 $a(OCoLC)890529405 035 $a(SSID)ssj0001332952 035 $a(PQKBManifestationID)12575608 035 $a(PQKBTitleCode)TC0001332952 035 $a(PQKBWorkID)11377336 035 $a(PQKB)11476292 035 $a(DE-B1597)518683 035 $a(OCoLC)916616641 035 $a(DE-B1597)9780520959439 035 $a(MiAaPQ)EBC1711032 035 $a(EXLCZ)993710000000237644 100 $a20200424h20142014 fg 101 0 $aeng 135 $aur|nu---|u||u 181 $ctxt 182 $cc 183 $acr 200 12$aA Global History of War $eFrom Assyria to the Twenty-First Century /$fGérard Chaliand 210 1$aBerkeley, CA :$cUniversity of California Press,$d[2014] 210 4$d©2014 215 $a1 online resource (309 p.) 300 $aDescription based upon print version of record. 311 $a1-322-11573-7 311 $a0-520-28360-0 327 $tFront matter --$tContents --$tMaps --$tForeword --$tPreface --$tIntroduction --$tChapter 1. Overview --$tChapter 2. The First Military Empire --$tChapter 3. The Grand Strategy of the Byzantine Empire --$tChapter 4. The Arabs --$tChapter 5. The Nomads of the Eurasian Steppes --$tChapter 6. The Seljuks, the Mamluks, and the Crusades --$tChapter 7. The Mongol Empire --$tChapter 8. Timur the Lame --$tChapter 9. The Ottomans --$tChapter 10. Safavid Persia --$tChapter 11. The Ming and Chinese Politico-Military Traditions --$tChapter 12. The Manchu and the End of the Nomads --$tChapter 13. The Mughals and Islam in India --$tChapter 14. Russia and the End of the Tatars --$tChapter 15. The Ascent of Europe --$tChapter 16. The Time of Revolutions --$tChapter 17. Guerrilla Warfare --$tChapter 18. From Total War to Asymmetrical Conflict --$tChapter 19. Conclusion --$tSelect Bibliography --$tIndex 330 $aWhile many books examine specific wars, few study the history of war worldwide and from an evolutionary perspective. A Global History of War is one of the first works to focus not on the impact of war on civilizations, but rather on how civilizations impact the art and execution of war. World-renowned scholar Gérard Chaliand concentrates on the peoples and cultures who have determined how war is conducted and reveals the lasting historical consequences of combat, offering a unique picture of the major geopolitical and civilizational clashes that have rocked our common history and made us who we are today. Chaliand's questions provoke a new understanding of the development of armed conflict. How did the foremost non-European empires rise and fall? What critical role did the nomads of the Eurasian steppes and their descendants play? Chaliand illuminates the military cultures and martial traditions of the great Eurasian empires, including Turkey, China, Iran, and Mongolia. Based on fifteen years of research, this book provides a novel military and strategic perspective on the crises and conflicts that have shaped the current world order. 606 $aWar 606 $aStrategy$xHistory 606 $aWar$xHistory 606 $aWar and civilization 610 $aancient history. 610 $aancient mesopotamia history. 610 $aarmed conflict. 610 $achina. 610 $acivilization. 610 $acombat. 610 $aconsequences of war. 610 $acurrent world order. 610 $adevelopment of war tactics. 610 $adiplomacy. 610 $aempires. 610 $aeurasian cultures. 610 $aeurasian empires. 610 $aevolutionary perspective. 610 $aexecution of war. 610 $afighting. 610 $ageopolitical. 610 $aglobal war. 610 $ahistorical. 610 $ahistory of war. 610 $ahistory. 610 $aimpact of war. 610 $ainternational war. 610 $airan. 610 $amen at war. 610 $amilitary culture. 610 $amilitary strategy history. 610 $amongolia. 610 $apeace talks. 610 $apolitical. 610 $aretrospective. 610 $aturkey. 610 $awar worldwide. 610 $awar. 610 $awarfare. 615 0$aWar. 615 0$aStrategy$xHistory 615 0$aWar$xHistory 615 0$aWar and civilization 676 $a355.0209 700 $aChaliand$b Gérard$4aut$4http://id.loc.gov/vocabulary/relators/aut$0376072 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9910787080103321 996 $aA Global History of War$93741423 997 $aUNINA