LEADER 02423nam 2200421Ia 450 001 996396566703316 005 20221107221152.0 035 $a(CKB)4330000000333278 035 $a(EEBO)2264172347 035 $a(UnM)9928649200971 035 $a(EXLCZ)994330000000333278 100 $a19851003d1700 uy | 101 0 $aeng 135 $aurbn||||a|bb| 200 14$aThe second and third parts of the vvorks of Mr. Abraham Cowley$b[electronic resource] $eThe second containing what was written and published by himself in his younger years: now reprinted together. The seventh edition, with additions. The third containing his six books of plants: viz. The first and second of herbs. The third and fourth of flowers. The fifth and sixth of trees. Now made English by several hands. With necessary tables to both parts, and several poems in praise of the author. Licensed and entred 205 $a[The second edition] 210 $aLondon $cPrinted [by Mary Clark] for Charles Harper, at the Flower-de-luce over against S. Dunstan's Church in Fleet-street$d1700 215 $a[16], 161, [23], 166, [2] p., [1] leaf of plates $cill 300 $aThe second printing of parts 2 and 3 together, viz. the seventh edition of part 2 and the second edition of part 3. 300 $aPrinter's name from part 2 title page. 300 $aFrontis. plate signed: R. White sculp:. 300 $aWith separate dated title page for part 2 (Wing C6664C) and part 3 (C6666) and each section in part 2. 300 $aIncludes index for part 3, p. [1]-[2] at end. 300 $aPart 3 is a translation of "Poemata Latina, in quibus continentur sex libri plantarum, viz. herbarum, florum, sylvarum et unus miscellaneorum." 300 $aReproduction of original in the Henry E. Huntington Library. 327 $aPart 2. Constantia and philetus -- The tragical history of Piramus and Thisbe -- Sylva, or, divers copies of verses, made upon sundry occasions -- Loves riddle, a pastoral comedy -- Naufragium joculare, comoedia. 330 $aeebo-0113 700 $aCowley$b Abraham$f1618-1667.$0131531 701 $aWhite$b Robert$f1645-1703.$0845954 801 0$bCu-RivES 801 1$bCu-RivES 801 2$bCStRLIN 801 2$bCu-RivES 801 2$bWaOLN 906 $aBOOK 912 $a996396566703316 996 $aThe second and third parts of the vvorks of Mr. Abraham Cowley$92306049 997 $aUNISA LEADER 00681oam 2200241z- 450 001 9910153226803321 005 20230913112557.0 010 $a1-77661-260-4 035 $a(CKB)3710000000960407 035 $a(BIP)054686269 035 $a(EXLCZ)993710000000960407 100 $a20210505c2012uuuu -u- - 101 0 $aeng 200 10$aJobs on a Farm 210 $cIversen Publishing 311 $a1-77540-732-2 330 8 $aTalk About Things Around Me books talk about people and places in the local community. 610 $aEducation 700 $aIversen$b Sandra$01434924 906 $aBOOK 912 $a9910153226803321 996 $aJobs on a Farm$93594395 997 $aUNINA LEADER 04995oam 22005775 450 001 9910796501603321 005 20230125204624.0 010 $a1-78684-849-X 010 $a1-4648-1097-4 024 7 $a10.1596/978-1-4648-1096-1 035 $a(CKB)4100000001042715 035 $a(MiAaPQ)EBC5124231 035 $a(CaBNVSL)gtp00567778 035 $a(Credo)wbworld2018 035 $a(OCoLC)1054303789 035 $a(Credo)9781786848499 035 $a(The World Bank)211096 035 $a(US-djbf)211096 035 $a(EXLCZ)994100000001042715 100 $a20020129d2017 uf 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aWorld Development Report 2018 : $eLearning to Realize Education's Promise 205 $a[Enhanced Credo edition] 210 1$aWashington, D.C. :$cThe World Bank,$d2017. 215 $a1 online resource (236 pages) 225 1 $aWorld Development Report 311 $a1-4648-1096-6 311 $a1-4648-1098-2 320 $aIncludes bibliographical references at the end of each chapters. 327 $aForeword -- Acknowledgments -- Abbreviations -- Overview: learning to realize education's promise -- The three dimensions of the learning crisis -- How to realize education's promise: three policy responses -- Learning to realize education's promise -- Part I. Education's promise: Chapter 1. Schooling, learning, and the promise of education -- Part II. The learning crisis:; Chapter 2. The great schooling expansion - and those it has left behind; Chapter 3. The many faces of the learning crisis; Chapter 4. To take learning seriously, start by measuring it -- Part III. Innovations and evidence for learning: Chapter 5. There is no learning without prepared, motivated learners; Chapter 6. Teacher skills and motivation both matter (though many education systems act like they don't); Chapter 7. Everything else should strengthen the teacher-learner interaction; Chapter 8. Build on foundations by linking skills training to jobs -- Part IV. Making the system work for learning at scale: Chapter 9. Education systems are misaligned with learning; Chapter 10. Unhealthy politics drives misalignments; Chapter 11. How to escape low-learning traps. 330 3 $aEvery year, the World Bank's World Development Report (WDR) features a topic of central importance to global development. The 2018 WDR-LEARNING to Realize Education's Promise-is the first ever devoted entirely to education. And the time is right: education has long been critical to human welfare, but it is even more so in a time of rapid economic and social change. The best way to equip children and youth for the future is to make their learning the center of all efforts to promote education. The 2018 WDR explores four main themes: First, education's promise: education is a powerful instrument for eradicating poverty and promoting shared prosperity, but fulfilling its potential requires better policies-both within and outside the education system. Second, the need to shine a light on learning: despite gains in access to education, recent learning assessments reveal that many young people around the world, especially those who are poor or marginalized, are leaving school unequipped with even the foundational skills they need for life. At the same time, internationally comparable learning assessments show that skills in many middle-income countries lag far behind what those countries aspire to. And too often these shortcomings are hidden-so as a first step to tackling this learning crisis, it is essential to shine a light on it by assessing student learning better. Third, how to make schools work for all learners: research on areas such as brain science, pedagogical innovations, and school management has identified interventions that promote learning by ensuring that learners are prepared, teachers are both skilled and motivated, and other inputs support the teacher-learner relationship. Fourth, how to make systems work for learning: achieving learning throughout an education system requires more than just scaling up effective interventions. Countries must also overcome technical and political barriers by deploying salient metrics for mobilizing actors and tracking progress, building coalitions for learning, and taking an adaptive approach to reform. 410 0$aWorld Bank e-Library. 606 $aEconomic development$zDeveloping countries 606 $aEducation$zDeveloping countries 606 $aEconomic development$xEffect of education on 615 0$aEconomic development 615 0$aEducation 615 0$aEconomic development$xEffect of education on. 676 $a338.9109051 712 02$aWorld Bank, 712 02$aCredo Reference (Firm), 801 0$bDJBF 801 1$bDJBF 906 $aBOOK 912 $a9910796501603321 996 $aWorld Development Report 2018$93743327 997 $aUNINA