LEADER 10717nam 22004693 450 001 9910841861503321 005 20240227084504.0 010 $a3-031-21155-3 035 $a(MiAaPQ)EBC31176168 035 $a(Au-PeEL)EBL31176168 035 $a(MiAaPQ)EBC31195978 035 $a(Au-PeEL)EBL31195978 035 $a(EXLCZ)9930507936700041 100 $a20240227d2024 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aHandbook of Curriculum Theory, Research, and Practice 205 $a1st ed. 210 1$aCham :$cSpringer International Publishing AG,$d2024. 210 4$d©2024. 215 $a1 online resource (1001 pages) 225 1 $aSpringer International Handbooks of Education Series 311 $a3-031-21154-5 327 $aIntro -- Acknowledging the Land -- Contents -- About the Editors -- Contributors -- Introduction -- Toward a New Ecology of Curriculum: An Education Yet-to-Come -- Curriculum as Beginning -- Curriculum as Placing -- Curriculum as Caring -- Curriculum as Storying -- Curriculum as Changing -- Curriculum as Liberating -- Curriculum as Designing -- Curriculum as Teaching -- Part I: Curriculum as Beginning -- Child´s Play: Play as an Informal, Relational Curriculum of Childhood -- Introduction -- Social Learning and Socialization -- Relational Understandings of Curriculum -- Socialization: Traditional Models and Child-Centered Reframings -- Bourdieu: Habitus and Practice -- Children´s Perspectives of Play -- Play As a Social Practice of Childhood: Curriculum, Socialization, Relationship, and Habitus -- References -- Theory and Application of an Emergent Curriculum -- Introduction -- Emergent Curriculum Versus Conventional Curriculum -- Global Competencies and Their Connection to STEM -- Theoretical Perspectives -- Research Partnerships and STEM Professional Development -- Preschool STEM: An Emergent Curriculum in Action -- Additional Examples -- Concluding Remarks -- References -- Early Years Curriculum in Practice: iACT´s Little Ripples Curriculum for Emergency Contexts -- Introduction -- Context -- Little Ripples Curriculum -- Little Ripples Curriculum Approach and Values -- Connection to Curriculum Theories -- Learning Through Play -- Mindfulness Pedagogy -- Trauma-Informed Early Childhood Education Practice -- Application to Practice -- Community-Led Practice -- Little Ripples Big Ideas -- Little Ripples Teacher Training: Early Years Curriculum in Practice -- Conclusion -- References -- Towards a Transformative and Reflexive Curriculum -- Introduction -- Inclusive Education for Global Learners: Building on an Intercultural Growth Mindset. 327 $aTransforming Pedagogical Praxis and Differentiated Curriculum Planning -- Differentiating Curriculum Through a Participatory Visual Arts Approach -- Crossing Borders: A Transformative and Reflexive Curriculum Approach -- The Story of Malak: Depicting Forced Uprooting Through Children´s Eyes -- Discussing War and Peace -- Taking Responsive Action -- Children´s Multimodal Artwork: A Demonstrated Capacity of Intercultural Growth Mindset -- Concluding Remarks -- References -- School Gardens: Growing Ideal Children and Future Adults -- Introduction -- Method -- From Rousseau to Dewey to Jackman: Learning in the Garden -- Learning to Be Good -- Learning to Be a Citizen -- Learning to Produce -- Lessons Learned -- References -- Meritocracy, Equity, and Early Childhood Education in Singapore: Policies, Progress, and Future Challenges -- Introduction -- Meritocracy, Equity, and Policy in Singapore -- Early Childhood Education in Singapore: Policies and Approaches -- Preschool Curricula, Culture, and Needs -- Concluding Remarks -- References -- Part II: Curriculum as Placing -- Understanding Curriculum Amidst Doing Curriculum Research -- Where -- A Place to Begin? -- (Re)searching for a Question -- Re(-)turning(s) -- Seeing and Hearing -- Inside Hayashi Studio (Tzakok & -- Gray, 2019) -- The Seen and the Heard as the Shown and the Told -- Seeing and Hearing the Seen and Heard as the Shown and Told -- Dis-covering -- Inside Hayashi Studio (Tzakok & -- Gray, 2019) -- Dis-covering the Unseen and Unheard -- Recovering -- Inside Hayashi Studio (Tzakok & -- Gray, 2019) -- Recovering the (Un)seen and (Un)heard -- Pressing Re(-)turn: Homeward to Where -- References -- Mother Earth as Emergent Curriculum -- Beginning with Mother Earth -- Relating to Mother Earth -- Acknowledging Mother Earth -- Walking Gently on Mother Earth -- References. 327 $aChildren´s Embodiment of a Land Ethic -- Children´s Embodiment of a Land Ethic -- Recognizing the Land -- Aldo Leopold and a Land Ethic -- Research Community and Design -- Children´s Engagement with the Land -- The Garden -- The Mural and Walk -- Children´s Thinking About the Land -- The Garden -- The Community -- The World -- A Land Ethic in Curriculum and Pedagogy -- References -- Ruminations on Rocks: Ethical and Ecological Turns in Witnessing -- Introduction: Rumination on Rocks -- Witnessing: ``Complicated Conversations´´ -- Re/turns Toward an Ethics of Witnessing -- Ecological Ethics and Post-humanist Turns -- Conclusion: Ecological Witnessing - Curricular Implications -- References -- The Twinning of Bildung and Competence in Environmental and Sustainability Education: Nordic Perspectives -- Introduction -- Policy Context for ESE -- Conceptualizations of Action Competence in Key Theoretical Texts -- The Use of the Action Competence Concept in Nordic Guidelines for Practice -- Concluding Discussion -- References -- A Canadian Curriculum Theory Project -- What Is a Canadian Curriculum Theory Project? -- Provoking the ``Idea´´ of Curriculum Studies in Canada -- Re/constructing A Curriculum Theory Project in Canada -- References -- Part III: Curriculum as Caring -- Helping Young People Feel That They Matter -- Introduction -- Peace Education -- Fostering Young People´s Eudaimonic Well-Being -- The Rise of Well-Being Curricula -- But What Kind of Well-Being: Hedonia or Eudaimonia -- Critiques of Well-Being Curricula -- Being-With: Holding the Space for Struggle -- Being-Well: Young People As Agents of Change -- Final Reflections and Ways Forward -- References -- Music Making, Empathy, Prosocial Behavior, and Happiness in Young Learners: An Autoethnography on Bullying Intervention -- Prelude -- Three Autoethnographic Vignettes. 327 $aVignette One: Negotiating Differences in Songwriting -- Vignette Two: Developing an Ensemble of Empathy -- Vignette Three: Sharing Our Song of Kindness -- Discussion and Findings -- Postlude -- References -- Poetic Peace Education: A Curriculum Connecting the Mind, Body, and Heart in Workshop Spaces -- Introduction -- Peace Education -- Responding to the Crises -- Four Paths Forward -- Arts at the Nexus -- Poetry and Peace Education in Practice -- Cross-Pollinating Poetry and Peace -- Saying the Unsayable: Poetry as Second-Order Reflexivity -- Poetic Peace Education -- Conclusion -- References -- A School for the Anthropocene: Questions About Hospitality in a Curriculum of Existential Threat -- Introduction -- Overview of the ``Teaching in the Anthropocene´´ Course -- Ruitenberg´s Unlocking the World: An Exploration of Derrida´s Hospitality -- Choice 1: Welcoming Existential Threat -- Choice 2: Welcoming No Limitations -- Discussion: The ``Never Good Enough´´ Climate Change Educator -- References -- Repurposing Public Art as Education -- Public Art, Cultural Politics, and Social Engagement -- The Evolution of Social Sculpture -- Reconstructions of Home: A Wandering as Socially Engaged Public Art -- ``Imaginative Geographies´´ of Homelessness and The Bentway -- Remapping Public Space and Repurposing Art as Socially Engaged -- Coda -- References -- Curricular Convergences and Divergences Around Global Citizenship Education: Between the Universal and the Pluriversal -- Introduction -- Global Citizenship in Historical and Decolonial Perspective -- On the Coloniality of Global Citizenship Education and Its Alternatives -- Concluding Remarks -- References -- Part IV: Curriculum as Storying -- Curriculum and Narrativity: Understanding Curricula as Narratives -- Introduction -- Curricula and Grand Narratives -- Bildung -- Pancasila -- Narratives of Phenomena. 327 $aCompetence-Based Curricula and Narrativity -- Cultural Narratives in Curricula -- Discussion -- References -- Postcards from the Field: Reflections on Being Participant/Researcher in Participatory Research -- References -- Preservice Teacher Curriculum Reform -- Introduction -- Neoliberalism´s Current and Potential Future Impact on Higher Education -- Preservice Teacher Reflective Practice Needs a Reform -- Multiple Perspectives Through Exploring Teacher Candidates´ Autobiographies -- Resistance to Autobiographical Narratives Despite Their Transformative Potential: Why? -- Patriarchal Influence on the Structure of Schooling -- Vulnerability -- Digital Storytelling: Autobiographical Storytelling to Reform Reflective Practice in Preservice Teacher Education -- The Five Cs Framework and Relational Encounters in Teaching -- References -- Sociological Diaries of Students: Lived Curriculum in the Time of Disaster -- Introduction -- Personal Written Narratives as Data -- Testimonies of Lived Curriculum from the Covid-19 Spring -- Transformation -- Love and Social Distancing -- Interdependence -- Reviving -- Routines -- Planetary Reflections -- Coping -- Adaptation -- ``Normality´´ -- Privilege -- Togetherness in Homelessness -- Being -- Toward Lived Curriculum as Relational Pedagogy´s Practice of in-between -- References -- Teaching with Madness in Pre-service Early Childhood Education and Care (ECEC) -- Piaget Is Not a Friend of Mine: Discontents with Developmentalism -- Pre-Service ECEC: Contextualizing Its Foundation -- Mad Studies: Defining the Debates -- Coming Out Mad: Critiquing ECEC from Inside Through Mad Narratives -- Addressing Sanism and Incorporating Mad Epistemologies, Pedagogies, and Subjectivities into Pre-Service ECEC -- Conclusion -- References -- Curricular Readings, Conversational Writings: Dialogue on a Book Club. 327 $aA Brief History of Book Clubs and Social Reading. 410 0$aSpringer International Handbooks of Education Series 700 $aTrifonas$b Peter Pericles$01442780 701 $aJagger$b Susan$01730764 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910841861503321 996 $aHandbook of Curriculum Theory, Research, and Practice$94142110 997 $aUNINA LEADER 08153nam 22005773 450 001 9910760490103321 005 20251121234133.0 010 $a1-78639-350-6 010 $a9781786393517$b(ePub) 010 $a9781786393500$b(ePDF) 010 $z9781786393494$b(imprès) 035 $a(CKB)4100000012023135 035 $a(MiAaPQ)EBC6687083 035 $a(Au-PeEL)EBL6687083 035 $a(OCoLC)1285165681 035 $a(EXLCZ)994100000012023135 100 $a20251121d2021 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aCrop Pollination by Bees, Volume 1 $eEvolution, Ecology, Conservation, and Management 205 $a2nd ed. 210 1$aOxford :$cCAB International,$d2021. 210 4$d©2021. 215 $a1 recurs en línia (141 pàgines) 311 08$a1-78639-349-2 327 $aIntro -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Author Biography -- Preface to the 2000 Edition -- Preface to the 2021 Edition -- Acknowledgements -- 1 Angiosperms and Bees: The Evolutionary Bases of Crop Pollination -- 1.1 Sex: diversity with Stability -- 1.2 Sex in the Gymnosperms -- 1.3 Flower Morphology and Fertilization -- 1.4 Evolution of the Flower -- 1.5 Coevolution of Animal Pollinators and the Flower -- 1.6 Insect Flower Visitors and the Significance of Bees -- 2 Biology of Bees -- 2.1 Bee Fundamentals -- 2.2 Solitary Bees -- 2.3 Social Bees -- 2.4 A Word About Pollinator Efficacy and its Labels -- 2.5 Effects of Non-Native Bee Species -- 3 What Makes a Good Pollinator? -- 3.1 Pollinator Efficiency -- 3.2 Pollination Performance from the Perspective of the Bee -- 3.3 Pollinator Dependency from the Perspective of the Plant -- 3.3.1 Breeding systems -- 3.3.2 Flower and fruit morphology -- 3.4 Pollinator Performance from the Perspective of Foraging Ecology -- 3.4.1 Theoretical foundations -- 3.4.2 Taxon-based differences in bee flight distance -- 3.4.3 Morphological considerations -- 3.4.4 Forager behaviour in rich and poor habitats -- 4 Economic and Ecosystem Benefits of Bee Pollination -- 4.1 Worldwide Production Trends for Bee-Pollinated Crops -- 4.2 Quality Properties Distinctive to Bee-Pollinated Crops -- 4.3 Value of Optimizing Pollination in Bee-Pollinated Crops -- 4.4 Efforts at Valuing Bee Pollination Across Geographic Scales -- 4.4.1 Economic value of insect pollination -- 4.4.2 Attributable net income -- 4.4.3 Replacement value -- 4.4.4 Consumer surplus -- 4.4.5 Computable general equilibrium -- 4.4.6 Higher-order dependence -- 4.4.7 Stated preference or willingness to pay -- 4.5 Other Ecosystem Services Provided by Bees -- 5 State of the World's Bee Pollinators and the Consequences for Crop Pollination. 327 $a5.1 Bee Decline: Evidence Over Hyperbole -- 5.2 Bee Decline Examined -- 5.2.1 Interactions between landscape alteration and agricultural intensification -- 5.2.2 Interactions between landscape alteration and non-native species -- 5.2.3 Interactions between pathogens and managed bees -- 5.2.4 Interactions between artefacts of agricultural intensification -- 5.2.4.1 Nutrient stress -- 5.2.4.2 Pesticides and other agrochemicals -- 5.2.4.3 Pathogen on pathogen interactions -- 5.2.4.4 Direct effects of agricultural intensification on bee pathogens -- 5.2.5 Interactions between climate change, landscape alteration and agricultural intensification -- 5.3 Modelled Predictions of Bee Decline -- 5.4 Bee Decline and Impacts on Pollination -- 5.4.1 Pollination deficit from sick bees -- 5.4.2 Pollination deficit from bee shortage -- 6 Applied Bee Conservation -- 6.1 Natural Bee Habitats -- 6.2 Restored Bee Habitats -- 6.2.1 Plant lists -- 6.2.2 Importance of season-long bloom -- 6.2.3 Importance of native perennials as bee pasture plants -- 6.2.4 Importance of age and diversity of restorative plantings -- 7 Honeybees: Their Biology, Culture and Management for Pollination -- 7.1 Bee Colony and Beekeeper Demographics -- 7.2 Honeybee Biology -- 7.3 Honeybees as Pollinators -- 7.3.1 Synergies with other bee species -- 7.3.2 Africanized honeybees and pollination -- 7.4 Simplified Beekeeping for Pollination -- 7.4.1 Basic hive parts and configuration -- 7.4.2 Other required beekeeping equipment -- 7.4.3 Buying colonies -- 7.4.4 Installing package bees -- 7.4.5 Minimum hive management -- 7.5 Managing Honeybees for Pollination -- 7.5.1 A good pollinating hive -- 7.5.2 Moving hives -- 7.5.3 Timing -- 7.5.4 Irrigation and bee activity -- 7.5.5 Recommended bee densities -- 7.5.6 Hive placement -- 7.5.7 Non-crop or 'competing' bloom -- 7.5.8 Pollen or biocontrol dispensers. 327 $a7.5.9 Pollen traps -- 7.5.10 Honeybee attractants -- 8 Bumble Bees: Their Biology, Culture and Management for Pollination -- 8.1 The Genus Bombus -- 8.2 Bumble Bee Biology -- 8.3 Bumble Bees as Pollinators -- 8.4 Conserving Wild Bumble Bees -- 8.5 Rearing Bumble Bees -- 8.5.1 Hiving colonies from the field -- 8.5.2 Providing artificial nesting sites in the field -- 8.5.3 Rearing bumble bees year-round -- 8.5.3.1 Honeybees as a source of pollen and surrogate workers -- 8.5.3.2 The queen starter box -- 8.5.3.3 The finisher box -- 8.5.3.4 Ambient rearing conditions -- 8.5.3.5 Feeding colonies in captivity -- 8.5.3.6 Catching queens and initiating nests -- 8.5.3.7 Graduating incipient colonies to finisher boxes -- 8.5.3.8 Graduating colonies into pollination units -- 8.5.3.9 Mating queens and inducing incubation -- 8.5.3.10 Activating second-generation queens -- 8.6 Managing Hived Bumble Bees for Pollination -- 8.6.1 Managing bumble bees in the field -- 8.6.2 Managing bumble bees in the greenhouse -- 9 Managed Solitary Bees -- 9.1 Alfalfa Leafcutting Bees -- 9.1.1 Biology -- 9.1.2 Alfalfa leafcutting bees as pollinators -- 9.1.3 Recommended bee densities -- 9.1.4 Rearing and managing alfalfa leafcutting bees -- 9.1.4.1 Cold storage and incubation -- 9.1.4.2 Nesting materials and shelters -- 9.1.4.3 Loose-cell rearing system -- 9.1.4.4 Solid wood/phaseout rearing system -- 9.1.4.5 Alfalfa leafcutting bee enemies -- 9.2 Alkali Bees -- 9.2.1 Biology -- 9.2.2 Alkali bees as pollinators -- 9.2.3 Recommended bee densities -- 9.2.4 Qualities of good nesting sites -- 9.2.4.1 Soil moisture -- 9.2.4.2 Soil composition and texture -- 9.2.4.3 Vegetation -- 9.2.5 Building or enhancing bee beds -- 9.2.5.1 Natural/semi-natural (open-ditched) beds -- 9.2.5.2 Semi-artificial (pipeline) beds -- 9.2.5.3 Artificial (plastic-lined) beds -- 9.2.6 Surface moisture. 327 $a9.2.7 Late-season moisture -- 9.2.8 Surface salting -- 9.2.9 Vegetation management -- 9.2.10 Attracting and establishing bees -- 9.3 Orchard Mason Bees -- 9.3.1 Biology -- 9.3.2 Orchard mason bees as pollinators -- 9.3.3 Rearing and managing orchard mason bees -- 10 Wild Bees -- 10.1 Wild Bees as Pollinators -- 10.2 Drivers of Wild Bee Abundance and Pollination Performance at Crops -- 11 Stingless Bees, Tribe Meliponini -- 11.1 Stingless Bee Biology -- 11.2 Stingless Bees as Pollinators -- 11.3 Meliponiculture -- References -- Index -- Back. 330 $aA practical guide to bees and how they pollinate essential crops. Provides simple, succinct advice on how to increase bee abundance and pollination. Very useful for farmers, horticulturalists, gardeners, and those interested in insect ecology and conservation, including students of entomology and crop protection. 517 0 $aCrop pollination by bees 517 0 $aCrop Pollination by Bees, Volume 1 606 $aPol·linització per insectes$2lemac 606 $aApicultura$2lemac 606 $aPlantes alimentàries$xMillora genètica$2lemac 608 $aLlibres electrònics.$2tgfc 615 7$aPol·linització per insectes. 615 7$aApicultura 615 7$aPlantes alimentàries$xMillora genètica. 676 $a571.8642 700 $aDelaplane$b Keith$01857564 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910760490103321 996 $aCrop Pollination by Bees, Volume 1$94458461 997 $aUNINA