The story begins as a sixth-grade girl, Miranda and her...

The story begins as a sixth-grade girl, Miranda and her mother are preparing for an appearance on the fame show $20,000 Pyramid. Stead describes the novel in which Miranda is writing a letter to an unnamed â€Å"you†. â€Å"You† has sent her letters which describe about the game show and is able to predict Miranda’s future. However, â€Å"You† is still a mystery to Miranda and us. Miranda spends her days in New York City with her mom. A Germany lawyer named Richard is her mom’s boyfriend who regularly visits Miranda and her mom at their apartment. Seeing that Miranda is keen on carrying the copy of a novel entitled â€Å"A Wrinkle in Time†, Miranda is fond of reading that novel. Belle’s market is a place where Miranda usually waits for her mom when she†¦show more content†¦Miranda is terrified and yells down the block but it seems to be pointless because the kid does not look back. Miranda almost cries, nevertheless she knows that she has to send Sal back home. From this point, Miranda feels miserable as her friendship with Sal has ended. Sal not only does not want to go home but also does not want to talk to Miranda anymore. For the sake of her friendship, Miranda attempts to approach Sal although it appears to be pointless. Realizing the fact that her friendship with Sal seems to be fallen apart, Miranda starts to spread out her social circle. Miranda expands her friendship by attempting to know more about Annemarie, who has conflict with her ex-best friend, Julia. Julia is known as a wealthy fortunate girl whom Miranda dislikes so much. As Miranda and Annemarie experience downturn with own former best friends, they intentionally make friends. Moreover, both of them start to expand their friendship with Colin, a cute skater boy. Three of them have a marvelous experience at a sandwich shop called Jimmy’s, a place where they work during lunch time. At school, Miranda unexpectedly meets the kid who punches Sal while she asks to be an office monitor whose job is to call for students to bring them to the school dentist. That day has made Miranda and Marcus get to know each other. In fact, noticing that Marcus is highly interested with time, Miranda feels very happy, and enjoys their relationship. Miranda finds out thatShow MoreRelatedLogical Reasoning189930 Words   |  760 Pagesexplains what it means to be logical—to reason logically. It demonstrates the usefulness of logical reasoning as a means to making more effective decisions about your own life—decisions about what to believe and decisions about what to do. The chapter begins a systematic program of study of all the major topics regarding logical reasoning. Along the way, the book focuses on developing the following five skills: (1) writing logically, (2) detecting inconsistency and lack of clarity in a group of sentencesRead MoreConsumer Lifestyle in Singapore35714 Words   |  143 Pages  rate.        © Euromonitor International CONSUMER LIFESTYLES IN SINGAPORE Passport 4 LEARNING School Life Singapore enjoys a good reputation in Asia for the high quality of its education system. It is a bilingual education system (English and mother tongue); it uses project-based learning, and abundant internship and overseas exchange opportunities exist at tertiary level. Singaporean students are known for their strong performance in international competitions, such as the Maths Olympiad and

The Native Americans And Merchants - 1305 Words

From Trading to Disaster Through reading this book I have discovered how well the Native Americans and merchants actually got along, early on. The Natives in the coastal villages had started trading with merchants early on in primitive, yet intelligent ways. Giovanni da Verrazzano reported, â€Å"They sent us what they wanted to give us on a rope continually shouting to us not to approach the land.† (Cronon 83) He also reported how the Native Americans would only meet them on very rocky tracts of coast where they could not land. Was this lack of trust warranted, or just foolish woe? According to Verrazzano, â€Å"No greater good could come to them than to have our friendship.† (Cronon 83) This suggest that the merchants, and colonists, want to†¦show more content†¦The early relations with the natives were a mix of cooperation and conflict. This goes back to Verrazzano reporting that the natives were willing to trade with them, but were not willing to put their trust in the Europeans. Then on the other end of the spectrum, we have Powhatan. He wanted to absorb the Europeans into their own ways through hospitality and gifts. â€Å"By 1609, [he] realized that the English intended to stay. Moreover, he was disappointed that the English did not return his hospitality nor would they marry Indian women (an affront from the Native perspective).† (Colonial Settlement) After this realization, the natives began attacking European settlements in an attempt to drive them out. Powhatan knew that the Europeans were there to stay and was sure that they were going to be pushed out of their land, so he arranged for his daughter, Pocahontas, to marry John Rolfe. This marriage helped the relations between the two groups for the time being. This false sense of security let the Europeans expand their settlements farther up the James River. This also made the settlers more vulnerable to attacks from the natives. A truce seemed like a great idea, but all it did was force the conflict to build up. As time went on many of the settlers avoided the Indians all together. This forced the natives to start trade with the French

Drugs Free Essays

string(28) " well as more recent works\." 2010 Caribbean Secondary Catalogue www. pearsoncaribbean. com New for 2010 See Page 8 See Page 15 See Page 17 Some of the celebrated local authors you will ? nd in this catalogue. We will write a custom essay sample on Drugs or any similar topic only for you Order Now Lorna Down Rosalyn Kelly Earl Lovelace From Trinidad and Tobago Trinidad and Tobago Ever since we began publishing in the Caribbean over 60 years ago, we have been committed to using the best local authors and to producing resources speci? cally for the region. We offer: ? Excellent programmes to match the CSEC syllabus. ? Country-speci? c resources for individual regions and islands. ? New and established ? ction writers from across the Caribbean region as part of the Caribbean Writers Series. Let’s Work with English (page 5 and 9) Marjorie Brathwaite Maths Connect (page 11) The Schoolmaster The Wine of Astonishment (page 6 and 8) Michael Anthony Alecia McKenzie From Trinidad and Tobago From Jamaica Country-speci? c publishing Making the Grade in BGCSE English Language (see page 5) Jamaica Maths Connect (see page 12) Integrated Science for Jamaica (see page 18) Maths Connect for Trinidad and Tobago (see page 12) Integrated Science for Trinidad and Tobago (see page 18) Social Studies for Lower Secondary (page 19) Cricket in the Road Green Days by the River High Tide of Intrigue The Year in San Fernando (page 6 and 8) Doctor’s Orders (page 9) Zee Edgell MBE Opal Palmer Adisa Maria Roberts-Squires From Belize Belize From Jamaica Jamaica From Grenada Beka Lamb Time and the River (page 6 and 8) It Begins with Tears (page 9) more info ? To ? nd out more about local resources or if you are an author from the region, please contact your local representative – details on the back cover of this catalogue. October All Over (page 9) Books for Caribbean Secondary Schools We offer a unique range of high quality resources to match the requirements of schools in the Caribbean region. The resources provide comprehensive coverage of the main curriculum areas, plus materials for teacher support. Should you wish to discuss these materials please don’t hesitate to contact your local representative as listed on the back cover. If you are looking for primary school resources, please ask your local representative for a catalogue. Contents Contents HEINEMANN EXAM SUPPORT †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 ENGLISH LANGUAGE AND LITERATURE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 4 MATHEMATICS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12 Ordering Details Ordering Details To view any of these products products Contact Contact your local representative (details on back cover) or Pearson Education International Customer Services Services Edinburgh Gate, Harlow, Essex, CM20 2JE, UK UK Edinburgh Tel +44 1279 623925 Tel +44 Fax Fax +44 1279 623627 623627 icsorders@pearson. com email: icsorders@pearson. com Prices Prices in this catalogue were correct at the time of going to catalogue of going to press, and there will be no general price increase until 1st press, and there will be no general price increase until 1st January 2011. However, prices January 2011. However, prices may change without notice change without notice on and the prices of items n individual titles, and the prices of items not yet published published are provisional. are provisional. Dispatch Dispatch Goods dispatched from the warehouse customer’s Goods are dispatched from the warehouse to customer’s shipper free of charge. If the customer has no shipper, shipper, shipper free of charge. If the they will be charged. All insurance for goods in transit to for they will charged. destination is the responsibility of the customer. destination the responsibility of the customer. Rights and permissions Rights and permissions For For rights and translation enquiries relating to any of our our chools titles, please contact us at rightsinbox@pearson. com please rightsinbox@pearson. com schools For permissions enquiries please For permissions enquiries please contact us at permissions@pearson. com permissions@pearson. com For For enquiries relating to accessible material for relating accessible material for visually impaired visually impaired students, please contact us at permissions@pearson. com. permissions@pearson. com. Information Information For information about the titles shown in this catalogue the titles shown in this catalogue please contact your local representative. See the back cover local representative. See please for contact details. for contact details INFORMATION TECHNOLOGY †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 15 SCIENCE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 17 SOCIAL STUDIES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 21 ACCOUNTS AND OFFICE ADMINISTRATION . 22 HISTORY†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 23 HOME ECONOMICS †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 23 MODERN LANGUAGES†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 24 VOCATIONAL RESOURCES †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 27 key to symbols y y CSEC CAPE  ® This symbol indicates Th prescribed texts for the pr CSEC Syllabus. CS T Th  ® This symbol indicates BGCSE RR prescribed texts for the pr CAPE syllabus. CA This Th symbol indicates prescribed texts for the pr BGCSE syllabus in the B Bahamas. This sign indicates that the title or series features resources for teachers. This may be as notes in the back of the books or a separate teacher’s guide. This T product has extra support material available online The T product has an accompanying CD-ROM a This T symbol indicates tit ti titles that are recommended reading for the CSEC re English syllabus. CSEC and CAPE are registered trade marks of the Caribbean Examinations Council (CXC). With the exception of World of Poetry for CXC and World of Prose for CXC, the publications in this catalogue are independent publications and have not been authorized, sponsored, or otherwise approved by CXC. Heinemann Exam Support HEINEMANN EXAM SUPPORT Promoting success in exams for BGCSE, CSEC and CAPE Heinemann offers a wide range of resources to support exam syllabuses used in the Caribbean region All the resources shown here are written speci? cally for Caribbean Secondary Schools to help your students prepare for the Caribbean Secondary Education Certi? cate (CSEC), the Caribbean Advanced Pro? iency Examinations (CAPE), and the Bahamas General Certi? cate of Secondary Education (BGCSE). English BGCSE Mathematics English Science CSEC CSEC Social Studies CSEC Accounts CSEC and Of? ce Administration 2 CSEC Information Technology History y CSEC English CAPE Great teachers inspire English Language and Literature A World of Poetry for CXC CSEC This edition meets the requirements of the revised CSEC syllabuses A and B in English. Poems cover a wide range of themes and subjects and include a balance of well known poems from the past as well as more recent works. You read "Drugs" in category "Essay examples" ? Anthology includes poems from the Caribbean and the rest of the world. Contains notes on each poem and questions to provoke discussion, as well as a useful checklist to help students with poetry analysis. ? Contains practical guidance for students on how to tackle examination questions, with examples of model answers for reference. ? A World of Prose for CXC CSEC This edition meets the requirements of the revised CSEC syllabuses A and B in English. Stories have been chosen from the Caribbean and the rest of the world for their appeal in terms of content and approach. ? Each story helps to develop students’ skills of appreciation and analysis of the short story form. Anthology also includes notes on each story with background information on the author s, as well as a useful glossary of terms. ? Contains practical guidance for students on how to tackle examination questions, with examples of model answers for reference. ? CXC Success Revision Guides CSEC These excellent notes provide students with practical help in understanding the narrative, structure, ti tt use of literary techniques, themes, humour, language and style of the relevant book or play. ordering details The Chrysalids Notes by Samuel Soyer 978 0 435975 39 5 ?5. 20 A Raisin in the Sun Notes by Dr. Joyce Stewart 978 0 435975 29 6 5. 40 A Brighter Sun Notes by Liz Gerschel Frank Green 978 0 435975 26 5 ?5. 40 Julius Caesar Notes by Frank Green 978 0 435975 22 7 ?5. 40 Shane Notes by Frank Green 978 0 435975 20 3 ?5. 40 A Separate Peace Notes by Liz Gerschel 978 0 435975 23 4 ?5. 20 4 A Man for All Seasons Notes by Frank Green 978 0 435975 24 1 ?5. 40 Annie John Notes by Dr. Joyce Stewart 978 0 435975 27 2 ?5. 40 authors Mark Mcwatt lectures in the ctures in the ur Dep artment of English at the University of the West Indies, Cave Hill and Hazel SimmonsMcDonald is Dean of the Faculty of Arts and Humanities at the University of the West Indies, Cave Hill. ordering details A World of Poetry for CXC 978 0 435988 01 2 ?9. 30 authors David Williams lectures in lec ectures in the Department of English at the University of the West Indies, and Hazel SimmonsMcDonald is Dean of the Faculty of Arts and Humanities at the University of the West Indies, Cave Hill. ordering details A World of Prose for CXC 978 0 435987 98 5 ?9. 30 English Language and Literature CXC Let’s Work with English CSEC more info o CXC Let’s Work With English has been written speci? cally for your 4th and 5th form students’ preparation for CSEC English – A Examination (Basic and General Pro? iency). The book consists of twenty clearly structured units organized around motivating themes. An abundance of useful exercises, practice examinations and comprehensive appendices are provided. Please see page 9 for information for in information about Let’s Work With English for lower secondary. ordering details CXC Let’s Work wit h English 978 0 435987 29 9 ?13. 95 Practice Exercises for CSEC CSEC English Language more info o Improved and updated, this popular text has been revised to match the latest CSEC English Language syllabus Practice Exercises may ses may es be used by itself, or as a revision uide for Let’s Work with English (see page 9). Practice Exercises for CSEC English Language: authors is a complete revision programme for CSEC English A candidates ? includes examination practice for Papers 1 and 2 ? includes two full-length test papers ? includes practical guidance on summarising, and tackling the creative writing section of the exam. ? The author is Jacqueline acqueline Cousins, who is based in Jamaica. ordering details Practice Exercises for CSEC English Language 978 0 435983 16 1 ?6. 75 Making the Grade BGCSE The ideal companion for students taking the Bahamas GCSE English Language examination Written in conjunction with the Ministry of Education, Youth, Sports and Culture, Making the Grade provides expert guidance on how to master the skills necessary for success in the examination. It contains: ? ? ? ? ? ordering details Making the Grade 978 0 435988 02 9 ?14. 35 an opening chapter summarising current grammar and sentence construction, correct spelling, word choice and punctuation chapters providing guidance on Continuous Writing (Paper 1), Listening Skills (Paper 2) and Comprehension and Directed Writing (Papers 3 and 4) numerous activities for students to test their skills exam-type’ exercises, with student answers and comments from examiners practice examination papers and answers. 5 t +44 1279 623925 f +44 1279 623627 @ icsorders@pearson. com w www. pearsoncaribbean. com English Language and Literature Literature Exam Support CSEC CSEC Prescribed Texts Songs of Silence with CXC Study Notes Curdella Forbes 978 0 435089 09 2 more info o The Wine of Astonishment with CXC Study Notes Earl Lovelace 978 0 435033 40 8 ?6. 60 A Midsummer Night’s Dream (Heinemann Shakespeare) 978 0 435026 46 2 ?6. 99 The African Writers Series ters Series er provides a wealth of classic and ontemporary literature from acclaimed African authors from across the continent. A Grain of Wheat Ngugi wa Thiong’o 978 0 435913 56 4 ?9. 25 Death of a Salesman Arthur Miller 978 0 435233 07 5 ?7. 99 King Lear (Heinemann Advanced Shakespeare) 978 0 435193 09 6 ?5. 95 Much Ado About Nothing (Heinemann Shakespeare) 978 0 435026 47 9 ?6. 99 Pride and Prejudice Jane Austen new! ?6. 60 978 0 435126 07 0 ?7. 75 The Tempest (Heinemann Advanced Shakespeare) 978 0 435193 07 2 ?5. 95 CAPE new! CAPE Prescribed Texts BGCSE BGCSE Prescribed Texts more info o The Caribbean Writers Series Writers Ser Series offers a wonderful range of itles from a variety of new and established authors from across the Caribbean. more info o Beka Lamb without study notes Zee Edgell 978 0 435988 47 0 ?6. 60 Heinemann Shakespeare akespeare ke Macbeth (Heinemann Shakespeare) 978 0 435026 44 8 ?6. 99 Opening up Shakespeare to all your students and offering a complete guide to studying the play, Heinemann Shakespeare titles also include: Miguel Street V. S. Naipaul 978 0 435989 54 5 ?6. 60 The Merchant of Venice (Heinemann Shakespeare) 978 0 435026 45 5 ?6. 99 Things Fall Apart Chinua Achebe 978 0 435913 50 2 ?8. 25 CSEC †¢ an introduction to Shakespeare’s theatre and anguage. CSEC Recommended Reading A Kestral for a Knave Barry Hines 978 0 435124 60 1 ?7. 75 Animal Farm George Orwell 978 0 435121 65 5 ?7. 75 Arrow of God Chinua Achebe 978 0 435905 30 9 ?9. 55 Aunt Jen Paulette Ramsay 978 0 435910 12 9 ?6. 60 Bad Girls in School Gwyneth Harold 978 0 435215 17 0 ?6. 60 Beka Lamb with CXC Study Notes Zee Edgell 978 0 435988 46 3 ?6. 60 Boy Who Was Afraid, The Armstrong Sperry 978 0 435120 17 7 ?7. 75 Christmas Carol, A Charles Dickens 978 0 435124 05 2 ?7. 75 Concubin e, The Elechi Amadi 978 0 435905 56 9 ?8. 25 Crick Crack Monkey Merle Hodge 978 0 435989 51 4 ?6. 60 Efuru Flora Nwapa 78 0 435900 26 7 ?8. 60 Enchanted Island, The Ian Serraillier 978 0 435121 00 6 ?7. 75 Flowers for Algernon Daniel Keyes 978 0 435123 43 7 ?7. 75 Frangipani House Beryl Gilroy 978 0 435899 36 3 ?6. 60 Grass is Singing, The Doris Lessing 978 0 435901 31 8 ?8. 60 Green Days by the River Michael Anthony 978 0 435989 55 2 ?6. 60 Great Expectations Charles Dickens 978 0 435126 00 1 ?7. 75 Great Gatsby, The F. Scott Fitzgerald 978 0 435123 24 6 ?7. 75 Guardians, The John Christopher 978 0 435121 76 1 ?7. 75 Harriet’s Daughter Marlene Nourbese Philip 978 0 435989 24 8 ?6. 60 Harvest of Thorns Shimmer Chinodya 978 0 435905 82 8 8. 00 Hound of the Baskervilles, The 6 †¢ activities after main scenes to increase understanding. 978 0 435126 09 4 ?7. 75 †¢ clear explanations and summaries. English Language and Literature CSEC RR I Am David Anne Holm 978 0 435123 71 0 ?7. 75 I Know Why the Caged Bird Sings Maya Angelou 978 0 435124 27 4 ?7. 75 Island of the Blue Dolphins Scott O’Dell 978 0 435121 08 2 ?7. 75 Jane Eyre Charlotte Bronte 978 0 435126 02 5 ?7. 75 Joys of Motherhood, The Buchi Emecheta 978 0 435913 54 0 ?8. 25 Leopard, The V. S. Reid 978 0 435899 37 0 ?6. 60 Machine Gunners, The 978 0 435124 57 1 ?7. 75 Matilda Roald Dahl 978 0 435123 98 7 ore info o New Windmills offers a large s of ffers la large range of ? ction titles for 11-16 year olds from classic texts to contemporary literature. ?7. 75 Miguel Street V. S. Naipaul 978 0 435989 54 5 ?6. 60 Mrs. Frisby and the Rats of NIMH Robert C. O’Brien 978 0 435121 97 6 ?7. 75 Old Man and the Sea, The Ernest Hemingway 978 0 435122 16 4 ?7. 75 Pick of the Crop Nailah Folami Imoja ~ River Between, The Ng ug~ wa Thiong’o 978 0 435989 66 8 ?6. 60 978 0 435905 48 4 ?8. 25 For more information on tion on Heinemann CXC and BGCSE resources go to: www. pearsoncaribbean. co m/csec Road to Canterbury, The 978 0 435122 59 1 7. 75 Roll of Thunder, Hear My Cry Mildred D. Taylor 978 0 435123 12 3 more info o ?7. 75 Schoolmaster, The Earl Lovelace 978 0 435989 50 7 ?6. 60 Secret Garden, The F. Hodgson Burnett 978 0 435120 03 0 ?7. 75 Shane Jack Schaefer 978 0 435120 35 1 ?7. 75 www Silas Marner 978 0 435126 04 9 ?7. 75 www. africanwriters. co. uk rs. co. uk co uk k Silver Sword, The Ian Serraillier 978 0 435120 39 9 ?7. 75 www. caribbeanwriters. co. uk So Long a Letter Mariama Ba 978 0 435913 52 6 ?6. 85 Splendid Journey, The Honore Morrow 978 0 435120 06 1 ?7. 75 www. pearsoncaribbean. com/ newwindmills The Cay Theodore Taylor 978 0 435121 79 2 7. 75 To Kill a Mockingbird Harper Lee 978 0 435120 96 2 ?7. 75 To Sir, With Love E. R. Braithwaite 978 0 435121 48 8 ?7. 75 Treasure Island R. L. Stevenson 978 0 435120 82 5 ?7. 75 Village by the Sea, The 978 0 435122 90 4 978 0 435122 24 9 ?7. 75 978 0 435908 30 0 ?8. 25 White Fang Jack London 978 0 435120 27 6 ?7. 75 Wind in the Willows, The Kenneth Grahame 978 0 435122 74 4 ?7. 75 Wuthering Heights Emily Bronte 978 0 435126 08 7 ?7. 75 Z for Zacharia Robert C. O’Brien 978 0 435122 11 9 ?7. 75 A Man for All Seasons 978 0 435233 20 4 ?7. 99 An Inspector Calls 978 0 435233 20 4 ?7. 99 A Streetcar Named Desire 78 0 435233 10 5 ?7. 99 Death of a Salesman 978 0 435233 07 5 ?7. 99 Glass Menagerie, The 978 0 435233 19 8 www. pearsoncaribbean. com/ plays ?7. 75 Walkabout James Vance Marshall ~ Weep Not, Child Ng ug~ wa Thiong’o www. pearsoncaribbean. com/ shakespeare ?7. 99 CSEC RR CSEC RR Plays Shakespeare Macbeth (Heinemann Shakespeare) 978 0 435026 44 8 ?6. 99 Romeo and Juliet (Heinemann Shakespeare) 978 0 435026 49 3 ?6. 99 The Merchant of Venice (Heinemann Shakespeare) 978 0 435026 45 5 ?6. 99 Twelfth Night (Heinemann Shakespeare) 978 0 435192 04 4 ?6. 95 7 t +44 1279 623925 f +44 1279 623627 @ icsorders@pearson. com w www. earsoncaribbean. com English Language and Literature Cari bbean Writers Series Dilemmas of Deokie new! Carol Sammy Set in the outskirts of San Fernando, Trinidad, Dilemmas of Deokie follows nineteen-year-old Deokie Ramoutar as she struggles to come to terms with the challenges her country faces and her emerging ambition to transform her own life and the lives of those around her. The novel portrays the close community surrounding Deokie, the life of her family and her friends, with its laughter, heartache and occasional tragedy. Most of all it explores the feelings of a younger generation getting to grips with the con? cting demands of traditional cultural expectations and the heady attractions of contemporary life. Dilemmas of Deokie 978 1 408231 28 9 Publishing January 2010 †¦a stirring exploration of what it means to be sensitive, introspective, patriotic, adolescent and female in the present-day Caribbean, permeated by the lure of a materialistic American lifestyle. Sam Soyer, Assistant Examiner for CXC ?6. 60 Caribbean Writers Se ries full list Michael Anthony David Franklyn Cricket in the Road and other Stories 978 0 435980 32 0 ?6. 60 Green Days by the River r 978 0 435989 55 2 ?6. 60 High Tide of Intrigue 978 0 435989 56 9 6. 60 The Year in San Fernando 978 0 435989 43 9 ?6. 60 RR Children of the Sea 978 0 435215 19 4 Mint Tea and Other Stories 978 0 435989 32 3 ?6. 60 Frangipani House ?6. 60 978 0 435215 17 0 ?6. 60 978 0 435899 38 7 ?6. 60 www. 978 0 435989 51 4 ?6. 60 978 0 435989 49 1 RR Bad Girls in School ol RR RR ?6. 60 978 0 435989 50 7 ?6. 60 978 0 435988 80 7 ?6. 60 Lewis Henry Zee Edgell Beka Lamb with CXC Study Notes RR Beka Lamb without Study Notes BGCSE s Time and the River 978 0 435988 46 3 ?6. 60 978 0 435998 47 0 ?6. 60 978 0 435215 18 7 ?6. 60 The Gaulin and the Dove Merle Hodge Crick Crack, Monkey y Nailah Folami Imoja RR RR 978 0 435989 66 8 ?6. 60 RR RR Evan Jones Stone Haven Curdella Forbes Songs of Silence CSEC e CSEC 978 0 435989 57 6 ?6. 60 Earl Lovelace The Schoolmaster r RR RR The Wine of Astonishment CSEC t 8 978 0 435899 36 3 Beryl Gilroy Gwyneth Harold Christine Craig Pick of the Crop p ?6. 60 English Language and Literature Ian McDonald and Stuart Brown (eds. ) The Heinemann Book of Caribbean Poetry Paulette Ramsay 978 0 435988 17 3 ?6. 60 Alecia McKenzie 978 0 435988 27 2 ?6. 60 V. S. Naipaul ?6. 60 The Leopard d 978 0 435899 37 0 ?6. 60 978 0 435987 45 9 ?6. 60 978 0 435988 26 5 ?6. 60 78 0 435911 97 3 RR RR ?6. 60 Jacques Roumain 978 0 435989 54 5 RR RR ?6. 60 Marlene Nourbese Philip Harriet’s Daughter r 978 0 435910 12 9 RR RR V. S. Reid Doctor’s Orders Miguel Street t Aunt Jen n Maria Roberts-Squires 978 0 435989 24 8 RR RR Masters of the Dew ?6. 60 Opal Palmer Adisa October All Over Derek Walcott It Begins with Tears 978 0 435989 46 0 ?6. 60 Selec ted Poetry Let’s Work With English FREE! Each book in the course has an course ha an ou has accompanying cassette to develop oracy skills in each ‘listening and speaking’ task. The cassettes and Teacher’s Guide are freely available from your agent. Series Editor: Rod Ellis Authors: Hazel Simmons-McDonald, Lorna Down, Leonie St Juste-Jean, Joyce Stewart Let’s Work With English adopts a lively task-based approach to teaching English in Caribbean secondary schools. Each of the books’ units includes motivating, theme-based tasks divided into the following sections: listening and speaking ? studying literature ? reading and responding ? Alternatively, the Teacher’s Guide can be downloaded from www. pearsoncaribbean. com/ teacherguides learning to communicate ? studying grammar ? improving writing. ? more info o Please see page 5 for information for in information bout Let’s Work with English for CSEC level. ordering details Let’s Work with English Book 1 978 0 435987 26 8 9. 70 Let’s Work with English Book 2 978 0 435987 27 5 9. 70 Let’s Work with English Book 3 978 0 435987 28 2 9. 70 Heinemann English Dictionary 5th Edition This resource is comprehensive and accessible and has been updated to offer hundreds of new de? nitions, a clearer layout, subject-speci? c terms and a new grammar section. Heinemann International Students’ Dictionary ordering details Heinemann English Dictionary 5th Edition 978 0 435104 24 5 ?11. 50 ordering details Heinemann International Students’ Dictionary 978 0 435972 08 0 ?9. 25 With over 40,000 headwords this dictionary gives students support and con? dence in using English accross the curriculum. 9 t +44 1279 623925 f +44 1279 623627 @ icsorders@pearson. com w www. pearsoncaribbean. com English Language and Literature Heinemann English Readers Raising achievement through reading in English ? ? ? ? ? 10 Fast paced ? ction, fascinating non-? ction and informative science readers appeal to the whole class. 90 graded titles levelled into Elementary, Intermediate and Advanced bands. Comprehensive language support. Advice for parents and teachers. A programme organiser is available for each level including photocopy masters. more info o Please contact your local ur local representative for more details or visit www. pearsoncaribbean. com/her English Language and Literature Great teachers motivate Mathematics Heinemann Mathematics for CXC CSEC A. W. Binks, Y. Ramsay, I. Edwards-Kennedy, G. Pope and R. Hollands A ? rm foundation in CSEC Mathematics Written speci? cally for Caribbean secondary schools, Heinemann Mathematics for CXC provides a ? rm foundation in mathematics and raises the competence and con? dence of students as their CSEC examination approaches. The friendly approach of the text makes the study of mathematics both stimulating and enjoyable, and ample opportunities are provided for students to consolidate what they have learnt. Heinemann Mathematics for CXC provides: ? ? ? ? ? ? ? ? completed and annotated worked exam questions in each chapter numerous practice exercises chapter summaries to emphasise key concepts review tests and interim tests to monitor progress examination-type questions to assess students’ progress revision planner with diagnostic questions answers to all exercises and tests investigations for project work, activities, and problem-solving questions. rdering details Heinemann Mathematics for CXC 978 0 435983 17 8 ?15. 40 authors The authors are all experienced l experienced mathematics educators who have a clear understanding of what examiners expect from students. Fundamental Mathematics for the Caribbean A. W. Binks, Y. Ramsey, I. Edwards-Kennedy, Rev S. Jackson, R. Hollands, and C. Lutchman Acces sible maths for students of all abilities Fundamental Mathematics for the Caribbean, a three-book course for 11-14 year olds, uses a ‘spiral’ approach so that topics are covered in the same order at a higher level each year. The course provides a ? rm foundation for CSEC. The books provide: ? relevant, well-presented examples that place each topic in a motivating context ? numerous exercises ? ‘review tests’ and ‘interim tests’ to monitor progress ? extra ‘investigations’ for project work to encourage mathematical thinking. Answers to tests and exercises, as well as a simple glossary of essential mathematical terms, are found in each book. 12 ordering details Fundamental Mathematics for the Caribbean Book 1 978 0 435983 20 8 ?8. 30 Fundamental Mathematics for the Caribbean Book 2 978 0 435983 21 5 ?8. 65 Fundamental Mathematics for the Caribbean Book 3 978 0 435983 22 2 ?8. 65 Mathematics Caribbean Maths Connect Raising standards through a modern approach Written by a team of experienced Caribbean educators, Caribbean Maths Connect is a motivating lower secondary maths course matching syllabus requirements across the Caribbean. ? Real-life case studies show how maths is used in everyday life. ? Helps students tackle questions by showing clear worked examples. ? Overview, objectives and explanations reinforce the key ideas and aims of each unit. ? Encourages the development of critical thinking skills and independent learning. ? Assessment and reviews allow teachers and students to check rogress. To help you make the most of the course, each textbook has an accompanying Teaching Resource CD-ROM providing ? exible and exciting reinforcement, extension and testing materials. ? Term plans offer a proposed structure for working through the books with your students. ? ‘Getting started’ worksheets introduce key topics. ? ‘Thinking furtherâ€⠄¢ worksheets allow you to extend topics. ? Thousands of practice exercises to supplement every chapter in the textbook. ? Searchable glossary of key words. ? Flexibility to create your own exercises to meet the achievement level of your students. rdering details Caribbean Maths Connect Book 1 978 0 435989 97 2 ?9. 15 Caribbean Maths Connect Book 2 978 0 435989 98 9 ?9. 65 Caribbean Maths Connect Book 3 978 0 435989 99 6 ?9. 65 You have the ? exibility to create as many versions of the tests in each book as you like. Maths Connect 1 Teaching Resource CD-ROM 978 0 435081 60 7 ?10. 50+vat Maths Connect 2 Teaching Resource CD-ROM 978 0 435081 61 4 ?10. 50+vat Maths Connect 3 Teaching Resource CD-ROM 978 0 435081 62 1 ?10. 50+vat 13 t +44 1279 623925 f 44 1279 623627 @ icsorders@pearson. com w www. pearsoncaribbean. com Mathematics Jamaica Maths Connect Developed speci? cally for the Jamaica lower secondary Mathematics curriculum A motivating mathematics course developed speci? cally for the Jamaica curriculum. ? ? ? ? ? ? ? Demonstrates relevance of mathematics in everyday life with real life ‘maths at work’ case studies. Helps students tackle questions on their own with clear worked examples. Objectives and aims for each unit are clearly outlined. Students can practice and consolidate learning through progressive exercises. Progress and understanding can be checked by students and teachers with assessment and review exercises. High achievers challenged with ‘investigations’ designed to take things further. Can be used with the Caribbean Maths Connect Teaching Resource CD-ROM (see page 13). ordering details Jamaica Maths Connect Book 1 978 0 435891 51 0 ?9. 85 Jamaica Maths Connect Book 2 978 0 435891 52 7 ?9. 85 Jamaica Maths Connect Book 3 978 0 435891 50 3 ?9. 85 Trinidad and Tobago Maths Connect Developed speci? cally for the Trinidad and Tobago lower secondary Mathematics curriculum. Raise standards in mathematical achievement with this motivating course developed in line with the Trinidad and Tobago Maths curriculum. ? ? ? ? ? ? 14 Demonstrates relevance of mathematics in everyday life with real life ‘maths at work’ case studies. Helps students tackle questions on their own with clear worked examples. Objectives and aims for each unit are clearly outlined. Students can practice and consolidate learning through progressive exercises. Progress and understanding can be checked b y students and teachers with assessment and review exercisese. High achievers challenged with ‘investigations’ designed to take things further. Can be used with the Caribbean Maths Connect Teaching Resource CD-ROM (see page 13). How to cite Drugs, Essay examples Drugs Free Essays 2 Drugs are generally defined as a substance which alters our normal bodily functions when it is induced into our body. Having a drug free society is to have a community of people living in a particular region, restricted from the usage and influence of drugs. Certain drugs have side effects, in which it can cause addiction to its user. We will write a custom essay sample on Drugs or any similar topic only for you Order Now This is why many had considered drugs to be dangerous, they thought that the usage of drugs should be banned completely from the society. On the contrary to the common beliefs of the society, not all drugs are used for correctional purposes. In the medical field, drugs are widely used in the treatment and prevention diseases. Pain killers such as morphine are used to reduce pain. There are also certain types of drugs where its usage had been known to stimulate brain activity. Entropic, also known as â€Å"cognitive enhancers†, can improve our abilities of understanding and acquiring knowledge. For centuries, doctors have made the application of these drugs, beneficial the society. Medicine too would have to be banned if we were to have a drug free society. Recreational drugs are chemical substances that affects the central nervous system of the brain, the user would be subjected to hallucinations. The users of these drugs are mainly people who are emotionally unstable due to having certain complicated problems. They think of these drugs as an ‘escape route’ to pacify themselves. It, apparently, keeps them sane as It makes them ‘forget’ about their problems, momentarily. Of course, not all recreational drugs are used solely for this purpose. Caffeine, which are most commonly found In coffee, are used to help us stay awake ND alert. Recreational drugs too can be of use to the society, why deny ourselves of Its benefits? It Is not the drugs which poses harm to the society, what does Is rather the actions of their people. But yet, drugs are still thought of negatively. We should not put the blame on the dulcetly side affect of drugs, but the person who had misused them. Whatever negative effects that It may cause to our society, we must remember that It Is us whom had brought the problem upon ourselves. Instead of Implementing laws o prohibit the usage of these drugs, we should dullness ourselves, first. Those who had made the wrong use of drugs should atone for their mistake and those who have not, should prevent themselves from doing so. It was our mistake, It Is us that should be making the change, not the drugs. Drugs By collateralized are mainly people who are emotionally unstable due to having certain complicated apparently, keeps them sane as it makes them ‘forget’ about their problems, Caffeine, which are most commonly found in coffee, are used to help us stay awake TTS benefits? It is not the drugs which poses harm to the society, what does is rather the actions of blame on the addictive side affect of drugs, but the person who had misused them. Whatever negative effects that it may cause to our society, we must remember that it is us whom had brought the problem upon ourselves. Instead of implementing laws to prohibit the usage of these drugs, we should discipline ourselves, first. Those who not, should prevent themselves from doing so. It was our mistake, it is us that should How to cite Drugs, Papers

Creative Activities and Curriculum System †MyAssignmenthelp.com

Question: Discuss about the Creative Activities and Curriculum System Management. Answer: Introduction: Taya is a 5-year old girl based in Hongkong. She only shows gestures when asked or required to interact with others. She mostly remains quite throughout the class; do not show interests in interacting with her friends and teachers. Thus, she is facing learning difficulties out of non-verbal barrier. This barrier may have arisen due to language or communication issues, which is common at this young age. Moreover, she has been found suffering from shyness, preventing her from interacting freely with her peers. Date: 2nd September 2017 Time: 10.00 am Child: Taya (5 years) Place: Living room Setting: Communication problem course Observer: XXX Background info: Taya is suffering from learning difficulty out of non-verbal barrier Taya was sitting quietly at the corner of the room with her head held down. Taya was asked about her favourite hobby, she refused to answer. She did not even dare to make eye contacts. When she was asked repeatedly in a friendly manner and was asked specifically that whether watching TV is her favourite hobby, she nodded her head. Interpretation Taya is self-conscious or is ashamed for her non-verbal communication difficulties and thats why she becomes extremely tensed while interacting with the staffs of the childcare centres. This shyness prevent her from maintain eye contact. However, friendly approach can help improve Tayas situation and she is comfortable with gestures. Jotting Record 3rd September, 2017: Taya was sitting quietly in the class, looking tensed and worried. However, once he saw her mother through the window her face filled with joy and she started smiling. Interpretation: Taya suffers from insecurity making her feel scared and creating difficulty in communication. She feels safe and secured and stays with her comfort zone while interacting with her parents or in presence of her parents (or someone she knows for long) and hence execute normal gestures. Running Record Date: 4th September 2017 Time: 11 am to 12 am Child: Taya (5 years) Place: Play ground Setting: Communication problem course Observer: XXX Background info: Taya is suffering from learning difficulty out of non-verbal barrier Time Observation 11 am Taya refuse to play the rhyme game with her friends and was quite throughout the tenure 11: 30 She was found trying to express herself when other kids are laughing, jumping and playing merry go round in the field Interpretation Taya has serious non-verbal communication difficulties making her extremely self-conscious and thats why she becomes extremely tensed while interacting with others. However, she too love playing and fun and tries her best to participate in the plays which do not involve verbal communication. Speech therapy will help Taya with her problem with speech and the associated shyness. In the speech therapy, Taya will be asked to sing a song or rhyme or will be shown interactive videos. This flow of words in a rhythmic manner will help Taya to fight back against her speech problem and at the same time will help Taya to overcome her fear of speech via developing interest in communication. Play therapy will help Taya to overcome her fear of interacting with the unknown persons. While at play therapy, she need to interact and spend time with her friends and this act of interactions done in a play full manner will break the stigma of self-conscious. The childs learning and attention issues Brief description of experience This explanation is that the child is facing problems in communicating management and had learning and attention problems. The materials like computer based learning showing videos that could be useful to trap the attention and interest of the child in order to engage their participation in a play (Painter, 2016). They can make the play very interesting that will trap the attention of the child. This will be play based learning. References Mayesky, M. (2014).Creative activities and curriculum for young children. Cengage Learning. Painter, D. D. (2016). The Computer-Based Writing Program: A Clinical Teaching Experience for Education Interns to Develop Professional Knowledge and Skills in Effective Instructional Writing Practices.Teacher Educators' Journal,9, 112-135. VanHoorn, J., Nourot, P. M., Scales, B., Alward, K. R. (2014).Play at the center of the curriculum. Pearson Higher Ed.