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Published: 4 June 2021
Last updated: 5 February 2022

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1

Karelitz, Raymond. SAT high school & college dictionary: Over 6,000 power words. 2nd ed. Honolulu, HI: Hi-Lite Pub. Co., 2007.

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2

Newman, Constance. The income volatility see-saw: Implications for school lunch. [Washington, D.C.]: United States Dept. of Agriculture, Economic Research Service, 2006.

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Nikol'skaya, Irina. Information and communication technologies in special education. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/967120.

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In the textbook examines the complex objective conditions of the process of Informatization of education, in particular the computerization special schools; highlights the positive and negative aspects of using it in education; explain the methodological basis for studying computer science in the special school. Provides an overview of the specialized and non-specialized software, has received the greatest popularity among teachers-practitioners. Special attention is paid to modern technology special training: are explicated possibilities of application of multimedia technologies in educational and correctional purposes, requirements and recommendations for e-textbooks for persons with impaired mental and physical development deals with a set of topical problems associated with distance learning. For extra review provides information on the history and development of information technology, necessary for the modern user of it. Includes checklists, themes, term papers and dissertations, tests for classification and the answers to the tests, a bibliography, and a workshop consisting of 36 practical operations. Meets the requirements of Federal state educational standards of higher education of the last generation. For students of higher educational institutions enrolled in the faculties of defectology.
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Pate, Nino T. Stanford achievement test (SAT 10): Results for Palau private schools. Koror, Palau: Institutional Research Development Office, Palau Community College, 2008.

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5

Cowley, Peter. Boys, girls, and grades: Academic gender balance in British Columbia's secondary schools. Vancouver, BC: Fraser Institute, 1999.

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6

Morgan, Rick. An examination of the relationships of academic coursework with admissions test performance. New York: College Entrance Examination Board, 1989.

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7

Shakespeare, William. The Oxford School Shakespeare Set: 8-Volume Set. Oxford University Press, USA, 2003.

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8

Mack, Peter. Rhetorical Training in the Elizabethan Grammar School. Edited by Malcolm Smuts. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199660841.013.12.

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This chapter considers in detail the aspects of rhetoric taught in Elizabethan grammar schools. Pupils were shown the use of rhetorical ideas in practice when teachers pointed out rhetorical features in set texts from Latin literature. While the texts studied in grammar school— Erasmus’De conscribendis epistolisandDe copia, Aphthonius’ Progymnasmata—did not provide a comprehensive account of the whole of rhetorical theory, they gave a great deal of practical help on issues of style, amplification and decorum, on ways of approaching an audience, and on components of larger texts such as narratives, descriptions, comparisons, maxims and examples. They provided some help with argument and a flexible approach to disposition.
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9

Clift, P. S., and Desmond L. Nuttall. Studies in School Self-Evaluation (Open University Set Text). Taylor & Francis, 1988.

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10

Westerhoff, Jan. Madhyamaka. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198732662.003.0003.

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The chapter begins by presenting a general overview of the rise of the Mahāyāna and its relation to the main schools of Buddhist philosophy associated with it, Madhyamaka and Yogācāra. This is followed by an introduction to the Madhyamaka school proper, focusing on the life and works of its founder, Nāgārjuna. The third section of the chapter examines the foundational sūtras of the Madhyamaka school, the Prajñāpāramitā or Perfection of Wisdom texts, focusing on their criticism of the Abhidharma philosophical project, their comprehensive illusionism, and their prima facie acceptance of contradictions. This is followed by an account of how these themes play a key role in the Madhyamaka system as set out by Nāgārjuna. The chapter then turns to examining the philosophical contributions of major Madhyamaka thinkers such as Buddhapālita, Bhāviveka, Candrakīrti, Śāntarakṣita, and Kamalaśīla. The chapter concludes by a discussion of the relation between Madhyamaka and Nyāya.
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11

Shamma, Yasmine. Joe Brainard’s Collaged Spaces. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198808725.003.0003.

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Brainard was not only an illustrator and friend to many New York School poets, he was also an avid letter writer, collage artist, miniature artist, cartoonist, and serious poet. How is contemporary poetry involved in an overlooked dialogue with collage art? This chapter suggests a general tendency towards assembly across the disciplines of text and image which govern both first- and second-generation New York School aesthetics. This chapter showcases how Brainard’s work instigates and propels the collaged poetry of The New York Schools from the real and influential side-lines of their poems? This examination of Brainard’s work argues that though his work sat in the margins of New York School poetry, it informingly lined, bound, and shaped the spatial poetics of this avant-garde American school.
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12

Pollard, Andrew. Children And Their Primary Schools: A New Perspective (Open University Set Text). Routledge, 1987.

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13

Pollard, Andrew. Children And Their Primary Schools: A New Perspective (Open University Set Text). Routledge, 1987.

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14

Qed's School Guide, 1987-88: Southwest : Texas, Oklahoma, New Mexico, Louisiana, Arkansas (Qed State School Guide Southwest Regional Set). 5th ed. Quality Education Data, 1987.

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15

West, Chad, and Mike Titlebaum, eds. Teaching School Jazz. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190462574.001.0001.

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Teaching School Jazz: Perspectives, Principles, and Strategies is an edited collection of suggested practices in school jazz education authored by a seasoned and diverse lineup of jazz educators with supporting research-based case studies woven into the narrative. It provides not only a wealth of school jazz teaching strategies but also, and perhaps as important, the jazz perspectives and principles from which they are derived. The first part of the book describes the current landscape of school jazz education and offers an overview of basic jazz concepts through the lenses of two expert, yet very different, school jazz educators. Parts II–VI constitute the heart and soul of the book, covering a vast and comprehensive set of topics central to school jazz education. Included throughout each chapter are references and links to audio, visual, and print resources for teaching school jazz that are downloadable from a related website. This text is an invaluable resource for preservice and in-service music educators who have no prior jazz experience, as well as for those who wish to expand their knowledge of jazz performance practice and pedagogy. The book may serve as a primary text for collegiate-level jazz pedagogy courses or as a supplemental text for general instrumental methods and pedagogy classes. Chapters begin with jazz case studies and contain a wealth of jazz-specific teaching material, lists of recommended artists for listening, and visual demonstrations of each chapter’s material.
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16

Ingleheart, Jennifer. Dialogvs. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819677.003.0002.

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This section contains the Latin text of Philip Gillespie Bainbrigge’s clandestinely published dialogue between two schoolboys, in which an older boy, Jocundus, introduces a younger friend, Robertus,to the pleasures of sex. The dialogue is a parody of Greek philosophical dialogues and erotic pedagogy; it is set at a contemporary public school and reflects on the role that the teaching of Latin played in the education of boys, as well as on the attempts of schoolmasters to police sexual desire. Bainbrigge’s schoolboys speak a hybrid Latin that combines allusions to classical authors as well as neo-Latin pornographic works, and that draws attention to the differences between modernity and antiquity. This section also contains an original English translation by the volume’s author.
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17

Qed State by State School Guide 1993-94/Arkansas/Louisiana/New Mexico/Oklahoma/Texas/Southwest Edition (Qed State School Guide Southwest Regional Set). Quality Education Data, 1993.

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18

Teenage compliance to Texas safety-belt law. 1988.

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19

Teenage compliance to Texas safety-belt law. 1988.

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20

Teenage compliance to Texas safety-belt law. 1988.

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21

Teenage compliance to Texas safety-belt law. 1986.

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22

Krettli, Antoniana Ursine. Uma cientista Brasileira. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-86854-75-6.

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Esta obra relata a trajetória de Antoniana Ursine Krettli, uma cientista brasileira que trabalha há 54 anos na área de parasitologia em duas instituições de grande tradição, a Fiocruz Minas e a Universidade Federal de Minas Gerias. O texto foi baseado em uma entrevista dada em comemoração aos 50 anos do Instituto de Ciências Biológicas da UFMG, com ampliação posterior. O livro retrata a sua infância nômade, seu gosto pelos livros, seu amor pelas pesquisas e sua trajetória acadêmica, incluindo sua experiência na New York University Medical School e sua gravidez durante seu Doutorado. O texto descreve e ressalta a sua convivência familiar sobretudo com sua filha, seus mestrandos, doutorandos, pós-doutores e colegas de trabalho. A autora recebeu inúmeras condecorações e é membro titular da Academia Brasileira de Ciências (ABC).
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23

Dkon-mchog-bstan-ʼdzin-ʼphrin-las-lhun-ʼgrub, ʼBri-guṅ Skyabs-mgon Che-tshaṅ VII., ed. Bkaʼ-brgud [i.e. brgyud] Rinpocheʼi mgur mtsho ye shes byin ʼbebs: The collected songs of esoteric spiritual realisation (Mgur) of the Bkaʼ-brgyud-pa school in general and the ʼBri-guṅ Bkaʼ-brgyud-pa school in particular. Dehradun, U.P: Drikung Kagyu Institute, 1991.

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24

Defined Mind Vocabulary Accelerator: Music-Driven Vocabulary and Comprehension Tools for School / Test / SAT Prep. Defined Mind, Inc., 2004.

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25

Novenson, Matthew V. The Quest for the First Messiah. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190255022.003.0005.

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There is an important strand in modern scholarship on ancient Jewish messianism whose practitioners set for themselves the task of identifying the first messiah. Representatives of this school of thought include Andre Dupont-Sommer, Michael Wise, and Israel Knohl, among others, and their key texts include especially the Qumran Hodayot, the Self-Glorification Hymn, and now the Hazon Gabriel stone. In this chapter it is argued that the quest for the first messiah not only happens to have been unsuccessful so far (as other critics have suggested), but is actually fundamentally misguided. It is misguided not because it is theologically intolerable, but because it is conceptually unstable, presupposing as it does an Idealist model of messianism that is demonstrably incommensurate with the relevant evidence. There are scriptural oracles, and there are ancient Jewish and Christian interpreters, but there is no such thing as the first messiah.
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26

Milstein, Sara J. Making a Case. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190911805.001.0001.

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Outside of the Bible, all of the known Near Eastern law collections were produced in the third to second millennia BCE, in cuneiform on clay tablets, and in major cities in Mesopotamia and in the Hittite Empire. None of the five major sites in Syria to have yielded cuneiform tablets has borne even a fragment of a law collection, despite the fact that several have yielded ample legal documentation. Excavations at Nuzi have turned up numerous legal documents, but again, no law collection. Even Egypt has not yielded a collection of laws. As such, the biblical blocks that scholars regularly identify as law collections would represent the only “western,” non-cuneiform expressions of the genre in the ancient Near East, produced by societies not known for their political clout, and separated in time from the “other” collections by centuries. Making a Case challenges the long-held notion that Israelite and Judahite scribes either made use of older law collections or set out to produce law collections in the Near Eastern sense of the genre. Rather, Milstein suggests that what we call “biblical law” is closer in form and function to a different and oft-neglected Mesopotamian genre: legal-pedagogical texts. In the course of their education, Mesopotamian scribes copied a variety of legal-oriented school texts: sample contracts, fictional cases, sequences of non-canonical law, and legal phrasebooks. When “biblical law” is viewed in the context of these legal-pedagogical texts, its practical roots in legal exercises begin to emerge.
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27

Ingleheart, Jennifer. Conclusion. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819677.003.0007.

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The conclusion explores the wider implications of the argument of this book, and of the study of Bainbriggean classicism, or Queer Classics. The most queer Classical Receptions look to Rome for a range of transgressive models of sexual desire and pleasure, rather than turning to Greece to apologize for same-sex love. In private writings, Bainbrigge and others are free to focus on sex and its role in the ancient and modern worlds. Queer classicists are fascinated by the body—the ancient body and the pleasures it experienced, as well as the modern embodiment of classical education. Queer classicists remind us that the body and sexuality cannot be separated from the study of Classics—an important insight for a discipline in which expurgation of (homo)sexual material in classical texts at school is still all too common.
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28

Stretching Beyond the Textbook: Reading and Succeeding with Complex Texts in the Content Areas. Scholastic, Incorporated, 2014.

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29

McIntosh, Janet Elizabeth. The influence of gender on secondary English students' written responses to text. 1999.

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30

McPherson, Gary E., and Graham F. Welch, eds. The Oxford Handbook of Music Education, Volume 1. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780199730810.001.0001.

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Music education takes place in many contexts, both formal and informal. Be it in a school or music studio, while making music with friends or family, or even while travelling in a car, walking through a shopping mall or watching television, our myriad sonic experiences accumulate from the earliest months of life to foster our facility for making sense of the sound worlds in which we live. The Oxford Handbook of Music Education, which comprises of two volumes, offers an overview of the many facets of musical experience, behavior, and development in relation to this diverse variety of contexts. In this first volume, articles discuss a range of key issues and concepts associated with music learning and teaching. The volume then focuses on these processes as they take place during childhood, from infancy through adolescence and primarily in the school-age years. Exploring how children across the globe learn and make music, and the skills and attributes gained when they do so, these articles examine the means through which music educators can best meet young people's musical needs. The second volume of the set brings the exploration beyond the classroom and into later life. Whether they are used individually or in tandem, the two volumes of this text update and redefine the discipline, and show how individuals across the world learn, enjoy, and share the power and uniqueness of music.
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31

Kynes, Will. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198777373.003.0001.

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The introduction sets this study in the context of the three recent critical approaches it combines: (1) “metacritical” studies of biblical criticism that identify and critically analyze the “historically effected consciousness” that inspired a particular approach to biblical interpretation; (2) “biographies” of texts that examine their origins and effects; and (3) “end- of” books, which, following the lead of Fukuyama’s “The End of History?” (1989), argue, among other things, that old concepts may fade away as perceptions change. The role of genre methodology in perpetuating the Wisdom Literature category and now in challenging it is introduced. Finally, terminological distinctions are made between the Wisdom Literature category and Wisdom as a genre, the Wisdom Schools associated with it, and wisdom as a concept.
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32

Baron, Naomi S. How We Read Now. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190084097.001.0001.

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The digital revolution has transformed reading. Onscreen text, audiobooks, podcasts, and videos often replace print. We make these swaps for pleasure reading, but also in schools. How We Read Now offers a ringside seat to the impact of reading medium on learning. Teachers, administrators, librarians, and policy makers need to select classroom materials. College students must weigh their options. And parents face choices for their children. Digital selections are often based on cost or convenience, not educational evidence. Current research offers essential findings about how print and digital reading compare when the aim is learning. Yet the gap between what scholars and the larger public know is huge. How We Read Now closes the gap. The book begins by sizing up the state of reading today, revealing how little reading students have been doing. The heart of the book connects research insights to practical applications. Baron draws on work from international researchers, along with results from her collaborative studies of student reading practices ranging from middle school through college. The result is an impartial view of the evidence, including points on which the jury is still out. The book closes with two challenges. The first is that students increasingly complain print is boring. And second, for all the educational buzz about teaching critical thinking, digital reading is inherently ill suited for cultivating these habits of mind. Since screens and audio are now entrenched—and valuable—platforms for reading, we need to rethink how to help learners use them wisely.
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33

Staff, Princeton Review. Are You Ready for the SAT and ACT?: Building Critical Reading Skills for Rising High School Students. Random House Children's Books, 2015.

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34

Dasti, Matthew. Vātsyāyana. Edited by Jonardon Ganeri. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199314621.013.15.

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Vātsyāyana (c.450 ce) is the author of the Commentary on Nyāya, the first full commentary on the Nyāya-sūtra of Gautama (c.150 ce), which is itself the foundational text of the school of philosophy called “Nyāya.” The Nyāya tradition is home to a number of leading voices within classical Indian philosophy and is celebrated in later doxographies as one of the six “orthodox” systems of Hindu thought. Vātsyāyana’s commentary sets the agenda for much of Nyāya’s philosophical developments throughout its history. This chapter explores his theory of knowledge, giving special attention to his account of the nature and importance of cognition as a guide to action. It illustrates the way in which this theme informs a number of apparently distinct elements of his project including his realism, his account of epistemic entitlement, and his notion of philosophy’s contribution to living well.
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35

Brittnacher, Hans Richard, ed. Schauplatz Berlin. edition text + kritik im Richard Boorberg Verlag, 2018. http://dx.doi.org/10.5771/9783967072150.

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Berlin: In den "roaring twenties" Welthauptstadt des Lasters, im Kalten Krieg erst die Luftbrücke, dann die Mauer als steinernes mythisches Zeichen. Der alimentierte Status der Stadt prägt das Bild Berlins bis heute - kaum lebensfähig aus eigener Kraft, immer im Zustand des Transit und immer schon da, wo andere erst hinwollten, virtuos im Improvisieren, "arm, aber sexy". Spätestens seit den 1970er Jahren kamen hier auch nervöse künstlerische Impulse zur Entfaltung, die den trashigen Charme Berlins veredelten - und ihm unverkennbare Filme und eigenwillige literarische Texte abtrotzten.
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36

Ingleheart, Jennifer. Masculine Plural. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819677.001.0001.

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The Classics were core to the curriculum and ethos of the intensely homosocial Victorian and Edwardian public schools. Yet ancient homosexuality and erotic pedagogy were problematic to the educational establishment, which expurgated classical texts with sexual content. This volume analyses the intimate nexus between the Classics, sex, and education primarily through the figure of the schoolmaster Philip Gillespie Bainbrigge (1890–1918), whose clandestine writings explore homoerotic desires and comment on classical education. It reprints Bainbrigge’s surviving works: Achilles in Scyros (a verse drama featuring a cross-dressing Achilles and a Chorus of lesbian schoolgirls) and a Latin dialogue between schoolboys (with a translation by Jennifer Ingleheart). Like other similarly educated men of his era, Bainbrigge used Latin as an intimate homoerotic language; after reading Bainbrigge’s dialogue, A. E. Housman went on to write a scholarly article in Latin about ancient sexuality, Praefanda. This volume, therefore, also examines the parallel of Housman’s Praefanda, its knowing Latin, and bold challenge to mainstream morality. Bainbrigge’s works show the queer potential of Classics. His underground writings owe more to a sexualized Rome than an idealized Greece, offering a provocation to the study of Classical Reception and the history of sexuality. Bainbrigge refuses to apologize for homoerotic desire, celebrates the pleasures of sex, and disrupts mainstream ideas about the Classics and the relationship between ancient and modern. As this volume demonstrates, Rome is central to Queer Classics: it provided a male elite with a liberating erotic language, and offers a variety of models for same-sex desire.
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37

Conan, Doyle Arthur. The New Annotated Sherlock Holmes: The Complete Short Stories (2 Vol. Set). W. W. Norton & Company, 2004.

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38

Abreu, Joana Rita Sousa Covelo, Larissa Araújo Coelho, and Tiago Sérgio Cabral. O contencioso da União Europeia e a cobrança transfronteiriça de créditos: compreendendo as soluções digitais à luz do paradigma da Justiça eletrónica europeia (e-Justice) - Volume II. Universidade do Minho. Escola de Direito (ED), 2021. http://dx.doi.org/10.21814/1822.73489.

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[Excerto] Os textos publicados neste e-book, sob o tema “O Contencioso da União Europeia e a cobrança transfronteiriça de créditos: compreendendo as soluções digitais à luz do paradigma da Justiça Eletrónica europeia (e-Justice)” correspondem, na sua essência, ao suporte teórico da 2.ª Edição da Summer School, com o mesmo título, a ser promovida de 5 a 9 de julho de 2021, na Escola de Direito da Universidade do Minho. A publicação desta obra corresponde a um dos objetivos visados no Módulo Jean Monnet com o acrónimo “eUjust” e subordinado ao tema “EU Procedure and credits’ claims: approaching electronic solutions under e-Justice paradigm”, desenvolvido, na Escola de Direito da Universidade do Minho, de setembro de 2019 a agosto de 2022, com a chancela da Comissão Europeia e do Programa ERASMUS+, que conta com a coordenação da Prof. Doutora Joana Covelo de Abreu, Professora da mesma instituição, e integrando, na sua equipa, a Prof. Doutora Alessandra Silveira e o Prof. Doutor Pedro Madeira Froufe. Neste contexto, o Módulo partiu da sensibilidade auscultada pela equipa que o integra de que, com o estabelecimento de um Mercado Único Digital, a União Europeia começou a votar uma atenção particular às dinâmicas associadas às novas tecnologias de informação e de comunicação ao serviço de uma boa administração da justiça. Na verdade, apesar de se verificarem esforços em equacionar, introdutoriamente, uma justiça eletrónica europeia, que datam de 2007 (e com o arranque do primeiro Plano Plurianual de Ação, do Conselho, em 2009), a realidade é que esta ganhou novo fôlego e atualidade com a apresentação, em 2019, do Plano e da Estratégia do Conselho sobre justiça eletrónica europeia, a implementar até 2023. [...]
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39

Holden Reid, Brian. The Scourge of War. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780195392739.001.0001.

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William Tecumseh Sherman, a West Point graduate and veteran of the Seminole War, became one of the best-known generals in the Civil War. His March to the Sea, which resulted in a devastated swath of the South from Atlanta to Savannah, cemented his place in history as the pioneer of total war. This book offers a life and times account of Sherman. By examining his childhood and education, his business ventures in California, his antebellum leadership of a military college in Louisiana, and numerous career false starts, the book shows how unlikely his exceptional Civil War career would seem. It also demonstrates how crucial his family was to his professional path, particularly his wife’s intervention during the war. It analyzes Sherman’s development as a battlefield commander and especially his crucial friendships with Henry W. Halleck and Ulysses S. Grant. In doing so, the text details how Sherman overcame both his weaknesses as a leader and severe depression to mature as a military strategist. Central chapters narrate closely Sherman’s battlefield career and the gradual lifting of his pessimism that the Union would be defeated. After the war, Sherman became a popular figure in the North and the founder of the school for officers at Fort Leavenworth, Kansas, known as the “intellectual center of the army.” The book argues that Sherman was not hostile to the South throughout his life and only in later years gained a reputation as a villain who practiced barbaric destruction, particularly as the neo-Confederate Lost Cause grew and he published one of the first personal accounts of the war.
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