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Libros sobre el tema "Taste education"

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Publicado: 20 de abril de 2024

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1

Hattatt, Lance. A taste ofhoney. London: Hodder and Stoughton, 1989.

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2

Ramadan, DIna. The Aesthetics of the Modern: Art, Education, and Taste in Egypt 1903-1952. [New York, N.Y.?]: [publisher not identified], 2013.

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3

Isaacs, Ronald H. A taste of text: An introduction to the Talmud and Midrash. New York, N.Y: UAHC Press, 2003.

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4

Read on...history: Reading lists for every taste. Santa Barbara, California: Libraries Unlimited, 2013.

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5

England), Jewish Museum (London. A taste of Judaism: Bite into the meaning of food in Jewish life : a resource for religious education. London: Jewish Museum, 2002.

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6

Ltd, Cambridge Occupational Analysts, ed. Personal development guide: The COA guide to gaining work experience, exploring gap year activities, improving your grades and getting a taste of higher education. 9a ed. Sparham, Norwich: Cambridge Occupational Analysts Ltd, 2015.

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7

Prophet, Jane. Taste, teaching and the Utah teapot: Creative, gender, aesthetic and pedagogical issues surrounding the use of electronic media in art and design education : with particular reference to hypertext applications. [s.l.]: typescript, 1994.

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8

Vassillo, Antonio. Tasse scolastiche e livello dell'istruzione in Italia. Napoli: Liguori, 1992.

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9

Den, Nakahiro. Ningen kara no shuppatsu: "kyōiku no magari kado ni tatte". 8a ed. Fukuoka-shi: Ashi Shobō, 1987.

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10

Carol, Coe, ed. The sixthformer's Guide to higher education open days and taster courses. Camberley: ISCO Careerscope, 2004.

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11

admissions, university and college. University and College Open days 2003 :including taster courses and education conventions. ucas: cambridge, 2003.

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12

Il tempo non basta mai: Alberto Manzi : una vita tante vite. Torino: Add editore, 2014.

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13

Nick, Tate, National Forum for Values in Education and the Community. y School Curriculum and Assessment Authority., eds. National Forum for Values in Education and the Community: Dr Nick Tate launches values consultation. London: SCAA, 1996.

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14

Giusti, Mariangela. Una scuola tante culture: Un percorso di autoformazione interculturale : la riflessione pedagogica, la ricerca, la metodologia, la didattica. Firenze: Fatatrac, 1996.

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15

A taste of Latino cultures =: Un toque de sabor Latino ; a bilingual, educational cookbook = un libro de cocina bilingüe y educativo. Westport, Conn: Libraries Unlimited, 2005.

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16

Randall, Harry. Philology of Taste. Village Press Publications, 1994.

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17

Brown, Kim. Taste This: Level F Leveled Book. Reading A-Z Publishing House, 2022.

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18

Sale, James, Lance Hallatt y Lance Hattatt. "Taste of Honey" ("Q"). Hodder Arnold H&S, 1989.

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19

Curran, Anthony. Taste for Blood: Level G Leveled Book. Reading A-Z Publishing House, 2022.

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20

Ahn, Jae Chan. The Science on the Tongue and Taste. General Onologic Soft Corp., 2021.

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21

Ahn, Jae Chan. How does each taste help my body? General Onologic Soft Corp., 2021.

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22

Ahn, Jae Chan. How many different flavors can you taste in foods? General Onologic Soft Corp., 2021.

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23

Farzad, Sahar Khojasteh. Persian Reading with Vegetables Taste: For Advanced Farsi Learners. Effortless Math Education, 2021.

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24

Starr, Aaron. A Taste of Hebrew. URJ Press, 2006.

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25

Johnson, Sean. Sip: How Kids Can Taste Entrepreneurship and Build the Best Lemonade Stand Ever. Intentionally LLC, 2022.

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26

Touch The Water Taste The Bread Exploring The Sacraments With Children. Abingdon Press, 2001.

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27

FGCary. The Cincinnatus; Devoted to Scientific Agriculture and Horticulture, Rural Education, and to the Improvement of Rural Taste. Arkose Press, 2015.

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28

Alabi, Maria Aduke y Kate Greenaway. ABC Apple Pie: The Tale of an Apple Pie and How Some Town Folks Relate to It in Various Ways When Wanting to Taste It. Quisqueyana Press, 2020.

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29

Gunn, Tim y Kate Moloney. Tim Gunn: A Guide to Quality, Taste and Style. ABRAMS (Ignition), 2011.

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30

Vierestraete, Pieter y Ylva Söderfeldt. Deaf-Blindness and the Institutionalization of Special Education in Nineteenth-Century Europe. Editado por Michael Rembis, Catherine Kudlick y Kim E. Nielsen. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780190234959.013.16.

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Careful analysis of underexplored and neglected case studies demonstrates how an initial interest in the behavior and constitution of early-nineteenth-century deaf-blind persons gradually made possible a professional and impersonal approach. The deaf-blind person in the early nineteenth century had been a creature of mostly unrefined, but therefore authentic, sensory experience, whose reduction to the supposedly simpler senses of smell, touch, and taste made the basic nature of humankind appear more clearly. In contrast, the educated deaf-blind person later in the century was a vessel for the display of pedagogic expertise. The institutionalization of special education for deaf-blind persons in western Europe thus can be characterized by a shift from listening to the “sound” of deaf-blind persons to a mere repetition of the discursive “noise” of professionals.
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31

British Education: Or, the Source of the Disorders of Great Britain. Being an Essay Towards Proving, That the Immorality, Ignorance, and False Taste,. Nabu Press, 2010.

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32

Sheridan, Thomas. British Education: Or, the Source of the Disorders of Great Britain. Being an Essay Towards Proving, That the Immorality, Ignorance, and False Taste, ... of the Present Defective System of. Franklin Classics Trade Press, 2018.

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33

Sheridan, Thomas. British Education: Or, the Source of the Disorders of Great Britain. Being an Essay Towards Proving, That the Immorality, Ignorance, and False Taste, ... of the Present Defective System of. Franklin Classics Trade Press, 2018.

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34

British Education: Or, the Source Of the Disorders Of Great Britain. Being an Essay Towards Proving, That the Immorality, Ignorance, and False Taste, ... Of the Present Defective System Of. Franklin Classics, 2018.

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35

Pingyuan, Chen. The Story of Literary History. Editado por Carlos Rojas y Andrea Bachner. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199383313.013.5.

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Starting with a reflection on Lu Xun’s ambivalence toward the writing of literary history, this chapter analyzes the emergence and importance of literary history as a discursive tool for structuring the production and transmission of knowledge about literature from the late Qing onward. In the context of China’s transition to a Western-style educational system in the early twentieth century, reinforced by a turn of intellectuals from literary revolution to “Rearranging the National Heritage” after 1919, literary history with its systemic approach replaced the traditional literary education focused on rhetoric, aesthetic taste, and composition. This crucial shift in discursive system and the concomitant lack of attention to literariness and creativity has had a profound and lasting influence on literary studies in China and continues to impact the production, analysis, and teaching of literature today.
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36

Lincoln, Abraham. Capacity, and Taste, for Reading Gives Access to Whatever Has Already Been Discovered by Others : The Education of a Leader, Abraham Lincoln: The 16th President of the United States, Quotes Notebook 110 Pages. Independently Published, 2021.

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37

Henderson, M. E. Grandmomma M Tastes. M. E. Henderson, Inc., 2022.

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38

British Education: Or, the Source of the Disorders of Great Britain. Being an Essay Towards Proving, That the Immorality, Ignorance, and False Taste, Which So Generally Prevail, Are the Natural and Necessary Consequences of the Present Defective System Of. Creative Media Partners, LLC, 2022.

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39

Sheridan, Thomas. British Education: Or, the Source of the Disorders of Great Britain. Being an Essay Towards Proving, That the Immorality, Ignorance, and False Taste, Which So Generally Prevail, Are the Natural and Necessary Consequences of the Present Defective System Of. Creative Media Partners, LLC, 2022.

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40

Ahn, Jae Chan. How Can Tastes Keep You Safe? General Onologic Soft Corp., 2021.

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41

Myers, Alicia D. Taste that the Lord is Good! Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190677084.003.0004.

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Building on the review of generative and parturitive theories from Chapter 3, this chapter explores the physiological constructions of breastmilk in the ancient Mediterranean context. Breastmilk is portrayed as the same substance communicated to a fetus in the womb now provided by a mother’s breast. For this reason, breastmilk was understood as character forming, and an important part of the educational process of children. Using this background, this chapter analyzes the breastmilk and nursing imagery found in the Gospel of John, Pauline letters (Gal; 1 Thess; 1 Cor), Hebrews, and 1 Peter. The unconventional and male mothers that surface in the metaphors used in these New Testament writings birth and provide superior milk in the place of literal, female mothers. At the same time, however, their metaphors rely on the constructions and work of actual, biological mothers whom they claim to replace.
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42

Madalva, Madalva, Carmen Luz Soler y Juniace Sénécharles Etienne. Ma Tante Est Géniale: My Auntie Is Awesome. Juniace Shaping Young Minds LLC, 2022.

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43

Dr. Dickey's Decodable's, Grade 2 - Tasty Treat: Single Title. Educational Epiphany, 2022.

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44

Lord Chesterfield's Advice to His Son, on Men and Manners : Or, a New System of Education: In Which the Principles of Politeness, the Art of Acquiring a Knowledge of the World, with Every Instruction Necessary to Form a Man of Honour, Virtue, Taste, and Fa. Creative Media Partners, LLC, 2022.

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45

Maddox, Stephen. Adventures of Twins Tate and Kate: Opposites. Maddox, Stephen, 2022.

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46

Whyman, Susan E. Hutton as an Author. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198797838.003.0007.

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Reading and writing were cornerstones of the lives of self-educated rough diamonds like Hutton. He is a perfect example of the dreaded rising author, who wrote for money, without education or status. His writings reveal new modes of authorship and the literary culture of an industrial town. Chapter 6 appraises his work by examining 70 periodical reviews of Hutton’s 15 books. Based on personal experience, they mixed history, travelogues, and life writing. Though they suited the nation’s thirst for entertainment and useful knowledge, Hutton has not been recognized as a new kind of writer, who produced unlearned books for a commercial age. His blunt style and breach of polite norms horrified the literary establishment. But his accessible prose satisfied new audiences and led to alternative yardsticks of literary taste. Hutton thus had an impact on two contrasting groups of readers, and helped put the English Midlands on the national literary map.
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47

Karlsen, Sidsel. Leisure-Time Music Activities from the Perspective of Musical Agency. Editado por Roger Mantie y Gareth Dylan Smith. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190244705.013.11.

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This chapter aims to understand the phenomenon of leisure-time music activities from the perspective of musical agency. It explores how individuals’ and groups’ recreational practices involving music can be seen as a means for expanding their capacities for acting in the lived-in world. The exploration proceeds through theoretical and experiential accounts. It first draws on literature from general sociology, music sociology, and the sociology of music education in order to elaborate on the broader notion of agency, as well as the more field-specific concept of musical agency. It then explores various music-related agency modes through narrating the author’s own experiences of participating in, leading, and observing leisure-time music activities. The chapter aims to dissolve the binary opposition between recreational music production and music consumption. It argues that the two poles instead can be understood as inseparably intertwined venues for the constitution of agency, musical taste and music-related learning trajectories.
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48

University and college open days: Including pre-taster courses and education conventions. Cheltenham: UCAS, 2000.

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49

Miller, Rose. Rose's Recipes for Business: A Tasty Blend of Human Resources Lessons Learned. Troy Book Makers, The, 2022.

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50

Hagen, Benjamin D. The Sensuous Pedagogies of Virginia Woolf and D.H. Lawrence. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781949979275.001.0001.

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Though the differences in style and politics between Virginia Woolf (1882–1941) and D. H. Lawrence (1885–1930) are many, they both had formative experiences as teachers. Between 1905 and 1907, Woolf taught history and composition courses at Morley College while Lawrence spent nearly a decade in the field of elementary education between 1902 and 1912. This study reframes Woolf’s and Lawrence’s later experiments in fiction, memoir, and literary criticism as the works of former teachers who remain deeply preoccupied with pedagogy. Across their respective writing careers, moreover, they conceptualize problems of teaching and learning as problems of sensation, emotion, or intensity. The “sensuous pedagogies” Woolf and Lawrence depict and enact are not limited to classroom spaces or strategies; rather, they pertain to non-institutional relationships, developmental narratives, spaces, and needs. Friendships and other intimate relationships in Lawrence’s fiction, for instance, often take on a pedagogical shape or texture (one person playing the student; the other, the teacher) while Woolf’s literary criticism models a novel approach to taste-training that prioritizes the individual freedom of common readers who must learn to attend to books that give them pleasure. Sensuous Pedagogies also reads Lawrence’s literary criticism as reparative, Woolf’s fiction as sustained feminist pedagogy, and their respective theories of life and love as fundamentally entangled with pedagogical concerns.
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