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Bregdan Publishing LLC
Founded in Washington State, USA, Bregdan Publishing is run by author/publisher Ginny Dye.
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Promoted Content
April 2014Wer hinten so offen ist, kann nicht ganz dicht sein
Die steilsten O-Töne deutscher Fußballkommentatoren
by Brettschneider, Sebastian
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Promoted Content
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Trusted Partner
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Trusted Partner
October 2014Nutzen der ökonomischen Theorie der Politik für eine Konkretisierung des Gebotes innerparteilicher Demokratie.
Beschreibung innerparteilicher Entscheidungsprozesse als Wettbewerb eigennütziger Akteure und daraus folgende Regulierungsanforderungen.
by Brettschneider, Jörg
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Trusted Partner
March 2016Lebenswege in die Altersarmut.
Biografische Analysen und sozialpolitische Perspektiven.
by Brettschneider, Antonio; Klammer, Ute
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Trusted Partner
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Trusted Partner
Biology, life sciencesMarch 2015Pest Risk Modelling and Mapping for Invasive Alien Species
by Manuel Colunga-Garcia, Hazel Parry, Catherine Jarnevich, Roger Magarey, Darren Kriticos, Susan Worner, Christelle Robinet, Patrick Tobin, David Cook, Craig Allen, Richard Baker, Marla Downing, Rieks van Klinken, Frank Koch, Denys Yemshanov, Steven Venette. Edited by Robert C Venette.
Over the past century, the number of species that have been transported to areas outside their native range has increased steadily. New pests and pathogens place biological pressure on valuable resident species, but strict bans may conflict with trading and travel needs. An overview of how the conflict can be managed using pest risk mapping and modelling, this book uses worked examples to explain modelling and help development of tool kits for assessment.
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Trusted Partner
The ArtsFebruary 2022"I am Jugoslovenka!"
Feminist performance politics during and after Yugoslav Socialism
by Jasmina Tumbas, Amelia Jones, Marsha Meskimmon
"I am Jugoslovenka" argues that queer-feminist artistic and political resistance were paradoxically enabled by socialist Yugoslavia's unique history of patriarchy and women's emancipation. Spanning performance and conceptual art, video works, film and pop music, lesbian activism and press photos of female snipers in the Yugoslav wars, the book analyses feminist resistance in a range of performative actions that manifest the radical embodiment of Yugoslavia's anti-fascist, transnational and feminist legacies. It covers celebrated and lesser-known artists from the 1970s to today, including Marina Abramovic, Sanja Ivekovic, Vlasta Delimar, Tanja Ostojic, Selma Selman and Helena Janecic, along with music legends Lepa Brena and Esma Redzepova. "I am Jugoslovenka" tells a unique story of women's resistance through the intersection of feminism, socialism and nationalism in East European visual culture.
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FictionDie Lichtung der Luchse / The clearing of the lynxes
by Sanna Seven Deers
A mysterious diary - a journey to the past The librarian Marla, after a head injury very sensitive for spiritual phenomenons, meets a mysterious old lady at a horse race in France. When old Mrs Copperwheat dies in her arms, she entrust Marla an old diary to safeguard. As the young woman starts to read, she feels thrilled about the contents which reach back to the Indian holocaust in the 19th century, and decides to follow its traces to Canada. There, in the breathtaking landscape of the Canadian Rockies, her adventure begins. Together with her friends, she slowly discovers the secrets of the diary, that even lead them into mortal danger and meets a handsome Native stranger ...
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Adult education, continuous learningMarch 2008The Richard and Hinda Rosenthal Lecture 2007
Transforming Today's Health Care Workforce to Meet Tomorrow's Demands
by Institute of Medicine
In 1988, a new outreach program was launched at the Institute of Medicine. Through the generosity of the Richard and Hinda Rosenthal Foundation, a lecture series was established to bring to greater attention some of the critical health policy issues facing our nation today. Each year one or more experts present their views and insights on a major health topic, and the Institute of Medicine later publishes these lectures for the benefit of a wider audience. The Rosenthal Lectures have attracted an enthusiastic following among health policy researchers and decision makers in Washington, D.C., and across the country. The lectures typically engender a lively and productive dialogue. In this volume, we are proud to present the remarks of the 2007 Rosenthal Lecturers-Drs. Kevin Grumbach, Fitzhugh Mullan, and Marla E. Salmon-who spoke on "Transforming Today's Health Workforce to Meet Tomorrow's Demands."
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In Case You Come Back
Poems, Confessions, Apologies, and Promises
by Reese Lansangan, Marla Miniano
This book of poetry contains musings on:adventure, anniversaries, the beach, breakfast, childhood, clouds,constellations, courage, delayed gratification, dragonflies, eating alone,falling in love, first dates, frenemies, goodbyes, growing up, half-truths,heartbreak, holding hands, homecomings, insecurities that follow youaround, the internet, jealousy, kisses, marshmallows, memory, mornings,mortality, newsletters, opposites, paper cuts, pixie dust, plane crashes,popularity, queues, rain, report cards, room service, science, a sea ofco!ee, shipwrecks, sick days, souvenirs, space, tattoos, tense luncheswith mom, trains, travel, waiting, weekends, white dresses, yoga
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EducationIntellectual Advancement Through Disciplinarity
Verticality and Horizontality in Curriculum Studies
by Pinar, W. F.
Skepticism toward disciplinarity, William F. Pinar points out, is etched deeply in the U.S. field, drawn by progressive education’s efforts to reconfigure the school curriculum as child-centered and/or as focused on social reconstruction. Skepticism toward disciplinarity had also been affirmed by Bobbitt and Charters’ positioning of adult activity as the organizer of the school curriculum. Add to these historical dispositions the contemporary legitimation crisis of the academic disciplines and the rage for interdisciplinary, trans-disciplinary, post-disciplinary – anything but disciplinary – research and curriculum becomes intelligible.The intellectual labor of understanding constitutes the discipline of disciplinarity. Through the discipline of disciplinarity one contributes to the field’s intellectual advancement and to one’s own. Appreciating the centrality of disciplinarity to intellectual advancement requires us, Pinar argues, to replace Schwab’s syntactical and substantive structures of the disciplines. Focused on methodology and the concepts research methodology generates, Schwab’s schema was more appropriate to the natural and social-behavioral sciences than it is to the humanities and the arts. Pinar replaces these with two structures more appropriate to a discipline associated with the humanities and the arts and focused on the education of the public: horizontality and verticality.Explicating Spivak’s notion of “planetarity” to specify the structures of subjectivity these structures of disciplinarity invite, Pinar illustrates these concepts through introductions to the scholarship of Ted Aoki, Tom Barone, Mary Aswell Doll, Maxine Greene, James Henderson, Dwayne Huebner, Rita Irwin, David Jardine, Kathleen Kesson, James B. Macdonald, Janet Miller, Marla Morris, Alice Pitt, William Reynolds, John Weaver, among others.Of significance to all specializations in the broad and fragmented academic field of education, Intellectual Advancement through Disciplinarity provides the intellectual tools by means of which education scholars worldwide can participate in the complicated conversation that is internationalization in order to contribute to the intellectual sophistication of their nationally distinctive fields.William F. Pinar teaches curriculum theory at the University of British Columbia, where he holds a Canada Research Chair and directs the Centre for the Study of the Internationalization of Curriculum Studies.
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EducationEducating the Posthuman
Biosciences, Fiction, and Curriculum Studies
by Weaver, J. A.
"Educating the Posthuman is an exciting and refreshing book. This book is unique and unusual. Weaver explores the intersections between literature, biosciences and curriculum theory. Understanding the posthuman best happens when scholars explore these three interrelated areas of study. "From Frankenstein to Einstein, Weaver creates a fascinating text that all educators, literary scholars and scientists should read. From the problematics of pharmaceuticals to the promise of scholarly debate, this text dazzles. Weaver argues that the scientific issues of our day are best understood through the study of fiction. What does fiction teach that science does not? Are scientists blind to their own conundrums? Certainly colleges of education and public schools—Weaver claims—are bottomless conundrums. "One of the most troubling and fascinating claims that Weaver makes is that curriculum scholars should leave colleges of education and find their homes elsewhere. Colleges of education—at least in the United States—have become unthinking, rule-bound, accrediting nightmares. Weaver says that colleges of education as well as public schools are worse than nightmares because at least at the end of a nightmare we wake up. But now, in colleges of education and in public schools, the nightmare goes on and on without reprieve. "Clearly educating (the posthuman) is not happening in either colleges of education or public schools. What is happening is that professors of education and teachers as well as students are being miseducated to think that all that matters are instrumental outcomes and getting a paycheck. As if education has anything to do with getting a paycheck!! "Weaver weaves these disturbing and exciting thoughts together in a most imaginative way. This book is a must read for students, teachers, professors and everyone who grapples with what is post about the human." -- Marla Morris, Associate Professor of Education, Georgia Southern University "The notion that Colleges of Education and public education train their students to chase monsters is nothing new. The fact that these monsters are the power of a liberal arts education, democratic thinking in the Deweyan sense, and dreams of public service and public good tells us that things are horribly wrong. Drugged physically, morally and intellectually schools are producing sharp self-medicators who function in our society based on their lessons learned. The life of the mind has been replaced by the desolate future we see in the Terminator movies. "At one time the liberal arts and physical sciences were housed in the same units. Colleges of education also once followed such a model. Now we find the liberal arts reeling and their influence on our thought diminished. John Weaver’s idea of curriculum studies following the liberal arts is not one to be discarded lightly. There is no room in colleges of education for the undrugged mind to find a home. When preservice and inservice students tell me they used to like to read, then I know we’re doing the same thing to our own literacy identities that we are doing to children. "Weaver’s book is more than a wakeup call to public education and those places that train teachers to work in schools; it is a cogent argument that reminds us of what our potential once was and may yet be again. Like Murphy, in One Flew Over the Cuckoos Nest, those clear moments of who we were become quickly obscured by Nurse Ratchett’s approaching footsteps." -- Michael Moore, Editor, English Education
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Dietetics & nutritionApril 2008The Development of DRIs 1994-2004
Lessons Learned and New Challenges: Workshop Summary
by Marla Sheffer and Christine Lewis Taylor, Rapporteurs, Planning Committee for Dietary Reference Intakes Review Workshop
In what ways can the process for developing Dietary Reference Intakes (DRIs) be enhanced? The workshop entitled "The Development of DRIs 1994-2004: Lessons Learned and New Challenges" offered a valuable window into the issues and challenges inherent in the development of nutrient reference values. The dialogue-carried out under the auspices of the Institute of Medicine (IOM), Food and Nutrition Board (hereafter referred to jointly as the IOM)-was enriched by the 10 years of experience in deriving the expanded set of values known as the DRIs, plus the decades of experience that grounded the earlier Recommended Dietary Allowances for the United States and the Recommended Nutrient Intakes for Canada. The lessons learned and the knowledge gained will guide decisions about the next phase of the DRIs. To paraphrase one participant, we are now asking better questions. In 2006, the IOM, with support from the United States and Canadian governments, undertook an effort to synthesize the research needs identified during the 10 years of DRI development. While the workshop summarized here was predicated on the fact that the development of DRIs is improved by better data, its focus was different. Its goals were to examine the framework and conceptual underpinnings for developing DRIs and to identify issues important for enhancing the process of DRI development. The workshop was designed to use the existing framework for DRI development as a basis for the discussions and to consider the components of the framework in sequence. Consideration of the pros and cons of the current conceptual underpinnings of the framework opened the workshop, followed by the general "road map" for decision making and the needed scientific criteria. Next, the challenges associated with providing guidance for users were explored. The Development of DRIs 1994-2004: Lessons Learned and New Challenges: Workshop Summary explains an array of issues germane to the future process for developing DRIs, including strategies for updating and revising existing DRIs and opportunities for stakeholder input.
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Sociology: family & relationshipsApril 2002Confronting Chronic Neglect
The Education and Training of Health Professionals on Family Violence
by Felicia Cohn, Marla E. Salmon, and John D. Stobo, Editors, Committee on the Training Needs of Health Professionals to Respond to Family Violence, Board on Children, Youth, and Families
As many as 20 to 25 percent of American adultsâ€"or one in every four peopleâ€"have been victimized by, witnesses of, or perpetrators of family violence in their lifetimes. Family violence affects more people than cancer, yet it’s an issue that receives far less attention. Surprisingly, many assume that health professionals are deliberately turning a blind eye to this traumatic social problem. The fact is, very little is being done to educate health professionals about family violence. Health professionals are often the first to encounter victims of abuse and neglect, and therefore they play a critical role in ensuring that victimsâ€"as well as perpetratorsâ€"get the help they need. Yet, despite their critical role, studies continue to describe a lack of education for health professionals about how to identify and treat family violence. And those that have been trained often say that, despite their education, they feel ill-equipped or lack support from by their employers to deal with a family violence victim, sometimes resulting in a failure to screen for abuse during a clinical encounter. Equally problematic, the few curricula in existence often lack systematic and rigorous evaluation. This makes it difficult to say whether or not the existing curricula even works. Confronting Chronic Neglect offers recommendations, such as creating education and research centers, that would help raise awareness of the problem on all levels. In addition, it recommends ways to involve health care professionals in taking some responsibility for responding to this difficult and devastating issue. Perhaps even more importantly, Confronting Chronic Neglect encourages society as a whole to share responsibility. Health professionals alone cannot solve this complex problem. Responding to victims of family violence and ultimately preventing its occurrence is a societal responsibility
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Teaching, Language & ReferenceCiclo 3. Retención total: memoria
Sistema Integral de Lectura Rápida. Comprensión y memorización
by María Guadalupe Baeza Gómez
Memory is the psychic faculty by means of which the past is retained and remembered, hence its importance in the process of reading the information only once and remembering it the rest of the lifetime. This is based on attention, perception and reasoning, supported by the association and organization of data, because it not only means accumulating information but also knowing how to use it and for this you have to stimulate and exercise memory. In this third cycle lasting five weeks you will continue exercising all the skills and skills that you have learned in the system to apply in your daily life; also include specific techniques to improve concentration and memory, optimize study time, as well as organize and retain the information of any text. The ability to work in this cycle is TOTAL RETENTION, combining it with speed and understanding. From this one moment your way of reading is different, do not go back to the bad habits and always read with techniques, skills and strategies learned, since on this depends the true mastery from the same.
