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Spatial Planning Systems Of Britain And France
Spatial Planning Systems of Britain and France brings together a wide selection of comparative essays to highlight the fundamental similarities and differences between the spatial planning in Great Britain and France: two countries that are near neighbours and yet have developed very different modes of planning in terms of their structure, practical application and underlying philosophies.
Drawing on the outcomes of the Franco-British Planning Study Group and with a foreword by Vincent Renard of the Ecole Polytechnique in Paris, the book offers a comparative investigation of the basic contexts for planning in both countries, including its administrative, economic, financial and legal implications, and then move on to illustrate themes such as urban policy and transport planning through detailed analysis and case studies.
From these investigations the book brings together planning concepts from both a national and European perspective, looking particularly at two current issues: the effects of urban growth on small market towns and the use of Public-Private partnerships to implement development projects.
Spatial Planning Systems of Britain and France will prove invaluable to policy makers and practitioners in both countries at a time when national policy is beginning to look towards practice in other countries.
The book is published simultaneously in English and French opening up a wider debate between the English-speaking and francophone worlds.
A Teaching Plan Of Grammar
From the PREFACE.
The teaching of English is the most complex, the most difficult, and the most important work of the elementary school teacher. It includes reading, word study, phonetics, composition, and grammar. Each of these is a good-sized job by itself; and the possible combinations of them and the methods of teaching them are almost infinite. We have a deluge of "language" books for the use of pupils, every page of which is usually a medley of the various elements named above. It is the kind of correlation which results in a superficial impression and a confused notion of what is learned. As we ascend in the grades the various subjects and parts of subjects should be isolated for thoroughness of drill and clearness of conception. Departmental teaching is a device which automatically accomplishes such isolation. As the pupil gets older he himself is able to perceive the interrelations of knowledge, so that it is no longer necessary for the teacher to make all the connections.
For these reasons there comes a time, beginning in the fifth or sixth grade, when grammar should be taught as grammar, reading as reading, and composition as composition. Each of these should be graded into steps, easy at first, and proceeding gradually to the more difficult until the entire science or art is mastered. During the whole process the relations of grammar, reading, and composition should be pointed out, so that each is seen in the light of the others and each is illustrated by the others. But the correlation should no longer be so complete that the subjects lose their individuality. By the time a pupil reaches the eighth grade he should have a systematic knowledge of grammar as such, composition as such, and literature as such....
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Phonetic Readings Of Schubert Lieder
This book offers an annotated reference guide to the life and works of this important American composer, whose life spanned the 20th century. Covering Copland's entire career, the work opens with a unique chronological chart showing the three spheres of Copland's career: Biography; Compositions; Writings. The work balances the comprehensive annotation of Copland's published and manuscript articles and books with a selective compilation of the significant secondary literature. This book illuminates Copland's contributions as conductor, critic, commentator, author, mentor, and teacher, in addition to composer and musician.
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