El libro-guía del profesorado para la materia de Biología y Geología 3.o ESO refuerza el nuevo proyecto de AKAL para el Área de Ciencias y concretamente para este curso. Este libro junto con los restantes materiales complementarios que le acompañan ofrece los recursos más adecuados para facilitar la labor docente. Estos materiales incluyen: -CD interactivo. Incluye la programación en formato Word y una carpeta con el conjunto de imágenes que aparecen en el libro. - Cuadernillos complementarios. Son materiales específicos para abordar aspectos concretos en el proceso de enseñanza y aprendizaje de los alumnos, afrontar el tratamiento de la diversidad, ayudar al profesor a la hora de trabajar en la recuperación de alumnos con evaluaciones pendientes y realizar pruebas objetivas (exámenes). Estos cuadernillos incluyen: 1. Cuaderno de ampliación. Diseñado para profundizar en los contenidos, especialmente en el caso de los alumnos cuyo aprendizaje es más rápido y que requieren una ampliación de conocimientos. Implican un grado creciente de dificultad. 2. Cuaderno de refuerzo (I y II). Planteado para apoyar a los alumnos con dificultades o para consolidar los conocimientos adquiridos a lo largo de cada unidad. Se enfoca hacia la adquisición de los objetivos básicos (mínimos) y las competencias básicas. 3. Cuaderno de recuperación. Diseñado para ayudar a los alumnos a recuperar evaluaciones pendientes. 4. Cuaderno de exámenes. Dirigido a facilitar la labor evaluadora del profesorado. Se muestran dos modelos de ejercicios diferentes en cada unidad, con características distintas que abarcan variadas opciones (respuestas de opción múltiple -tests-. opciones abiertas. verdadero-falso. definiciones. ejercicios prácticos...). Este cuaderno se acompaña de otro con las soluciones de estas pruebas. 5. Cuaderno de actividades prácticas. Se proponen diferentes actividades prácticas y de laboratorio que complementan los contenidos del libro de texto.

This book presents research in Geoscience Education focusing on indoor and outdoor environments in which teaching geoscience gains particular relevance, significance and contextualization. The research areas that are presented throughout the thirteen chapters cover a wide variety of subjects ranging from educational resources and fieldwork to science models. Chapters discuss specific geoscience topics such as earthquakes, rocks, fossils and minerals. Other chapters present a more interdisciplinary approach addressing topics that aren’t usually examined, such as geomedicine and geoethics, with a specific focus on sustainable development and their alignment with the school curricula. Throughout the book readers can find research-based arguments illustrated with practical examples, which will help them to innovate in their curriculum development area, classroom practices and pre and in-service teachers’ education. The book challenges readers to improve Geoscience Education by changing the ways of teaching, by enabling students to exploit their natural curiosity, and by spurring a learning process that should not be confined to the classroom but rather maintained throughout life.

This book provides a long-overdue account of online technology and its impact on the work and lifestyles of professional employees. It moves between the offices and homes of workers in the knew "knowledge" economy to provide intimate insight into the personal, family, and wider social tensions emerging in today’s rapidly changing work environment. Drawing on her extensive research, Gregg shows that new media technologies encourage and exacerbate an older tendency among salaried professionals to put work at the heart of daily concerns, often at the expense of other sources of intimacy and fulfillment. New media technologies from mobile phones to laptops and tablet computers, have been marketed as devices that give us the freedom to work where we want, when we want, but little attention has been paid to the consequences of this shift, which has seen work move out of the office and into cafés, trains, living rooms, dining rooms, and bedrooms. This professional "presence bleed" leads to work concerns impinging on the personal lives of employees in new and unforseen ways. This groundbreaking book explores how aspiring and established professionals each try to cope with the unprecedented intimacy of technologically-mediated work, and how its seductions seem poised to triumph over the few remaining relationships that may stand in its way.

Approach; Major ecosystem types, major habitat types, and ecoregions of LAC; Conservation status of terretrial ecoregions of LAC; Biological distinctiveness of territorial ecoregions of LAC at different biogeographic scales results; Integrating biological distinctiveness and conservation status; Conservation assessment of mangrove ecosystems.

For the past two decades, British author Mark Samuels has written some of the most vibrant and challenging weird fiction of any contemporary writer. But his work--collected in such volumes as The White Hands and Other Weird Tales (2003), The Man Who Collected Machen (2010), and Written in Darkness (2014)--has by and large appeared in limited editions not widely distributed in the United States. This volume features seventeen of Samuels's best weird stories. Several display his fascination with technology, advertising, and urban horror, as in "Apartment 205" and the title story. Other tales speak of the writing of weird fiction itself as a potentially hazardous and supernatural enterprise, as in "The White Hands" and "Vrolyck." In several of his lengthier narratives--notably "The Gentleman from Mexico" and "The Crimson Fog"--Samuels draws upon H. P. Lovecraft's pseudomythology to venture into realms of cosmic horror. "The Black Mould" and "My World Has No Memories" are distinctively existential tales of undeniable potency. Mark Samuels is one of the pioneering weird writers of today, and this selection makes plain why he has few rivals in the portrayal of the horrors that are unique to our troubled age.