How do children construct, negotiate and organize space? The study of social space in any human group is fraught with limitations, and to these we must add the further limits involved in the study of childhood. Here specialists from archaeology, history, literature, architecture, didactics, museology and anthropology build a body of theoretical and methodological approaches about how space is articulated and organized around children and how this disposition affects the creation and maintenance of social identities. Children are considered as the main actors in historic dynamics of social change, from prehistory to the present day. Notions on space, childhood and the construction of both the individual and the group identity of children are considered as a prelude to papers that focus on analyzing and identifying the spaces which contribute to the construction of children’s identity during their lives: the places they live, learn, socialize and play. A final section deals with these same aspects, but focuses on funerary contexts, in which children may lose their capacity to influence events, as it is adults who establish burial strategies and practices. In each case authors ask questions such as: how do adults construct spaces for children? How do children manage their own spaces? How do people (adults and children) build (invisible and/or physical) boundaries and spaces?

At the crossroads of art and science, Beautiful Brain presents Nobel Laureate Santiago Ramón y Cajal’s contributions to neuroscience through his groundbreaking artistic brain imagery. Santiago Ramón y Cajal (1852–1934) was the father of modern neuroscience and an exceptional artist. He devoted his life to the anatomy of the brain, the body’s most complex and mysterious organ. His superhuman feats of visualization, based on fanatically precise techniques and countless hours at the microscope, resulted in some of the most remarkable illustrations in the history of science. Beautiful Brain presents a selection of his exquisite drawings of brain cells, brain regions, and neural circuits with accessible descriptive commentary. These drawings are explored from multiple perspectives: Larry W. Swanson describes Cajal’s contributions to neuroscience; Lyndel King and Eric Himmel explore his artistic roots and achievement; Eric A. Newman provides commentary on the drawings; and Janet M. Dubinsky describes contemporary neuroscience imaging techniques. This book is the companion to a traveling exhibition opening at the Weisman Art Museum in Minneapolis in February 2017, marking the first time that many of these works, which are housed at the Instituto Cajal in Madrid, have been seen outside of Spain. Beautiful Brain showcases Cajal’s contributions to neuroscience, explores his artistic roots and achievement, and looks at his work in relation to contemporary neuroscience imaging, appealing to general readers and professionals alike.

Long considered a classic in Bolivia, Juan de la Rosa tells the story of a young boy's coming of age during the violent and tumultuous years of Bolivia's struggle for independence. Indeed, in this remarkable novel, Juan's search for his personal identity functions as an allegory of Bolivia's search for its identity as a nation. Set in the early 1800s, the novel is narrated by one of the last surviving Bolivian rebels, octogenarian Juan de la Rosa. Juan recreates his childhood in the rebellious town of Cochabamba, and with it a large cast of full bodied, Dickensian characters both heroic and malevolent. The larger cultural dislocations brought about by Bolivia's political upheaval are echoed in those experienced by Juan, whose mother's untimely death sets off a chain of unpredictable events that propel him into the fiery crucible of the South American Independence Movement. Outraged by Juan's outspokenness against Spanish rule and his awakening political consciousness, his loyalist guardians banish him to the countryside, where he witnesses firsthand the Spaniards' violent repression and rebels' valiant resistance that crystallize both his personal destiny and that of his country. In Sergio Gabriel Waisman's fluid translation, English readers have access to Juan de la Rosa for the very first time.

A Frequency Dictionary of Spanish has been fully revised and updated, including over 500 new entries, making it an invaluable resource for students of Spanish. Based on a new web-based corpus containing more than 2 billion words collected from 21 Spanish-speaking countries, the second edition of A Frequency Dictionary of Spanish provides the most expansive and up-to-date guidelines on Spanish vocabulary. Each entry is accompanied with an illustrative example and full English translation. The Dictionary provides a rich resource for language teaching and curriculum design, while a separate CD version provides the full text in a tab-delimited format ideally suited for use by corpus and computational linguistics. With entries arranged both by frequency and alphabetically, A Frequency Dictionary of Spanish enables students of all levels to get the most out of their study of vocabulary in an engaging and efficient way.

Since its inception, anthropology's authority has been based on the assumption that it is a unified discipline emanating from the West. In an age of heightened globalization, anthropologists have failed to discuss consistently the current status of their practice and its mutations across the globe. World Anthropologies is the first book to provoke this conversation from various regions of the world in order to assess the diversity of relations between regional or national anthropologies and a contested, power-laden Western discourse. Can a planetary anthropology cope with both the 'provincial cosmopolitanism' of alternative anthropologies and the 'metropolitan provincialism' of hegemonic schools? How might the resulting 'world anthropologies' challenge the current panorama in which certain allegedly national anthropological traditions have more paradigmatic weight - and hence more power - than others? Critically examining the international dissemination of anthropology within and across national power fields, contributors address these questions and provide the outline for a veritable world anthropologies project.

Foreword by Eugene Garcia, Ph.D., Dean of Education, UCLA- Berkeley, former director of OBLEMA, U.S. Department of Education. Chapters: 1. Introduction- J.L. Flores; 2. Education in Mexico- V.A. de Herrera; 3. Mexico's Role in U.S. Education- R. Miller; 4. Border Task Reports from Southwest Educational Development Laboratory- B. Mace-Matluck, M. Boethel; 5. Recent Labor Department Data- P. Martin; 6. Reauthorized Migrant Education Program- A. Wright; 7. Binational Health Care- D. Garcia, K. Mountain, J. Martin, E.V. Mondragon; 8. Cooperative Learning for Binational Administrators, Teachers & Students- M. Calderon; 9. Migrant Education Binational Program- P. Martinez; 10. Migrant Writings & Narratives- R. Lynch, S. Kelly; 11. School Administrator's View- R.F. Loredo; 12. Teaching Mathematics to Bilingual Students- W.G. Secada; 13. Hispanic Voices in Children's Literature- J. Kibler; 14. Mexican-American History & Culture in the Classroom.- K. Escamilla; 15. Classroom Learning Strategies- M. Montavan, J. Kinser; 16. Migrants in High Schools- H. Romo; 17. Family Lives- N.F. Chavkin; 18. Parental Involvement- A.S. Sosa; To order contact ERIC-CRESS at Appalachia Educational Laboratory, P.O. Box 1348, Charleston, WV 25325, 800-624-9120.