El presente volumen recoge un conjunto de trabajos sobre una temática sugerente, relevante y de permanente vigencia, dado que atañe a los fundamentos de uno de los pilares más sólidos en que se cimenta la Europa de los pueblos y de los ciudadanos, así como de la Comunidad Iberoamericana. Eso sí, partiendo del más preciado patrimonio común, su Historia, y, en particular, el legado jurídico que tuvo como referente el Derecho romano, base de la cultura jurídica de la mayor parte del Mundo Occidental. Todo jurista está llamado a asumir el compromiso de recrear un estudio e investigación propios del siglo XXI, que vengan a dar respuesta a lo que el momento actual demanda, y no perder el tren de la Historia. Por fortuna, sin duda, somos herederos del rico patrimonio que comporta la experiencia jurídica de la antigua Roma, de la que constituimos sólo un paso más de su largo devenir. Quienes colaboran en esta obra así lo entienden, y sirvan como prueba sus aportaciones.

Meet Little Kunoichi, a young ninja in training! On a "super secret island" in a "super super secret village," Little Kunoichi, is struggling at school. Inspired by tiny Chibi Samurai’s practice and skills, she works harder than ever and makes a friend. Together, they show the power of perseverance, hard work, and cooperation, and they wow the crowd at the Island Festival. Through beautiful watercolor illustrations, and a funny and endearing story, Little Kunoichi will capture the imagination of young ninjas-in-training. The endnotes contain additional information about sumo wrestling, ninja training, and other aspects of Japanese language and culture. More adventures can be found in the Little Kunoichi series with Chibi Samuari Wants a Pet and Ba-chan The Ninja Grandma.

This book constitutes the refereed proceedings of the 7th International Conference on Concept Mapping, CMC 2016, held in Tallinn, Estonia, in September 2016. The 25 revised full papers presented were carefully reviewed and selected from 135 submissions. The papers address issues such as facilitation of learning; eliciting, capturing, archiving, and using “expert” knowledge; planning instruction; assessment of “deep” understandings; research planning; collaborative knowledge modeling; creation of “knowledge portfolios”; curriculum design; eLearning, and administrative and strategic planning and monitoring.

Understanding teachers’ professional identities and their development is key to unpacking teachers’ professional lives, the quality of their instruction, their motivation and commitment to teach, and their career decision-making. This book features a number of scholars from around the world who represent a variety of disciplines, scientific paradigms, and inquiry methods in researching teacher identity. By bringing these chapters together, this volume initiates active scholarly conversations and extends the boundaries of teacher identity research and practice. This collection of chapters provides significant insight into teacher identity and will be essential reading for pre-service and in-service teachers, teacher educators, school administrators, professional developers, and policy makers at various levels.

In its first two decades, much of cognitive science focused on such mental functions as memory, learning, symbolic thought, and language acquisition -- the functions in which the human mind most closely resembles a computer. But humans are more than computers, and the cutting-edge research in cognitive science is increasingly focused on the more mysterious, creative aspects of the mind. The Way We Think is a landmark synthesis that exemplifies this new direction. The theory of conceptual blending is already widely known in laboratories throughout the world; this book is its definitive statement. Gilles Fauconnier and Mark Turner argue that all learning and all thinking consist of blends of metaphors based on simple bodily experiences. These blends are then themselves blended together into an increasingly rich structure that makes up our mental functioning in modern society. A child's entire development consists of learning and navigating these blends. The Way We Think shows how this blending operates; how it is affected by (and gives rise to) language, identity, and concept of category; and the rules by which we use blends to understand ideas that are new to us. The result is a bold, exciting, and accessible new view of how the mind works.

Vols. for 1969- include a section of abstracts.