The laws of war and Colombia

Descended from a long and ancient lineage, tapirs are important tropical forest seed dispersers. However, today, all species of tapirs are threatened to various degrees by habitat destruction and hunting. This action plan was written with wildlife biologists, ecologists, administrators, educators and local conservation officials in mind and is aimed at those countries with tapir populations. It provides a brief natural history of each species and its objective is to aid in their conservation by catalyzing conservation action. In addition, it is hoped that the contents of the plan will stimulate further research into this fascinating group of animals.

Doing Teacher Research is one volume of the authoritative 13-title TeacherSource series. The author examines the issue from three distinct perspectives: Teachers' Voices, which are authentic accounts of teacher's experiences; Frameworks, which are comprehensive discussions of theoretical issues; and Investigations, which are inquiry-based activities.

"All over the world, in all democratic States, independently of having a legal system based on the common law or on the civil law principles, the courts – special constitutional courts, supreme courts or ordinary courts – have the power to decide and declare the unconstitutionality of legislation or of other State acts when a particular statute violates the text of the Constitution or of its constitutional principles. This power of the courts is the consequence of the consolidation in contem-porary constitutionalism of three fundamental principles of law: first, the existence of a written or unwritten constitution or of a fundamental law, conceived as a superior law with clear supremacy over all other statutes; second, the “rigid” character of such constitution or fundamental law, which implies that the amendments or reforms that may be introduced can only be put into practice by means of a particular and special constituent or legislative process, preventing the ordinary legislator from doing so; and third, the establishment in that same written or unwritten and rigid constitution or fundamental law, of the judicial means for guaranteeing its supremacy, over all other state acts, including legislative acts. Accordingly, in democratic systems subjected to such principles, the courts have the power to refuse to enforce a statute when deemed to be contrary to the Constitu-tion, considering it null or void, through what is known as the diffuse system of judicial review; and in many cases, they even have the power to annul the said unconstitutional law, through what is known as the concentrated system of judicial review. The former, is the system created more than two hundred years ago by the Supreme Court of the United States, and that so deeply characterizes the North American Constitutional system. The latter system, has been adopted in consti-tutional systems in which the judicial power of judicial review has been generally assigned to the Supreme Court or to one special Constitutional Court, as is the case, for example, of many countries in Europe and in Latin America. This concentrated system of judicial review, although established in many Latin American countries since the 19th century, was only effectively developed particularly in the world after World War II following the studies of Hans Kelsen. Of course, during the past thirty years many changes have occurred in the world on these matters of Judicial Review, in particularly in Europe and specifically in the United Kingdom, where these Lectures were delivered. Nonetheless, I have decided to publish them hereto in its integrality, as they were: the written work of a law professor made as a consequence of his research for the preparation of his lectures, not pretending to be anything else, but the academic testimony of the state of the subject of judicial review in the world in 1985-1986". Allan R. Brewer–Carías.

Storybridge to Second Language Literacy makes a case for using authentic children’s literature—alternately also referred to as ‘stories’ or ‘real books’—as the medium of instruction in teaching English to young learners, particularly in contexts where children must access general curriculum subjects in English. The author first proposes theoretical foundations for the argument that illustrated children’s books are superior to traditional language teaching courses in the primary school. She builds the case around the motivational power of stories, the language and content of quality children’s literature, and the potential of literature to contribute to development of second language academic literacy. She then reviews research of the past thirty years that clearly supports her claim. Finally, she uses transcripts from real classrooms to illustrate how teachers in diverse contexts make use of stories. Through the classroom vignettes, a practical model of literature-based instruction emerges that is adaptable to a wide range of primary school teaching contexts, including English as a second language contexts in core-English countries. Storybridge to Second Language Literacy compiles in one volume solid theoretical foundations for story-based instruction, research evidence of the past thirty years supporting the approach (not currently available in a single source), and extensive classroom vignettes illustrating diverse practical applications (not lesson plans).This makes the book valuable for anyone in the field of young learner ELT. MA students in TESOL will find the book useful and will develop an understanding of why and how literature-based instruction works and develop insight to guide their practice. Members of TESOL Elementary Education, EFL, and Bilingual Education SIGs, and IATEFL Young Learner SIG will be interested in the volume. Instructors of teacher development courses should also find the proposed volume a valuable addition to assigned readings. Each chapter is followed by ‘Think about it’ questions and ‘Try it out’ suggestions.

Many influential conspiracy theories originated in Eastern Europe. This volume analyzes the history behind this widespread phenomenon as well as its relationship with representations of the present in Eastern European cultures and literatures.

Presents nine authors' ideas on how dialogue operates. they cover the theoretical basis for the social nature of language from a number of different academic perspectives, examining not only the "transparent" dialogue between people, but also the symbolic nature of communication.