Drip. Drop. That's how it starts. When Ben Lee and his sister, Cindy, discover a creature from another planet taking over the town statue, their lives get a whole lot . . . stickier. With the help of famous monster expert Kid Kaiju, Ben and Cindy must battle the most dangerous (and slimiest) creature yet—the Glop! The gang's strange adventure includes a special appearance by Hulk, as well as some other familiar faces from the Marvel Universe.

A wickedly funny, full-color, illustrated sendup of the trendy lifestyle publication GOOP. What is Glop? Glop is a business and a website. But Glop is also a feeling. It’s about picking the right expensive organic eye cream that will make you fit seamlessly into the top tiers of high society and sits next to Bono at a 42-course seitan tasting dinner held in a sex dungeon deep beneath the North Pole. Glop is about being conscious to the tiny details of our lives—what to eat, where to buy your cashmere yoga pants, which juice cleanse will remove the most mercury toxins from both your body and your cashmere yoga pants. Glop is about you. In this scathingly humorous parody, Gabrielle Moss skewers the vanity, elitism, and silliness of the lifestyle website everyone loves to hate. Here are favorite recipes, detoxes, activities, cleanses, beauty tips, juice cleanses, vacation destinations, and a selection of hand creams that will open your third eye—plus lots of celebrity namedropping and more. Glop includes everything from the silly to sublime—make-at-home stem cell moisturizing repair masques, weekend colonics, restorative yoga poses (for when Sting is mad at you about that thing you did), and even the freshest bones for your bone broth. Here, too, are G’s essential tips on parenthood, relationships, work and finances, entertaining, food (well, maybe not food), spirituality, beauty, fashion, home, gifts, kids, and more. Nothing in Glop is sacred—except for a few Indian cows you can’t afford.

More than 165 well-known outdoor folk from several continents share their favourite recipes and relate memorable cooking and eating experiences, from trips that include desert sieges, watery voyages, and peak experiences all over the world. Their recipes (all tested with the possible exception of Mouse Soup) include homemade backpack foods, camp-cooked meals, wild food feasting, and better food with less work. Valuable tips for outdoor eating abound: and the haps and mishaps they've connected with food give lively insights into the contributors.

Create a common language for the school, teachers, and parents with the help of this Teacher's Guide. With supporting materials for easy and effective family-night activities centered around a content area, teachers can easily encourage parent involvement. These activities help acquaint parents and students with the first-grade classroom, creating a more cohesive learning environment for students.

The iconic inhabitants of Larry Marder's unique Beanworld universe are introduced in this complete collection of Beanworld comic-book issues #1-#21! Join Mr. Spook, Professor Garbanzo, Beanish, and many others as they experience adventures in their world that prove, whether friends or adversaries, they are all ultimately dependent on each other for survival. Marder's deceptively simple artwork illustrates a self-contained ecological fantasy realm with its own unique rules, truths, and lingo. Beanworld has delighted readers from grade school to grad school for more than a generation, earning a spot on the New York Times Graphic Books Best Sellers List.

Inhaltsangabe:Zusammenfassung: Diese theoretische Arbeit beschäftigt sich mit Thema, inwieweit entwicklungspsychologische Forschungsbemühungen im Bereich der sogenannten „frühen Moral“ Aufklärung zu der Frage beitragen, ob Kinder in der Lage sind, moralische von konventionellen Normen zu unterscheiden bzw. sich diesen Unterscheidungen entsprechend zu verhalten. Ausgegangen wird dabei von den Arbeiten Lawrence Kohlbergs, der die These vertrat, jüngere Kinder (unter 10 Jahre alt) seien in ihrem sozialen Verhalten nahezu ausschließlich daran orientiert, Strafe zu vermeiden bzw. in egozentrischer Weise ihre Ziele zu verfolgen. Fähigkeiten zur Perspektivenübernahme seien nicht vorhanden; echtes moralisches Verhalten (nach Kohlberg die Orientierung des Handelns an Maßstäben der Gerechtigkeit) sei somit bei ihnen nicht möglich. Innerhalb verschiedener Forschungsansätze wurde diese Sicht der moralischen Kompetenz jüngerer Kinder in Frage gestellt. Es stellte sich heraus, dass Kinder unter bestimmten Bedingungen sehr wohl Entscheidungen treffen können, die sie mit Rückgriff auf moralische Normen begründen. Sie sind auch fähig, konventionelle von moralischen Normen zu unterscheiden, indem sie moralische Verhaltensregeln beispielsweise als weniger veränderbar betrachten als Konventionen. In meinem Überblick stelle ich die verschiedenen theoretischen und methodologischen Vorgehensweisen der Ansätze dar und arbeite heraus, welche Unterschiede in den Forschungsmethoden zu welchen Unterschieden in der Beurteilung der moralischen Entwicklung von Kindern führen. Dabei stellt sich unter anderem heraus, dass bestimmte Untersuchungsdesigns geradezu verhindern, dass Kinder innerhalb dieser Untersuchungen moralisches Verhalten zeigen können. Es ergibt sich ein durch die neueren Ansätze erweitertes und differenzierteres Bild in bezug auf die moralischen Fähigkeiten von Kindern, als das von Kohlberg propagierte. Wie ich aufzeige, bedeutet dies jedoch in keiner Weise, dass Kohlberg durch die neueren Ansätze „widerlegt“ wurde. Es wird vielmehr deutlich, dass Einseitigkeiten bzw. blinde Flecken in den Forschungsansätzen sowohl bei Kohlberg als auch bei seinen Kritikern zu den dargestellten unterschiedlichen Ergebnissen geführt haben, und dass es darum notwendig ist, die unterschiedlichen Ansätze zu integrieren. Abstract: In this diploma thesis I want to consider several approaches in the area of moral development research. Given the theory of Lawrence Kohlberg, young [...]

This publication covers papers presented at AIED2009, part of an ongoing series of biennial international conferences for top quality research in intelligent systems and cognitive science for educational computing applications. The conference provides opportunities for the cross-fertilization of techniques from many fields that make up this interdisciplinary research area, including: artificial intelligence, computer science, cognitive and learning sciences, education, educational technology, psychology, philosophy, sociology, anthropology, linguistics, and the many domain-specific areas for which AIED systems have been designed and evaluated. AIED2009 focuses on the theme "Building learning systems that care: from knowledge representation to affective modelling". The key research question is how to tackle the complex issues related to building learning systems that care, ranging from representing knowledge and context to modelling social, cognitive, metacognitive, and affective dimensions. This requires multidisciplinary research that links theory and technology from artificial intelligence, cognitive science, and computer science with theory and practice from education and the social sciences.