“…A partir de las reflexiones de Walter Benjamin, Paul Ricœur y Jacques Derrida sobre los espectros, este libro indaga esta cuestión paradójica y espectral en una serie de textos coloniales paradigmáticos de la historia cultural latinoamericana que incluyen relaciones de conquista, obras de teatro imperial, relatos etnográficos, planes de gobierno y control de la población, novelas e historiografías de autores como Bernal Díaz del Castillo, Álvar Núñez Cabeza de Vaca, Bartolomé de las Casas, Michael de Carvajal, sor Juana Inés de la Cruz, José de Anchieta, Antônio Vieira, Eligio Ancona y Oswaldo Costa, entre otros…”

Tabla de Contenidos: “…Conté (Volum 1): Continuity and Expansion / Richard Rogers Partnership, 1987-1993, p.6; Tokyo Projects, Japan, 1987-1993, p.18; Massy Autosalon, Massy, France, 1987, p.42; Novoli, Florence, 1987, p.44; London Docklands, London, 1987-1992, p.48; Masterplanning and the City: An urban vision, p.72; St Paul’s, London, 1987-1988, p.84; Stag Place, Victoria, London, 1988-1989, p.94; Wellcome Foundation, Beckenham, Kent, 1988, p.98; GRC Headquarters, Lyon, 1988-1992, p.100; Pont d’Austerlitz, Paris, 1988, p.104; Urban Planning, France, 1988-1992, p.106; European Court of Human Rights, Strasbourg, 1989-1995, p.112; Airports, 1989-1995, p.138; Tokyo International Forum, Tokyo, 1990, p.156; Christopher Columbus Centre, Baltimore, Maryland, 1990, p.164; Channel 4 Television, London, 1990-1994, p.166; Futurum Diner, 1990, p.184; Grosvenor Riverside, London, 1990, p.186; Zoofenster, Berlin, 1991-1995, p.190; 88 Wood Street, London, 1991-1999, p.196; Michael Elias House, Los Angeles, California, 1991, p.210; Potsdamerplatz, Berlin, 1991-1999, p2.12; Industrialized Housing System, Korea, 1991-1999, p.230; Towards a Sustainable Architecture: Environmental Research and Development, p.236; Inland Revenue Headquarters, Nottingham, 1992, p.244; SmithKline Beecham, London, 1992-1995, p.250; Süddeutsche Zeitung, Munich, 1992, p.254; Lu Jia Zia, Shanghai, 1992-1994, p.256; Bordeaux Law Courts, Bordeaux, 1993-1998, p.264; Lloyd’s Register of Shipping, Liphook, Hampshire/London, 1993-1999, p.282; On Future Works / Richard Rogers Partnership, p.300…”

“…"The papers in this book focus on many different aspects of the therapeutic relationship, including the self of the therapist, working cross-culturally and with language difference, impasse, risk taking, the place of research, and the influence of theory. …”

“…In Project Risk Management: A Practical Implementation Approach, author Michael M. Bissonette not only provides insights into the best ways to implement the traditional techniques of risk management, but also explores innovative new methods that can help modern organizations build their culture, improve financial performance, and ultimately achieve greater success in all of their projects…”

Tabla de Contenidos: “…</P><P>Models of learning </P><P>Models underlying a classical view of pedagogy </P><P>Constructivism </P><P>Andragogy </P><P>Heutagogy </P><P>The main elements of the self-directed learning of science and technology </P><P>Theories of motivation and self-determination </P><P>Individual engagement with science and technology </P><P>References </P><P>Chapter 3: Learning to Deal with Medical Issues </P><P>Abstract </P><P>Seeking solutions to health problems </P><P>Ana's story: First pregnancy </P><P>Penny's story: An "invisible disability" </P><P>Mary's story: A lifelong challenge </P><P>Commentary on the three case stories </P><P>References </P><P>Chapter 4: Pursuing Personal Interests -- Learning through Hobbies </P><P>Abstract </P><P>Pursuing a life-long hobby </P><P>Richard's Story: Building a Logie Baird televisor </P><P>Michael's Story: Creating Complex Jewellery </P><P>Pursuing Environmental Interests </P><P>Tina's Story: Surprise encounter with a bumblebee </P><P>Paulette's Story: Opaque Aquifers and Other Matters </P><P>Commentary on the four case stories </P><P>References </P><P>Chapter 5: Learning to Help Others </P><P>Abstract </P><P>Helping children </P><P>Paul's story: pop-up dinosaurs </P><P>Liz's story: Science for Mothers </P><P>The explainers </P><P>Tiki's story: Interpreting plants </P><P>Kristen's story: In the galleries </P><P>Warren's story: A science of place </P><P>Commentary on the five case stories </P><P>References </P><P>Chapter 6: Learning for Work </P><P>Abstract </P><P>Learning in and for the workplace </P><P>Hugh's story: An experience of life-long learning </P><P>Ketan's story: Understanding controversy </P><P>Keith's story: Life is a garden </P><P>Commentary on the three case stories </P><P>References </P><P>Chapter 7: Learning Through a Diversity of Approaches: The Case of the Moon Diary </P><P>Abstract </P><P>Introduction </P><P>The influence of learning styles and multiple intelligences </P><P>Free pathways and motivation </P><P>The Moon Diary assignment </P><P>Initial responses: from confusion to elation </P><P>Choosing the theme </P><P>Reflections </P><P>References </P><P>Chapter 8: Resources for Self-Directed Learning </P><P>Abstract </P><P>How self-directed learners use resources </P><P>Media resources </P><P>Printed resources </P><P>Electronic mass media </P><P>The Internet and social media </P><P>Quality of information portrayed by mass media </P><P>People as resources -- experts, friends, peers and colleagues </P><P>Experts in the field </P><P>Friends, peers, and colleagues </P><P>Course-taking and teachers </P><P>Internet e-learning platforms </P><P>Self-directed learning at education institutions </P><P>Personal resources </P><P>References </P><P>Chapter 9: Learning from New Media </P><P>Abstract </P><P>Characteristics of new media </P><P>Learning via the Internet: The digital divide </P><P>Motivation to search the Internet </P><P>Checking facts </P><P>Focused searching </P><P>Exploration and discovery </P><P>Learning about science through new media: Social networks </P><P>Hazards of new media </P><P>Judging a credible source </P><P>Helping people to learn from the Internet </P><P>References </P><P>Chapter 10: Supporting Self-directed Learning in Science and Technology </P><P>Abstract </P><P>Introduction </P><P>Essential skills for effective self-directed learning </P><P>Prerequisite personal resources for self-directed learners </P><P>Motivation toward the chosen task </P><P>Active engagement in learning </P><P>Self-efficacy as a learner </P><P>Partnerships for learning </P><P>Mentoring relationships </P><P>Varieties of mentorship </P><P>Learning relationships in our case stories </P><P>Learning relationships and online media </P><P>How to support self-directed learners </P><P>Likely supporters of self-directed learners </P><P>Educators providing formal learning experiences </P><P>Specialists and community liaison people </P><P>Staff in the educational sections of cultural organisations </P><P>Effective communication </P><P>References </P><P>Chapter 11: Advancing the Cause of Adult Literacy in Science and Technology </P><P>Abstract </P><P>Science in the school curriculum </P><P>Dealing with science and technology in everyday life </P><P>Technology in the school curriculum </P><P>The curricular relevance of STEM and STEAM </P><P>The relevance of an integrated curriculum </P><P>Developing literacy in science and technology </P><P>Increasing "Science Capital" </P><P>Providing knowledge and skills to facilitate universal scientific literacy </P><P>Achieving the goals of lifelong learning in science and technology </P><P>References</P>…”