Civilization west combined volume (32 resultados)

Condición: Good. Item in good condition. Textbooks may not include supplemental items i.e. CDs, access codes etc.

hardcover. Condición: Very Good. Fast shipping and order satisfaction guaranteed. A portion of your purchase benefits Non-Profit Organizations, First Aid and Fire Stations.

Hardcover. Condición: Good. No Jacket. Missing dust jacket; Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Hardcover. Condición: Fair. No Jacket. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less.

Hardcover. Condición: Fair. No Jacket. Readable copy. Pages may have considerable notes/highlighting. ~ ThriftBooks: Read More, Spend Less.

Hardcover. Condición: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Hardcover. Condición: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Condición: Very Good.

Hardcover. Condición: Very Good. 7. It's a well-cared-for item that has seen limited use. The item may show minor signs of wear. All the text is legible, with all pages included. It may have slight markings and/or highlighting.

hardcover. Condición: Very Good.

Hardcover. Condición: Fair. Book in Fair condition.

Hardcover. Condición: Good. Book in Good condition.

Paperback. Condición: Good. For more than 60 years, instructors and their students have looked to Penguin trade paperbacks for state of the art scholarship, accessibility, and fair prices.  Pearson Longman, Penguin's sister company, aims to meet those same expectations with textbooks in our Penguin Academics Series. We've created the Penguin Academics Series with ease of use in mind--the books are conveniently portable and highly readable, with engaging typefaces and interior designs.  Concise yet thorough in their coverage of the basics, Penguin Academics titles are ideal for use either by themselves or in combination with other books (such as Penguin Classics). We made a number of decisions early in the project that we believed contributed to our goal.  First, we were not  writing an encyclopedia on Western civilization.  Information was not to be included in a chapter unless it related to the themes of that chapter.  There was to be no information for information's sake, and each of us was called upon to defend the inclusion of names, dates, and events whenever we met to critique one another's chapters.   We found, to our surprise, that by adhering to the principle that information included must contribute to or illustrate a particular point or dominating theme, we provided as much, if not more, material than books that habitually list names, places, and dates without any second context. Second, we were committed to integrating the history of ordinary men and women into our narrative.  We believe that islolated sections, placed at the end of chapters, that deal with the experience of women or minority groups in a particular era profoundly distort historical experience.  We called this technique caboosing, and whenever we found ourselves segregating women or families or the masses, we stepped back and asked how we might recast our treatment of historical events to account for a diversity of actors.  How did ordinary men, women, and children affect the course of historical events?  How did historical events affect the fabric of daily life for men, women, and children from all walks of life?  We tried to rethink critical historical problems of civilization as gendered phenomena.  To assist us in the endeavor, we engaged two reviewers whose sole responsibility was to evaluate our chapters for the integration of those social groups into our discussion.   We took the same approach to the coverage of central and eastern Europe that we did to women and minorities.  Even before the epochal events of 1989 that returned this region to the forefront of international attention, we realized that  in too many textbooks the Slavic world was treated as marginal to the history of Western civilization.  Thus, with the help of a specialist reviewers, we worked to integrate more of the history of eastern Europe into our text than is found in most others, and to do so in a way that presented the regions, their cultures, and their institutions as integral rather than peripheral to Western civilization. To construct a book that students would want to read, we needed to develop fresh ideas about how to involve them with the material, how to transform them from passive recipients to active participants.  We borrowed from computer science the concept of being "user-friendly."  We wanted to find ways to stimulate the imagination of the student, and the more we experimented with different techniques, the more we realized that the most effective way to do this was visually.  It is not true that contemporary students cannot be taught effectively by the written word; it is only true that they cannot be taught as effectively as they can by the combination of words and images: the pictorial chapter openers; the large number of maps; the geographical tours of Europe at certain times in history; and the two-page special feature essays, each with its own illustration.…

Paperback. Condición: Good. No Jacket. Pages can have notes/highlighting. Spine may show signs of wear. ~ ThriftBooks: Read More, Spend Less.

Paperback. Condición: Good. For more than 60 years, instructors and their students have looked to Penguin trade paperbacks for state of the art scholarship, accessibility, and fair prices.  Pearson Longman, Penguin's sister company, aims to meet those same expectations with textbooks in our Penguin Academics Series. We've created the Penguin Academics Series with ease of use in mind--the books are conveniently portable and highly readable, with engaging typefaces and interior designs.  Concise yet thorough in their coverage of the basics, Penguin Academics titles are ideal for use either by themselves or in combination with other books (such as Penguin Classics). We made a number of decisions early in the project that we believed contributed to our goal.  First, we were not  writing an encyclopedia on Western civilization.  Information was not to be included in a chapter unless it related to the themes of that chapter.  There was to be no information for information's sake, and each of us was called upon to defend the inclusion of names, dates, and events whenever we met to critique one another's chapters.   We found, to our surprise, that by adhering to the principle that information included must contribute to or illustrate a particular point or dominating theme, we provided as much, if not more, material than books that habitually list names, places, and dates without any second context. Second, we were committed to integrating the history of ordinary men and women into our narrative.  We believe that islolated sections, placed at the end of chapters, that deal with the experience of women or minority groups in a particular era profoundly distort historical experience.  We called this technique caboosing, and whenever we found ourselves segregating women or families or the masses, we stepped back and asked how we might recast our treatment of historical events to account for a diversity of actors.  How did ordinary men, women, and children affect the course of historical events?  How did historical events affect the fabric of daily life for men, women, and children from all walks of life?  We tried to rethink critical historical problems of civilization as gendered phenomena.  To assist us in the endeavor, we engaged two reviewers whose sole responsibility was to evaluate our chapters for the integration of those social groups into our discussion.   We took the same approach to the coverage of central and eastern Europe that we did to women and minorities.  Even before the epochal events of 1989 that returned this region to the forefront of international attention, we realized that  in too many textbooks the Slavic world was treated as marginal to the history of Western civilization.  Thus, with the help of a specialist reviewers, we worked to integrate more of the history of eastern Europe into our text than is found in most others, and to do so in a way that presented the regions, their cultures, and their institutions as integral rather than peripheral to Western civilization. To construct a book that students would want to read, we needed to develop fresh ideas about how to involve them with the material, how to transform them from passive recipients to active participants.  We borrowed from computer science the concept of being "user-friendly."  We wanted to find ways to stimulate the imagination of the student, and the more we experimented with different techniques, the more we realized that the most effective way to do this was visually.  It is not true that contemporary students cannot be taught effectively by the written word; it is only true that they cannot be taught as effectively as they can by the combination of words and images: the pictorial chapter openers; the large number of maps; the geographical tours of Europe at certain times in history; and the two-page special feature essays, each with its own illustration.…

Paperback. Condición: Acceptable. Combined Volume. This paperback edition is in good condition with a solid binding. There is some wear on the cover edges and corners, typical for a used textbook. The pages are clean with no inscriptions or markings. The absence of a dust jacket is consistent with its paperback format. A sticker on the cover indicates it was originally distributed as a sample copy. no dust jacket, paperback edition.…

Paperback. Condición: Acceptable. Connecting readers with great books since 1972. Used textbooks may not include companion materials such as access codes, etc. May have condition issues including wear and notes/highlighting. We ship orders daily and Customer Service is our top priority.

Condición: very_good. Gently read. May have name of previous ownership, or ex-library edition. Binding tight; spine straight and smooth, with no creasing; covers clean and crisp. Minimal signs of handling or shelving. 100% GUARANTEE! Shipped with delivery confirmation, if you're not satisfied with purchase please return item! Ships USPS Media Mail.…

Paperback. Condición: Good. ^ Satisfaction 100% guaranteed.

Paperback. Condición: Very Good. For more than 60 years, instructors and their students have looked to Penguin trade paperbacks for state of the art scholarship, accessibility, and fair prices.  Pearson Longman, Penguin's sister company, aims to meet those same expectations with textbooks in our Penguin Academics Series. We've created the Penguin Academics Series with ease of use in mind--the books are conveniently portable and highly readable, with engaging typefaces and interior designs.  Concise yet thorough in their coverage of the basics, Penguin Academics titles are ideal for use either by themselves or in combination with other books (such as Penguin Classics). We made a number of decisions early in the project that we believed contributed to our goal.  First, we were not  writing an encyclopedia on Western civilization.  Information was not to be included in a chapter unless it related to the themes of that chapter.  There was to be no information for information's sake, and each of us was called upon to defend the inclusion of names, dates, and events whenever we met to critique one another's chapters.   We found, to our surprise, that by adhering to the principle that information included must contribute to or illustrate a particular point or dominating theme, we provided as much, if not more, material than books that habitually list names, places, and dates without any second context. Second, we were committed to integrating the history of ordinary men and women into our narrative.  We believe that islolated sections, placed at the end of chapters, that deal with the experience of women or minority groups in a particular era profoundly distort historical experience.  We called this technique caboosing, and whenever we found ourselves segregating women or families or the masses, we stepped back and asked how we might recast our treatment of historical events to account for a diversity of actors.  How did ordinary men, women, and children affect the course of historical events?  How did historical events affect the fabric of daily life for men, women, and children from all walks of life?  We tried to rethink critical historical problems of civilization as gendered phenomena.  To assist us in the endeavor, we engaged two reviewers whose sole responsibility was to evaluate our chapters for the integration of those social groups into our discussion.   We took the same approach to the coverage of central and eastern Europe that we did to women and minorities.  Even before the epochal events of 1989 that returned this region to the forefront of international attention, we realized that  in too many textbooks the Slavic world was treated as marginal to the history of Western civilization.  Thus, with the help of a specialist reviewers, we worked to integrate more of the history of eastern Europe into our text than is found in most others, and to do so in a way that presented the regions, their cultures, and their institutions as integral rather than peripheral to Western civilization. To construct a book that students would want to read, we needed to develop fresh ideas about how to involve them with the material, how to transform them from passive recipients to active participants.  We borrowed from computer science the concept of being "user-friendly."  We wanted to find ways to stimulate the imagination of the student, and the more we experimented with different techniques, the more we realized that the most effective way to do this was visually.  It is not true that contemporary students cannot be taught effectively by the written word; it is only true that they cannot be taught as effectively as they can by the combination of words and images: the pictorial chapter openers; the large number of maps; the geographical tours of Europe at certain times in history; and the two-page special feature essays, each with its own illustration.…

Paperback. Condición: Very Good. For more than 60 years, instructors and their students have looked to Penguin trade paperbacks for state of the art scholarship, accessibility, and fair prices.  Pearson Longman, Penguin's sister company, aims to meet those same expectations with textbooks in our Penguin Academics Series. We've created the Penguin Academics Series with ease of use in mind--the books are conveniently portable and highly readable, with engaging typefaces and interior designs.  Concise yet thorough in their coverage of the basics, Penguin Academics titles are ideal for use either by themselves or in combination with other books (such as Penguin Classics). We made a number of decisions early in the project that we believed contributed to our goal.  First, we were not  writing an encyclopedia on Western civilization.  Information was not to be included in a chapter unless it related to the themes of that chapter.  There was to be no information for information's sake, and each of us was called upon to defend the inclusion of names, dates, and events whenever we met to critique one another's chapters.   We found, to our surprise, that by adhering to the principle that information included must contribute to or illustrate a particular point or dominating theme, we provided as much, if not more, material than books that habitually list names, places, and dates without any second context. Second, we were committed to integrating the history of ordinary men and women into our narrative.  We believe that islolated sections, placed at the end of chapters, that deal with the experience of women or minority groups in a particular era profoundly distort historical experience.  We called this technique caboosing, and whenever we found ourselves segregating women or families or the masses, we stepped back and asked how we might recast our treatment of historical events to account for a diversity of actors.  How did ordinary men, women, and children affect the course of historical events?  How did historical events affect the fabric of daily life for men, women, and children from all walks of life?  We tried to rethink critical historical problems of civilization as gendered phenomena.  To assist us in the endeavor, we engaged two reviewers whose sole responsibility was to evaluate our chapters for the integration of those social groups into our discussion.   We took the same approach to the coverage of central and eastern Europe that we did to women and minorities.  Even before the epochal events of 1989 that returned this region to the forefront of international attention, we realized that  in too many textbooks the Slavic world was treated as marginal to the history of Western civilization.  Thus, with the help of a specialist reviewers, we worked to integrate more of the history of eastern Europe into our text than is found in most others, and to do so in a way that presented the regions, their cultures, and their institutions as integral rather than peripheral to Western civilization. To construct a book that students would want to read, we needed to develop fresh ideas about how to involve them with the material, how to transform them from passive recipients to active participants.  We borrowed from computer science the concept of being "user-friendly."  We wanted to find ways to stimulate the imagination of the student, and the more we experimented with different techniques, the more we realized that the most effective way to do this was visually.  It is not true that contemporary students cannot be taught effectively by the written word; it is only true that they cannot be taught as effectively as they can by the combination of words and images: the pictorial chapter openers; the large number of maps; the geographical tours of Europe at certain times in history; and the two-page special feature essays, each with its own illustration.…

Trade Paperback. Condición: Good.

paperback. Condición: As New.

Hardcover. Condición: Very Good. Very good condition. Light wear. Binding tight, pages clean. Pictures available upon request.

hardcover. Condición: New. In shrink wrap. Looks like an interesting title.

Paperback. Condición: Fair. Book in Fair condition.

Condición: Very Good. Limited Copies Available - Very Good Condition - May have school stamp and/or student names - May have some cover wear - DOES NOT INCLUDE ANY CDs OR ACCESS CODES IF APPLICABLE.

Paperback. Condición: Good. Book in Good condition.

Kartoniert / Broschiert. Condición: New.

Paperback. Condición: new. New Copy. Customer Service Guaranteed.