{"product_id":"141242","title":"Individualized Lesson 1: Practice ","description":"\u003ccenter\u003e\u003cdiv style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/tmgdisk01.cafe24.com\/images\/vs\/4172\/sv\/WQtVOArHPPW7iIAVnNZHQH.png?v=1764957424\" style=\"max-width:100%;max-height:10px\"\u003e\u003c\/div\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\u003ccenter\u003e\n\n\u003cdiv style=\"width:95%\"\u003e\n\n\u003cdiv style=\"text-align:center;font-size:30px;font-weight:bolder;line-height:1.6em\"\u003e Individualized Lesson 1: Practice \u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"border-bottom:1px;border-bottom-style:dotted;border-color:;padding-bottom:20px\"\u003e\u003ccenter\u003e\u003ctable align=\"center\" width=\"100%\"\u003e\u003ctbody style=\"border:0px\"\u003e\n\n\u003ctr\u003e\u003ctd align=\"center\" style=\"line-height:1.2em;text-align:center;font-size:18px;color:black;font-weight:bold;padding-bottom:20px;\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\u003ctr\u003e\u003ctd style=\"text-align:center\"\u003e\u003cimg src=\"https:\/\/image.yes24.com\/goods\/103451597\/XL\" style=\"max-width:100%;height:auto\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\n\n\n\u003c\/tbody\u003e\u003c\/table\u003e\u003c\/center\u003e\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;{split_style6}padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e Description \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;word-break:break-all;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eBook Introduction\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e  \u003cdiv\u003e\"Individualized Instruction from the Classroom 1 - Practical Edition\" is written in the author's signature easy-to-understand and flowing style, focusing on various practical techniques and proven cases from the classroom. It reads more like a concise essay than a teaching method book.\u003cbr\u003e Teachers who recognize the need for individualized instruction but are unsure where to begin, what extra effort they can put into the tight class timelines necessary to cover the curriculum, and whether individualized instruction is truly a viable alternative in their classrooms will find concrete answers in this book.\u003cbr\u003e\n\n\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\u003cul\u003e\u003cli\u003e You can preview some of the book's contents.\u003cbr\u003e \u003cspan\u003ePreview\u003c\/span\u003e\n\n\u003c\/li\u003e\u003c\/ul\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eindex\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Preface for Korean Readers --------------- 004\u003cbr\u003e Preface to the Second Edition --------------- 009\u003cbr\u003e\u003cbr\u003e 1.\u003cbr\u003e What is Individualized Instruction? --------------- 017\u003cbr\u003e 2.\u003cbr\u003e Foundations of Individualized Instruction --------------- 039\u003cbr\u003e 3. \u003cbr\u003eRethinking How We Teach in School and Who It's For --------------- 063\u003cbr\u003e 4.\u003cbr\u003e Learning Environment Supporting Individualized Instruction --------------- 089\u003cbr\u003e 5.\u003cbr\u003e A Good Curriculum as the Foundation for Individualized Instruction --------------- 115\u003cbr\u003e 6.\u003cbr\u003e Teachers Creating Individualized Lessons --------------- 147\u003cbr\u003e 7.\u003cbr\u003e Teaching Strategies Supporting Individualized Instruction --------------- 183\u003cbr\u003e 8.\u003cbr\u003e More Teaching Strategies to Support Individualized Instruction --------------- 215\u003cbr\u003e 9.\u003cbr\u003e How will teachers put all this into practice? --------------- 257\u003cbr\u003e 10.\u003cbr\u003e Educational Leaders as Catalysts for Individualized Instruction --------------- 291\u003cbr\u003e\u003cbr\u003e Second Edition Review --------------- 311\u003cbr\u003e Appendix --------------- 314\u003cbr\u003e References --------------- 323\u003cbr\u003e Search --------------- 329\u003cbr\u003e About the Author --------------- 331\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003eInto the book\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e Most effective teachers occasionally adjust parts of their lessons for their students.\u003cbr\u003e Many of these teachers say that this is what individualizing instruction is all about, and to some extent, that's true. \u003cbr\u003eHowever, it is not the purpose of this book to list all the accommodations that teachers sometimes make, such as helping a student during lunch or asking a particularly gifted student a difficult question during class discussion.\u003cbr\u003e This book is about the different learning styles of students.\u003cbr\u003e We anticipate this and provide guidance to educators who want to consistently develop and implement robust and consistent lessons in response to it.\u003cbr\u003e\u003cbr\u003e --- p.41\u003cbr\u003e\u003cbr\u003e If teachers understand the learning progress and lesson sequence of the core content areas, they can determine the next step of the lesson by considering the students' entry point and current position.\u003cbr\u003e To put it metaphorically, if you have students starting in Miami and going to their final destination, Boston, the teacher monitors each student's progress every day. \u003cbr\u003eSome students don't go all the way to Atlanta, and others don't go all the way to Los Angeles.\u003cbr\u003e Also Boston\u003cbr\u003e Because there are many different routes, different modes of transportation, and different schedules, it is by no means expected that every student will travel exactly the same distance and use the same mode of transportation every day.\u003cbr\u003e\u003cbr\u003e --- pp.45-46\u003cbr\u003e\u003cbr\u003e Just as an orchestra is made up of individual musicians, various ensembles, sections, and soloists, a personalized classroom is made up of individuals, various small groups, and the entire class.\u003cbr\u003e Although each member has different instruments, solo parts, and roles within the orchestra,\u003cbr\u003e He tries to 'learn how to play a piece of music'.\u003cbr\u003e Sometimes we practice by section or individually, and sometimes we practice together.\u003cbr\u003e The goal is to develop the skills of individual performers while simultaneously creating meaningful performances for everyone.\u003cbr\u003e\u003cbr\u003e --- p.54\u003cbr\u003e \u003cbr\u003eSchools have tried to meet the needs of all learners in one of three ways:\u003cbr\u003e First, the most common method is to gather children of the same age in one classroom and teach them while addressing their individual learning needs.\u003cbr\u003e Teach while dealing with it properly.\u003cbr\u003e Second, we teach separately students who do not meet the achievement standards, such as those who have difficulty in one or more subjects, students who are above their grade level, and students who are not comfortable with the language used in class.\u003cbr\u003e all.\u003cbr\u003e Teachers believe that these 'atypical' students have similar learning needs, so they gather them in special classrooms and study together for some or all of their regular class time.\u003cbr\u003e This is because we believe that we can better meet the learning needs of students according to their knowledge and ability levels. \u003cbr\u003eHowever, as common sense suggests and research shows, such homogeneous classroom instruction is not very successful, and students have difficulty learning more than one subject.\u003cbr\u003e This is especially true for students (Gamoran, 1992; Gamoran et al., 1995; Hattie, 2009, 2012; Oakes, 1985; Slavin, 1987, 1993).\u003cbr\u003e --- pp.76-77\u003cbr\u003e\u003cbr\u003e It was September, but the curriculum guidelines were still the same.\u003cbr\u003e She was still faced with unmotivated and easily angry teenagers.\u003cbr\u003e But as the semester began, Ms. Judy asked the following question:\u003cbr\u003e \"sacrifice\u003cbr\u003e Has anyone ever been a victim? What does it mean to be a victim? What does it feel like? Is there anything a victim can control in their life? What? When? \"The children exchanged ideas lively in a classroom filled with \"victims\" of boring lessons. \u003cbr\u003eTogether with the teacher, we created a concept map centered on ‘victims.’\u003cbr\u003e Finally, the teacher suggested, \"Would you like to read a book about someone who was a victim? Maybe we can see if things unfold as you say?\"\u003cbr\u003e Students read Antigone as if they were people seeking the ultimate truth.\u003cbr\u003e Attendance soared and stayed that way.\u003cbr\u003e\u003cbr\u003e --- pp.100-101\u003cbr\u003e\u003cbr\u003e All students deserve to learn the most interesting content.\u003cbr\u003e Therefore, teachers first think about content that will interest and challenge advanced learners, and then individualize the lesson so that each student can reach this curriculum.\u003cbr\u003e The very fact that teachers offer a robust curriculum with appropriate support to diverse students demonstrates that they believe all students can grow dramatically as learners. \u003cbr\u003eThis type of teaching not only reveals the teacher's growth perspective on students, but also creates a learning environment that welcomes and affirms each learner, fosters a sense of challenge, and supports them.\u003cbr\u003e\u003cbr\u003e --- pp.108-109\u003cbr\u003e\u003cbr\u003e All of the examples above show that teachers have a vague idea of ​​what students should gain from their coursework.\u003cbr\u003e Students will learn about stories, black holes, the Wild West, and converting fractions to decimals.\u003cbr\u003e Do something about it.\u003cbr\u003e While the above activities are not terribly boring or completely useless, they have at least two problems.\u003cbr\u003e First, it interferes with quality teaching and learning, and second, it interferes with the effective individualization of instruction. \u003cbr\u003eIf a teacher doesn't have a clear idea of ​​what students should know, understand, and be able to do after taking the class, the learning tasks they create, regardless of their attractiveness, will almost certainly fail to help students grasp the core concepts and principles of the course content.\u003cbr\u003e If the teacher does not clearly understand the core content, the assignment becomes ambiguous, and ultimately, the students' understanding becomes ambiguous as well.\u003cbr\u003e This hinders quality teaching and learning.\u003cbr\u003e\u003cbr\u003e --- p.119\u003cbr\u003e\u003cbr\u003e The focus of Mr. Higgins' German I pattern practice is creating and using the past tense of verbs.\u003cbr\u003e However, the speed and talent of foreign language learning among the children in the teacher's class are very different.\u003cbr\u003e A group of students who have difficulty with grammar concepts in general, and German grammar concepts in particular, practice most sentence elements in a given pattern.\u003cbr\u003e However, you must replace one English verb in the sentence with the appropriate German past tense verb. \u003cbr\u003eSometimes I give them an English noun or pronoun and ask them to write the corresponding German verb.\u003cbr\u003e Mr. Higgins limited the verbs to be filled in the blanks to regular verbs, and the other verbs to be filled in the blanks to those essential for basic translation and conversation.\u003cbr\u003e The second, more advanced group does a similar activity, but with more words to fill in the blanks, more complexity, and a few irregular verbs.\u003cbr\u003e The third group uses the same sentences as the second group, but all the sentences are in English and need to be translated into German.\u003cbr\u003e Through formative assessment and class observation, the teacher determined that one or two students had already mastered the German past tense and therefore did not need to practice it.\u003cbr\u003e They were instructed to create a scenario in German, but to include some German grammar structures.\u003cbr\u003e The scenario can be presented in writing or recorded. \u003cbr\u003eThe assignment that one group completes today can be given to another group with a lower proficiency level a few days later.\u003cbr\u003e\u003cbr\u003e --- pp.161-162\u003cbr\u003e\u003cbr\u003e Real change is a slow process that must be initiated, implemented, and institutionalized.\u003cbr\u003e It will inevitably take 5-10 years for any real change to take root.\u003cbr\u003e If you are sincere in your desire to create an individualized classroom,\u003cbr\u003e Establish a schedule and plan for the duration of the trip.\u003cbr\u003e Make your plans and schedules public so others know you're \"steadfast\" in your thinking and encourage them to take a long-term view.\u003cbr\u003e Of course, as time goes by, plans may be revised and schedules may be modified.\u003cbr\u003e But you must demonstrate that you will remain steadfast and committed until meaningful change is achieved.\u003cbr\u003e\n\n\u003c\/div\u003e\n\u003cdiv\u003e --- p.297\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003cbr\u003e\u003cdiv\u003e\u003ch5\u003e \u003cb\u003ePublisher's Review\u003c\/b\u003e\n\u003c\/h5\u003e\u003c\/div\u003e\n\u003cdiv\u003e\n\u003cdiv\u003e \u003cb\u003eLectures in front of the blackboard are just one technique of classroom teaching.\u003c\/b\u003e \u003cbr\u003eStarting to teach each child individually in the classroom here and now.\u003cbr\u003e Flexible and wise teaching principles, individualized guidance!\u003cbr\u003e Because there is no child that can be given up,\u003cbr\u003e The philosophy of our classroom now should be 'individualized instruction.'\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e With the rapid changes in schools and the increasing diversity of students in the classroom, the need for individualized instruction has become more urgent than ever.\u003cbr\u003e Today's teachers are burdened with guiding students to standardized learning objectives, whose spectrum of learning readiness, interests, learning challenges, upbringing, and cultural backgrounds is more diverse than ever before.\u003cbr\u003e If you rush through the class to keep up with the pace of the children who are following along, there are many cases where you don't have the time to take care of students who lack basic academic skills or who don't learn anything new from the class content.\u003cbr\u003e \u003cbr\u003eStarting to receive attention in the 1990s, it gained momentum in the early 2000s when the US No Child Left Behind (NCLB) Act called for the expansion of the application of evidence-based teaching methods, and its name was even mentioned directly in the 2005 US Department of Education Teacher Certification Annual Report. 'Differentiated Instruction (DI)' is a practical solution for student-centered customized classes.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e Professor Carol Ann Tomlinson, the founder of individualized instruction, who worked as a public school teacher for over 20 years and as a special education administrator for over 10 years, and then entered the university podium as a full-fledged learning science researcher, shares teaching strategies deepened through decades of research and feedback from schools, and vividly shows through the book how actual teachers apply the principles and strategies of individualized instruction to respond to the needs of learners by specifically exploring various teaching cases in elementary and middle school classrooms.\u003cbr\u003e\u003cbr\u003e\u003cbr\u003e\u003cb\u003e \u003cbr\u003eThe fundamental solution to the problem of basic academic ability is\u003cbr\u003e This is an 'individualized class' that allows each child to grow at their own pace!\u003cbr\u003e Written by Professor Carol Ann Tomlinson, founder of individualized instruction\u003cbr\u003e The \"Individualized Lessons\" series, a basic textbook that encompasses teaching practice and neuroscience principles.\u003cbr\u003e\u003cbr\u003e “Schools must ensure that all students receive what educator John Hattie calls ‘plus-one learning.’\u003cbr\u003e Teachers are responsible for ensuring that each learner, from the lowest to the highest, makes steady progress, one step at a time, every day, from their starting point.”\u003cbr\u003e - Carol Ann Tomlinson, commentary in Education Week, January 2015.\u003cbr\u003e\u003cbr\u003e \u003cbr\u003eIn the mid-1990s, the Rockwood School District in St. Louis County, Missouri, decided to utilize 'Differentiated Instruction (DI),' a teaching strategy that was emerging at the time, as a way to solve the dilemma of how to teach equitably the extremely diverse students who filled their classrooms.\u003cbr\u003e Education researcher Lawrence Lezotte calls this “customized services” in his book, which “diversify the system to meet the needs of learners,” which is reminiscent of the current catchphrase for our country’s basic academic responsibility education, which is to implement “customized instruction” so that “all children can grow together.”\u003cbr\u003e \u003cbr\u003eIndividualized instruction, developed by Carol Ann Tomlinson through collaboration with current teachers, is a teaching strategy that flexibly responds to students' diverse learning readiness, interests, and learning styles while maintaining the same core concepts, principles, and overall curriculum goals.\u003cbr\u003e Teachers guide students through a variety of paths to understand core concepts and principles, allowing them to learn at their own pace and level of complexity.\u003cbr\u003e\u003cbr\u003e Since implementing individualized instruction, the Lockwood School District has seen a significant increase in students' scores fall below the minimum score range on Missouri's standardized tests.\u003cbr\u003e Districtwide, the percentage of students scoring at the lowest proficiency level decreased by 5 percent in math, 8 percent in speaking and writing, and 7 percent in science. \u003cbr\u003eMeanwhile, the percentage of students achieving proficient and advanced levels also increased significantly, placing Rockwood School District among the top performing districts statewide.\u003cbr\u003e (* See a 2001 paper by Sue McAdamis, then director of teacher training for the Lockwood School District.\u003cbr\u003e MacAdams would later serve as president of the National Teacher Development Council (NSDC) several years later.)\u003cbr\u003e\u003cbr\u003e A 2008 paper in the Journal of Advanced Academics also provides an example of how individualized instruction helped to reduce academic achievement gaps within schools.\u003cbr\u003e The elementary school was one of 11 in a relatively high-performing suburban school district, but its proximity to a large city has led to an increasingly diverse student body, with students performing in the 30th percentile of reading, writing, and math districtwide.\u003cbr\u003e Poverty was also a problem. \u003cbr\u003eForty-five percent of students were benefiting from the free meal support program.\u003cbr\u003e Students from different cultural and linguistic backgrounds made up 43 percent of the student body, a figure that increased to 75 percent over the eight years of the study.\u003cbr\u003e\u003cbr\u003e The solution chosen by the school was individualized instruction, and the method to reduce the gap in academic achievement was not remediation, which provides supplementary classes to children who are falling behind, but rather a paradigm shift to child-centered, strength-based enrichment.\u003cbr\u003e The school developed a comprehensive strategic plan, established a \"Deep Learning Team,\" developed a richer and more personalized curriculum, and carefully designed a faculty and staff training program.\u003cbr\u003e\u003cbr\u003e The case study of this school began in 1997 and continued for eight years until 2004. \u003cbr\u003eThe achievement gap between students from different socioeconomic backgrounds narrowed from 62 percent to 10 percent.\u003cbr\u003e Among the most socioeconomically vulnerable students, the number identified as requiring remedial education as a result of the assessment decreased by 25 percent compared to the initial estimate, leaving only 4 percent in that group.\u003cbr\u003e Among students from high socioeconomic backgrounds, only 3 percent remained in the remedial education group.\u003cbr\u003e The achievement gap among students at the school averaged 15 percent across all subjects, a remarkable achievement compared to the district average of 40 percent.\u003cbr\u003e \u003cbr\u003eIn 2005, after the U.S. Department of Education implemented the No Child Left Behind (NCLB) Act, which amended the Elementary and Secondary Education Act (ESEA) in 2002 to close “decades of achievement gaps between white and minority students, between poor and wealthy students, between English-speaking and non-English-speaking students, and between students with and without disabilities,” the secretary's fourth annual report on teacher quality: A highly qualified teacher in every classroom directly mentions “individualized instruction.” \u003cbr\u003eThe report states that “all prospective teachers, even if they are not planning to work in special education, should receive instruction on a variety of teaching strategies and learner characteristics,” and that “individualized instruction requires providing tailored instruction based on the specific learning needs of individual students based on diagnostic assessments.”\u003cbr\u003e Teachers must first acquire a basic understanding of important student characteristics that influence learning and effective teaching techniques and strategies.\u003cbr\u003e “Then, through training, you must develop the expertise to choose the best leadership techniques and strategies for a given situation,” he writes.\u003cbr\u003e\u003cbr\u003e The first and second volumes of the 'Individualized Instruction Series' published by the 'Korea Brain-Based Education Research Institute', an affiliate of 'People Changing Education', were written by Professor Carol Ann Tomlinson, the founder of individualized instruction, and David A., a world authority in the field of educational neuroscience.\u003cbr\u003e David A. \u003cbr\u003eThis is a classic and textbook in the field written by Dr. Sousa.\u003cbr\u003e The first volume, \"Individualized Instruction from the Classroom 1 - Practice,\" a translation of Professor Tomlinson's representative work, \"The Differentiated Classroom: Responding to the Needs of All Learners,\" is a basic book that allows teachers who are new to individualized instruction to easily understand the strategies and core principles and learn various teaching techniques proven in actual classroom settings as if they were indirectly experiencing them.\u003cbr\u003e The second volume, \"Individualized Instruction Using Neuroscience 2 - Principles,\" which is a translation of \"Differentiation and the Brain: How Neuroscience Supports the Learner-Friendly Classroom,\" co-authored by Professor Tomlinson and Dr. Souza, explains why children in the classroom behave the way they do and how we can best develop each child's potential based on the latest neuroscience research. \u003cbr\u003eAnother attractive aspect of this book is that it describes in detail the detailed strategies of individualized guidance in a way that can be understood from a neuroscientific perspective.\u003cbr\u003e\u003cbr\u003e Individualized instruction is a practical solution for student-centered, personalized instruction in today's increasingly diverse classrooms.\u003cbr\u003e The \"Individualized Classroom Series\" from the Korea Brain-Based Education Research Institute is a must-read that will serve as a practical guide not only for current teachers who want to individualize their classrooms without further delay, but also for educational policymakers and administrators who want to introduce and expand individualized classes in schools. \u003cbr\u003e\n\u003c\/b\u003e\n\u003c\/div\u003e\n\u003cdiv\u003e\u003c\/div\u003e\n\u003c\/div\u003e\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cdiv style=\"width:95%;padding-top:20px;padding-bottom:20px\"\u003e\n\n\u003cdiv style=\"text-align:left;font-size:16px;font-weight:bold;padding-bottom:20px\"\u003e GOODS SPECIFICS \u003c\/div\u003e\n\n\u003cdiv style=\"text-align:left;font-size:14px;line-height:1.6em;\"\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eDate of issue:\u003c\/strong\u003e August 11, 2021\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003ePage count, weight, size:\u003c\/strong\u003e 332 pages | 584g | 153*225*18mm\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN13:\u003c\/strong\u003e 9788997724116\u003c\/div\u003e\n\n\u003cdiv style=\"width:100%;margin-bottom:5px;line-height:1.6em;font-size:14px\"\u003e - \u003cstrong\u003eISBN10:\u003c\/strong\u003e 8997724118 \u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\n\u003c\/div\u003e\n\n\u003ccenter\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003ccenter\u003e\u003ctable\u003e\u003ctr\u003e\u003ctd style=\"height:10px\"\u003e\u003c\/td\u003e\u003c\/tr\u003e\u003c\/table\u003e\u003c\/center\u003e\n\n\u003cspan\u003e\u003c\/span\u003e\n\n\u003c\/center\u003e\n\n\n\u003c\/center\u003e","brand":"LIBRAIRIE COREENNE","offers":[{"title":"Default Title","offer_id":43894457696298,"sku":"141242","price":30.0,"currency_code":"EUR","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0683\/2750\/5962\/files\/6ec45a1ae32a08d1bd8173d5d3759215.jpg?v=1765433743","url":"https:\/\/librairie.coreenne.fr\/en\/products\/141242","provider":"LIBRAIRIE COREENNE","version":"1.0","type":"link"}