Life is not measured by what others think of our choices. Life is measured by the inner drive to take on the role of pioneer and step into the unknown, fear in hand, ready to risk all in the endeavor. Invariably, stepping into an unknown universe reveals more within us than we knew existed.My poetry is raw, honest. It is a testament to the beauty, majesty and grace of living, alongside the horror, fears and doubts of my darkest times. For all of it, I would not exchange one moment, or a single breath. The tumult of these past years has deepened my spirit, and for that I am thankful.
Author Chris Dewey tends to think that we find resonance in life with ideas, rather than the form of a thing. Dont think of this book as a book of poems; instead, think of it as a book of ideas. Ideas come from asking elegant questions in a search for truth and from continuing the process so long as we breathe. Breathe with these words, ask some questions, look for ideas, and search for your own truth.
Three generations of American pastors tell their life stories in the context of the church. No topic is off limits and no holds are barred as these passionate men articulate what it means to nurture a missional Christianity while loving, honoring, and embracing the generations that have gone before.
Life is about asking increasingly more elegant questions of the universe in search of its deepest, greatest, most noble truths. Sometimes the questions take the form of scientific enquiry, sometimes they are the mantra for meditative practice, sometimes they take the form of poetry, sometimes they take the form of pictures but always they are being asked by a pilgrim, searching.
Chris puts into words those feelings that so many of us struggle with, but also struggle to put into words. Written straight from the heart, the poems in this book serve as a great catalyst for introspection and reflection. This is poetry that connects with my heart and soul.
Weaving the Cosmos traces humanity's journey from the mythical origins of religion, through the struggles to make sense of Christianity in the fourth century, and the strangely similar struggles to make sense of quantum theory in the twentieth century, to modern quantum cosmology. What we see, both in the human mind and in the cosmos which has given birth to that mind, is a dance between rational Form and intuitive Being. This present moment of ecological crisis opens to us a unique opportunity for bringing together these two strands of our existence, represented by religion and science. As the story unfolds, the historical account is interwoven with the author's own experiences of learning the principles through which we can bring about this integration in ourselves and in society.
For any man looking to improve his cooking skills, entertain friends, or impress a date, this accessible, straightforward collection of recipes makes it easy to whip up delicious creations for every occasion--all with a basic blender.
The Juno Award–winning musician and Pushcart-nominated author offers thirteen “otherworldly tales that speak to deeper human truths” (Time Out New York). The thirteen stories in Chris Tarry’s richly imagined debut, How To Carry Bigfoot Home, lay bare the insurmountable forces that determine who we are and who we become. From an out-of-work dragon-slaying father in “Here Be Dragons” to a family arguing aboard a rocket ship in “Topics in Advanced Rocketry,” the stories use fantastic settings, blazing wit, and imaginative circumstances to explore very human truths. The stories work to reconcile the public self with the private heart. To contemplate the monsters we carry home and lay bare for the ones we love the most. “These stories hilariously and poignantly evoke the way, when it comes to relationships, all men are living under a leaky thatched roof with winter on the way, always believing they’re on the edge of a turnaround, even though failure keeps returning like an old friend back in town.” —Jim Shepard, Story Prize–winning author of The World to Come “The stories in How To Carry Bigfoot Home are fruitfully obsessed with maleness . . . In their gleeful linguistic play and surrealistic vibe, Tarry’s tales remind me of those of George Saunders, but he’s up to his very own wonderful thing in this vivid debut.” —Pamela Erens, author of The Virgins and The Understory “What would happen if some mad scientist were able to fuse the otherworldly exuberance of H.P. Lovecraft with the nuanced pathos of John Cheever? . . . A writer named Chris Tarry.” —Stefan Merrill Block, author of The Story of Forgetting and The Storm at the Door
Readers will become masters of science using objects found in their everyday lives to conduct experiments with matter and materials. They are introduced to the essential concepts of matter and material, then asked to use their knowledge through age-appropriate and fun experiments. Each experiment comes with step-by-step instructions and accompanying photos, as well as helpful hints and safety reminders. A question-and-answer feature is found on every spread, and a quiz at the end of the book tests readers’ knowledge.
Describes what is inside a camera, how it works, and how to use it. Includes simple experiments and projects, such as how to make your own camera, as well as tips on taking better photographs.
An imaginative tour of the contemporary university as it could be: a place to discover self-knowledge, meaning, and purpose. What if college were not just a means of acquiring credentials, but a place to pursue our formation as whole persons striving to lead lives of meaning and purpose? In Undeclared, Chris Higgins confronts the contemporary university in a bid to reclaim a formative mission for higher education. In a series of searching essays and pointed interludes, Higgins challenges us to acknowledge how far our practices have drifted from our ideals, asking: What would it look like to build a college from the ground up to support self-discovery and personal integration? What does it mean to be a public university, and are there any left? How can the humanities help the job-ified university begin to take vocation seriously? Cutting through the underbrush of received ideas, Higgins follows the insight where it leads, clearing a path from the corporate multiversity to the renaissance in higher education that was Black Mountain College and back again. Along the way, we tour a campus bent on becoming a shopping mall, accompany John Dewey through a midlife crisis, and witness the first "happening.” Through diverse and grounded philosophical engagements, Undeclared assembles the resources to expand the contemporary educational imagination.
Identity affects education at the marrow, particularly in the areas of motivation and relevance, which both powerfully affect success at school. An understanding of identity is crucial for teachers working in culturally diverse contexts. The Monkey's Mask takes a refreshingly original look at the problem of identity in our so-called globalised, postmodern and mass-mediated times. It is based on research into the life histories of six academically successful people in their thirties who come from a range of cultural heritages. Their stories unsettle the myths surrounding culture and identity. Their voices are powerful, clear and distinctive, providing fascinating insight into what changes when we cross boundaries and borders. They show how we construct our individual identities and how certain aspects of culture and identity persist across time and space. The book highlights the need to afford a central place to autobiography and life-history in children's exploration of their world. This book will help academics, educators and policy makers to critique the current bland curriculum and provide approaches to learning which are relevant and inspiring to all school students.
Take the popular decorating concept of Feng Shui to a whole new level with authentic information on how to create a Chinese aesthetic. Learn how to alleviate clutter and increase the flow of chi, the universal life force; discover ways of integrating Chinese furniture and decorative arts to decorating styles; and stroll through a rich collection of images from homes, museums, and galleries.
Occupy Wall Street was the most covered news story of 2011. Among those who followed the movement like a storm chaser, Boston Phoenix Staff Writer Chris Faraone is one of the few who blogged about daily Occupy minutiae, but also stepped back to smoke lots of weed, investigate and analyze the protest, and deliver weekly features. Starting in September, Faraone published a series of deep Occupy portraits, traveling to more than a dozen cities from Boston to Seattle. His work illustrates day-to-day Occupy operations, as well the characters who make the movement tick. In the process, he also landed nationwide exclusives, like a scoop on a federation of police officers who support Occupy. Though Faraone is to the left of liberal, he wrote with a balanced reporter's eye, in many cases aggravating readers on both sides of the ideological aisle. Ignoring partisan preferences, Faraone dug for the root of topics ranging from an accused thief who moved between camps, to a veteran anarchist who was inspired by Occupy to come out from underground. As was noted in a recent Columbia Journalism Review profile of Faraone, his approach to covering Occupy was wholly unique, as he became "a one-man swarm: embedding full-time at Boston's Dewey Square encampment; visiting other movements around the country; juggling feature stories, blog posts, radio spots, and Twitter fights." 99 Nights with the 99 Percent is a collection of Faraone's published posts and articles on Occupy, streamlined into a sleek edition that also packs unpublished pieces and a number of bonus features. In addition to pics and illustrations, a series of haiku poems - or "Occupaikus" - run throughout the book, taking readers through a timeline of the first 100 days of the national movement. There are other books on Occupy, but 99 Nights is in a category of its own.
The Good Life of Teaching extends the recent revival of virtue ethics to professional ethics and the philosophy of teaching. It connects long-standing philosophical questions about work and human growth to questions about teacher motivation, identity, and development. Makes a significant contribution to the philosophy of teaching and also offers new insights into virtue theory and professional ethics Offers fresh and detailed readings of major figures in ethics, including Alasdair MacIntyre, Charles Taylor, and Bernard Williams and the practical philosophies of Hannah Arendt, John Dewey and Hans-Georg Gadamer Provides illustrations to assist the reader in visualizing major points, and integrates sources such as film, literature, and teaching memoirs to exemplify arguments in an engaging and accessible way Presents a compelling vision of teaching as a reflective practice showing how this requires us to prepare teachers differently
The figure of Richard Rorty stands in complex relation to the tradition of American pragmatism. On the one hand, his intellectual creativity, lively prose, and bridge-building fueled the contemporary resurgence of pragmatism. On the other, his polemical claims and selective interpretations function as a negative, fixed pole against which thinkers of all stripes define themselves. Virtually all pragmatists on the contemporary scene, whether classical or "new," Deweyan, Jamesian, or Peircean, use Rorty as a foil to justify their positions. The resulting internecine quarrels and divisions threaten to thwart and fragment the tradition's creative potential. More caricatured than understood, the specter of Rorty is blocking the road of inquiry and future development of pragmatism. Reconstructing Pragmatism moves beyond the Rortyan impasse by providing what has been missing for decades: a constructive, non-polemical account of Rorty's relation to classical pragmatism. The first book-length treatment of Rorty's intellectual debt to the early pragmatists, it establishes his selective appropriations not as misunderstandings or distortions but as a sustained, intentional effort to reconstruct their thinking. Featuring chapters devoted to five key pragmatist thinkers - Peirce, James, Dewey, Royce, and Addams - the book draws on archival sources and the full scope of Rorty's writings to challenge prevailing misconceptions and caricatures. By illuminating the critical resources, still largely untapped, that Rorty offers for articulating classical pragmatism's ongoing relevance, the book reveals limitations in the received images of the classical pragmatists that predominate in current debates and opens up new modes of understanding pragmatism and why it matters today"--
With the rise of German Existentialism, the world has entered a post modern era where up is down and right is wrong. Dues ex Machina explores this progression away from the Enlightenment. As a result of this progression, the rejection of God and the embracing of collectivism has closed in around a once free American society. See the steps towards Secular Socialism through the a philosophical and political perspective. There is no better account that explains this progression.
Presents information about the exterior and interior of trucks, describing their structure, engine, tranmission, steering, brakes, wheels, and suspension, along with facts about special vehicles.
This book interprets insights from the complexity sciences to explore seven types of complexity better to understand the predictable unpredictability of social life. Drawing on the natural and social sciences, it describes how complexity models are helpful but insufficient for our understanding of complex reality. Taking an interdisciplinary approach, the book develops a complex theory of action more consistent with our experience that our plans inevitably lead to unexpected outcomes, explains why we are both individuals and thoroughly social, and gives an account of why, no matter how clear our message, we may still be misunderstood. The book investigates what forms of knowledge are most helpful for thinking about complex experience, reflects on the way we exercise authority (leadership) and thinks through the ethical implications of trying to co-operate in a complex world. Taking complexity seriously poses a radical challenge to more orthodox theories of managing and leading, based as they are on assumptions of predictability, control and universality. The author argues that management is an improvisational practice which takes place in groups in a particular context at a particular time. Managers can influence but never control an uncontrollable world. To become more skilful in complex group dynamics involves taking into account multiple points of view and acknowledging not knowing, ambivalence and doubt. This book will be of interest to researchers, professionals, academics and students in the fields of business and management, especially those interested in how taking complexity seriously can influence the functioning of businesses and organizations and how they manage and lead.
An imaginative tour of the contemporary university as it could be: a place to discover self-knowledge, meaning, and purpose. What if college were not just a means of acquiring credentials, but a place to pursue our formation as whole persons striving to lead lives of meaning and purpose? In Undeclared, Chris Higgins confronts the contemporary university in a bid to reclaim a formative mission for higher education. In a series of searching essays and pointed interludes, Higgins challenges us to acknowledge how far our practices have drifted from our ideals, asking: What would it look like to build a college from the ground up to support self-discovery and personal integration? What does it mean to be a public university, and are there any left? How can the humanities help the job-ified university begin to take vocation seriously? Cutting through the underbrush of received ideas, Higgins follows the insight where it leads, clearing a path from the corporate multiversity to the renaissance in higher education that was Black Mountain College and back again. Along the way, we tour a campus bent on becoming a shopping mall, accompany John Dewey through a midlife crisis, and witness the first "happening.” Through diverse and grounded philosophical engagements, Undeclared assembles the resources to expand the contemporary educational imagination.
Thanks to its best-known use, any mention of cannabis tends to bring up jokes about the munchies or debates about marijuana and legalized drug use. But this not-so-innocent flowering plant was one of the first to be domesticated by humans, and it has been used in spiritual, therapeutic, and even punitive applications ever since—in addition to its more recreational purpose. Despite all the hoopla surrounding cannabis, however, we actually understand relatively little about it in the human and ecological past. In Cannabis, Chris Duvall explores the botanical and cultural history of one of our most widely distributed crops, presenting an even-handed look at this heady little plant. Providing a global historical geography of cannabis, Duvall discusses the manufacture of hemp and its role in rope-making, clothing, and paper, as well as cannabis’s use as oil and fuel. His focus, though, is on its most prevalent use: as a psychoactive drug. Without advocating for either the prohibition or legalization of the drug, Duvall analyzes a wide range of works to offer a better understanding of both stances and, moreover, the diversity of human-cannabis relationships across the world. In doing so, he corrects the overly simplistic portrayals of cannabis that have dominated discourse on the subject, arguing that we need to understand the big picture in order to improve how the plant is managed worldwide. Richly illustrated and highly accessible, Cannabis is an essential read to understand the rapidly evolving debate over the legalization of marijuana in the United States and other countries.
Where are we at with studies of Body & Society? What are the key accomplishments in the field? This book provides the clearest and most comprehensive account of work in this area to date. Based on a novel theory of action it surveys the terrain by arguing that human identity, social relationships and moral figurations develop as a result of people living in and seeking to reach beyond the limits of their bodily being. From this starting point the author undertakes a series of studies on sport, transgenderism, migration, illness, survival and belief which illuminate the relationship between bodily change and action. The book provides an unrivalled survey of theory and empirical research and explores the hitherto neglected tradition of American ′body studies′. Wide in scope, systematic and incisive the book represents a landmark addition to the field of studies in body and society.
What do business school graduates learn, and how helpful is it for managing in the everyday, messy reality of organisations? What does it mean to apply 'best practice', or to take up 'evidence-based management' and what kind of thinking does this imply? In Rethinking Management, Chris Mowles argues that many management courses still largely assume a linear and predictable world, when experience tells us that the opposite is the case. He questions some of the more orthodox conceptual assumptions that underpin much management education and instead, encourages leaders and managers to take their everyday experience of working with others seriously. People in organisations co-operate and compete to get things done, and constrain and enable each other in relationships of power. Because of this there are always unintended consequences of our actions - uncertainty is inherent in the everyday. Chris Mowles draws on the complexity sciences, the sciences of uncertainty rather than certainty, and the social sciences to explore more helpful ways to think and talk about our lived reality. He takes concrete examples from contemporary organisations, to argue that understanding the radical implications of uncertainty is central to the task of leading. Rethinking Management explores narrative alternatives to the ubiquitous grids and frameworks that are routinely taught in business schools, and encourages management professionals and educators to recognise the importance of judgement, improvisation and the everyday politics of organisational life.
Ninety-five propositions for creating more relevant, more caring schools There is a growing desire to reexamine education and learning. Educators use the phrase "school 2.0" to think about what schools will look like in the future. Moving beyond a basic examination of using technology for classroom instruction, Building School 2.0: How to Create the Schools We Need is a larger discussion of how education, learning, and our physical school spaces can—and should—change because of the changing nature of our lives brought on by these technologies. Well known for their work in creating Science Leadership Academy (SLA), a technology-rich, collaborative, learner-centric school in Philadelphia, founding principal Chris Lehmann and former SLA teacher Zac Chase are uniquely qualified to write about changing how we educate. The best strategies, they contend, enable networked learning that allows research, creativity, communication, and collaboration to help prepare students to be functional citizens within a modern society. Their model includes discussions of the following key concepts: Technology must be ubiquitous, necessary, and invisible Classrooms must be learner-centric and use backwards design principles Good technology can be better than new technology Teachers must serve as mentors and bring real-world experiences to students Each section of Building School 2.0 presents a thesis designed to help educators and administrators to examine specific practices in their schools, and to then take their conclusions from theory to practice. Collectively, the theses represent a new vision of school, built off of the best of what has come before us, but with an eye toward a future we cannot fully imagine.
How can universities shape creative, adaptive, integrated learners ready to confront the world? This book's clear-eyed optimism is a challenge to everyone in higher education. American higher education is being torn apart. Institutions, curricula, courses, and faculty roles are being "unbundled"—broken into constituent parts in the name of efficiency and cost savings. As a result, the college learning experience is fragmented and incoherent, leaving graduates less and less equipped to confront the dire social problems that cause those divisions in the first place. In College Made Whole, Chris W. Gallagher lays bare the dangers of the dis-integration of the college experience and shows how we can put higher education back together again. The successful colleges and universities of the future, Gallagher argues, will be integrated: coherently and cohesively designed to help students achieve a lifelong learning experience that is more than the sum of its parts. Pushing back against pernicious dichotomies that frame much discussion of US higher education, Gallagher critiques many of the hottest educational trends, including the overhyping of technological "solutions," rampant adjunctification, the promotion of nondegree credentials as a suitable replacement for college degrees, and the increasingly narrow focus on the vocational aims of a college education. Ivestigating the purposes of higher education historically and today, he suggests audacious proposals to enhance learning, including reorganizing institutions, reordering institutional priorities, redesigning curricula and courses, and rethinking edtech and learning technologies. Lucidly written and packed with practical recommendations and real student stories, College Made Whole will challenge higher education professionals and policy makers, as well as anyone with a stake in the future of US higher education—which is to say, all of us who inhabit this fragile planet.
What and how should individuals resist in political situations? Chris Henry brings together the work of Althusser, Badiou and Deleuze in order to offer a new idea of political practice He develops a structural ontology that gives rise to non-idealist, non-dogmatic, yet ethical practices of resistance against the return of classical ontological dualities.
Reflective Teaching in Early Education is the definitive textbook for reflective professionals in early education, drawing on the experience of the author team and the latest research, including the Teaching and Learning Research Programme (TLRP) findings. It offers extensive support for both undergraduate and postgraduate students and career-long professionalism for early years practitioners working in pre-schools, child care settings and the first years of primary schools. Written by a collaborative author team of leading early years educationalists and practitioners led by Jennifer Colwell, Reflective Teaching in Early Education offers two levels of support: - comprehensive, practical guidance for practitioner success with a focus on key issues such as building relationships, communication, behaviour, inclusion, curriculum planning and learning, and teaching strategies; and - evidence-informed 'principles' and 'concepts' to aid understanding of the theories informing practice, offering ways to develop deeper understanding of early years practice in early childhood education and care. Reflective activities, case studies, diagrams and figures, end-of-chapter summaries and research briefings are provided throughout. This book, along with the companion reader and associated website, draw upon the work of Andrew Pollard, former Director of the TLRP, and the work of many years of accumulated understanding of generations of early years practitioners, primary school teachers and educationalists. The team includes: Early Years Educationalists: Jennifer Colwell (University of Brighton, UK) | Helen Beaumont (Early Years Advisor, Brighton, UK) | Helen Bradford and Holly Linklater (University of Cambridge, UK) | Julie Canavan, Denise Kingston and Sue Lynch (University of Brighton, UK) | Catriona McDonald and Sheila Nutkins (University of Aberdeen, UK) | Tim Waller (Anglia Ruskin University, UK) Early Years Practitioners: Emma Cook, Sarah Ottwell and Chris Randall (Oneworld Nursery, Brighton, UK) with staff from One World Nursery and Phoenix Nursery (Brighton, UK) Readings for Reflective Teaching in Early Education directly compliments and extends the chapters of this book. It has been designed to provide convenient access to key texts, working as a compact and portable library. The associated website, www.reflectiveteaching.co.uk offers supplementary resources including reflective activities, research briefings and advice on further readings. It also features a glossary of educational terms, links to useful websites and showcases examples of excellent research and practice. This book forms part of the Reflective Teaching series, edited by Andrew Pollard and Amy Pollard, offering support for reflective practice in early, primary, secondary, further, vocational, university and adult sectors of education.
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