JAMES PATTERSON'S MASTERPIECE ________________________________ Kennedys were always taught to win at all costs. And they did - but the costs were unimaginable... Across decades and generations, the Kennedys have been a family of charismatic adventurers, raised to take risks and excel. Their name is synonymous with American royalty. Their commitment to public service is legendary. But, for all the successes, the family has been blighted by assassinations, fatal accidents, mental illness, drug and alcohol abuse and sex scandals. To this day, the Kennedys occupy a unique, contradictory place in the world's imagination- at once charmed and cursed; familiar and unknowable. The Kennedy Curse is a revealing, fascinating account of America's most famous family, as told by the world's most trusted storyteller. ________________________________ 'When I wrote my first novel after several non-fiction works about politics, James Patterson lovingly lambasted me for infringing on his thriller territory. Now I know how he feels as he crosses into non-fiction politics with this juicy and entertaining look at a political family that continues to wield power and influence. He's too good - it isn't fair!' JAKE TAPPER, CNN anchor and author of The Hellfire Club
The collapse of her brief marriage has stalled Bea Nightingale's life, leaving her middle-aged and alone, teaching in an impoverished borough of 1950s New York. A plea from her estranged brother gives Bea the excuse to escape lassitude by leaving for Paris to retrieve a nephew she barely knows; but the siren call of Europe threatens to deafen Bea to the dangers of entangling herself in the lives of her brother's family. The story of Bea's travails on the continent is a fierce and heartbreaking insight into the curious nature of love: how it can be commanded and abused; earned and cherished; or even lost altogether.
The mother of a graduate and also four daughters, Cynthia Seton is a woman steeped in the classical liberal tradition, and she intended, in this book, to put spirit into those over thirty, rally her own side to the defense of reason and orderly change. But she found her mind traveling another journey entirely, slipping from a dispassionate assessment of today's unhonoring and disdainful youth, down and backward to an intimate probe of the classism that had molder her younger self - what kind of woman, wife, mother, she had been groomed to be - and she looked and beheld that it was not a very good thing after all."--Jacket
This collection stitches together stories from the fabric of life. These unadorned personal essays embrace gardening, sewing, farming, parenting, and friendship. Spanning thirty years, they touch on the author¿s transition from California Valley Girl to rural life, and her desire to sample from a smorgasbord rather than sit down to a prix fixe meal.
This is the first study to apply to the topics of workplace democracy or change in political culture both before" and "after" sample survey data as well as long-term participant observation. Originally published in 1981. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.
Highly practical, instructive, and authoritative, this book vividly describes how to conduct child-centered play therapy. The authors are master clinicians who explain core therapeutic principles and techniques, using rich case material to illustrate treatment of a wide range of difficulties. The focus is on nondirective interventions that allow children to freely express their feelings and take the lead in solving their own problems. Flexible yet systematic guidelines are provided for setting up a playroom; structuring sessions; understanding and responding empathically to children's play themes, including how to handle challenging behaviors; and collaborating effectively with parents.
Levinas's account of responsibility challenges dominant notions of time, autonomy, and subjectivity according to Cynthia D. Coe. Employing the concept of trauma in Levinas's late writings, Coe draws together his understanding of time and his claim that responsibility is an obligation to the other that cannot be anticipated or warded off. Tracing the broad significance of these ideas, Coe shows how Levinas revises our notions of moral agency, knowledge, and embodiment. Her focus on time brings a new interpretive lens to Levinas's work and reflects on a wider discussion of the fragmentation of human experience as an ethical subject. Coe's understanding of trauma and time offers a new appreciation of how Levinas can inform debates about gender, race, mortality, and animality.
Science Teaching Essentials: Short Guides to Good Practice serves as a reference manual for science faculty as they set up a new course, consider how to teach the course, figure out how to assess their students fairly and efficiently, and review and revise course materials. This book consists of a series of short chapters that instructors can use as resources to address common teaching problems and adopt evidence-based pedagogies. By providing individual chapters that can be used independently as needed, this book provides faculty with a just-in-time teaching resource they can use to draft a new syllabus. This is a must-have resource for science, health science and engineering faculty, as well as graduate students and post-docs preparing for future faculty careers. Provides easily digested, practical, research-based information on how to teach Allows faculty to efficiently get up-to-speed on a given pedagogy or assessment method Addresses the full range of faculty experiences as they being to teach for the first time or want to reinvent how they teach
Much has been written about the "southern lady," that pervasive and enduring icon of antebellum regional identity. But how did the lady get on her pedestal—and were the lives of white southern women always so different from those of their northern contemporaries? In her ambitious new book, Cynthia A. Kierner charts the evolution of the lives of white southern women through the colonial, revolutionary, and early republican eras. Using the lady on her pedestal as the end—rather than the beginning—of her story, she shows how gentility, republican political ideals, and evangelical religion successively altered southern gender ideals and thereby forced women to reshape their public roles. Kierner concludes that southern women continually renegotiated their access to the public sphere—and that even the emergence of the frail and submissive lady as icon did not obliterate women's public role.Kierner draws on a strong overall command of early American and women's history and adds to it research in letters, diaries, newspapers, secular and religious periodicals, travelers' accounts, etiquette manuals, and cookery books. Focusing on the issues of work, education, and access to the public sphere, she explores the evolution of southern gender ideals in an important transitional era. Specifically, she asks what kinds of changes occurred in women's relation to the public sphere from 1700 to 1835. In answering this major question, she makes important links and comparisons, across both time and region, and creates a chronology of social and intellectual change that addresses many key questions in the history of women, the South, and early America.
Development is best understood as a fusion of biological, social, and psychological processes interacting in the unique medium of human culture. [In this text, the authors] have tried to show not only the role of each of these factors considered separately but also how they interact in diverse cultural contexts to create whole, unique human beings.-Pref.
Nimo, Maha, Safah, Shatha, Emma, Danielle, Kim, Charlene. In a book that once again blends her distinctive flair for capturing the texture of everyday life with shrewd political insights, Cynthia Enloe looks closely at the lives of eight ordinary women, four Iraqis and four Americans, during the Iraq War. Among others, Enloe profiles a Baghdad beauty parlor owner, a teenage girl who survived a massacre, an elected member of Parliament, the young wife of an Army sergeant, and an African American woman soldier. Each chapter begins with a close-up look at one woman’s experiences and widens into a dazzling examination of the larger canvas of war’s gendered dimensions. Bringing to light hidden and unexpected theaters of operation—prostitution, sexual assault, marriage, ethnic politics, sexist economies—these stories are a brilliant entryway into an eye-opening exploration of the actual causes, costs, and long-range consequences of war. This unique comparison of American and Iraqi women’s diverse and complex experiences sheds a powerful light on the different realities that together we call, perhaps too easily, "the Iraq war.
Recent academic research criticizes the effectiveness of traditional lecturing methods and instead shows the pedagogical effectiveness of active learning methods, especially discussion-based education. Drawing on the dialogic writings of Bakhtin, Freire, and Habermas, this study reviews the five primary themes cited in active learning research: improvements in student concentration; socialization in disciplinary norms; scaffolding towards higher critical thinking; inclusion of non-traditional learning styles; and reduction of student absenteeism. Testing these findings in a discussion-based undergraduate college education classroom, this study finds significant improvements towards higher critical thinking skills, increased student concentration, and reduced student absenteeism. However, the study finds questionable effectiveness of discussion-based teaching for socializing undergraduate college education students in disciplinary norms.
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