When an evil act is committed, leaving the kingdom in the hands of a betrayer. . . When the rightful heir to the throne has gone missing. . . All those who are still faithful have gathered together to form a rebel group known as the King's Men, or the Konungr Ly
On April 14, 1865, Abraham Lincoln was murdered by John Wilkes Booth, and Secretary of State William H. Seward was brutally stabbed. Clearly a conspiracy was afoot. Judge Advocate General Joseph Holt was put in charge of the investigation and trial. He first set out to punish all of Booth's accomplices and then wanted to go after Jefferson Davis, whom he felt had instigated the assassination—despite stern opposition, not least of all from Lincoln's successor, Andrew Johnson. Elizabeth D. Leonard tells for the first time the full story of the two assassination trials. She explores the questions that made these trials pivotal in American history: Were they to be used to make the South pay for secession? Were they to be fair trials based on the evidence? Or were they to be points of reconciliation, with the South forgiven at all costs to create a solid union?
Crossing to Freedom assembles stirring stories of hundreds of kindred families. One of the lines is traced back to 540 A.D., but most of the spacious chronicle is set in the centuries following 1630, when members of these families began flocking to America’s shores to escape religious persecution in many parts of the Old World.
Although bad eyesight kept him from receiving a commission in the U.S. Navy when he graduated from the Naval Academy in 1933, Draper Kauffman became a hero of underwater demolition in World War II and went on to a distinguished naval career. Today Admiral Kauffman is remembered as the nation's first frogman and the father of the Navy Seals. His spectacular wartime service disarming enemy bombs, establishing bomb disposal schools, and organizing and leading the Navy's first demolition units is the focus of this biography written by Kauffman's sister. Elizabeth Kauffman Bush, who also is the aunt of President George W. Bush, draws on family papers as well as Navy documents to tell Kauffman's story for the first time. Determined to defend the cause of freedom long before the U.S. ever entered the war, Kauffman was taken prisoner by the Germans as an ambulance driver in France, and after his release joined the Royal Navy to defuse delayed-action bombs during the London blitz. After Pearl Harbor his eyes were deemed adequate and he was given a commission in the U.S. Naval Reserve. With his experience, he was asked to establish an underwater demolition school in Fort Pierce, Florida, where he personally trained men to defuse bombs and neutralize other submerged dangers. His men were sent to demolish the obstacles installed by the Nazis at Normandy, and Kauffman himself led underwater demolition teams in the Pacific at Saipan, Tinian, and Guam and later directed UDT operations at Iwo Jima and Okinawa. His men remember him as an exceptional leader who led by example. He trained and fought alongside them, impervious to danger. Because of the high standards he set for those who became "frogmen,"thousands of American lives were saved in World War II, Korea, and Vietnam. Draper Kauffman's early established UDT traditions of perseverance, teamwork, and a lasting brotherhood of men of extraordinary courage is carried on by Navy Seals. This is his legacy to the U.S. Navy and his country.
This volume comprises all the cemetery records originally published in the fifteen volumes of The "Old Northwest" Genealogical Quarterly between 1898 and 1912. It consists principally of tombstone inscriptions from cemeteries in the following counties in northeastern and central Ohio: Athens, Delaware, Fairfield, Franklin (including the city of Columbus), Geauga, Guernsey, Jackson, Knox, Licking, Lorain, Madison, Pickaway, Portage, Ross, Trumbull, and Vinton.
Packed with ideas and instructional activities that cut across all content areas, this engaging book provides a comprehensive framework for promoting vital Web literacy skills in grades 3-8. Teacher-friendly special features include helpful graphics, sidebars, practical tips, and nearly 100 reproducibles. Using a research-based, classroom-tested model of Internet inquiry, the authors explain the "whats," "whys," and "how-tos" of helping diverse learners Locate useful information sources on the Web Navigate the contents of a website Critically evaluate what they read online Synthesize the results of an Internet inquiry Express new knowledge in their own words
This volume is an inquiry into community college first-year pedagogy and policy at a time when change has not only been called for but also mandated by state lawmakers who financially control public education. It also acknowledges new policies that are eliminating developmental and remedial writing courses while keeping mind that, for most community college students, first-year composition serves as the last course they will take in the English department toward their associate's degree. This volume also serves as a call to action to change the way community colleges attend to faculty concerns. Only by listening to teachers can the concerns discussed in the volume be addressed; it is the teachers who see how societal changes intersect with campus policies and students' lives on a daily basis."--Adapted from back cover
Research into the lives of animals in their natural environments has revealed a rich tapestry of complex social relationships and previously unsuspected social and mating systems. The evolution of this behavior is increasingly well understood. At the same time, laboratory scientists have made significant discoveries about how steroid and peptide hormones act on the nervous system to shape behavior. An exciting and rapidly progressing hybrid zone has developed in which these two fields are integrated, providing a fuller understanding of social behavior and the adaptive functions of hormones. This book is a guide to these fascinating connections between animal social behavior and steroid and peptide hormones--a synthesis designed to make it easier for graduate students and researchers to appreciate the excitement, engage in such integrative thinking, and understand the primary literature. Throughout, Elizabeth Adkins-Regan emphasizes concepts and principles, hypothesis testing, and critical thinking. She raises unanswered questions, providing an unparalleled source of ideas for future research. The chapter sequence is by levels of biological organization, beginning with the behavior and hormones of individuals, proceeding to social relationships and systems, and from there to development, behavioral evolution over relatively short time scales, life histories and their evolution, and finally evolution over longer time scales. The book features studies of a wide variety of wild and domestic vertebrates along with some of the most important invertebrate discoveries.
There has been a flurry of writing about teachers as inquirers and researchers as well as books about children as inquirers. This volume brings these two areas together -- teachers and students are inquiring at Ridgeway Elementary School. It demonstrates the importance of thought collectives as forums for student and teacher learning. The children in the primary classrooms in this book are working to understand the world around them and their place in it as literate individuals. Their teachers are studying themselves and the students. No other book describes the way this work affects children, teachers, and the ethos of the school in which the work occurs. In that sense, this book is groundbreaking in that it is an honest portrayal of the joys and sorrows, the successes and the stumbling blocks, the clear vision, and the obfuscating that teachers live as they enact a life of asking questions, being curious, wandering, and wondering. Acknowledging and honoring the many faces of inquiry in schools, this book demonstrates the children's inquiry, their teachers' inquiry, and the place of that inquiry in schools. It lays out the ways in which inquiry is fundamental to teaching and learning in a democracy in which all of the members of the community have a voice in deciding curricular directions and ways of presenting learning. Teachers are presented as thinkers and learners, not merely as technicians enacting others' views of what is to be learned and when. Readers will find teachers dealing with the real issues of life in schools; they will see how teachers can use their existing situations as points of departure for their growth and their students' learning.
A needed and timely scholarly resource...beneficial as a major resource for anyone studying Greeley's life and thought...a masterful collation of Greeley materials.
Restorative justice, as it exists in Canada and the U.S., has been co-opted and relegated to the sidelines of the dominant criminal justice system. In Security, With Care, Elizabeth M. Elliott argues that restorative justice cannot be actualized solely within the criminal justice system. If it isn’t who we are, says Elliott, then the policies will never be sustainable. Restorative justice must be more than a program within the current system – it must be a new paradigm for responding to harm and conflict. Facilitating this shift requires a rethinking of the assumptions around punishment and justice, placing emphasis instead on values and relationships. But if we can achieve this change, we have the potential to build a healthier, more ethical and more democratic society.
This text is designed to help teachers and service providers work successfully with children who exhibit emotional and behavioral disorders by affording them a repertoire of valuable, evidence-based treatment strategies. Furthermore, because the book represents a synthesis of expertise, written from the dual perspectives of an experienced clinician and an educator, the school professional who reads it will better understand the role of both teacher and service provider, thus optimizing the coordination and effectiveness of the services that are critical to the success of these students. ‘Working with Students with Emotional and Behavioral Disorders: A Guide for K-12 Teachers and Service Providers’ explores the most prevalent behavioral disorders encountered by school professionals as they work with today’s students. These high-incidence behavioral disorders are addressed by type, and each includes a discussion of the relevant characteristics, causes, prevalence, and treatment strategies. Features that are unique to this book include its acknowledgement of the need for a collaborative approach to these problems by all school professionals, as well as the coordination of services provided by the classroom teacher and other service providers working with these students. To date, few books, if any, have provided this holistic perspective. This book is designed to help K-12 teachers and related service providers (i.e., school psychologists, school social workers, speech-language pathologists, guidance counselors, and occupational therapists) work successfully with children who exhibit emotional and behavioral disorders by affording them a repertoire of valuable, evidence-based treatment strategies.
Today's students need to know how to locate, comprehend, evaluate, and use online information efficiently and effectively. This widely used teacher guide and course text provides a framework for maximizing students' critical, creative use of the Web in grades 3-8. Research-based strategies for instruction and assessment across the content areas are clearly explained and linked to the Common Core State Standards (CCSS). In a large-size format for easy photocopying, the book is packed with graphics, sidebars, lesson plans, and more than 90 reproducible handouts. Purchasers get access to a Web page where they can download and print the reproducible materials. New to This Edition *Incorporates state-of-the-art research and Web resources. *Chapter on major Web 3.0 developments, such as the rise of social media and mobile devices. *Connections to the CCSS are identified throughout. *Stronger focus on Universal Design for Learning and differentiated instruction. *Larger format facilitates photocopying of the updated reproducible tools.
Climate science paints a bleak picture: The continued growth of greenhouse gas emissions is increasingly likely to cause irreversible and catastrophic effects. Urgent action is needed to prepare for the initial rounds of climatic change, which are already unstoppable. While the opportunity to avert all climate damage has now passed, well-designed mitigation and adaptation policies, if adopted quickly, could still greatly reduce the likelihood of the most tragic and far-reaching impacts of climate change. Climate economics is the bridge between science and policy, translating scientific predictions about physical systems into projections about economic growth and human welfare that decision makers can most readily use but it has too often consisted of an overly technical, academic approach to the problem. Getting climate economics right is not about publishing the cleverest article of the year but rather about helping solve the dilemma of the century. The tasks ahead are daunting, and failure, unfortunately, is quite possible. Better approaches to climate economics will allow economists to be part of the solution rather than part of the problem. This book analyzes potential paths for improvement.
Successful implementation of response to intervention (RTI) for academic skills problems requires rigorous progress monitoring. This book shows how the proven instructional technology known as precision teaching (PT) can facilitate progress monitoring while building K-12 students' fluency in reading, writing, math, and the content areas. Detailed instructions help general and special education teachers use PT to target specific skills at all three tiers of RTI, and incorporate it into project-based learning. Of crucial importance for RTI implementers, the book provides explicit procedures for measuring and charting learning outcomes during each PT session, and using the data to fine-tune instruction. Reproducible charts and other useful tools can be downloaded and printed in a convenient 8 1/2" x 11" size.
New York Times" bestselling author Vicki Lewis Thompson leads this quirky collection of three stories about real TV and real love--with no commercials. Original.
Despite popular belief to the contrary, entrepreneurship in the United States is dying. It has been since before the Great Recession of 2008, and the negative trend in American entrepreneurship has been accelerated by the Covid pandemic. New firms are being started at a slower rate, are employing fewer workers, and are being formed disproportionately in just a few major cities in the U.S. At the same time, large chains are opening more locations. Companies such as Amazon with their "deliver everything and anything" are rapidly displacing Main Street businesses. In The New Builders, we tell the stories of the next generation of entrepreneurs -- and argue for the future of American entrepreneurship. That future lies in surprising places -- and will in particular rely on the success of women, black and brown entrepreneurs. Our country hasn't yet even recognized the identities of the New Builders, let alone developed strategies to support them. Our misunderstanding is driven by a core misperception. Consider a "typical" American entrepreneur. Think about the entrepreneur who appears on TV, the business leader making headlines during the pandemic. Think of the type of businesses she or he is building, the college or business school they attended, the place they grew up. The image you probably conjured is that of a young, white male starting a technology business. He's likely in Silicon Valley. Possibly New York or Boston. He's self-confident, versed in the ins and outs of business funding and has an extensive (Ivy League?) network of peers and mentors eager to help his business thrive, grow and make millions, if not billions. You’d think entrepreneurship is thriving, and helping the United States maintain its economic power. You'd be almost completely wrong. The dominant image of an entrepreneur as a young white man starting a tech business on the coasts isn't correct at all. Today's American entrepreneurs, the people who drive critical parts of our economy, are more likely to be female and non-white. In fact, the number of women-owned businesses has increased 31 times between 1972 and 2018 according to the Kauffman Foundation (in 1972, women-owned businesses accounted for just 4.6% of all firms; in 2018 that figure was 40%). The fastest-growing group of female entrepreneurs are women of color, who are responsible for 64% of new women-owned businesses being created. In a few years, we believe women will make up more than half of the entrepreneurs in America. The age of the average American entrepreneur also belies conventional wisdom: It's 42. The average age of the most successful entrepreneurs -- those in the top .01% in terms of their company's growth in the first five years -- is 45. These are the New Builders. Women, people of color, immigrants and people over 40. We're failing them. And by doing so, we are failing ourselves. In this book, you'll learn: How the definition of business success in America today has grown corporate and around the concepts of growth, size, and consumption. Why and how our collective understanding of "entrepreneurship" has dangerously narrowed. Once a broad term including people starting businesses of all types, entrepreneurship has come to describe only the brash technology founders on the way to becoming big. Who are the fastest growing groups of entrepreneurs? What are they working on? What drives them? The real engine that drove Silicon Valley’s entrepreneurs. The government had a much bigger role than is widely known The extent to which entrepreneurs and small businesses are woven through our history, and the ways we have forgotten women and people of color who owned small businesses in the past. How we're increasingly afraid to fail The role small businesses are playing saving the wilderness, small
Biopsy Pathology of the Bronchi is intended to provide the practicing pathologist with a convenient source of diagnostic information, combined with pertinent clinical patterns and a background of histogenesis. It is hoped that the book will facilitate the accuracy of diagnosis, minimize pitfalls of interpretation and assist in the rapid evaluation of acute and chronic bronchial lesions, including neoplasms. Biopsy is taken in the widest sense and the book includes discussions on cytology, microbiopsies (fine needle aspiration biopsies, curette samples, and biopsies obtained by microforceps) and macrobiopsies, obtained at the time of surgery. Part I of the book deals with the procurement and preparation of bronchial specimens and includes a chapter on fetal development and structure of the normal adult epithelium. In Part II, the histopathology of numerous bronchial diseases are described in detail. Emphasis is placed on the diagnostic features of human lesions' which are illustrated by numerous high quality light and electron micrographs. Understanding normal bron chial structure, cell kinetics, and modulations of phenotypic expression provide insight into many pathological processes. Therefore, although emphasis is placed on the diagnostic features of human disease, the histopathology of corresponding lesions in experimental animals is dis cussed where this provides information helpful in the interpretation of the human lesions. Elizabeth M. McDowell Baltimore Theodore F. Beals Ann Arbor 1985 viii Acknowledgments We give thanks to friends and colleagues who reviewed one or more chapters for us during the writing of this book.
Aging, Work, and Retirement presents the reasons older men and women are staying in the workforce as long as they are able to do so—information of immediate value to undergraduate and graduate students across the fields of sociology, gerontology, industrial/organizational psychology, and business management as well as to corporate leaders, human resources managers, professional organizations and policy makers. The text reflects a growing interest in and concern regarding aspects of aging, ageism, labor market challenges, workplace issues, plus gender and racial/ethnic similarities and differences in employment history and extended worklife opportunities, as they affect older workers in this country and abroad. Each chapter has cases and profiles and other strong pedagogical features allowing students to integrate the content with real world examples.
This book is a unique primer for school professionals, educators and policymakers to develop a solid understanding of the domains essential to cultivating and sustaining successful schools. It also provides essential reading for researchers interested in these issues more broadly. In response to various sensationalist discourses around schooling that dominate both mainstream and social media, the authors draw upon both long-standing and up-to-date research from around the world to present a more accurate, holistic, and optimistic approach. The book identifies the key domains that are necessary to address concerns in equity, leadership and teaching for enhanced student learning and wellbeing. Specifically, these domains relate to: (1) system-wide approaches to enhance school performance; (2) building teacher capability for student learning; (3) educational leadership as a vehicle for leading learning; and (4) building community ‘infrastructures’ for equitable, place-based learning. The book can be used in several ways: each chapter can be read as a stand-alone overview of key areas for school improvement. The broad topics are important jigsaw puzzle pieces that are necessary to ‘see the whole picture’ of a successful school/system. Each chapter includes ‘Key messages’ and ‘Ways forward’ and closes with extension questions to further guide thinking through the ‘big ideas’ presented in each chapter and how they are relevant to different schooling and policy contexts. Grounded in research into productive and proactive system and school practices from around the world, this book ensures professional educators are equipped with the latest research and practice, without being overwhelmed by the detail.
Tips and techniques to build interactive learning into lecture classes Have you ever looked out across your students only to find them staring at their computers or smartphones rather than listening attentively to you? Have you ever wondered what you could do to encourage students to resist distractions and focus on the information you are presenting? Have you ever wished you could help students become active learners as they listen to you lecture? Interactive Lecturing is designed to help faculty members more effectively lecture. This practical resource addresses such pertinent questions as, “How can lecture presentations be more engaging?” “How can we help students learn actively during lecture instead of just sitting and passively listening the entire time?” Renowned authors Elizabeth F. Barkley and Claire H. Major provide practical tips on creating and delivering engaging lectures as well as concrete techniques to help teachers ensure students are active and fully engaged participants in the learning process before, during, and after lecture presentations. Research shows that most college faculty still rely predominantly on traditional lectures as their preferred teaching technique. However, research also underscores the fact that more students fail lecture-based courses than classes with active learning components. Interactive Lecturing combines engaging presentation tips with active learning techniques specifically chosen to help students learn as they listen to a lecture. It is a proven teaching and learning strategy that can be readily incorporated into every teacher’s methods. In addition to providing a synthesis of relevant, contemporary research and theory on lecturing as it relates to teaching and learning, this book features 53 tips on how to deliver engaging presentations and 32 techniques you can assign students to do to support their learning during your lecture. The tips and techniques can be used across instructional methods and academic disciplines both onsite (including small lectures and large lecture halls) as well as in online courses. This book is a focused, up-to-date resource that draws on collective wisdom from scholarship and practice. It will become a well-used and welcome addition for everyone dedicated to effective teaching in higher education.
An essential companion to Michael Jackson's music, films, and books, this work offers 21 original, academic essays on all things Jackson-from film, music, and dance to fashion, culture, and literature. Going well beyond the average celebrity biography, this comprehensive book looks at why Jackson is regarded as one of the most important musicians of our time, offering insights into every facet of his art, life, and artistic afterlife. It looks at the methods by which his work was created, presented, received, and appropriated; discusses Jackson's varied personas along with his public and private appearances, albums, conceptual art, short films, and dance; and considers his use of costume, makeup, and reinvention. To help readers understand the phenomenon that was-and is-Michael Jackson, the book focuses on Jackson's historical context through an analysis of his films, songs, and books, examining him as an artist and shedding light on the political and ideological debates that surrounded him. Not shying away from the controversial aspects of Jackson's life and legacy, it also tackles questions of sexuality and racism, gender, and class, comparing Jackson to artists ranging from J. S. Bach to Andy Warhol. Through its examination of Jackson's entire catalog, the work connects all the aspects of his art and life to exemplify-and explain-the performer's unparalleled influence in the 20th and 21st centuries.
This book examines the theoretical basis of one of the functional layers—the message layer—of an architectural theory of instructional design. The architectural theory (Gibbons, 2003; Gibbons & Rogers, 2009; Gibbons, 2014) identifies seven functions carried out during instruction that correspond with designable strata, or layers. The architectural theory proposes that for each layer there exists a specialized body of design languages, constructs, questions, tools, practices, processes, a professional community, and most especially, bodies of design theory. It also proposes that design knowledge from other design fields, many of which approach design from the same functional perspective, can be appropriated for the further development of knowledge within the instructional technology field. A robust literature from disparate fields supplies relevant theory for message layer design. This book builds the case for validation of the message layer by bringing together work from instructional theory, conversation theory, research in the learning sciences, intelligent tutoring system research, and K-12 education. Within this literature, the authors demonstrate the existence of the message as a structural abstraction: an independently designable entity. They trace the development of the message construct historically, showing that it has remained remarkably stable over time, independent of changing psychological, educational, and technological conventions.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.