This sequel to the best-selling Growing Old is Not For Sissies teaches us to reevaluate the popular associations of age with increasing malaise and infirmity. Instead, it presents 100 vital, compelling portraits of senior athletes accompanied by personal statements and poems on aging. Growing Old is Not for Sissies II is testament to the joy of physical activity and of living to a ripe old age. Fourth printing. By Etta Clark.
Between the 1940s and the 1960s, rheumatic fever was a leading cause of death in children. If they survived, there would most likely be some lasting damage, particularly to the heart. This is Etta LaVinyas story of being one of those children who, at age 5, was diagnosed with scarlet fever. Scarlet fever is contracted first by a germ called group A streptococcus, or strep throat. If scarlet fever isnt completely cured, then rheumatic fever develops. In the 1990s, Etta found out, while getting a checkup, that she had a mitral valve prolapse (a heart valve that doesnt close properly) most likely caused by rheumatic fever. In 1965, Ettas parents werent aware that she wasnt cured from the scarlet fever and had developed rheumatic fever. Her doctor informed her that the mitral valve prolapse wasnt anything to worry about, but she would need to take antibiotics before any dental procedures, or any other invasive procedures she underwent in the future to prevent her from contracting bacterial endocarditis. She followed those instructions for years, and had no problems until 2007. In the year 2000, Etta was married for the first time. The marriage was a rocky and confusing union for her, and after 5 years she realized she was married to an abusive man. During those years of verbal, mental and emotional abuse the stress it caused is what Etta believes landed her in the hospital in 2007 fighting for her life. This is Etta LaVinyas story of surviving a very serious illness, two open heart surgeries and more, brought on by extreme stress. She has written her story with the hope that it will bring strength and courage to those who may be experiencing serious illness, open heart surgery or domestic violence.
A struggling event planner and a sinfully hot astronaut must decide if their fake relationship is worth a shot at happily-ever-after, in this starry debut. Risk-averse event planner Amerie Price is jobless, newly single, and about to lose her apartment. With no choice but to gamble on her shaky start-up, the last thing she needed was to run into her smug ex and his new, less complicated girlfriend at Amerie's favorite coffee shop. Panicked, she pretends to be dating the annoyingly sexy man she met by spilling Americano all over his abs. He plays along—for a price. Half the single men in Houston claim to be astronauts, but Vincent Rogers turns out to be the real deal. What started as a one-off lie morphs into a plan: for the three months leading up to his mission, Amerie will play Vincent's doting partner in front of his loving but overly invested family. In exchange, she gets a rent-free room in his house and can put every penny toward her struggling business. What Amerie doesn't plan for is Vincent's gravitational pull. While her mind tells her a future with this astronaut is too unpredictable, her heart says he's exactly what she needs. As their time together counts down, Amerie must decide if she'll settle for the safe life—or shoot for the stars.
The intention of this book is to engage educators in transforming the public school curriculum for a culturally diverse society. This means more than including knowledge about diverse populations. It means reconceptualizing school practices through debate, deliberation, and collaboration involving the diverse voices that comprise the nation. Certain key questions must be addressed in this process: * What should be the purpose of schooling in a culturally diverse society? * Who should be involved in curriculum planning and what process should be employed? * How is the actualized curriculum differentiated? * What is the relationship between school practices and the structure of the larger society? * How should the curriculum be evaluated? The authors of the essays in this book address critical perspectives from which a framework is constructed for a discourse on planning curriculum for a culturally diverse society. In a substantive introduction, Hollins presents the major themes and overall goals of the book and describes how the readings in each of the four parts are linked to each other and to these themes and goals. Each part begins with critical questions and an overview to provide a framework and a focus for the readings that follow, and concludes with suggested learning experiences.
The focus of this book is the centrality of clinical experiences in preparing teachers to work with students from diverse cultural, economic, and experiential backgrounds. Organized around three themes—learning teaching through the approximation and representation of practice, learning teaching situated in context, and assessing and improving teacher preparation—Rethinking Field Experiences in Preservice Teacher Preparation provides detailed descriptions of theoretically grounded, research-based practices in programs that prepare preservice teachers to contextualize teaching practices in ways that result in a positive impact on learning for traditionally underserved students. These practices serve current demands for teacher accountability for student learning outcomes and model good practice for engaging teacher educators in meaningful, productive dialogue and analysis geared to developing local programs characterized by coherence, continuity, and consistency.
IT seemed William would probably become a woodsman Just like his father On the rugged Ohio frontier, slinging an ax Was more important than reading a book, after all. If William wanted to go to school he would have to walk 11 miles on a rough roadÃ1five and a half mites each way. Of course, for that even to be possible, he and his family would have to build the road first No wonder William's mother feared that her son would never get the chance to be a student But life held countless surprices William became not only a student, but a teacherÃ1by the age of 14. And that was only the beginning' Journey back to the frontier days as you read the always-surprising, always-adventurous story of William H. McGuffey. Find out how he created his children's readersÃ1books that would unify America and become acclaimed as the most influential books of their time. And discover why a boy from simple beginnings became known as the "the greatest forgotten, man, Book jacket.
Etta Kralovec and John Buell are educators who dared to challenge one of the most widely accepted practices in American schools. Their provocative argument first published in this book, featured in Time and Newsweek, in numerous women's magazines, on national radio and network television broadcasts, was the first openly to challenge the gospel of "the more homework the better." Consider: * In 1901, homework was legally banned in parts of the U.S. There are no studies showing that assigning homework before junior high school improves academic achievement. * Increasingly, students and their parents are told that homework must take precedence over music lessons, religious education, and family and community activities. As the homework load increases (and studies show it is increasing) these family priorities are neglected. * Homework is a great discriminator, effectively allowing students whose families "have" to surge ahead of their classmates who may have less. * Backpacks are literally bone-crushing, sometimes weighing as much as the child. Isn't it obvious we're overburdening our kids?
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