Addressing widespread discontent with contemporary schooling, Roland Tharp and Ronald Gallimore develop a unified theory of education and offer a prescription: the reconstitution of schools as 'educating societies'. Drawing on studies from the family nursery through the university seminar, and on their own successful experiences with thousands of students over two decades, their theory is firmly based in a culture-sensitive devellopmental psychology but seeks to integrate all the recent work in the Vygotskian tradition with basic concepts in cognitive science, anthropology, and sociolinguistics. One of the authors' primary resources is the Kamehameha Elementary Education Program (KEEP), generally regarded as the world's outstanding research and development program for elementary schooling.
This book expands on the framework established in the original volume of Quality Teaching in a Culture of Coaching. It provides many examples that can be incorporated into any educational environment. It outlines the why, who, what, and how of a sound coaching program. The new edition adds sections on the impact of learning styles on coaching, extends the connections between coaching, mentoring, and supervision, and includes instructional coaching. It contains updated examples of various coaching models in place, including international examples.
This important volume looks back to 1890 and -- 100 years later -- asks some of the same questions William James was asking in his Principles of Psychology. In so doing, it reviews our progress toward their solutions. Among the contemporary concerns of 1990 that the editors consider are: the nature of the self and the will, conscious experience, associationism, the basic acts of cognition, and the nature of perception. Their findings: Although the developments in each of these areas during the last 100 years have been monumental, James' views as presented in the Principles still remain viable and provocative. To provide a context for understanding James, some chapters are devoted primarily to recent scholarship about James himself -- focusing on the time the Principles was written, relevant intellectual influences, and considerations of his understanding of this "new" science of psychology. The balance of this volume is devoted to specific topics of particular interest to James. One critical theme woven into almost every chapter is the tension between the role of experience (or phenomenological data) within a scientific psychology, and the viability of a materialistic (or biologically reductive) account of mental life. Written for professionals, practitioners, and students of psychology -- in all disciplines.
A new “textual studies” and archival approach to the investigation of works of new media and electronic literature that applies techniques of computer forensics to conduct media-specific readings of William Gibson's electronic poem “Agrippa,” Michael Joyce's Afternoon, and the interactive game Mystery House. In Mechanisms, Matthew Kirschenbaum examines new media and electronic writing against the textual and technological primitives that govern writing, inscription, and textual transmission in all media: erasure, variability, repeatability, and survivability. Mechanisms is the first book in its field to devote significant attention to storage—the hard drive in particular—arguing that understanding the affordances of storage devices is essential to understanding new media. Drawing a distinction between “forensic materiality” and “formal materiality,” Kirschenbaum uses applied computer forensics techniques in his study of new media works. Just as the humanities discipline of textual studies examines books as physical objects and traces different variants of texts, computer forensics encourage us to perceive new media in terms of specific versions, platforms, systems, and devices. Kirschenbaum demonstrates these techniques in media-specific readings of three landmark works of new media and electronic literature, all from the formative era of personal computing: the interactive fiction game Mystery House, Michael Joyce's Afternoon: A Story, and William Gibson's electronic poem “Agrippa.”
Paso de la Amada, an archaeological site in the Soconusco region of the Pacific coast of Mexico, was among the earliest sedentary, ceramic-using villages of Mesoamerica. With an occupation that extended across 140 ha in 1600 BC, it was also one of the largest communities of its era. First settled around 1900 BC, the site was abandoned 600 years later during what appears to have been a period of local political turmoil. The decline of Paso de la Amada corresponded with a rupture in local traditions of material culture and local adoption of the Early Olmec style. Stylistically, the material culture of Paso de la Amada corresponds predominantly to the pre-Olmec Mokaya tradition. Excavations at the site have revealed significant earthen constructions from as early as 1700 BC. Those include the earliest known Mesoamerican ball court and traces of a series of high-status residences. This monograph reports on large-scale excavations in Mounds 1, 12, and 32, as well as soundings in other locations. The volume covers all aspects of excavations and artifacts and includes three lengthy interpretive chapters dealing with the main research questions, which concern subsistence, social inequality, and the organizational history of the site.
With full coverage of the APA Code of Ethics and engaging vignettes to draw students into the material, Ethics for Psychologists provides unique multicultural, moral, and legal perspectives to the standards of conduct in the field of psychology. This book describes complex ethical dilemmas students may encounter and offers a variety of frameworks through which to examine such dilemmas. Legal, moral, values-driven, and global approaches are provided in concise commentaries about the dictates of our own Code of Ethics. Students will be challenged to take control of their learning experience by moving beyond the basics of looking up each situation to find "the right thing to do," into a more active and engaged approach, with the goal of not only becoming ethical thinkers but informed decision makers.
Amazingly, the complexities of voting theory can be explained and resolved with comfortable geometry. A geometry which unifies such seemingly disparate topics as manipulation, monotonicity, and even the apportionment issues of the US Supreme Court. Although directed mainly toward students and others wishing to learn about voting, experts will discover here many previously unpublished results. As an example, a new profile decomposition quickly resolves the age-old controversies of Condorcet and Borda, demonstrates that the rankings of pairwise and other methods differ because they rely on different information, casts serious doubt on the reliability of a Condorcet winner as a standard for the field, makes the famous Arrow's Theorem predictable, and simplifies the construction of examples.
Samuel Beckett, whose play Waiting for Godot was one of the most influential works for the post-World War II generation, has long been identified with the debilitated and impotent characters he created. In this provocative book, Lois Gordon offers a new perspective on Beckett, challenging the prevalent image of him as reclusive, self-absorbed, and disturbed. Gordon investigates the first forty years of Beckett's life and finds that he was, on the contrary, a kind and generous man who responded sensitively and even heroically to the world around him. Gordon describes the various places and events that affected Beckett during this formative period: war-torn Dublin during the Easter Uprising and World War I, where he spent his childhood and student days; Belfast and Paris in the 1920s and London during the Depression, where he lived and worked; Germany in 1937, where he traveled and witnessed Hitler's brutal domestic policies; prewar and occupied France, where he was active in the Resistance (for which he was later decorated); and the war-ravaged town of Saint-L� in Normandy, which he helped to restore following the liberation. Gordon also portrays the individuals who were important to Beckett, including Jack B. Yeats, Alfred P�ron, Thomas McGreevy, and, most significantly, James Joyce, who was a model for Beckett personally, artistically, and politically. Gordon argues convincingly that Beckett was very much aware of the political and cultural turmoil of this period and that the enormously creative works he wrote after World War II can, in fact, be viewed as a product of and testament to those tumultuous times.
The indispensable leadership companion—updated and more relevant than ever! Part leadership manual, part short novel, this unique best-seller uses dialogues between a novice and a master teacher and between a new and a seasoned principal to illuminate how viewing a problem through a different lens—political, human resources, structural, or symbolic—can reveal the right solution. Featuring reflective questions and solid strategies for meeting real-life challenges, the third edition also includes: New views on building morale in the #MeToo age Revamped discussion of mandates, standards and rubrics Celebration of educators as skilled professionals Expanded conversations about hope, faith, and parental involvement
This book contains lecture notes and invited contributions presented at the NATO Advanced Study Institute and EPS Liquid State Conference on PHYSICOCHEMICAL HYDRODYNAMICS-PCH: INTERFACIAL PHENOMENA that were held July 1-15, 1986, in LA RABIDA (Huelva) SPAIN. Although we are aware of the difficulty in organizing the contents due to the broad and multidisciplinary aspects of PCH-Interfacial Phenomena, we have tried to accomodate papers by topics and have not followed the order in the presentation at the meetings. There is also no distinction between the ASI notes and Conference papers. We have done our best to offer a coverage as complete as possible of the field. However, we had difficulties coming from the fact that some authors were so busy that either did not find time to submit their contribution or did not have time to write a comprehensive paper. We also had to cope with very late arrivals, postdeadline valuable contributions that we felt had to be included here. Our gratitude goes to the NATO Scientific Affairs Division for its economic support and to the EPS Liquid State Committee for its sponsorship. Financial support also came from Asociacion Industrias Quimicas-Huelva (Spain), Caycit-Ministerio De Educacion Y Ciencia (Spain), Canon-Espana (Spain), Citibank-Espana (Spain), CNLS-Los Alamos Nat. Lab. (U. S. A. ), CSIC (Spain), EPS, ERT (Spain), ESA, Fotonica (Spain), IBM-Espana (Spain), Junta De Andalucia (Spain), NATO, NSF (U. S. A. ), ONR-London (U. S. A.
The black separatist movement led by Marcus Garvey has long been viewed as a phenomenon of African American organization in the urban North. But as Mary Rolinson demonstrates, the largest number of Universal Negro Improvement Association (UNIA) divisions and Garvey's most devoted and loyal followers were found in the southern Black Belt. Tracing the path of organizers from northern cities to Virginia, and then from the Upper to the Deep South, Rolinson remaps the movement to include this vital but overlooked region. Rolinson shows how Garvey's southern constituency sprang from cities, countryside churches, and sharecropper cabins. Southern Garveyites adopted pertinent elements of the movement's ideology and developed strategies for community self-defense and self-determination. These southern African Americans maintained a spiritual attachment to their African identities and developed a fiercely racial nationalism, building on the rhetoric and experiences of black organizers from the nineteenth-century South. Garveyism provided a common bond during the upheaval of the Great Migration, Rolinson contends, and even after the UNIA had all but disappeared in the South in the 1930s, the movement's tenets of race organization, unity, and pride continued to flourish in other forms of black protest for generations.
Astronomy and Astrophysics Abstracts aims to present a comprehensive documen tation of the literature concerning all aspects of astronomy, astrophysics, and their border fields. It is devoted to the recording, summarizing, and indexing of the relevant publications throughout the world. Astronomy and Astrophysics Abstracts is prepared by a special department of the Astronomisches Rechen-Institut under the auspices of the International Astronomical Union. Volume 34 records literature published in 1983 and received before February 17, 1984. Some older documents which we received late and which are not surveyed in earlier volumes are included too. We acknowledge with thanks contributions of our colleagues all over the world. We also express our gratitude to all organiza tions, observatories, and publishers which provide us with complimentary copies of their publications. Starting with Volume 33, all the recording, correction, and data processing work was done by means of computers. The recording was done by our technical staff members Ms. Helga Ballmann, Ms. Mona El-Choura and Ms. Monika Kohl. Mr. Martin Schlotelburg and Mr. Ulrich Oberall supported our task by careful proofreading. It is a pleasure to thank them all for their encouragement. Heidelberg, March 1984 The Editors Contents Introduction . . . . . . . . . . . . Concordance Relation: ICSU-AB-AAA 3 Abbreviations 10 Periodicals, Proceedings, Books, Activities 001 Periodicals . . . . . . . . . . . 15 002 Bibliographical Publications, Documentation, Catalogues, Atlases 50 003 Books ...... . 58 004 History of Astronomy 67 005 Biography . . 71 006 Personal Notes 73 007 Obituaries . . .
Veteran crime writers Pacholik and Pruden are back with more true tales of tangled plots, foul deeds and conniving cons in the heart of the Canadian prairies. In their second collection of Saskatchewan true crime stories, Pacholik and Pruden uncover a number of little-known or long-forgotten tales from Saskatchewan's history, including chilling homicides, daring robberies, shocking frauds--and even a suicide bombing and an airplane hijacking. From the first execution to the never-before-revealed details of one of Canada's largest drug busts, from frozen gold to poisoned porridge, "Paper Cows "is guaranteed to surprise, shock, and facinate.
Young children and even infants work hard at mastering various kills and show spontaneous pleasure at their own accomplishment. John Nicholls explores the conditions that cause students to lose their unselfconscious involvement in a game or task and become concerned with how they are stacking up against others. Charting the development of children's concepts of luck, effort, and ability, he argues that with age they are increasingly prone to take superiority over others as the definition of success. An emphasis on interpersonal competition, which permeates Western society, exacerbates this egotistical tendency and results in diminished accomplishment and alienation from school. To overcome these problems, Nicholls argues, we must "become as little children" for whom absorption in exploration and accomplishment come naturally, even when those around them are more competent. This ideal is unlikely to be promoted through technical approaches to education, or by the current emphasis on the role of education in economic development. Instead, Nicholls calls for a progressive approach to education. Difficult though it is to implement, this approach is most likely to increase equality of motivation for intellectual development, substantial accomplishment, satisfaction in work, and more productive relations with others. These are important ideas for anyone interested in achievement motivation, for those professionally involved in education, and for nonspecialists interested in, or worried about, how we educate our children.
World War I was a watershed, a defining moment, in Armenian history. Its effects were unprecedented in that it resulted in what no other war, invasion, or occupation had achieved in three thousand years of identifiable Armenian existence. This calamity was the physical elimination of the Armenian people and most of the evidence of their ever having lived on the great Armenian Plateau, to which the perpetrator side soon gave the new name of Eastern Anatolia. The bearers of an impressive martial and cultural history, the Armenians had also known repeated trials and tribulations, waves of massacre, captivity, and exile, but even in the darkest of times there had always been enough remaining to revive, rebuild, and go forward.This third volume in a series edited by Richard Hovannisian, the dean of Armenian historians, provides a unique fusion of the history, philosophy, literature, art, music, and educational aspects of the Armenian experience. It further provides a rich storehouse of information on comparative dimensions of the Armenian genocide in relation to the Assyrian, Greek and Jewish situations, and beyond that, paradoxes in American and French policy responses to the Armenian genocides. The volume concludes with a trio of essays concerning fundamental questions of historiography and politics that either make possible or can inhibit reconciliation of ancient truths and righting ancient wrongs.
With the help of real-world cases, this book enables students and managers alike to clearly view their own communication abilities, organizational dilemmas and challenges. New to the Fourth Edition - Greater emphasis on the "problem focused" nature of the book - Greater focus on critical thinking issues and skills - A spotlight on the range of organizations that experience the communication problems discussed in the book, and an emphasis on the similarity of communication problems across organizations - The inclusion of new research on ethics in organizations and environmental responsibility - Updated examples throughout, including updated material on how technology influences communication in organizations - A new Instructor's Resource CD-ROM that includes PowerPoint slides, test questions, and sample case studies - A new Companion Study Site that includes short video case studies and questions for each chapter to promote practical problem-solving
Create a new reality by guiding your team to successful changes in special education! Meeting the challenge of teaching a child with a disability...optimizing the potential of a classroom of troubled students...seeing the look of understanding on a child′s face—these are the ideals of special education. Making these ideals reality often requires change. As an educator, you realize this, and you would like to make a difference in your school. But how? Guiding Change in Special Education illustrates the seven stages of school change then, stage by stage, Havelock and Hamilton provide explanations and advice for incorporating each stage into your change process. At the core of the process are these change agents: Local educators trying to ensure that no child with a disability is left behind Parents advocating change because they care deeply about the cause Consultants available to help people act more effectively as a team Academics able to efficiently pinpoint needs within special education Experts with specialized knowledge to offer solutions to problems Informal marketing and sales people to help get the word out The "Linker"—an important player who connects people and resources, finds support, and helps organize the group Making changes can turn ideals into reality—applying the right process and building a team of dedicated people will yield success.
In the tradition of The Ice Master and Endurance, here is the incrediblestory of the first truly modern explorer, whose death-defyingadventures and uncommon modesty make this book itself anextraordinary discovery. Hubert Wilkins was the most successfulexplorer in history no one saw with his own eyes more undiscoveredland and sea. Largely self-taught, Wilkins became a celebratednewsreel cameraman in the early 1900s, as well as a reporter, pilot, spy, war hero, scientist, and adventurer, capturing in his lens warand famine, cheating death repeatedly, meeting world leaders likeLenin and Stalin, and circling the globe on a zeppelin. Apprenticing with the greats of polar exploration, including Shackletonin the Antarctic, Wilkins recognized the importance of newtechnologies such as the airplane and submarine. He helped mapthe Canadian Arctic and plumbed the ocean depths from the icecap.A pioneer in the truest sense of the word, he became the firstman to fly across the North Pole, which won him a knighthood;the first to fly to the Antarctic and discover land there by airplane;and the first to take a submarine under the Arctic ice. Grasping thelink between the poles and changing global weather, Wilkins was avisionary in weather forecasting and the study of global warming.A true hero of the earth, he changed the way we look at our world.
This collection of verbatim wills from 1656 to 1692 pertains not to present-day Rappahannock County but to "Old Rappahannock" County. "Old Rappahannock" was formed from Lancaster County in 1656; in 1692 its land south of the Rappahannock River was re-named Essex County, while that to the north became Richmond County. Owing to his interest in the ancestry of Francis Graves, son of Captain Thomas Graves, a member of the Virginia House of Burgesses in 1619, Mr. Sweeney painstakingly transcribed the wills of this extinct county from scattered deed and order books at the courthouse in Tappahannock, Virginia. Although he never found the coveted will of his ancestor, the compiler amassed, in the form of these wills, a priceless collection of information about "the extent and boundaries of early patents, the comfortable household equipment of a few of the inhabitants...the provision for widows and children, the maintenance of servants and slaves, the education of the children, the importance of livestock...the care of the sick, family quarrels" and much more about this newly settled community. Genealogists will be able to search among the very same wills for the names, relationships, and whereabouts of 2,500 of the earliest settlers of what would become Essex and Richmond counties.
This collection of essays examines the development of the American South from the end of the Civil War to the end of World War II. Written by both well-known and emerging scholars, the essays are divided into sections that address some of the major issues of that era, such as race relations, economic development, political reform, the roles of southern women, the messages of folk music, and the problems of the region's historians. Each article offers fresh insights or new information on its subject, and collectively the articles help to illuminate how the most traditional of American regions tried to cope with the forces of modernization.
Creating Excellence: Becoming an A+ School is intended to be used by first year principals who have inherited a school that is failing or not achieving to a desired level, as well as by seasoned principals who are struggling to improve their school’s academic performance. It can also be used effectively as a textbook for graduate students preparing for a career in educational leadership. The book is straightforward in its presentation of practices and strategies supported by research and theory. It has been written to share the knowledge base, impart the technical skills, and highlight the interpersonal skills recommended to enable educational leaders to create excellence and enable their school to become an A+ school. Within the chapters, tools, techniques, and concrete examples are offered. Educational leaders are encouraged to select, revise, and adjust proposed actions based on their own judgement and according to their local conditions, faculty, staff and other stakeholders. Regardless, improving instruction in order to increase student learning must be the focus.
This book explores psychosis as knowledge cut off from history, truth that cannot be articulated in any other form. It gives a nuanced picture of delusion as a repair of language itself, following Freud and Lacan in historic and contemporary forms of psychotic art, writing and speech.
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