The American Revolution radically changed the lives of many, some of them friends of the Revolution, some not, and some who wished to have no part of it for either side. Rarely did one of these reluctant witnesses leave a narrative journal. Nicholas Cresswell, a young English gentry farmer, was one. Arriving in Virginia during the momentous month of May 1774, Cresswell set out to seek his fortune as a farmer in the newer settlements in northwest Virginia. Soon the fortunes of Revolution overwhelmed him and his plans to begin a new life in America. For the next three years, Cresswell struggled to sustain his mission. Time was against him as his combatants on both sides, with increasingly ominous insistence, sought for and demanded his allegiance. This he never ceded. The very act of keeping a journal became dangerous. His written account of his attempt to sustain his liberty has long been a significant window into the turbulence of the Revolution. In offering this singular view of liberty during the Revolution, Nicholas Cresswell stood and still stands as a rebuke to subsequent historians of the Revolution, patriot leaning or loyalist leaning, who had difficulty in accommodating this journal into their generalized views of causation and justification. As a consequence, much of Cresswell's real perspectives were either lost or misinformed. In 1928, an edition of Cresswell's journal was published, but it was expurgated and not annotated. This edition of the Cresswell journal is the first unexpurgated and annotated edition ever published. As such, it offers new light for the better illumination of the turbulent world of revolutionary politics and personalities.
George Rogers grew up destitutely poor in Virginia with a loving family. He wanted to see the country, so he began to hitchhike to visit relatives or just travel to someplace he had never been and meet new people. His travels enhanced his high school education and made possible his college and NASA relationship. He worked numerous jobs in many fields and thumbed through his Army assignments. He was never more than a thumb away from anywhere he needed to go. His only regret was the fact that he was unable to share all the beautiful places and people he had encountered, but he found that college teaching gave him an opportunity to share many of the life skills he had learned and opened up a whole new world of exciting experiences. Assembling these stories into a single vignette seemed to be the most logical way to record the joys and sorrows of his life.
With the 13th edition, Wintrobe’s Clinical Hematology once again bridges the gap between the clinical practice of hematology and the basic foundations of science. Broken down into eight parts, this book provides readers with a comprehensive overview of: Laboratory Hematology, The Normal Hematologic System, Transfusion Medicine, Disorders of Red Cells, Hemostasis and Coagulation; Benign Disorders of Leukocytes, The Spleen and/or Immunoglobulins; Hematologic Malignancies, and Transplantation. Within these sections, there is a heavy focus on the morphological exam of the peripheral blood smear, bone marrow, lymph nodes, and other tissues. With the knowledge about gene therapy and immunotherapy expanding, new, up-to-date information about the process and application of these therapies is included. Likewise, the editors have completely revised material on stem cell transplantation in regards to both malignant and benign disorders, graft versus host disease, and the importance of long-term follow-up of transplantation survivors.
Improving Human Learning in the Classroom provides a functional and realistic approach to facilitate learning through a demonstration of commonalities between the various theories of learning. Designed to assist educators in eliciting students' prior knowledge, providing feedback, transfer of knowledge, and promoting self-assessment, Taylor and MacKenney provide proven strategies for infusing various learning theories into a curriculum, guiding educators to find their own strategies for promoting learning in the classroom. Both quantitative and qualitative research methods investigate learning theories and reforms in education. Quantitative data sources build the theoretical framework for educating the student, as well as developing strategies for closing the achievement gap. Taylor and MacKenney fuse personal experiences with solid strategies for human learning.
Originally published in 1976, this volume begins with a theoretical overview of the major trends in the community psychology movement at the time, as well as a perspective on how the field was developing. The emphasis is on the utility of combining a preventative community-centered orientation with an applied behavioral-analytic focus. The authors take general theoretical notions and demonstrate how they can be turned to concrete methods of dealing with specific practical problems that occur in implementing a ‘real-life’ program of community oriented intervention. The authors present an innovative model for developing a low cost and effective delivery system for mental health services in public schools. They describe the actual development and implementation of such a system in the school, and also include a comprehensive evaluative scheme for determining the efficacy of this type of endeavor. The actual behavior change strategies that are employed can be used effectively by teaching personnel or psychologists on either a large or small scale. A final unique feature of the volume is the inclusion of a program that will assist teachers and mental health professionals in helping elementary school students learn social problem-solving skills.
In three huge volumes George Curtis Waldo jr. has amassed a wealth of information on the beautiful town of Bridgeport, Connecticut. Volume one spans the settlement of the town, its governments, military and educational history and much more. It also includes chapters on the evolution of nearby Stratford and Fairfield. Volumes two and three contain hundreds of biographical sketches of the most prominent men and women of these towns, offering an almost flawless overview of the most important Connecticut people. These three volumes are treasure chests for everyone interested in the history of Connecticut and/or genealogical sources thereof.
More than a century ago over 200 leading lawyers met in a schoolroom on Fifth Avenue and Twenty-Sixth Street to organize the Association of the Bar of the City of New York. They were hot with reform and with the sting of professional shame. Boss Tweed and his cronies were not only robbing the city's treasury, but, worse, were also corrupting the courts and judges. Boss Tweed and his gang were routed but not without a long struggle and the help of many others in the city. Since that historical victory, the Association has taken up other "causes and conflicts," sometimes with wide success, sometimes failing, but continuing a wide variety of activities with unabated zeal. George Martin tells of these struggles in this volume. It is the story of the Association through times of turbulence and times of trouble, including the famous March on Washington, the toppling of Mayor Jimmie Walker under the Judge Seabury investigation, and the Joseph McCarthy Era. George Martin has brought these great events and a number of no less interesting footnotes to history alive in Causes and Conflicts through these many vignettes about the Associations' leaders.
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