This book is an English translation of the authoritative autobiography by the late South Korean President Kim Dae-jung. The 2000 Nobel Peace Prize winner, often called the Asian Nelson Mandela, is best known for his tolerant and innovative “Sunshine Policy” towards North Korea. Written in the five years between the end of his presidency and his death in 2009, this book offers a poignant first-hand account of Korea’s turbulent modern history. It spans the pivotal time span between the Japanese colonial period (1910-1945) and reconciliation in the Korean Peninsula (2000-2009). In between are insightful insider descriptions of everything from wars and dictatorships to the hopeful period of economic recovery, blooming democracy, peace, and reconciliation. Conscience in Action serves as an intimate record of the Korean people’s persistent and heroic struggle for democracy and peace. It is also an inspiring story of an extraordinary individual whose formidable perseverance and selfless dedication to the values he believed in led him to triumph despite more than four decades of extreme persecution.
The ultimate guide for using graphic novels in any middle school or high school classroom, this book considers how the graphic novel format can support critical thinking and help reach disciplinary goals in history, English language arts, science, math, fine arts, and other subjects. Using specific graphic novels as examples, this book considers how to help students read, question, and write about both fiction and non-fiction. Whether teachers are new to graphic novels or have been working with them for years, this book will help improve instruction. Chapters ell us how to teach with graphic novels, focusing on how disciplinary literacy can inform graphic novel instruction; how readers should consider text, image, and the intersection of the two when reading a graphic novel; and how graphic novels can encourage critical response and interdisciplinary instruction. Throughout the book, the authors illustrate important teaching concepts with examples from recent graphic novels. Appendices offer recommendations of graphic novels ideal for different disciplines. Teachers who are serious about using graphic novels effectively in the classroom will find this book invaluable.
For those living in Seoul, it's easy to conclude that the urban swath of concrete grays and muddy browns is all there is to see in Korea. Yet those who look up can glimpse crests of mountains, seemingly faraway yet thankfully ever-present. Such is Korean nature—never imposing or intimidating, forever patiently waiting for us to take notice. In a way, this book was written in the hope of encouraging more readers to take notice of this subdued, yet spectacular, beauty.
There is an increasing trend in teachers using graphic novels to get their students excited about reading and writing, using both original stories and adaptations of classic works by authors such as Homer, Shakespeare, and the Brontes. However, there is surprisingly little research available about which pedagogies and classroom practices are proven to be effective. This book draws on cutting-edge research, surveys and classroom observations to provide a set of effective methods for teaching with graphic novels in the secondary English language arts classroom. These methods can be applied to a broad base of uses ranging from understanding literary criticism, critical reading, multimodal composition, to learning literary devices like foreshadowing and irony. The book begins by looking at what English language arts teachers hope to achieve in the classroom. It then considers the affordances and constraints of using graphic novels to achieve these specific goals, using some of the most successful graphic novels as examples, including Maus; Persepolis; The Nameless City; and American Born Chinese and series such as Manga Shakespeare. Finally, it helps the teacher navigate through the planning process to figure out how to best use graphic novels in their own classroom. Drawing on their extensive teaching experience, the authors offer examples from real classrooms, suggested lesson plans, and a list of teachable graphic novels organized by purpose of teaching.
Drawing on in-depth interviews, this text examines how Asian American teachers in the US have adapted, persisted, and resisted racial stereotyping and systematic marginalization throughout their educational and professional pathways. Utilizing critical perspectives combined with tenets of Asian Critical Race Theory, Kim and Hsieh structure their findings through chapters focused on issues relating to anti-essentialism, intersectionality, and the broader social and historical positioning of Asians in the US. Applying a critical theoretical lens to the study of Asian American teachers demonstrates the importance of this framework in understanding educators’ experiences during schooling, training, and teaching, and in doing so, the book highlights the need to ensure visibility for a community so often overlooked as a "model minority", and yet one of the fastest growing racial groups in the US. This text will benefit researchers, academics, and educators with an interest in the sociology of education, multicultural education, and teachers and teacher education more broadly. Those specifically interested in Asian American history and the study of race and ethics within Asian studies will also benefit from this book.
When does a reigning great power of the international system supplement military containment of a challenging power by restricting its economic exchanges with that state? Scholars of great power politics have traditionally focused on examining a reigning power’s military containment of a challenging power. In direct contrast, Compound Containment demonstrates that these conventional studies are flawed without a sound understanding of the multilayered aspects of containment strategy in great power politics. Since economic capacity and military power are intimately linked to one another, countering a challenging power requires addressing both economic and military dimensions. Nonetheless, this nexus of security and economy in a reigning power’s response to a challenging power cannot be explained by traditional theories that dominate research in international security. Author Dong Jung Kim fills a gap in the scholarship on great power competition by investigating when a reigning power will make its military containment of a challenging power “compound” by simultaneously employing restrictive economic measures. Its main theoretical claims are corroborated by an analysis of key historical cases of reigning power-challenging power competition. This book also offers policy prescriptions for the United States by examining whether the United States is in a position to complement military containment of China with restrictive economic measures.
Kim Man-Choong or Kim Man-jung (1637- 1692) was a famous Doctor of Literature and President of the Confucian College. He wrote his most famous work Kuunmong (The Cloud Dream of the Nine) around 1689 while in exile. The events of the novel take place in China during the Tang dynasty in the ninth century.
A guide for STEM students who want to excel—both in school and beyond. Based on years of research and interviews with successful scientists and science students, this book is designed for college students on the path to a STEM career, helping them avoid pitfalls and obstacles and find success both academically and in the real world. Like an experienced lab partner or a candid advisor, the book provides both realistic practical advice and encouragement, covering the entire college experience including: choosing a major mastering study skills doing scientific research finding a job building and maintaining a love of science that will keep you motivated Written by recent science graduates including former editors-in-chief of the prestigious Dartmouth Undergraduate Journal of Science, this guide can help get you through the ups and downs of undergrad life—and help you excel as both a student and a scientist.
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