Loving you is like drinking hot chocolate on a summer day and sipping ice tea when the clouds are grey." This book full of poetry takes you through feelings of pain and love, and sometimes even both in the same sentence. From understanding what it is like to feel alone to finding yourself all over again. Salt vs Sugar has all the good and bad through life that you encounter.
How do you plan for a catastrophe? Virologist Nathan Wolfe, named one of TIME's 100 Most Influential People in the World for his work tracking viral pandemic outbreaks, proposed pandemic insurance years before the novel coronavirus outbreak. No one bought it. Now, in a post-COVID world, we hear his story. A time-jumping tale based on the life and work of Nathan Wolfe (who also happens to be the playwright's husband). Though not a play about COVID19, it is a true story of a pandemic expert. An deep dive into the profundities of scientific exploration, the lengths one goes for love and family, the bracing truths of fatherhood and discovery, and the harrowing realities of facing your own mortality, The Catastrophist is a world premiere theatrical experience built of and for this moment in time.
This is an up-to-the-moment, engaging, multicultural introduction to education and teaching and the challenges and opportunities they present. Together, the four authors bring a rich blend of theory and practical application to this groundbreaking text. Jeannie Oakes is a leading education researcher and former director of the UCLA teacher education program. Martin Lipton is an education writer and consultant and has taught in public schools for 31 years. Lauren Anderson and Jamy Stillman are former public school teachers, now working as teacher educators. This unique, comprehensive foundational text considers the values and politics that pervade the U.S. education system, explains the roots of conventional thinking about schooling and teaching, asks critical questions about how issues of power and privilege have shaped and continue to shape educational opportunity, and presents powerful examples of real teachers working for equity and justice. Taking the position that a hopeful, democratic future depends on ensuring that all students learn, the text pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and explores teachers role in addressing them. The text provides a research-based and practical treatment of essential topics, and it situates those topics in relation to democratic values; issues of diversity; and cognitive, sociocultural, and constructivist perspectives on learning. The text shows how knowledge of education foundations and history can help teachers understand the organization of today s schools, the content of contemporary curriculum, and the methods of modern teaching. It likewise shows how teachers can use such knowledge when thinking about and responding to headline issues like charter schools, vouchers, standards, testing, and bilingual education, to name just a few. Central to this text is a belief that schools can and must be places of extraordinary educational quality and institutions in the service of social justice. Thus, the authors address head-on tensions between principles of democratic schooling and competition for always-scarce high-quality opportunities. Woven through the text are the voices of a diverse group of teachers, who share their analyses and personal anecdotes concerning what teaching to change the world means and involves. Click Here for Book Website Pedagogical Features: Digging Deeper sections referenced at the end of each chapter and featured online include supplementary readings and resources from scholars and practitioners who are addressing issues raised in the text. Instructor s Manual offers insights about how to teach course content in ways that are consistent with cognitive and sociocultural learning theories, culturally diverse pedagogy, and authentic assessment.New to this Edition:
The origins of this book probably go back to Gordon Allport's seminar in social psychology at Harvard during the late 1940s and to the invitation from Gardner Lindzey, some years later, to contribute a section on "Sympathy and Empathy" to the International Encyclopedia of the Social Sciences (1968). Since those early beginnings, the book has been "in the process of becoming. " During that time I have benefited greatly from the knowledge and assistance of many colleagues, especially the following, who read and commented upon portions of the manuscript: Raymond Gastil, the late Joseph Katz, David McClelland, Jitendra Mohanty, Paul Mussen, Richard Solomon, and Bernard Weiner. To Kenneth Merrill for a close reading of the Hume material and to M. Brewster Smith for a careful reading of and suggestions on Chapters 7 and 8, I am especially indebted. Beverly Joyce withstood constant interruptions to provide much-needed library assistance, and Vivian Wheeler gave generously of her excellent editorial experience and knowledge. A fellowship at the Battelle Research Center in Seattle and an appointment as a visiting scholar at Harvard were of incalculable help, providing opportunity, stimulation, and freedom from teaching responsibilities. To all of the above I am deeply indebted. Just a few words about the organization of this book.
Socializing Intelligence Through Academic Talk and Dialogue focuses on a fast-growing topic in education research. Over the course of 34 chapters, the contributors discuss theories and case studies that shed light on the effects of dialogic participation in and outside the classroom. This rich, interdisciplinary endeavor will appeal to scholars and researchers in education and many related disciplines, including learning and cognitive sciences, educational psychology, instructional science, and linguistics, as well as to teachers curriculum designers, and educational policy makers.
Missionary Positions examines the context for Christian outreach to people in the sex industry. Over the last 20 years, faith-based organisations have become more engaged in ministering with sex workers. But what are the methods and desired outcomes that undergird pastoral practice in this field? Most Christians see prostitution as evil, and those who sell sex are considered broken victims in need of restoration. Yet the voices and experiences of sex workers themselves often challenge these assumptions. Using feminist and postcolonial perspectives, interviews with Christian practitioners in Australia and personal narrative, Lauren McGrow carves out a space for the dynamic theological agency and life complexity of sex workers to be more fully acknowledged in faith-based outreach projects.
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