This important volume presents the results from a five-year, mixed methods study on the transition from high school to postsecondary education for young adults who, during secondary school, received both English learner and special education services. It aims to improve our understanding of, and thus the supportive service provisions for, the dually identified student population in secondary and higher education settings. The book explores dually identified students’ complex and intersectional experiences, strengths, and needs using multiple methods of inquiry, including the examination of educational transition-focused policies and practices, a comprehensive review of research results, case studies, and comparative analysis of key stakeholder perspectives for this student population. With a focus on equitable, culturally sustaining transition research and practice, the book informs graduate students, researchers, and teacher educators about how to mitigate the effects of historical marginalization, increasing our collective understanding of intersectional experiences and how they shape young adults’ choices as they leave high school and move into young adulthood.
Lucretius' account of the origin of life, the origin of species, and human prehistory is the longest and most detailed account extant from the ancient world. It gives an anti-teleological mechanistic theory of zoogony and the origin of species that does away with the need for any divine aidor design in the process, and accordingly it has been seen as a forerunner of Darwin's theory of evolution. This commentary locates Lucretius in both the ancient and modern contexts, and treats Lucretius' ideas as very much alive rather than as historical concepts. The recent revival of creationismmakes this study particularly relevant to contemporary debate, and indeed, many of the central questions posed by creationists are those Lucretius attempts to answer.
A penetrating assessment of Augustus as ancient Rome’s military commander-in-chief. The words Pax Augusta—or Pax Romana—evoke a period of uninterrupted peace across the vast Roman Empire. Lindsay Powell exposes this as a fallacy. Almost every year between 31 BC and AD 14 the Roman Army was in action somewhere, either fighting enemies beyond the frontier in punitive raids or for outright conquest; or suppressing banditry or rebellions within the borders. Remarkably, over the same period, Augustus succeeded in nearly doubling the size of the Empire. How did this second-rate field commander, known to become physically ill before and during battle, achieve such extraordinary success? Did he, in fact, have a grand strategy? Powell reveals Augustus as a brilliant strategist and manager of war. As commander-in-chief (imperator) he made changes to the political and military institutions to keep the empire together, and to hold on to power himself. His genius was to build a team of loyal but semi-autonomous deputies (legati) to ensure internal security and to fight his wars for him, while claiming their achievements as his own. The book profiles more than 90 of these men, as well as the military units under their command, and the campaigns they fought. The book is lavishly illustrated with 23 maps, 42 color plates, 13 black-and-white figures and five order of battle schematics. With a foreword by Karl Galinsky, this book breaks new ground in explaining the extraordinary achievement of Caesar Augustus.
This important volume presents the results from a five-year, mixed methods study on the transition from high school to postsecondary education for young adults who, during secondary school, received both English learner and special education services. It aims to improve our understanding of, and thus the supportive service provisions for, the dually identified student population in secondary and higher education settings. The book explores dually identified students’ complex and intersectional experiences, strengths, and needs using multiple methods of inquiry, including the examination of educational transition-focused policies and practices, a comprehensive review of research results, case studies, and comparative analysis of key stakeholder perspectives for this student population. With a focus on equitable, culturally sustaining transition research and practice, the book informs graduate students, researchers, and teacher educators about how to mitigate the effects of historical marginalization, increasing our collective understanding of intersectional experiences and how they shape young adults’ choices as they leave high school and move into young adulthood.
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