Dissatisfied with the state of in public education, a small group of Halifax parents and university professors banded together in September 1958 to found a school of their own. Paul Bennett tells the story of the Halifax Grammar School in this illustrated history. Bennett describes the many larger-than-life personalities and the ebbs and flows of the school¿s development over the past fifty years. In recent years the School has enjoyed a resurgence, expanding to acquire the historic Tower Road School, and doubling in student population. This illustrated book explores how the Grammar School has influenced education in Nova Scotia by challenging the standards and practice and offering an alternative to the public system.
Over the last fifty years, Canada's public schools have been absorbed into a modern education system that functions much like Max Weber's infamous iron cage. Crying out for democratic school-level reform, the system is now a centralized, bureaucratic fortress that, every year, becomes softer on standards for students, less accessible to parents, further out of touch with communities, and surprisingly unresponsive to classroom teachers. Exploring the nature of the Canadian education order in all its dimensions, The State of the System explains how public schools came to be so bureaucratic, confronts the critical issues facing kindergarten to grade 12 public schools in all ten provinces, and addresses the need for systemic reform. Going beyond a diagnosis of the stresses, strains, and ills present in the system, Paul Bennett proposes a bold plan to re-engineer schools on a more human scale as the first step in truly reforming public education. In place of school consolidation and managerialism, one-size-fits-all uniformity, limited school choice, and the "success-for-all" curriculum, Bennett advocates for a new set of priorities: decentralize school governance, deprogram education ministries and school districts, listen to parents and teachers, and revitalize local education democracy. Tackling the thorny issues besetting contemporary school systems in Canada, The State of the System issues a clarion call for more responsive, engaged, and accountable public schools.
The dime novel and dude ranch, the barbecue and rodeo, the suburban ranch house and the urban cowboy—all are a direct legacy of nineteenth-century cowboy life that still enlivens American popular culture. Yet at the same time, reports of environmental destruction or economic inefficiency have motivated calls for restricted livestock grazing on public lands or even for an end to ranching altogether. In Let the Cowboy Ride, Starrs offers a detailed and comprehensive look at one of America's most enduring institutions. Richly illustrated with more than 130 photographs and maps, the book combines the authentic detail of an insider's view (Starrs spent six years working cattle on the high desert Great Basin range) with a scholar's keen eye for objective analysis.
Richard Stoddert Ewell is best known as the Confederate General selected by Robert E. Lee to replace "Stonewall" Jackson as chief of the Second Corps in the Army of Northern Virginia. Ewell is also remembered as the general who failed to drive Federal troops from the high ground of Cemetery Hill and Culp's Hill during the Battle of Gettysburg. Many historians believe that Ewell's inaction cost the Confederates a victory in this seminal battle and, ultimately, cost the Civil War. During his long military career, Ewell was never an aggressive warrior. He graduated from West Point and served in the Indian wars in Oklahoma, Kansas, New Mexico, and Arizona. In 1861 he resigned his commission in the U.S. Army and rushed to the Confederate standard. Ewell saw action at First Manassas and took up divisional command under Jackson in the Shenandoah Valley Campaign and in the Seven Days' Battles around Richmond. A crippling wound and a leg amputation soon compounded the persistent manic-depressive disorder that had hindered his ability to make difficult decisions on the battlefield. When Lee reorganized the Army of Northern Virginia in May of 1863, Ewell was promoted to lieutenant general. At the same time he married a widowed first cousin who came to dominate his life—often to the disgust of his subordinate officers—and he became heavily influenced by the wave of religious fervor that was then sweeping through the Confederate Army. In Confederate General R.S. Ewell, Paul D. Casdorph offers a fresh portrait of a major—but deeply flawed—figure in the Confederate war effort, examining the pattern of hesitancy and indecisiveness that characterized Ewell's entire military career. This definitive biography probes the crucial question of why Lee selected such an obviously inconsistent and unreliable commander to lead one-third of his army on the eve of the Gettysburg Campaign. Casdorph describes Ewell's intriguing life and career with penetrating insights into his loyalty to the Confederate cause and the Virginia ties that kept him in Lee's favor for much of the war. Complete with riveting descriptions of key battles, Ewell's biography is essential reading for Civil War historians.
The presumed link between mental disorder and violence has been the driving force behind mental health law and policy for centuries. Legislatures, courts, and the public have come to expect that mental health professionals will protect them from violent acts by persons with mental disorders. Yet for three decades research has shown that clinicians' unaided assessments of "dangerousness" are barely better than chance. Rethinking Risk Assessment: The MacArthur Study of Mental Disorder and Violence tells the story of a pioneering investigation that challenges preconceptions about the frequency and nature of violence among persons with mental disorders, and suggests an innovative approach to predicting its occurrence. The authors of this massive project -- the largest ever undertaken on the topic -- demonstrate how clinicians can use a "decision tree" to identify groups of patients at very low and very high risk for violence. This dramatic new finding, and its implications for the every day clinical practice of risk assessment and risk management, is thoroughly described in this remarkable and long-anticipated volume. Taken to heart, its message will change the way clinicians, judges, and others who must deal with persons who are mentally ill and may be violent will do their work.
Dissatisfied with the state of in public education, a small group of Halifax parents and university professors banded together in September 1958 to found a school of their own. Paul Bennett tells the story of the Halifax Grammar School in this illustrated history. Bennett describes the many larger-than-life personalities and the ebbs and flows of the school¿s development over the past fifty years. In recent years the School has enjoyed a resurgence, expanding to acquire the historic Tower Road School, and doubling in student population. This illustrated book explores how the Grammar School has influenced education in Nova Scotia by challenging the standards and practice and offering an alternative to the public system.
Speed in acquiring the knowledge and skills to perform tasks is crucial. Yet, it still ordinarily takes many years to achieve high proficiency in countless jobs and professions, in government, business, industry, and throughout the private sector. There would be great advantages if regimens of training could be established that could accelerate the achievement of high levels of proficiency. This book discusses the construct of ‘accelerated learning.’ It includes a review of the research literature on learning acquisition and retention, focus on establishing what works, and why. This includes several demonstrations of accelerated learning, with specific ideas, plans and roadmaps for doing so. The impetus for the book was a tasking from the Defense Science and Technology Advisory Group, which is the top level Science and Technology policy-making panel in the Department of Defense. However, the book uses both military and non-military exemplar case studies. It is likely that methods for acceleration will leverage technologies and capabilities including virtual training, cross-training, training across strategic and tactical levels, and training for resilience and adaptivity. This volume provides a wealth of information and guidance for those interested in the concept or phenomenon of "accelerating learning"— in education, training, psychology, academia in general, government, military, or industry.
This is not a book for the fainthearted. It is a thrilling adventure story that carries the reader through the entire pageant of history, from the farthest reaches of antiquity to the utmost limits of prophecy, complemented by supporting secular knowledge, focusing on the awesome plan God has put into motion. Throughout this anthology, the chosen people of promise are brought into sharp relief against the unceasing tactics of Satan to derail the plan, and bring an end to history's climax: the sacrifice of Jesus Christ for the salvation of mankind, and the resurrection of the saints to bring new government - the renewed Eden on earth. In the process of this thriller there are shown to be not one, not two, but three Edenic periods on earth! Follow the chapters of this book and its thorough documentation into an exciting and new experience that will tantalize and inspire you to the higher thoughts of the Almighty. Paul W. Syltie was raised on a crop and dairy farm in western Minnesota, and attended universities in the Upper Midwest, obtaining a Ph.D. in Soil Fertility in 1980. He married his high school sweetheart Sandy, and they are the parents of six children and nine grandchildren. Dr. Syltie is a farmer, writer, and instructor in natural agricultural methods who travels worldwide to help farmers improve their health and productivity by returning the soil to its God-intended vitality. Other books by the same author: The Syltie Family in America The New Eden: Millennial Agriculture, a Key to Understanding the Kingdom of God Understanding God's Government How Soils Work: A Study Into the God-Plane Mutualism of Soils and Crops
The hour is late and the clock is ticking for rural and small town communities in Nova Scotia. School closures capture the news headlines, but they signal a more profound development: the gradual, yet relentless, decline in rural populations and a demographic shift that threatens to extinguish what remains of rural communities in Nova Scotia. In The Last Stand, Paul W. Bennett responds to the looming crisis with a new, more accountable, efficient and sustainable model of public schooling. It is time to revitalize rural Nova Scotian communities by reversing the dominant trend toward centralized, bureaucratic school systems. As Bennett argues, schools must be transformed, once again, into vital community hubs. Suspending the divisive school review process will accomplish little, as Bennett demonstrates, unless it leads to building smaller community schools, supporting innovative local enterprises, modelling sustainable living practices and providing community-based education on a more human scale.
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