Shows teachers how to create intellectual environments that produce techinically competent students who are caring, secure, and activitely literate human beings
Introducing a spelling test to a student by saying, 'Let's see how many words you know, ' is different from saying, 'Let's see how many words you know already.' It is only one word, but the already suggests that any words the child knows are ahead of expectation and, most important, that there is nothing permanent about what is known and not known." -- Peter Johnston Sometimes a single word changes everything. In his groundbreaking book Choice Words, Peter Johnston demonstrated how the things teachers say (and don't say) have surprising consequences for the literate lives of students. Now, in Opening Minds: Using Language to Change Lives, Peter shows how the words teachers choose affect the worlds students inhabit in the classroom, and ultimately their futures. He explains how to engage children with more productive talk and to create classrooms that support not only students' intellectual development, but their development as human beings. Grounded in research, Opening Minds: Using Language to Change Lives shows how words can shape students' learning, their sense of self, and their social, emotional and moral development. Make no mistake: words have the power to open minds - or close them.
Introducing a spelling test to a student by saying, 'Let' s see how many words you know,' is different from saying, 'Let's see how many words you know already.' It is only one word, but the already suggests that any words the child knows are ahead of expectation and, most important, that there is nothing permanent about what is known and not known. Peter Johnston Grounded in research, Opening Minds: Using Language to Change Livesshows how words can shape students' learning, their sense of self, and their social, emotional and moral development. Make no mistake: words have the power to open minds – or close them. Following up his groundbreaking book, Choice Words, author Peter Johnston continues to demonstrate how the things teachers say (and don't say) have surprising consequences for the literate lives of students. In this new book, Johnston shows how the words teachers choose can affect the worlds students inhabit in the classroom. He explains how to engage children with more productive talk and how to create classrooms that support students' intellectual development, as well as their development as human beings.
In the years since Choice Words: How Our Language Affects Children’s Learning was first published and quickly became a beloved bestseller, countless educators and their students have been impacted by this short, but powerful book. Throughout it, author Peter Johnston provides examples of seemingly ordinary words, phrases, and uses of language that are pivotal in the orchestration of the classroom. Grounded in a balance of research and classroom practice, Choice Words demonstrates how and what we say (and don't say) have surprising consequences for what children learn and for who they become as literate people. Now, in this second edition, Peter Johnston returns to the central message of the book—that teachers’ language is their most powerful tool for impacting children’s learning and creating classroom community. With updates throughout the chapters to both the research and classroom examples, and new chapters on social-emotional learning and mindsets, this book has much to offer to both those familiar with Choice Words and those who will read it for the first time. This book will be enlightening for any teacher who wishes to be more conscious of the many ways their language helps children acquire literacy skills and view the world, their peers, and themselves in new ways.
Peter Johnston, retired ambassador, tells a story of five years in the Canadian Army in the Second World War, much of them spent as a sergeant in counter-intelligence, including close to two years rounding up amateur spies and other nasties in Italy. He writes of later years in the Canadian foreign service, some of them working with the Royal Canadian Mounted Police Security Service and many of them engaged in examining assessments of intelligence during the Cold War, entailing close contacts with the British and American intelligence authorities. He also writes of his life as an ambassador in Indonesia and of his subsequent adventures as an elections monitor in Nicaragua, El Salvador and Angola. Reviewing Johnston's book in the November issue of the Rockcliff News, Charles King, one-time Chief of the Ottawa Bureau of Southam News Services and former Associate Editor of the Ottawa Citizen, spoke of the author as "a snoop with a difference", as "an unconventional outsider looking in on the refinements of a diplomatic life", as "an intelligence officer in the dim, secret world of counter-espionage" who, "in all his adventures was sustained by an impish sense of the ridiculous nature of his role". Similar reactions were expressed in Bout de Papier, the quarterly journal of the Professional Association of Foreign Service Officers. David Peel, retired ambassador and Inspector General of the Canadian Security and Intelligence Service 1994-98, began his review by expressing his "big disappointment, for which you should prepare yourself, when you get to page 164 of this little book: it ends. Far too soon." Among Peel's comments on Johnston's experiences in the Second World War, he noted that, "he makes his adventures in the long advance of the Canadians up the boot of Italy sound funny, ridiculous and touching but they give a vivid picture of war and the men who fought in it". On his life as a diplomat and civil servant, Peel suggested that "His age and experience gave him a perspective that other newcomers lacked and his stories and comments on the situations and people he encountered are, while generally kind, great fun and sometimes scathing-the sort of thing we all wish we'd had the courage to say at the time". Peel concluded his summary of the book's contents by referring back to his opening remark, that "at page 164, that's just how I felt about his book-reluctant to let go".
In Growing Up Guggenheim, Peter Lawson-Johnston—a Guggenheim himself, and the board president who oversaw the transformation of the renowned museum from a local New York institution to a global art venture—shares a personal memoir that includes intimate portraits of the five people principally responsible for the entire Guggenheim art legacy. In addition to first-hand biographical accounts of his grandfather Solomon Guggenheim (the museum’s founder), his cousin Harry (Solomon’s successor), and his famously rebellious cousin Peggy (whose magnificent Venice art collection he helped bring under New York Guggenheim management), the author tells the stories of long-time museum director Thomas Messer, who initiated the bold expansion of Frank Lloyd Wright’s original museum building, and current director Thomas Krens, whose controversial tenure has featured such innovations as the Guggenheim’s wildly successful first international outpost in Bilbao, Spain, and exhibits devoted to fashion and motorcycles. Lawson-Johnston also traces his own career, from his first job as sales manager of a remote feldspar mine, to his rapid ascent to the family summit, to his extension of the Guggenheim legacy in ways none of his predecessors could have envisioned. Despite his native and tangible humility, this evocative narrative makes clear Lawson-Johnston’s indispensable role as the loyal steward of one of America’s most famous family enterprises.
In the Eagle’s Way: The Importance of Love in Healthcare, the author, a general practitioner, looks back at the changes he has seen over fifty years of study and practice of medicine. Remarkable advances in medicine and surgery have been accompanied by the growth of alternative medicine. He sees the emergence of holistic/integrative medicine as an important development in the evolution of healthcare. In this guide, he explores the principles and philosophies of alternative medicine and its complementary relationship with traditional medicine. The underlying principle of orthodox medicine is fighting disease; in contrast, the underlying principle of alternative medicine is embracing disease, an approach consistent with the new paradigm of unity. Both principles are varied yet powerful. He believes that maintenance of scientific standards dictates that most alternative therapies will remain outside the parameters of orthodox medicine but will be complementary to it. Conventional medicine is intellectual, sensory, head-based, and extraverted in its approach, whereas alternative medicine, especially the new psychotherapies, tends to be intuitive, heartbased, and introverted. The latter tends to go with the flow rather than have set standards of treatment. Practitioners of holistic and integrative medicine using both systems are often viewed as the healers of the future. While both systems can offer help to the patient, the most powerful force in healing remains unconditional love in the form of nonjudgmental respect, care, trust, and compassion. Dr. Johnston presents this as the central core of holistic and integrative medicine in The Eagle’s Way.
Increasingly, educators are recognizing that for children to thrive intellectually they need socially and emotionally healthy classrooms. Conveniently, this is exactly what parents have always wanted for their children's classrooms that offer and grow positive relationships and behavior, emotional self-regulation, and a sense of well-being. Using the guiding principles from Peter Johnston's best-selling professional resources, Choice Words and Opening Minds,Peter and six colleagues began a journey to create just such classrooms'senvironments in which children meaningfully engage with each other through reading, writing, making, and discussing books. Together, they bring you Engaging Literate Minds: Developing Children's Social, Emotional, and Intellectual Lives, K-3 where you'll discover how these teachers struggled and succeeded in building such classrooms. Inside you'll find the following: Practical ways to develop a caring learning community and children's socio-emotional competence Powerful teaching practices from real classrooms Engaging ways to encourage inquiry and student agency Suggestions on how to use formative assessment in everyday teaching practices Helpful research behind the classroom practices and children's development Ways to help students inspire and support each other Building a just, caring, literate society has never been more important than it is today. By embracing the ideas and teaching strategies Engaging Literate Minds, you can help children to become socially, emotionally, and intellectually healthy. Not only do these classroom practices develop the skills to achieve district benchmarks and beyond, they help develop children's humanity.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Fourth-graders around the country face new, high-stakes standardized tests, drawing increased attention to the need for effective literacy instruction in the upper-elementary grades. This essential book goes beyond political catch-phrases to examine what actually works in the fourth-grade classroom. After reviewing current research on upper-elementary reading instruction, the book takes readers directly into the classrooms of six highly successful teachers. Like the previously published Learning to Read, which focused on the first grade, Reading to Learn offers a rare view of the techniques and strategies good teachers use to engage students, help them develop as thoughtful readers and writers, and bolster self-directed learning and literate conversation. Bringing to life the complexities of day-to-day work with diverse students, the book provides inspiration and practical ideas for any teacher in the upper-elementary grades.
Current law requires the federal government to fulfill a broad spectrum of responsibilities in managing public lands; to protect and conserve the environment; to foster the appropriate development of marketable commodities; to preserve wilderness areas, wildlife habitats, and unique historical sites; and to encourage public participation in land-use and management decisions. There is no consensus, however, on the best ways to establish a balance among the? priorities when serious conflicts arise. This book presents a wide-ranging discussion of the means by which lands and resources administered by the Forest Service and the Bureau of Land Management can better serve present and future needs for environmental preservation and resource development. The contributors consider public and private interests in the federal lands in light of political realities and uncertainties, giving particular: attention to efficiency-versus-equity issues, privatization fair market value, and the income-producing potential of publicly owned assets. Major sections of the book focus on timber, nonfuel minerals, rangelands, and energy resources. Based on a recent conference sponsored by The Wilderness Society, the book reflects the views of conservationists, scholars, industry representatives, and state and federal officials.
In the early 1800s, it was called the Potrero Nuevo, or new pasture. Gold-rush squatters soon put the squeeze on Mission Doloress grazing cattle, and when the fog lifted, Potrero Hill became the first industrial zone in San Francisco, with iron-smelting plants, butcheries, and shipbuilding dominating the waterfront during the late 19th century. The Hill has been home to immigrants from Scotland, Ireland, China, Russia, Mexico, and from everywhere in between. These days, many of the factories and warehouses have been converted into housing and offices for techies. And for the record, the crookedest street in San Francisco is not Lombardits Vermont, between 20th and 22nd.
This book describes and documents an exciting new approach to educating literacy teachers. The authors show how to help teachers develop their own critical literacy, while also preparing them to accelerate the literacy learning of struggling readers. The text takes readers inside a literacy lab in a high-poverty urban elementary school, reveals the instructional approach in action, and provides many excellent examples of critically responsive teaching. Featuring a synthesis of several fields of theory and research, this book: illustrates teacher preparation and development as personal and social transformation - demonstrating that this process requires changing the ways teachers think about students, language, culture, literacy, learning, and themselves as educators; provides pedagogical tools - including the history of the innovative literacy lab, the context of the instructional interactions, and the transition from a university-based to a school-based project; and combines critical and accelerative literacy instruction, showing how teachers can accelerate the slowest developing readers in their classrooms and also build a sense of engagement for students with the social world.
This is an examination of six major new versions, the New International Version, (NIV); New American Standard Bible, (NASB); New Revised Standard Version, (NRSV); Revised English Bible, (REB); Good News Bible, (GNB); and the New American Bible, (NAB). It includes: 1) The textual basis of the above new versions; 2) 379 New Testament verses in which the above new versions are compared with the Greek of the Received Text, and the weak evidence that is back of their adulterations; 3) a 200-page examination of the New International Version (NIV) shows that they have added over 100,000 of their own words, and have failed to translate over 20,000 of the original words; 4) a separate examination of the New American Standard Bible (NASB). There are 8 appendices, including a thorough critique of Kurt Aland's Text of the New Testament. Get acquainted with the facts, for God is going to look to you to warn his people that these new versions are adulterated with many of the heresies of the Gnostics and others. Also, since they all contain contradictions within themselves, and also contradict one another, love for your fellow saints should require you to let them know that the words they are reading are not all God's words. Jay P. Green, Sr. (1918-2008) is Translator and Editor of The Interlinear Hebrew-Greek-English Bible and the translator of the Modern King James Version of the Holy Bible, The Teenage Version of the Holy Bible, and the Literal translation of the Holy Bible. He has written numerous books on textual criticism.
The world's 58 poorest countries are diverse in many respects, but they share the characteristic of a labor force overwhelmingly dependent on agriculture. Challenging the assumption that mass poverty and chronic hunger are insoluble problems, this book systematically explores the multiple aspects of economic development in these countries, which are home to 60 percent of the world's population. The authors offer a broad-based development strategy to raise incomes through agricultural productivity growth and expanded rural employment. They present rich new information on the rural informal sector and on agriculture-industry interactions, and they analyze the impact of macroeconomic and social policies on the rural economy. Policy instruments aimed at bringing about broad-based development are carefully assessed from fiscal policy to development of hew seeds and farm implements. The book includes detailed case studies of countries that have seized—or missed—development opportunities. Comparison of the successful economic transformations of Japan and the United States shows how key ideas, which the authors call strategic notions, have enabled policymakers to act with foresight. Analyses of strategic choices in China, the Soviet Union, Taiwan, Mexico, Kenya, and Tanzania also show how development strategies that emerge from the real-world political economy reflect a mix of individual interests and strategic notions.
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