With the CIA and intelligence apparatus compromised at the highest levels, Jim Faithen, an ex-Navy SEAL, and John Delaney, a mining engineer, think they have established a safe new beginning in Rio de Janeiro seeking minerals and gold. That is about to change. Just as they are approached by four men in suits, sniper fire rings out from a nearby rooftop. It appears the two men have more enemies than they realized. In their escape from enemies, they uncover a carefully planned scheme by the Russian Mafia and the Iranian Muslim hierarchy who attempt nuclear annihilation of the Unites States. Entering conspiracies of treachery propel them through city scapes and Brazilian jungles along with delightful street urchins, a powerful jungle drug lord, and an enigmatic shaman leader, while spies and crooked government operators joust on the hidden battlefields of the world. Yet, the jungle can bend the laws of nature as they manifest.
This book draws from and analyzes teachers’ and students’ stories of great classes in order to promote teachers’ development of pedagogical tact and to encourage flow states for students. Taken together, these theoretical lenses—pedagogical tact and flow—provide a valuable framework for understanding and motivating classroom engagement. As the authors suggest, tactful teachers are more likely to see their students in flow than teachers who struggle with basic classroom routines and practices. Grounded in narrative research, and written for pre-service teachers, the book offers strategies for replicating these first-hand accounts of peak classroom teaching and learning.
This book is a volume in the Penn Press Anniversary Collection. To mark its 125th anniversary in 2015, the University of Pennsylvania Press rereleased more than 1,100 titles from Penn Press's distinguished backlist from 1899-1999 that had fallen out of print. Spanning an entire century, the Anniversary Collection offers peer-reviewed scholarship in a wide range of subject areas.
This book draws from and analyzes teachers’ and students’ stories of great classes in order to promote teachers’ development of pedagogical tact and to encourage flow states for students. Taken together, these theoretical lenses—pedagogical tact and flow—provide a valuable framework for understanding and motivating classroom engagement. As the authors suggest, tactful teachers are more likely to see their students in flow than teachers who struggle with basic classroom routines and practices. Grounded in narrative research, and written for pre-service teachers, the book offers strategies for replicating these first-hand accounts of peak classroom teaching and learning.
This book draws from and analyzes teachers' and students' stories of great classes in order to promote teachers' development of pedagogical tact and to encourage flow states for students. Taken together, these theoretical lenses-pedagogical tact and flow-provide a valuable framework for understanding and motivating classroom engagement. As the authors suggest, tactful teachers are more likely to see their students in flow than teachers who struggle with basic classroom routines and practices. Grounded in narrative research, and written for pre-service teachers, the book offers strategies for replicating these first-hand accounts of peak classroom teaching and learning"--
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