Relates the story of an elephant seal named Elizabeth that was transferred from the Avon River in Christchurch, New Zealand, to the ocean, but found her way back to the city.
The concept of "funds of knowledge" is based on a simple premise: people are competent and have knowledge, and their life experiences have given them that knowledge. The claim in this book is that first-hand research experiences with families allow one to document this competence and knowledge, and that such engagement provides many possibilities for positive pedagogical actions. Drawing from both Vygotskian and neo-sociocultural perspectives in designing a methodology that views the everyday practices of language and action as constructing knowledge, the funds of knowledge approach facilitates a systematic and powerful way to represent communities in terms of the resources they possess and how to harness them for classroom teaching. This book accomplishes three objectives: It gives readers the basic methodology and techniques followed in the contributors' funds of knowledge research; it extends the boundaries of what these researchers have done; and it explores the applications to classroom practice that can result from teachers knowing the communities in which they work. In a time when national educational discourses focus on system reform and wholesale replicability across school sites, this book offers a counter-perspective stating that instruction must be linked to students' lives, and that details of effective pedagogy should be linked to local histories and community contexts. This approach should not be confused with parent participation programs, although that is often a fortuitous consequence of the work described. It is also not an attempt to teach parents "how to do school" although that could certainly be an outcome if the parents so desired. Instead, the funds of knowledge approach attempts to accomplish something that may be even more challenging: to alter the perceptions of working-class or poor communities by viewing their households primarily in terms of their strengths and resources, their defining pedagogical characteristics. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms is a critically important volume for all teachers and teachers-to-be, and for researchers and graduate students of language, culture, and education.
A FREE introduction to the flashcard ebooks series. Animal Flashcards - Perfect for children and for people learning how to speak English as a second language. This book features over 50 colorful Animals drawn in a fun cartoon style. Test yourself: Each flash card has a blank version preceding the card with English text, this allows the reader to guess the word before the answer is shown. Freebie edition: Part of the Flashcard eBook series: an expanding collection of mobile Flashcard books, designed for a modern audience.
One of the New York Times' Most Memorable Literary Moments of the Last 25 Years! • New York Times Bestseller • TIME Magazine’s Best Nonfiction Book of 2018 • New York Public Library’s Best Book of 2018 • NPR’s Book Concierge Best Book of 2018 • Economist Book of the Year • SELF.com’s Best Books of 2018 • Audible’s Best of the Year • BookRiot’s Best Audio Books of 2018 • The Atlantic’s Books Briefing: History, Reconsidered • Atlanta Journal Constitution, Best Southern Books 2018 • The Christian Science Monitor’s Best Books 2018 • “A profound impact on Hurston’s literary legacy.”—New York Times “One of the greatest writers of our time.”—Toni Morrison “Zora Neale Hurston’s genius has once again produced a Maestrapiece.”—Alice Walker A major literary event: a newly published work from the author of the American classic Their Eyes Were Watching God, with a foreword from Pulitzer Prize-winning author Alice Walker, brilliantly illuminates the horror and injustices of slavery as it tells the true story of one of the last-known survivors of the Atlantic slave trade—abducted from Africa on the last "Black Cargo" ship to arrive in the United States. In 1927, Zora Neale Hurston went to Plateau, Alabama, just outside Mobile, to interview eighty-six-year-old Cudjo Lewis. Of the millions of men, women, and children transported from Africa to America as slaves, Cudjo was then the only person alive to tell the story of this integral part of the nation’s history. Hurston was there to record Cudjo’s firsthand account of the raid that led to his capture and bondage fifty years after the Atlantic slave trade was outlawed in the United States. In 1931, Hurston returned to Plateau, the African-centric community three miles from Mobile founded by Cudjo and other former slaves from his ship. Spending more than three months there, she talked in depth with Cudjo about the details of his life. During those weeks, the young writer and the elderly formerly enslaved man ate peaches and watermelon that grew in the backyard and talked about Cudjo’s past—memories from his childhood in Africa, the horrors of being captured and held in a barracoon for selection by American slavers, the harrowing experience of the Middle Passage packed with more than 100 other souls aboard the Clotilda, and the years he spent in slavery until the end of the Civil War. Based on those interviews, featuring Cudjo’s unique vernacular, and written from Hurston’s perspective with the compassion and singular style that have made her one of the preeminent American authors of the twentieth-century, Barracoon masterfully illustrates the tragedy of slavery and of one life forever defined by it. Offering insight into the pernicious legacy that continues to haunt us all, black and white, this poignant and powerful work is an invaluable contribution to our shared history and culture.
2015 version published on 12/29/14. Need a good way to remember that the word "prodigal" means "wasteful"? Just think ofprada gal - a girl who spends all of her money on designer clothes. Brian McElroy (Harvard, '02) and Vince Kotchian (Boston College, '97), two of San Diego's most sought after test-prep tutors, provide a series of clever, unconventional, and funny memory devices aimed toward helping you to improve your vocabulary and remember words long-term so that you don't ever forget their meanings. Brian and Vince, combined, have been tutoring the test for over 20 years. They have analyzed all available official GRE tests to select the words that appear in this book. The vocabulary words in this book are best suited for students at a 9th-grade level or above. The words in this edition are specifically targeted toward the GRE exam, but they are also helpful for students who are preparing for other standardized tests such as the SAT, ACT, ISEE, SSAT, GMAT, LSAT or MCAT, or anyone at any age who simply wants to improve his/her knowledge of English vocabulary. Disclaimer: a few of our mnemonics might not be appropriate for kids – some contain adult language or situations. Over 950 of the words in this book appear in our other mnemonics book,SAT Vocab Capacity. So if you're easily offended, the SAT version might be a better choice. Why This Book Is Different If you're studying for the GRE, SAT, or for any other standardized test that measures your vocabulary, you may be feeling a little bit anxious – especially if you've taken a practice test and encountered words you didn't know (or maybe never even saw before)! Whether you have seven days or seven months to prepare for the test, you're going to want to boost your vocabulary. But it's not that simple – you've got to remember the words you learn. And on many GRE text completion and sentence equivalence questions, getting the right answer comes down to knowing the precise definition of the words. You could make vocabulary flashcards. You could look up words you don't know. You could read a book with lots of big words. But unless you give your brain a way to hold on to the words you learn, it will probably have a harder time remembering them when they appear on the test. That's the problem with most vocabulary books: the definitions and sentences in the books aren't especially memorable. That's where this book is different. We've not only clearly defined the words but we've also created sentences designed to help you remember the words through a variety of associations - using mnemonics. Mnemonic Examples A mnemonic is just a memory device. It works by creating a link in your brain to something else, so that recall of one thing helps recall of the other. This can be done in many ways – but the strongest links are through senses, emotions, rhymes, and patterns. Consider this example: Quash (verb): to completely stop from happening. Think: squash. The best way to quash an invasion of ants in your kitchen is simple: squash them. Now your brain has a link from the word quash (which it may not have known) to the word squash (which it probably knows). Both words sound and look the same, so it's easy to create a visual and aural link. If you picture someone squashing ants (and maybe get grossed out), you also have another visual link and an emotional link. Here's another example: Eschew (verb): to avoid. Think: ah-choo! Eschew people who say "ah-choo!" unless you want to catch their colds. The word eschew sounds similar to a sneeze (ah-choo!), so your brain will now link the two sounds. If you picture yourself avoiding someone who is about to sneeze in your face, even better! Again, the more connections you make in your brain to the new word, th