This is a picture book featuring the enormously successful anti-bullying poem 'To This Day'. In February 2013 a video of Shane Koyczan reading the poem was put up on YouTube and almost immediately the video went viral. Within two days it had received 1.4 million hits. Shane introduces the book with a letter in which he talks about why he wrote the poem and about the impact that bullying has on people. The book concludes with information about the 'To This Day' Project and what young people, schools and families are doing to combat bullying. It ends with the message that young people can bring about change if they stand up for themselves, support each other and speak out against bullying in all its forms.
According to Roger Caillois, play is an occasion of pure waste. In spite of this - or because of it - play constitutes an essential element of human social and spiritual development. In this study, the author defines play as a free and voluntary activity that occurs in a pure space, isolated and protected from the rest of life.
From New York Times bestseller Kristen Ashley and USA Today bestseller Suzanne M. Johnson… See what’s cooking! You’re invited to Denver and into the kitchens of Hawk Delgado’s commandos: Daniel “Mag” Magnusson, Boone Sadler, Axl Pantera and Augustus “Auggie” Hero as they share with you some of the goodness they whip up for their women. Not only will you get to spend time with the commandos, the Dream Team makes an appearance with their men, andthere are a number of special guest stars. It doesn’t end there, you’ll also find some bonus recipes from a surprise source who doesn’t like to be left out. So strap in for a trip to Denver, a few short stories, some reminiscing and a lot of great food. Welcome to Dream Bites, Cooking with the Commandos! (Half of the proceeds of this cookbook go to the Rock Chick Nation Charities)
*Winner of the Dylan Thomas Prize 2018* *Winner of the Somerset Maugham Award 2018* 'A brilliant debut - a tender, nostalgic and, at times, darkly hilarious exploration of black boyhood, masculinity and grief. A gorgeous and necessary collection from one of my favourite writers' Warsan Shire Translating as 'initiation', kumukanda is the name given to the rites a young boy from the Luvale tribe must pass through before he is considered a man. The poems of Kayo Chingonyi's remarkable debut explore this passage: between two worlds, ancestral and contemporary; between the living and the dead; between the gulf of who he is and how he is perceived. Underpinned by a love of music, language and literature, here is a powerful exploration of race, identity and masculinity, celebrating what it means to be British and not British, all at once. *Shortlisted for the Costa Poetry Prize; Seamus Heaney Centre First Poetry Collection Prize; Ted Hughes Award for New Work in Poetry; Roehampton Poetry Prize; Jhalak Prize 2018*
This Open Access book examines children’s participation in dialectical reciprocity with place-based institutional practices by presenting empirical research from Australia, Brazil, China, Poland, Norway and Wales. Underpinned by cultural-historical theory, the analysis reveals how outdoors and nature form unique conditions for children's play, formal and informal learning and cultural formation. The analysis also surfaces how inequalities exist in societies and communities, which often limit and constrain families' and children's access to and participation in outdoor spaces and nature. The findings highlight how institutional practices are shaped by pedagogical content, teachers' training, institutional regulations and societal perceptions of nature, children and suitable, sustainable education for young children. Due to crises, such as climate change and the recent pandemic, specific focus on the outdoors and nature in cultural formation is timely for the cultural-historical theoretical tradition. In doing so, the book provides empirical and theoretical support for policy makers, researchers, educators and families to enhance, increase and sustain outdoor and nature education.
Bron and Ray are a queer couple who enjoy their role as the fun weirdo aunties to Ray’s niece, six-year-old Nessie. Their playdates are little oases of wildness, joy, and ease in all three of their lives, which ping-pong between familial tensions and deep-seeded personal stumbling blocks. As their emotional intimacy erodes, Ray and Bron isolate from each other and attempt to repair their broken family ties ― Ray with her overworked, resentful single-mother sister and Bron with her religious teenage sister who doesn’t fully grasp the complexities of gender identity. Taking a leap of faith, each opens up and learns they have more in common with their siblings than they ever knew. At turns joyful and heartbreaking, Stone Fruit reveals through intimately naturalistic dialog and blue-hued watercolor how painful it can be to truly become vulnerable to your loved ones ― and how fulfilling it is to be finally understood for who you are. Lee Lai is one of the most exciting new voices to break into the comics medium and she has created one of the truly sophisticated graphic novel debuts in recent memory.
Tobias Gamble knew from a young age precisely the kind of woman he was going to make his. She was not going to be like his mother. She was going to be like the mother he claimed.In other words, she was going to be just right.And when Toby returns to his hometown of Matlock, Kentucky and claps eyes on Adeline Forrester, he knows she's the one.The problem is, his brother Johnny has a new girlfriend. And Addie is her sister. Last, Toby would do nothing to hurt Johnny's chance at happiness.Toby hangs around town to get to know the woman Johnny fell in love with. He also hangs around to get to know Addie.But he's fallen hard, and he knows the best thing for him-and Addie-is for him to leave.Addie Forrester is thrilled her sister Eliza found a good, solid man. Johnny Gamble is the salt of the earth. The best guy in the world.The best except for his brother, Toby.Toby doesn't know it, but Addie's fallen hard too. He's perfect, except for the fact that he's hands off and it's torture, being friends with Toby when she wants so much more.Addie also has a lot on her mind. She's got bills to pay, her young son needs food, Christmas is coming and her job at the grocery store just isn't cutting it.Toby is steering clear of Addie. Addie is steering clear of Toby. But everyone around them knows this is the slow burn.Because just like Eliza and Johnny, Addie and Toby were made for each other.
This thesis explores preschool class children’s meaning making processes when they encounter evolution. By adopting social semiotic and sociocultural perspectives on meaning making, three group-based tasks were designed. Video data from the activities were analysed using a multimodal approach. The analysis focuses on how the communicated science content affects the science focus of the tasks, how different materials function as semiotic resources and influence meaning making, and interactive aspects of doing science in the meaning-making processes. The findings reveal that, by using the provided materials and their previous experiences, the children argue for different reasons for animal diversity and evolution. Throughout the tasks, a child-centric view of life emerged in a salient manner. This means that, apart from the science focus, the children also emphasise other aspects that they find important. The child-centric perspective is suggested to be a strength that enables children to engage in science activities. The results show that the provided materials had three functions. Children use materials as resources providing meaning. This means that the children draw on the meaning potential of the materials, a process that is influenced by their previous experiences. Moreover, in interaction with peers, the materials also serve as communicative and argumentative tools. Thus, access to materials influences the children’s meaning making and enables them to discuss evolution and “do science”. The findings also reveal an intimate relationship between task context and interaction. More scripted tasks convey more child–adult interaction (scaffolding) while less scripted tasks, during which children build on previous experiences instead of communicated science content, stimulates child–child interaction (mutual collaboration). In scaffolding interactions, a greater emphasis is placed on the science topic of the task due to guidance from the adult. Consequently, meanings made by children in more scripted tasks are more likely to be “scientifically correct”. However, if the teacher or the adult steps back and allows the children to engage in mutual collaboration, they engage in multiple ways of doing science through evaluating, observing, describing and comparing. Overall, the research reported in this thesis suggests that task contexts and materials have a great impact on children’s meaning making and how science is done. Den här avhandlingen utforskar förskolebarns meningsskapandeprocesser kring evolution. Tre gruppbaserade aktiviteter har designats. Videodata har analyserats utifrån ett multimodalt perspektiv på kommunikation. Analysen fokuserar på hur kommunicerade naturvetenskapliga beskrivningar av evolution påverkar aktiviteternas naturvetenskapliga fokus, materials funktion som semiotiska resurser och påverkan på meningsskapande och interaktiva aspekter av att göra naturvetenskap. Avhandlingens resultat visar att barnen, genom att använda material och sina tidigare erfarenheter, för olika resonemang kring varför djur utvecklas och blir olika. Genomgående har barnens syn på världen en betydande roll för meningsskapandeprocessen. Det betyder att barnen, förutom att fokusera på det naturvetenskapliga innehållet i aktiviteterna, också lägger stor vikt vid andra aspekter som är viktiga för dem. Det barncentrerade perspektivet förslås vara en styrka som möjliggör för barn att delta i och engageras av naturvetenskapliga aktiviteter. De material som barnen har tillgång till de i de olika aktiviteterna har tre funktioner. Barnen använder material som meningsgivande resurser, vilket betyder att barnen använder materialens meningspotential. Denna process påverkas av barnens tidigare erfarenheter. Vidare används materialen som kommunikativa- och argumentativa redskap i interaktion med andra. Tillgången till material påverkar således barnens meningsskapande och möjliggör att de kan diskutera evolution påverkar barnens naturvetenskapliga handlande. Avhandlingens resultat visar på en nära relation mellan uppgifters kontext och interaktion. Mer styrda aktiviteter medför mer interaktion mellan barn och vuxna (scaffolding). Mindre styrda aktiviteter, där barnen bygger på sina tidigare erfarenheter, stimulerar istället interaktion mellan barnen (mutual collaboration). Som ett resultat av den vuxnes agerande, läggs det större vikt vid det naturvetenskapliga innehållet (evolution) i scaffolding-interaktioner. Följaktligen är de meningar som skapas i mer styrda aktiviteter mer i linje med naturvetenskapliga förklaringar till evolution. Samtidigt finns det ett samband mellan att den vuxne kliver åt sidan och att barnen kliver fram och gör naturvetenskapliga handlingar som att utvärdera, observera, beskriva och jämföra. Sammanfattningsvis visar den här avhandlingen att uppgifters kontext och material har stor påverkan på barns meningsskapande och hur de gör naturvetenskap.
