The Newbery Honor-winning author of Rascal presents a classic story about a boy's best friend--who's half dog, half wolf, and all heart. With ingenuity and hard work, Robbie Trent manages to convince his parents and his wolf-hating neighbors that Wolf is as hard-working as any dog. Illustrator John Schoenherr won a Caldecott Medal for his artwork on Owl Moon.
First published in 1998. This is Volume VII of twenty-eight in the Sociology of Education series. Written in 1948, this book gives a concise and critical assessment of education in modern Germany. The authors have concentrated on those most integrally bound up with the significant trends in German life with each chapter, except the last dealing with the situation in post-Hitler Germany, extends to the close of the Nazi regime. Considering this as a break potentially more radical than any that has occurred in German history, they have written of the situation preceding it always in the past tense, even when discussing features that have survived it.
The "White Australia Policy" - the country's historical policy that favored immigration to Australia from various European countries, especially Britain - has largely been discussed with regard only to its political-ideological perspective. No account was taken of the central problem of racist societalization, i.e. the everyday production and reproduction of race as a social relation (doing race) supported by broad sections of the population. This comprehensive study of Australian racism and the historical "white sugar" campaign shows that the latter was only able to achieve success because it was embedded in a widespread white Australia culture that found expression in all spheres of life. (Series: Racism Analysis - Series A: Studies - Vol. 4) [Subject: Social History, Australian Studies]
The period from 1870 to 1913 saw the emergence of modern mass politics. The extension of the franchise, the development of party structures and political cleavages and growing state intervention mark this period as one of substantial political change. This collection brings together a selection of the most important recent research in this field.
The basic quality of life consists of numerous miscellaneous challenges, which create (individual) challenge based on reason. Webster dictionary, definitive definition of (reason)an explanation or justification of an act, idea, etc, a cause or motive; the ability to think, from judgment, draw conclusion, etc. sound thought or judgement; good sense; normal mental powers; a sound mind; sanity; vi., to think coherently and logically; draw inferences or conclusions from facts known or assumed; to argue or talk in a logical way; vt., to think logically about; think out systematically; analyze, to argue, conclude, or infer; now usually with a clause introduced by that as the object; to support, justify, etc. with reason; to persuade or bring by reasoning (into or out of); syn., cause, thinkby reason of, because ofin (or within) reason; in accord with what is reasonableout of all reason unreasonable; stand to reason to be logical or reasonable, with reason justifiably; rightly. In essence, never postulate a challenge, demand, and accept accountability with intellectual moral value, in accordance with sensitivity of your God-created brain, which controls your entire philosophical trait, and if appropriately manifestwith the utilization of embedded genetic heritage artistic ability, combined with superior institution learningis the distinguished quality that God created within the human brain that determines (all) mankinds capabilities eternally. Learning is an effort to facilitate (challenge), which is a distinctive manner of production to attain satisfactory completion of an ambition agenda. And collectively, one can become a distinctive individual that can accomplish (any) strong conscious impulse desire with enthusiasm, which is the moral principle practice that America was established on.
This volume of the Collected Writings of Modern Western Scholars on Japan series, published under the Japan Library imprint, collects the work of Richard Storry on contempory issues and the history of Japan.
Using archival material and many unpublished sources, this work traces the origins of Oxford and Cambridge University colleges as places of learning, founded from the thirteenth century, for unmarried men who were required to take vows of poverty, chastity, and obedience, the majority of whom trained for the priesthood. The process reveals how the isolated monk-like existence was gradually transformed from the idea of married Fellows at University Colleges being considered absurd into considering it absurd not to allow Fellows to marry and keep their fellowships and therefore their income. This book shows how the Church was accepted as an essential element in society with university trained Churchmen becoming influential in Crown, government, and State. As part of the cataclysmic change from Catholic to Protestant religion, Edward VI and his Council permitted priests to marry, partly to declare their allegiance to the new Protestant religion and their rejection of the old. However, within the university colleges the rule that Fellows would lose their fellowships immediately on marriage was insisted upon. Why a group of individuals were instructed to remain set in a medieval monastic way of life within a nineteenth-century institution is traced in conjunction with how anomalies arose, were absorbed, accepted or challenged by a few courageous individuals prior to bringing about the ultimate change to the statutes in 1882.