Tabitha went off the rails young and never quite made it back. Now she's wasting her twenties in the most enjoyable way possible - spending her lawyer father's money and living the high-life among the glittering young things of L.A. But on her 24th birthday, she discovers that this life is about to come to an abrupt end. Her father's had enough and gives her an ultimatum: grad' college by the time she's 24, or she's disinherited. Without credit cards, Tabitha finds herself enrolled at Adirondacks U, set in the wild mountains of the States' northern reaches. But Tabby still manages to discover temptation in the shape of Jake, a handsome senior, a rugged logger she meets in the woods and Mark, a professor.
As a young girl, Tabitha went off the rails and never quite made it back. Now she's wasting her twenties in the most enjoyable way possible – spending her lawyer father's money and living the high-life among the glittering young things of L.A. But on her birthday, she discovers that this life is about to come to an abrupt end. Her father's had enough with her partying lifestyle and gives her an ultimatum: finish college by the time she's 24, or she's cut off. Without credit cards, Tabitha finds herself enrolled at a local university, set in the wild mountains of the States' most northern reaches. But even in the most remote town imaginable, Tabby still manages to discover a multitude of temptations: Jake, a handsome senior; Mark, a professor; and a mysterious yet rugged logger she meets in the woods... Who said learning couldn’t be any fun? Rouge romance - the best erotic romance novels, perfect for fans of Sylvia Day’s Crossfire series.
"Making and Being draws on the lived experience of Susan Jahoda and Caroline Woolard, visual arts educators who have developed a framework for teaching art with the collective BFAMFAPhD that emphasizes contemplation, collaboration, and political economy. The authors share ideas and pedagogical strategies that they have adapted to spaces of learning which range widely, from self-organized workshops for professional artists to Foundations BFA and MFA thesis classes. This hands-on guide includes activities, worksheets, and assignments and is a critical resource for artists and art educators today"--Page 4 of cover.
"Education for a better world cares deeply about what kinds of people we become. People who are educated for a better world are simultaneously knowledgeable, acutely concerned for the welfare of all of humanity and actively involved in our common work of making sure that our national and global systems respect and care for all human beings, and for all other living things with which we share our ecosystem. They are cognizant of our shared humanity and of the free benefits that are provided us by healthy ecosystems." -Education for a Better WorldEducation for a Better World is both a commentary and critical analysis of education through its historical context and present-day relevance in the information age. The complex interplay between knowledge and tradition is examined to reveal the myriad ways in which education sculpts and defines society. What follows is a discussion on the importance of education as a principal means for effecting profound social and ecological change, with examples and analyses of service learning and sustainable development initiatives. Education for a Better World presents several suggestions for the consideration of both students and educators alike toward the aim of improving education and, consequently, our world as a whole.
This is an up-to-the-moment, engaging, multicultural introduction to education and teaching and the challenges and opportunities they present. Together, the four authors bring a rich blend of theory and practical application to this groundbreaking text. Jeannie Oakes is a leading education researcher and former director of the UCLA teacher education program. Martin Lipton is an education writer and consultant and has taught in public schools for 31 years. Lauren Anderson and Jamy Stillman are former public school teachers, now working as teacher educators. This unique, comprehensive foundational text considers the values and politics that pervade the U.S. education system, explains the roots of conventional thinking about schooling and teaching, asks critical questions about how issues of power and privilege have shaped and continue to shape educational opportunity, and presents powerful examples of real teachers working for equity and justice. Taking the position that a hopeful, democratic future depends on ensuring that all students learn, the text pays particular attention to inequalities associated with race, social class, language, gender, and other social categories and explores teachers role in addressing them. The text provides a research-based and practical treatment of essential topics, and it situates those topics in relation to democratic values; issues of diversity; and cognitive, sociocultural, and constructivist perspectives on learning. The text shows how knowledge of education foundations and history can help teachers understand the organization of today s schools, the content of contemporary curriculum, and the methods of modern teaching. It likewise shows how teachers can use such knowledge when thinking about and responding to headline issues like charter schools, vouchers, standards, testing, and bilingual education, to name just a few. Central to this text is a belief that schools can and must be places of extraordinary educational quality and institutions in the service of social justice. Thus, the authors address head-on tensions between principles of democratic schooling and competition for always-scarce high-quality opportunities. Woven through the text are the voices of a diverse group of teachers, who share their analyses and personal anecdotes concerning what teaching to change the world means and involves. Click Here for Book Website Pedagogical Features: Digging Deeper sections referenced at the end of each chapter and featured online include supplementary readings and resources from scholars and practitioners who are addressing issues raised in the text. Instructor s Manual offers insights about how to teach course content in ways that are consistent with cognitive and sociocultural learning theories, culturally diverse pedagogy, and authentic assessment.New to this Edition: "
Foundations of Education incorporates relevant interdisciplinary perspectives and emphasizes coverage of key issues in education, with up-to-date research, primary resources, and documentation. This text provides comprehensive and substantive coverage of all foundational areas--including social, philosophical, historical, political, economic, curricular, and legal--for students who are preparing for a career in teaching and for those who simply wish to learn more about significant contemporary issues in education. The authors have included strong, thought-provoking pedagogy, and have emphasized the growing role of technology in education, especially in the new Technology@School feature.New! In This Case boxed features contain brief, fictional case scenarios that describe situations in which a new teacher might find themselves. Readers are asked to think critically about concepts discussed in each chapter to answer questions that encourage critical and applied analysis.New! Expanded topical overview charts in each chapter summarize and compare key developments and topics in education.New! Information about standards addresses the growing emphasis on holding students, teachers and schools accountable for performing at levels specified by local, state, and national standards. New sections focus on preparing teachers for the stress related to state/district standards, and legal issues, including the No Child Left Behind act, are addressed.Technology@School, a popular feature in every chapter, updates students on relevant developments in educational technology and provides information that may prove useful in their teaching careers. Topics include, Usingthe Internet to Learn About World Schools (Chapter 3), Helping Students Develop Media Literacy (Chapter 9), and Protecting Students from Undesirable Material on the Web (Chapter 13).Focus Questions appear at the beginning of each chapter and provide students with an organized reference to chapter material--Refocus Questions appear after major text sections and are designed to help reinforce and improve the students' comprehension by reviewing the information in the chapter.Taking issue charts appear in each chapter to present controversial issues in the field of education, offering arguments on both sides of a question to illustrate why the topic is important and how it affects contemporary schools. Instructors can use these charts as the basis for class discussions or essay assignments.Eduspace, a customizable, powerful, interactive platform, provides instructors with text-specific online courses and content in multiple disciplines. Eduspace gives an instructor the ability to create all or part of their course online using the widely recognized tools of Blackboard and quality text-specific content from HMCo. Instructors can quickly and easily assign homework exercises, quizzes, tests, tutorials and supplemental study materials and can modify that content or even add their own.
Called "a feminist classic" by Judith Shulevitz in the New York Times Book Review, this pathbreaking book of literary criticism is now reissued with a new introduction by Lisa Appignanesi that speaks to how The Madwoman in the Attic set the groundwork for subsequent generations of scholars writing about women writers, and why the book still feels fresh some four decades later. "Gilbert and Gubar have written a pivotal book, one of those after which we will never think the same again."--Carolyn G. Heilbrun, Washington Post Book World
Unbeknownst to most, the Luyia Nation is a congeries of Bantu and assimilated Nilotic clans principally the Luo, Kalenjin, and Maasai. Created seventy years ago, the Luyia tribe is still evolving in a slow process that seeks to harmonize the historico-cultural institutions that define the eighteen subnations in Kenya alone. Available records indicate that geophysical spread of Luyia-speaking people extends beyond the Kenyan frontier into Uganda and Tanzania with some Luyia clans having extant brethren in Rwanda, Congo, Zambia, and Cameroon. The 862 Luyia clans in Kenya are amorphous units united only by common cultural and linguistic bonds. The political union between these clans is a pesky issue that has eluded the community since formation of the superethnic polity. Although postindependence scholars dismissed oral accounts of Egyptian ancestry, new anthropological evidence links the Bantu, including those in West Africa, to ancient Misri (Egypt). A major historical and cultural change in Buluyia occurred a little more than a century ago when natives first made contact with the Western world. The meeting in 1883 by a Scottish explorer, Joseph Thomson, with Nabongo Mumia, the Wanga king, laid the foundation for British imperialism in this part of Africa.
