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ETERNAL LOVE
Tо bеаr уоur ѕоul to ѕоmеоnе, to dереnd on them to lеаd аnd рrоtесt you whеn it iѕ nееdеd, tо hоld оn and keep fighting thrоugh all lifе’ѕ triаlѕ. To bеliеvе аnd hаvе faith thаt уоu will get thrоugh life together, to givе аll of yourself, tо feel stronger аnd рrоud in each оthеr’ѕ рrеѕеnсе, and tо forgive аnd hаvе fаith in еасh other, Thаt’ѕ love.Michael Wаlkеr, jоinеd thе Nаvу after high school аnd hе grаduаtеd frоm bаѕiс trаining, оr "Bооt Cаmр" аѕ it'ѕ саllеd. He wеnt tо Hоѕрitаlmаn "A" Sсhооl, where he bесаmе a Nаvу Cоrрѕmаn.Miсhаеlѕ’ lоvе lifе since hiѕ honourable diѕсhаrgе from the U.S. Nаvу, аftеr hаving served tеn years hаѕ bееn full оf ѕсаrѕ, pain, hеаrtbrеаk, darkness, аnd unforgettable memory of Kаrа’ѕ dеаth.
Profiles in Performance
Too many organizations invest in performance management and business intelligence projects, without first establishing the needed conditions to ensure success. But the organizations that lay the groundwork for effective change first reap the benefits. In Profiles in Performance: Business Intelligence Journeys and the Road Map for Change, Howard Dresner (author of The Performance Management Revolution) worked with several extraordinary organizations to understand their thriving "performance-directed culture." In doing so, he developed a unique maturity model-which served as both a filter to select candidates and as a lens to examine accomplishments. Interviews with people from all sides of the organization: business users, finance, senior management and the IT department Provides a complete picture of their progress from inception to current state The models, analyses and real world accounts from these cases will be an invaluable resource to any organization hoping to improve or initiate their own performance-directed culture.
Learning Relationships in the Classroom
This reader explores the nature of interactions between children and their teachers in the classroom. It emphasises the importance of such relationships for children's learning and for educational practice. Part 1 looks at different cultural conceptions of the teacher-learner relationship, and how this relates to schooling, cognitive development and the aquisition of knowledge. Part 2 takes a closer look at the role of language and dialogue in interactions between adults and children in classrooms. Part 3 describes research by developmental psychologists on peer interaction and collaborative learning, and discusses how it has advanced our understanding of how children learn from each other. Part 4 considers the implications of classroom-based collaborative learning initiatives and the potential for creating 'communities of enquiry' which change how we think about knowledge acquisition.
These Kids
Few would deny that getting ahead is a legitimate goal of learning, but the phrase implies a cruel hierarchy: a student does not simply get ahead, but gets ahead of others. In These Kids, Kysa Nygreen turns a critical eye on this paradox. Offering the voices and viewpoints of students at a “last chance” high school in California, she tells the story of students who have, in fact, been left behind. Detailing a youth-led participatory action research project that she coordinated, Nygreen uncovers deep barriers to educational success that are embedded within educational discourse itself. Struggling students internalize descriptions of themselves as “at risk,” “low achieving,” or “troubled”—and by adopting the very language of educators, they also adopt its constraints and presumption of failure. Showing how current educational discourse does not, ultimately, provide an adequate vision of change for students at the bottom of the educational hierarchy, she levies a powerful argument that social justice in education is impossible today precisely because of how we talk about it.
Teaching Globally
With the world visibly present in students' lives through technology, mass and social medias, economic interdependency, and global mobility, it is more important than ever to develop curriculum that is intercultural. In Teaching Globally: Reading the World Through Literature, a community of educators show us how to use global children's literature to help students explore their own cultural identities. Edited by Kathy Short, Deanna Day, and Jean Schroder, this book explains why global curriculum is important and how you can make space for it within district and state school mandates. Teaching Globally is built around a curriculum framework developed by Short and can help teachers integrate a...
Contexts for Learning
This work presents landmark research concerning the vital dynamics of childhood psychological development. It's origin can be traced to the late 1970s, when several psychologists began to challenge existing notions of cognitive development by suggesting that such functioning is bound to specific contexts and that cognitive development is based on the mastery of culturally defined ways of speaking, thinking, and acting. About the same time, several translations were made available in this country of the seminal work of Vygotsky, the noted theoretician, offering a conceptual base on which these workers could build. This volume, with contributions from many of the scholars who pioneered this ar...
Sunny and 74
Tod comes home one night to find his easy life suddenly on the brink of personal and financial disaster. He owes three large debts to three unreasonable parties that are suddenly past due- so he turns to a buddy from his past and his mysterious brother to again bail him out. The brothers offer him a deal that throws even this desperate man for a loop: life for Tod is no longer going to be "Sunny and 74".
Playing Their Way into Literacies
“This book provides a theoretical and empirical foundation for the development of new and exciting pedagogical approaches to the teaching and learning of digital literacies in the earliest years of schooling... researchers, educators, and policymakers alike ignore its key messages at their peril in the decades ahead.” —From the Foreword byJackie Marsh, the University of Sheffield, UK “Play, too often in the past, has been seen as a four-letter word by those who wish to raise academic standards. Wohlwend shows why this position is untenable and why play is a curricular necessity in kindergarten and beyond. This is a must read for anyone worried about what parents and administrators wi...
Holocaust Fiction and the Question of Impiety
This book discusses the issues underlying contemporary Holocaust fiction. Using Gillian Rose’s theory of Holocaust piety, it argues that, rather than enhancing our understanding of the Holocaust, contemporary fiction has instead become overly focused on gratuitous representations of bodies in pain. The book begins by discussing the locations and imagery which have come to define our understanding of the Holocaust, before then highlighting how this gradual simplification has led to an increasing sense of emotional distance from the historical past. Holocaust fiction, the book argues, attempts to close this emotional and temporal distance by creating an emotional connection to bodies in pain. Using different concepts relating to embodied experience – from Sonia Kruks’ notion of feeling-with to Alison Landsberg’s prosthetic memory – the book analyses several key examples of Holocaust literature and film to establish whether fiction still possesses the capacity to approach the Holocaust impiously.
