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Paul Wood Revisited
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John Wood and Paul Harrison
Since they began collaborating in 1993. John Wood and Paul Harrison have accumulated a series of playful and beguiling video works which are distinguished as much by their droll sense of humour as their unerring economy of execution. Played out against a minimalist, monochrome backdrop, or within the sealed-off space of the monitor itself, each of the works involves the presence of one of the artists, either as the butt of an extended sight-gag or as the trigger for a spiralling, visually surprising conceit. This publication, which features an essay by Charles Esche, documents Wood and Harrison's work to date, including single-screen works and installations.
London is a Forest
Exploring the rich diversity of London through a series of urban forest trails, this new, expanded edition of London is a Forest uncovers the fascinating stories and secrets the city holds. Through seven carefully devised paths, author Paul Wood explores the urban forest's geography, its past and future, and looks at the remarkable variety of life supported in this unique metropolitan ecosystem. For curious Londoners and anyone who’s fascinated by nature, a wealth of arboreal details, history, myth and anecdotes are revealed along the way. Complementing the trails, Wood looks in more detail at the fascinating stories of some of the iconic, and some of the less obvious species that define the urban forest. In London, 9 million people are crammed into just 600 square miles alongside 8.5 million trees. According to one UN definition, this makes the city a forest. The Forestry Commission agree, describing London as the world’s largest urban forest. And a particularly diverse and historic urban forest at that.
It Takes A Full-Time Parent: Advice to My Daughters
This is a very dangerous, even subversive, book by today's standards. We will dare to discuss the Bill of Rights, The Ten Commandments, the parables of Jesus, the language in the letters of the Apostle Paul in the King James Version of the Holy Bible, and the genius of Western Civilization and, in particular, the hard-fought liberty and respect for the individual it provides. To anyone with a public school education, ideas such as the thought that all citizens have equal but not superior rights, even if they are from an "aggrieved" group, men should be required to be polite to women, that God requires us to manage our money wisely, in order to build wealth, or that children come before "career," will seem revolutionary. So here is my first piece of advice to my daughters, which informs this entire book: don't "lean in." Ignore the advice of those who put lifestyle and prestige first and urge you to focus most of what you have to offer the world in terms of the pursuit of money.
The Old Free State
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Telephone Directory
Each issue includes a classified section on the organization of the Dept.
Creating Contexts for Learning and Self-authorship
This book is intended to help college faculty create conditions in which students learn to construct knowledge in their disciplines and achieve self-authorship. A significant and often overlooked dimension mediating learning and self-authorship centers on learners' ways of knowing, or their assumptions about the nature, limits, and certainty of knowledge. A learner who assumes that all knowledge is certain expects to hear answers from an authority figure; in contrast, a learner who views knowledge as relative expects to explore multiple viewpoints. By taking a constructive-developmental approach, the author demonstrates how students' ability to construct knowledge is intertwined with the development of their assumptions about knowledge itself and their role in creating it. She shows how the structure of constructive-developmental teaching hinges on three principles: validating students' ability to know, situating learning in students' experience, and defining learning as teachers and students mutually constructing meaning. The book also takes abstract pedagogical principles and translates them into practical approaches.--
