Welcome to a world of crude cartoon and misplaced melodrama; a world free of all but the most trifling of consequences, where exaggerated sensitivity is rife and a semester’s success or suicide hangs on the whim of a woman. Young Tommo wiles away his evenings in a purple drunken stupor, lost to the tender mercies of what he desperately wishes was a hopeless love affair, but in reality isn’t even that. Gristle, meanwhile, is enraged when his weak-bladdered housemate Spadge moves out, only to be replaced by a neurotic freak named Jamal, who dares not only to bring books into his house, but to read them too.And for poor Will, matters are even worse. Women are staying in of a night! How’s he supposed to rack up his ‘tally’ of conquests if women daren’t leave their digs? They’re all terrified that they’ll be the next to fall prey to the invisible menace that has started stealing students away from the streets of Hull. Will has nothing to fear though – after all, he has his recently arrived destitute father to watch his back. And the fearsome Gristle. And the zealously neurotic Jamal. And the dangerously depressed Tom…The Student Bubble is about to burst, and when it does, the degenerate residents of 146 Worthington Street will find themselves drowning in a reality that they’re not equipped to comprehend, let alone survive in.

    Then it came back, along with Ceres and Eris...and now Haumea and MakeMake, too! The recent actions of the International Astronomical Union have put every solar system book out of date. In response, National Geographic joins forces with David Aguilar of the Harvard Smithsonian Astronomical Observatory to revise our 2008 book—and to update young readers on the high-interest topic of space. Using simple text and spectacular photorealistic computer art by the author, this book profiles all 13 planets in their newly created categories—plus the sun, the Oort Cloud, comets, and other worlds being discovered. Back-of-the-book activities offer hands-on fun for budding astronomers.

    As Rick has focused on bringing the professional learning community process to life in schools, he has relied heavily on Bob's vast research on effective teaching and effective leadership. Bob has come to the conclusion that the best environment for great teaching and leading is a powerful PLC. In Leaders of Learning: How District, School, and Classroom Leaders Improve Student Achievement, the authors have combined their passions into one book to articulate how effective leaders foster continuous improvement at the district, school, and classroom levels. Rick and Bob argue that no single person has all the knowledge, skills, and talent to lead a district, improve a school, or meet all the needs of every child in his or her classroom. They assert that it will take a collaborative effort and widely dispersed leadership to meet the challenges confronting schools. Leaders of Learning focuses on district leadership, principal leadership, and team leadership, as well as addressing how individual teachers can be most effective in leading their students by learning with their colleagues how to implement the most promising pedagogy in their classrooms.The first part of the book focuses on how district and school leaders create the conditions to support the collaborative culture of a professional learning community. In the second part, the authors turn their attention to the specific work that teachers undertake as members of PLCs. They discuss:The district's role in supporting the PLC process and five characteristics of effective district leadersThe principal's role in leading a PLC, including fostering shared leadership, training team leaders, and building capacityHow to create collaborative culture and collective capacity, specifically by fostering reciprocol accountability through meaningful teaming, time for collaboration, supportive structures for teaming, clarifying work, monitoring and providing direction and support to teams, avoiding shortcuts, and celebrating success and confronting those who do not contributeHow leaders in a PLC develop a guaranteed and viable curriculum, from identifying objectives to designing proficiency scales, and then montitor student learning in an ongoing way with specific guidance for designing and scoring assessments and reporting gradesHow teams of instructors design and deliver lessons that maximize the probability that all students will acquire the intended knowledge and skillsHow leaders and the system respond when students do not learn

    At the time when Japan attacked Pearl Harbor, Japanese Canadians numbered well over 20,000. From the first arrivals in the late nineteenth century, they had taken up work in many parts of BC, established communities, and become part of the Canadian society even though they faced racism and prejudice in many forms. With war came wartime hysteria. Japanese Canadian residents of BC were rounded up, their homes and property seized, and forced to move to internment camps with inadequate housing, water, and food. Men and older boys went to road camps while some families ended up on farms where they were essentially slave labour. Eventually, after years of pressure, the Canadian government admitted that the internment was wrong and apologized for it. This book uses a wide range of historical photographs, documents, and images of museum artefacts to tell the story of the internment. The impact of these events is underscored by first-person narrative from five Japanese Canadians who were themselves youths at the time their families were forced to move to the camps.

    CAN YOU SEE WHAT I SEE? TOYLAND EXPRESS, the eighth title in the bestselling search-and-find series, follows the life of a toy train from the workshop to the attic, only to be rescued at a yard sale and brought to life once again in a new home. As readers search for more than 250 hidden objects, they will also notice how the train takes on various transformations along its journey.