Routledge is an imprint of Taylor & Francis, an informa company.

     The first edition was widely praised for combining sophistication and accessibility. Covers a wide range of subjects, including geology, climate, agriculture, government and politics, culture, literature, media, foreign relations, imperialism, and industrialism. Updated to include an epilogue on Japan today and tomorrow. Now includes more on women in history and more on international relations. Bibliographical listings have been updated and enlarged.

    Now, for the first time, its dynamic lead singer Philip Bailey chronicles the group’s meteoric rise to stardom and his own professional and spiritual journey.Never before had a musical act crossed multiple styles and genres with a quixotic blend of astrology, Universalism, and Egyptology as Earth, Wind & Fire (EWF) did when it exploded into the public’s conscience during the 1970s. The group’s shows became sensory experiences with their dramatic staging, shimmering costumes, elaborate choreography, baffling magic tricks and a thumping backbeat. At the center of it the group was its charismatic founder Maurice White and Bailey, with his soaring multi-octave range and distinctive falsetto. After being signed by recording titan Clive Davis, EWF went on to produce a remarkable series of platinum and gold albums and headline stadiums around the world. As Philip and Maurice were profoundly influenced by genius producer Charles Stepney, as well as famed arranger David Foster, EWF elevated Sly Stone’s multiethnic “I Wanna Take You Higher” message to an even higher level.Bailey hit the wall due to fame, fortune, and the excesses of global success. The constant touring and performing took its toll on him publicly and privately. While White and Bailey’s relentless work ethic shot the band into the stratosphere, it also exhausted and emotionally gutted the group. In 1983, White abruptly dismantled the band, leaving Bailey and the rest of the members to fend for themselves. As a solo act, Bailey recorded “Easy Lover,” a worldwide smash duet with Phil Collins, launching the next stage of his career until EWF reunited later that decade.Shining Star is the true story of what happens when real life exceeds your dreams, when the power and pain of building a legacy brings both joy and faith-testing challenges.

    It outlines a set of mindsets and habits you can use to help you identify the most impactful parts of your teaching, and put them centre stage.It's about doing less to achieve more.But it's also about being happier and more confident in the classroom. Building stronger routines around the essentials will give you more time and space to appreciate and think creatively about your work.POWER UP YOUR PLANNINGLean Lesson Planning draws on the latest evidence from educational research and cognitive science, to present a concise and coherent framework to help you improve learning experiences and outcomes for your students. It's the evidence-based teacher's guide to planning for learning, and sits alongside books such as Teach Like a Champion, Embedded Formative Assessment, and Visible Learning for Teachers.NOTE If you're looking for ways to short-cut the amount of time you spend planning lessons, then this book is not for you. The approach outlined in Lean Lesson Planning requires effort and practice, that given time, will lead to better teaching and higher quality learning for less input.---CONTENTSACT I Lean foundations1. Defining lean 2. Lean mindsets 3. Lean habits ACT II Habits for planning4. Backwards design 5. Knowing knowledge 6. Checking understanding 7. Efficient strategies 8. Lasting learning 9. Inter-lesson planning ACT III Habits for growing10. Building excellence 11. Growth teaching 12. Collective improvement Lean Lesson Planning is the first instalment in the High Impact Teaching series.

    The last word on the right word includes new synonyms, new slang and colloquial expressions, new technical terms, and more.

    Vanity Fair's Proust Questionnaire

    Currently, millions of people in the U.S. routinely use these pills. Are these miracle drugs, quickly curing depression? Or is their popularity a sign that we now inappropriately redefine normal life problems as diseases? Are they prescribed too often or too seldom? How do they affect self-images?David Karp approaches these questions from the inside, having suffered from clinical depression for most of his adult life. In this book he explores the relationship between pills and personhood by listening to a group of experts who rarely get the chance to speak on the matter—those who are taking the medications. Their voices, extracted from interviews Karp conducted, color the pages with their experiences and reactions--humor, gratitude, frustration, hope, and puzzlement. Here, the patients themselves articulate their impressions of what drugs do to them and for them. They reflect on difficult issues, such as the process of becoming committed to medication, quandaries about personal authenticity, and relations with family and friends.The stories are honest and vivid, from a distraught teenager who shuns antidepressants while regularly using street drugs to a woman who still yearns for a spiritual solution to depression even after telling intimates "I'm on Prozac and it's saving me." The book provides unflinching portraits of people attempting to make sense of a process far more complex and mysterious than doctors or pharmaceutical companies generally admit.

    It exposes the grim reality of everyday soldiering for the 'grunts on the ground'. After the tragic death of his brother, and in the dark days following 9/11, McLaughlin felt compelled to fulfil his lifelong ambition to serve in the army. He followed his late brother into the elite Royal Green Jackets and passed the arduous Combat Infantryman's Course at the age of 31. Thereafter, McLaughlin found himself submerged in a world of casual violence. Squaddie is a snapshot of infantry soldiering in the twenty-first century. It takes us into the heart of an ancient institution that is struggling to retain its tough traditions in a rapidly changing world. All of the fears and anxieties that the modern soldier carries as his burden are laid bare, as well as the occasional joys and triumphs that can make him feel like he is doing the best job in the world. This is an account of army life by someone who has been there and done it.

    Clandinin and Connelly have created a major tour de force. This book is lucid, fluid, beautifully argued, and rich in examples. Students will find a wealth of arguments to support their research, and teaching faculty will find everything they need to teach narrative inquiry theory and methods.--Yvonna S. Lincoln, professor, Department of Educational Administration, Texas A&M University Understanding experience as lived and told stories--also known as narrative inquiry--has gained popularity and credence in qualitative research. Unlike more traditional methods, narrative inquiry successfully captures personal and human dimensions that cannot be quantified into dry facts and numerical data. In this definitive guide, Jean Clandinin and Michael Connelly draw from more than twenty years of field experience to show how narrative inquiry can be used in educational and social science research. Tracing the origins of narrative inquiry in the social sciences, they offer new and practical ideas for conducting fieldwork, composing field notes, and conveying research results. Throughout the book, stories and examples reveal a wide range of narrative methods. Engaging and easy to read, Narrative Inquiry is a practical resource from experts who have long pioneered the use of narrative in qualitative research.

    

    Written by award-winning educators from successful PLC schools, this book demonstrates how to create three tiers of interventions from basic to intensive to address student learning gaps. You will understand what a successful program looks like, and the many reproducible forms and activities will help your team understand how to make RTI work in your school."

    Bigger, stronger and more cunning than any other predator in the woods, this murderer has only existed in legends and the nightmares of the few to survive an encounter … until now. Dr. Jake Sanders, world-renowned expert on predators and predatory behavior, is on a quest to find the monster that did far worse than wound him. Deputy Julie Reed, a strong, beautiful and lethal enforcer of justice, fearlessly pursues a violent adversary unaware of the twisted path destiny will lay before her. Simon Standing Elk, a recovering alcoholic well on the road to atoning for past sins until a terrifying encounter that now threatens not only his life, but his soul as well. Three different people. Three very different backgrounds. One secret organization. This is the story of events that brought them together and, if they’re not careful, could destroy them all – or worse.

    In A New Culture of Learning, Doug Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic. Typically, when we think of culture, we think of an existing, stable entity that changes and evolves over long periods of time. In A New Culture, Thomas and Brown explore a second sense of culture, one that responds to its surroundings organically. It not only adapts, it integrates change into its process as one of its environmental variables. By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. The result is a new form of culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination. Replete with stories, this is a book that looks at the challenges that our education and learning environments face in a fresh way. PRAISE FOR A NEW CULTURE OF LEARNING "A provocative and extremely important new paradigm of a 'culture of learning', appropriate for a world characterized by continual change. This is a must read for anyone interested in the future of education." James J. Duderstadt, President Emeritus, University of Michigan "Thomas and Brown are the John Dewey of the digital age." Cathy Davidson, Professor of Interdisciplinary Studies, Duke University "A New Culture of Learning may provide for the digital media and learning movement what Thomas Paine's Common Sense did for the colonists during the American Revolution- a straightforward, direct explanation of what we are fighting for and what we are fighting against." Henry Jenkins, Provost's Professor, USC "A New Culture of Learning is at once persuasive and optimistic - a combination that is all too rare, but that flows directly from its authors' insights about learning in the digital age. Pearls of wisdom leap from almost every page." Paul Courant, Dean of Libraries, University of Michigan "Brilliant. Insightful. Revolutionary." Marcia Conner, author of The New Social Learning "Douglas Thomas and John Seely Brown portray the new world of learning gracefully, vividly, and convincingly." Howard Gardner, Professor, Harvard Graduate School of Education "Thomas and Brown make it clear that education is too often a mechanistic, solo activity delivered to the young. It doesn't have to be that way-learning can be a messy, social, playful, embedded, constant activity. We would do well to listen to their message." Clay Shirky, author of Cognitive Surplus "Anyone who fears, as I do, that today's public schools are dangerously close to being irrelevant must read this book. The authors provide a road map-and a lifeline-showing how schools can prosper under the most difficult conditions. It is a welcome departure from all the school bashing." John Merrow, Education Correspondent, PBS NewsHour "American education is at a crossroads. By illuminating how play helps to transform both information networks and experimentation, and how collective inquiry unleashes the power of imagination, A New Culture of Learning provides an irresistible path to the future." Joel Myerson, Director, Forum for the Future of Higher Education.

    Enhancing their work are four seasonally-themed groups of verse, many written by Basho’s students and associates. The translation is thoroughly readable and contemporary, and the images evocative. An enlightening introduction offers biographical information on the featured poets, background on the nature of haiku and its development within the Japanese poetic tradition, and a short account of the Buddhist practice to which most of the writers were connected.

    This report, part of the GoodPlay Project, undertaken by researchers at Harvard Graduate School of Education's Project Zero, investigates the ethical fault lines of such digital pursuits. The authors argue that five key issues are at stake in the new media: identity, privacy, ownership and authorship, credibility, and participation. Drawing on evidence from informant interviews, emerging scholarship on new media, and theoretical insights from psychology, sociology, political science, and cultural studies, the report explores the ways in which youth may be redefining these concepts as they engage with new digital media. The authors propose a model of "good play" that involves the unique affordances of the new digital media; related technical and new media literacies; cognitive and moral development and values; online and offline peer culture; and ethical supports, including the absence or presence of adult mentors and relevant educational curricula. This proposed model for ethical play sets the stage for the next part of the GoodPlay project, an empirical study that will invite young people to share their stories of engagement with the new digital media.The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning