Mearsheimer, great power politics are tragic because the anarchy of the international system requires states to seek dominance at one another s expense, dooming even peaceful nations to a relentless power struggle. The best survival strategy in this dangerous world is to become a regional hegemon like the United States in the Western Hemisphere and to make sure that no other hegemon emerges elsewhere. In a new concluding chapter, Mearsheimer examines the course of Sino-American relations should China continue its ascent to greater economic and military power. He predicts that China will attempt to dominate Asia while the United States, determined to remain the world s sole regional hegemon, will go to great lengths to contain China. The tragedy of great power politics is inescapable."

    One of the most progressive and imaginative people in British education today he has hitherto kept a low profile. This book accompanies a three part television series to be screened on BBC 2 but differs from it significantly.There is a crisis in the British education system. Year on year GCSE and A Level pupils post better exam results, with more students achieving top grades. Yet business leaders and employers complain bitterly that our schools are not producing people fit for purpose. What we have become is a nation 'Over schooled and under educated'. Far from being locked in an ivory tower, a bastion of privilege, Mr Little has used his time as a teacher and headmaster to get to grips with fundamental questions concerning education. He wants to produce people fit to work in the modern world. How do children absorb information? What kind of people does society need? What is education for? Not only is the author one of the great reforming headmasters of our time but he has planted Academies in the East end of London, founded a state boarding school near Windsor and yet is a passionate advocate of single sex schools.This book is not a text book for colleges of education- it is a book to enlighten the teaching profession and just as much for anxious parents. The book is simply arranged under topics such as authority, expectations, progress, self-confidence, sex, crises and creativity.Tony Little thinks it is time to ask some fundamental questions, and to make brave decisions about how we make our schools and our schoolchildren fit for purpose.

    Capitalism's counterrevolution, however, is largely preventive, and in the Western world altogether preventive. Yet capitalism is producing its own grave-diggers, and Marcuse suggests that their faces may be very different from those of the wretched of the earth. The future revolution will be characterized by its enlarged scope, for not only the economic and political structure, not only class relatoins, but also humanity's relation to nature (both human and external nature) tend toward radical transformation. For the author, the "liberation of nature" is the connecting thread between the economic-political and the cultural revolution, between "changing the world" and personal emancipation.

    The arguments and controversies it has aroused are, furthermore, far from abating: the disintegration of the Soviet bloc, the emergence of new social and political identities linked to the transformation of late capitalism, and the crisis of a left-wing project whose essentialist underpinnings have increasingly come under fire have, if anything, made more relevant than ever the theoretical perspective that the book proposes. Moreover the political project of ‘radical and plural democracy’ that it advocates provides a much-needed antidote to the attempts to formulate a Third Way capable of overcoming the classical opposition between Left and Right.Updated with a new preface, this is a fundamental text for understanding the workings of hegemony and grasping the nature of contemporary social struggles and their significance for democratic theory.

    But despite universal acceptance of reading's vital importance, the reading gap in our classroom remains, and it is linked to an array of factors, such as parental wealth, education and book ownership, as well as classroom practice. To close this gap, we need to ensure that every teacher has the knowledge and skill to teach reading with confidence.In Closing the Reading Gap, Alex Quigley explores the intriguing history and science of reading, synthesising the debates and presenting a wealth of usable evidence about how children develop most efficiently as successful readers. Offering practical strategies for teachers at every phase of their teaching career, as well as tackling issues such as dyslexia and the role of technology, the book helps teachers to be an expert in how pupils 'learn to read' as well as how they 'read to learn' and explores how reading is vital for unlocking a challenging academic curriculum for every student.With a focus on nurturing pupils' will and skill to read for pleasure and purpose, this essential volume provides practical solutions to help all teachers create a rich reading culture that will enable every student to thrive in school and far beyond the school gates.

    After a brief overview of current issues in the field, the book discusses crucial topics in the field, including the characteristics of gifted students, strategies for identification, considerations in planning sound gifted and talented programs, contemporary program models, varieties of acceleration, differentiated curriculum models, problems of underachievement of disadvantaged, twice-exceptional, and female gifted students, and the evaluation of gifted programs. The authors also address affective needs, leadership, and counseling. A chapter on parenting gifted children includes a section on advocating for gifted education and communication with schools. The sixth edition has been thoroughly revised, most notably with the latest research on acceleration, curriculum models, underachievement, culturally and economically disadvantaged students, gender issues, and dual exceptionalities. The content is further supported and enhanced by the inclusion of numerous practical strategies that can be implemented in the classroom, case studies that help teachers identify student needs, summaries of research on effective programs, emphasis on pedagogy and on social-emotional needs, heightened awareness of less visible sub-groups within gifted populations, and an amusing, witty writing style that adds to the appeal of this best-selling book.

    has been a world-renowned psychologist, a defrocked Harvard professor, a relentless champion of brain change, a reputed drug guru, a stand-up philosopher, and a prisoner of the Nixon administration. He has been called 'the most dangerous man on the planet.'While in prison, at time in solitary confinement, he wrote the first version of this book. ("I must confess that at that time I was alienated, a bit daft and given to occasional fits of irritation. So color the first version of this book indigo—as in Jail House Blues.") Now revised and updated, Neuropolitique presents some of Dr. Leary's best ideas, his reflections on the past and his hope for the future.

    This updated edition has been fully revamped and reflects important changes that have occurred since the second edition's publication. A leader in the online field, this best- selling resource maintains its reader friendly tone and offers exceptional practical advice, new teaching examples, faculty interviews, and an updated resource section.New to this edition:new chapter on how faculty and instructional designers can work collaboratively expanded chapter on Open Educational Resources, copyright, and intellectual property more international relevance, with global examples and interviews with faculty in a wide variety of regions new interactive Companion Website that invites readers to post questions to the author, offers real-life case studies submitted by users, and includes an updated, online version of the resource section.Focusing on the "how" and "whys" of implementation rather than theory, this text is a must-have resource for anyone teaching online or for students enrolled in Distance Learning and Educational Technology Masters Programs.

    --Teacher's World

    Here Russell dissects the motives behind much educational theory and practice - and attacks the influence of chauvanism, snobbery and money. Energetically discussed and debated are discipline, natural ability, competition, class distinction, bureaucracy, finance, religion, sex education, state versus private schools, education in Russia, indoctrination, the home environment and many other topics. Described by reviewers as 'brilliant', 'provocative', 'sane', 'stimulating', 'practical', and 'original', this book contains the essence of Russell's thought on education and society.

    In the Teachers' Standards it states that all teachers must demonstrate an understanding of, and take responsibility for, promoting high standards of literacy, articulacy, and the correct use of standard English, whatever the teacher's specialist subject. In The Secret of Literacy, David Didau inspires teachers to embrace the challenge of improving students' life chances through improving their literacy. Topics include: Why is literacy important?, Oracy improving classroom talk, How should we teach reading? How to get students to value writing, How written feedback and marking can support literacy.

    It demonstrates that consensual systems stimulate economic growth, control inflation and unemployment, and limit budget deficits.

    But as the aim of this science, as of political economy, is not to explain what now is and what ought to be, but rather to prove that what now exists, is what ought to be, it happens that in this Science (of jurisprudence) we find very many dissertations about rights, about object and subject, about the idea of a state and other such matters which are unintelligible both to the students and to the teachers of this science, but we get no clear reply to the question, What is legislation?According to science, legislation is the expression of the will of the whole people; but as those who break the laws, or who wish to break them, and only refrain from fear of being punished, are always more numerous than those who wish to carry out the code, it is evident that legislation can certainly not be considered as the expression of the will of the whole people.For instance, there are laws about not injuring telegraph posts, about showing respect to certain people, about each man performing military service or serving as a juryman, about not taking certain goods beyond a certain boundary, or about not using land considered the property of some one else, about not making money- tokens, not using articles which are considered to be the property of others, and about many other matters.All these laws and many others are extremely complex, and may have been passed from the most diverse motives, but not one of them expresses the will of the whole people.There is but one general characteristic of all these laws-namely, that if any man does not fulfil them, those who have made them will send armed men, and the armed men will beat, deprive of freedom, or even kill the man who does not fulfil the law."""But all these are general considerations, and whether they are correct or not, they are inapplicable to life," will be the remark made by people accustomed to their position, and who do not consider it possible, or who do not wish, to change it."Tell us what to do, and how to organize society," is what people of the well-to-do classes usually say.People of the well-to-do classes are so accustomed to their role of slave owners that when there is talk of improving the workers' condition, they at once begin, like our serf owners before the emancipation, to devise all sorts of plans for their slaves; but it never occurs to them that they have no right to dispose of other people, and that if they really wish to do good to people, the one thing they can and should do is to cease to do the evil they are now doing. And the evil they do is very definite and clear. It is not merely that they employ compulsory slave labour, and do not wish to cease from employing it, but that they also take part in establishing and maintaining this compulsion of labour. That is what they should cease to do.The working people are also so perverted by their compulsory slavery that it seems to most of them that if their position is a bad one, it is the fault of the masters, who pay them too little and who own the means of production. It does not enter their heads that their bad position depends entirely on themselves, and that if only they wish to improve their own and their brothers' positions, and not merely each to do the best he can for himself, the great thing for them to do is themselves to cease to do evil."

    It covered jazz, of course, but it also included Davis’s ruminations on race, politics and culture. Fascinated, Hef sent the writer—future Pulitzer-Prize-winning author Alex Haley, an unknown at the time—back to glean even more opinion and insight from Davis. The resulting exchange, published in the September 1962 issue, became the first official Playboy Interview and kicked off a remarkable run of public inquisition that continues today—and that has featured just about every cultural titan of the last half century.To celebrate the Interview’s 50th anniversary, the editors of Playboy have culled 50 of its most (in)famous Interviews and will publish them over the course of 50 weekdays (from September 4, 2012 to November 12, 2012) via Amazon’s Kindle Direct platform. Here is the interview with the journalist Hunter S. Thompson from the November 1974 issue.

    Wink (California State University) describes an approach to pedagogy that requires teachers to name experiences in the classroom, reflect critically on their origins and implications, and act in response.