In Kids Deserve It!, Todd and Adam encourage you to think big and make learning fun and meaningful for students. While you're at it, you just might rediscover why you became an educator in the first place. Learn why you should be calling parents to praise your students (and employees). Discover ways to promote family interaction and improve relationships for kids at school and at home. Be inspired to take risks, shake up the status quo, and be a champion for your students. #KidsDeserveIt

    . . . We need a good book in cyberethics to deal with the present and prepare us for an uncertain future. Tavani's Ethics and Technology is such a book." --from the foreword by James Moor, Dartmouth College Is there privacy in a world of camera phones and wireless networking? Does technology threaten your civil liberties? How will bioinformatics and nanotechnology affect us? Should you worry about equity and access in a globalized economy? From privacy and security to free speech and intellectual property to globalization and outsourcing, the issues and controversies of the information age are serious, complex, and pervasive. In this new edition of his groundbreaking book, Herman Tavani introduces computer professionals to the emerging field of Cyberethics, the interdisciplinary field of study that addresses these new ethical issues from all perspectives: technical, social, and philosophical. Using fascinating real-world examples--including the latest court decisions in such cases as Verizon v. RIAA, MGM v. Grokster, Google versus the Bush Administration, and the Children's Online Pornography Act (CIPA) --as well as hypothetical scenarios, he shows you how to understand and analyze the practical, moral, and legal issues that impact your work and your life. Tavani discusses such cutting-edge areas as: * Globalization and outsourcing * Property rights and open source software * HIPAA (privacy laws) and surveillance * The Patriot Act and civil liberties * Bioinformatics and genomics research * Converging technologies--pervasive computing and nanocomputing * Children's online pornography laws Updating and expanding upon the previous edition, Ethics and Technology, Second Edition provides a much-needed ethical compass to help computer and non-computer professionals alike navigate the challenging waters of cyberspace. About the Author Herman T. Tavani is Professor of Philosophy at Rivier College and Co-Director of the International Society for Ethics and Information Technology (INSEIT). He is the author, editor, or co-editor of five books on ethical aspects of information technology. www.wiley.com/college/tavani

     Who’d be a copper? follows Jonathan Nicholas in his transition from a long-haired world traveller to becoming one of ‘Thatcher’s army’ on the picket lines of the 1984 miner’s dispute and beyond. His first years in the police were often chaotic and difficult, and he was very nearly sacked for not prosecuting enough people. Working at the sharp end of inner-city policing for the entire thirty years, Jonathan saw how politics interfered with the job; from the massaging of crime figures to personal petty squabbles with senior officers. His last ten years were the oddest, from being the best cop in the force to repeatedly being told that he faced dismissal. This astonishing true story comes from deep in the heart of British inner-city policing and is a revealing insight into what life is really like for a police officer, amid increasing budget cuts, bizarre Home Office ideas and stifling political correctness. “I can write what I like, even if it brings the police service into disrepute, because I don’t work for them anymore!” says Jonathan Nicholas. Who’d be a copper? is a unique insight into modern policing that will appeal to fans of autobiographies, plus those interested in seeing what really happens behind the scenes of the UK police."I HAVE BOUGHT YOUR BOOK."  TW,  Sir Thomas Winsor, WS HMCIC"A WEALTH OF ANECDOTES. FASCINATING." John Donoghue, author of 'Police, Crime & 999'"AN ILLUMINATING ACCOUNT OF LIFE AS A FRONT LINE OFFICER IN BRITAIN'S POLICE, A SERVICE OFTEN STRETCHED FOR RESOURCES BUT MIRED IN RED TAPE AND POLITICAL CORRECTNESS."  Pat Condell, author of 'Freedom is My Religion'

    Now, in Leading with Focus, he shows administrators, principals, and other education leaders how to apply his model to the work of running schools and districts. In this companion to his previous book, Schmoker offers* An overview of the case for simple, focused school and district leadership--demonstrating its power for vastly improving the work of teachers and leaders.* Examples of real schools and districts that have embraced focused leadership--and the incredible results for student learning.* A practical, flexible, and easy-to-follow implementation guide for ensuring focused leadership in schools and districts.All students deserve to learn in schools where educators eschew distractions and superfluous activities to concentrate on what's most important. To that end, this book is an essential resource for leaders ready to streamline their practice and focus their efforts on radically improving student learning.

    Weatherman was a fringe group most of whose ideas were rejected by the dominant culture. But unfortunately their views on race were not. In succeeding decades the idea of "white skin privilege" became the new default position for racial crusaders and race hustlers alike who believed that white skin privilege was alive and well in our society -- not because white Americans were actively racist, but because they enjoyed the invisible privileges and prerogatives that go along with their skin color. In this searing pamphlet on the racial realities of contemporary America, David Horowitz and John Perazzo show that in fact the most insidious bias in our culture today is black skin privilege. Black skin privilege means the press will fail to report an epidemic of race riots targeting whites for beatings, shooting and other violence in major American cities over the last several years. Black skin privilege means that whites -- as in the case of the Duke lacrosse players -- will be presumed guilty of racial crimes when they are clearly innocent and then never accorded an apology by those who have stigmatized them. Black skin privilege has created an optical illusion in the liberal culture that white on black attacks are commonplace events when in fact there are five times as many black attacks on whites as the reverse. (As Horowitz and Perazzo note, in 2010, blacks committed more than 25 times the number of acts of interracial violence than whites did.) Black skin privilege exists in the affirmative action programs of our system of higher education and in our culture, where a black racist like Al Sharpton could be regarded by the national media as a civil rights leader and then hired as a TV anchor by NBC. This pamphlet gives the statistics and hard numbers the mainstream media conceal. It also probes the double standards and double talk that has come to dominate the way America talks when it talks about race.

    You can use these ideas and methods as-is, or better yet, tweak them and create your own enticing educational meals. The message the authors share is that, with imagination and preparation, every teacher can be a Classroom Chef.

    Reckless. Impractical. Insecure. Distracted. These are all words commonly used to describe adolescents. But what if we recast these traits in a positive light? Teens possess insight, passion, idealism, sensitivity, and creativity in abundance--all qualities that can make a significant positive contribution to society.In this thought-provoking book, Thomas Armstrong looks at the power and promise of the teenage brain from an empathetic, strength-based perspective--and describes what middle and high school educators can do to make the most of their students' potential.Thoroughly grounded in current neuroscience research, the book explains what we know about how the adolescent brain works and proposes eight essential instructional elements that will help students develop the ability to think, make healthy choices, regulate their emotions, handle social conflict, consolidate their identities, and learn enough about the world to move into adulthood with dignity and grace.Armstrong provides practical strategies and real-life examples from schools that illustrate these eight key practices in action. In addition, you'll find a glossary of brain terms, a selection of brain-friendly lesson plans across the content areas, and a list of resources to support and extend the book's ideas and practices.There is a colossal mismatch between how the adolescent brain has evolved over the millennia and the passive, rote learning experiences that are all too common in today's test-obsessed educational climate. See the amazing difference--in school and beyond--when you use the insights from this book to help students tap into the power of their changing brains.

    So does Jacqueline Bouvier Kennedy Onassis, who lives again in this "warts-and-all" portrait. It's being released on the 20th anniversary of the tragic death, in 1994, of the icon who changed America's beliefs about what a woman of style, power, and influence could accomplish "behind the throne" of men whose careers changed the course of history. During her tumultuous life, she zealously guarded her privacy and her secrets, but in the wake of her death, more and more revelations have emerged about her frustrations, her rage, her passions, her towering strengths, and her delicate fragility, which she hid from the glare of the world behind oversized sunglasses. Within this posthumous biography, a three-dimensional woman emerges through the compilation of some 1,000 eyewitness testimonials from men and women who knew her over a period of decades. The public epitome of charm, grace, and elegance, the private, chain-smoking Jackie was known for her sharp wit and her acid tongue, dissing some of the great men and women she encountered. Examples include such figures as Nancy Reagan ("I heard she used to give the best head in Hollywood when she was a starlet at MGM"); Queen Elizabeth II ("pompous, stuffy, a heavy trip, and seriously pissed off at me for turning on Philip"); or Martin Luther King, Jr. ("a terrible man and a tricky, phony, skirt-chaser and race baiter"). This outspoken testimonial to the flimsier side of Camelot contains a cornucopia of gossip and intrigue, including details about Jackie's scandalous love affairs with her two brothers-in-law (Bobby and Teddy), and her penchant for movie star seductions (Warren Beatty, Paul Newman, William Holden). Also detailed are her famous feuds with Grace Kelly, Marilyn Monroe, and Maria Callas; her almost unknown love affairs with Spain's greatest matador and with Peter Lawford; her night in Georgetown coping with LBJ's aborted seduction; her friend Rudolf Nureyev's pursuit of both her and Bobby; her interchanges with Lem Billings, JFK's homosexual "First Friend" whom Bobby defined as "Jack's other wife"); her blood feud with Christina Onassis; her sibling rivalry with Lee Radziwill; her illicit affair with a senator nicknamed "Gorgeous George; her love-hate relationship with Frank Sinatra; and her Italian fling with Fiat's kingpin, Gianni Agnelli, who taught her all about La Dolce Vita during the summer of 1962. Conceived in direct and sometimes defiant contrast to the avalanche of more breathlessly respectful testimonials to the life and legacy of "America's Queen," this book is the latest installment in Blood Moon's endlessly irreverent BABYLON series.

    Georgia HeardHumanity and warmth are the cornerstones of quality nonfiction writing. But how can students create them in genres that at first seem more informational than intimate? In Finding the Heart of Nonfiction, Georgia Heard shows how mentor texts can help students read for seven essential craft tools and then use them to create inviting nonfiction that keeps readers' interest.Lyrical and practical, Finding the Heart of Nonfiction describes how to choose mentor texts, use them, and mine them for exemplary instruction. Between these suggestions and the instructional ideas, Georgia shows how students can write nonfiction that informs and inspires. You'll find thoughtful, immediately useful support as you:introduce nonfiction with her handpicked, reproducible mentor texts get students writing with the instructional ideas in Georgia's Try This sections familiarize writers with nonfiction craft and text features connect nonfiction work to the Common Core State Standards collect mentor texts tailored to your students. My hope, writes Georgia, is that you and your students will be inspired by the mentor texts I've chosen-but also inspired to seek out your own mentor texts and continue to explore the world through nonfiction. Trust Finding the Heart of Nonfiction and help your students write with purpose, voice, and passion.Preview the book. Download and read a sample chapter.

    Case studies and examples cover topics such as the Columbia space shuttle disaster, the shootings at Columbine High School, and the war in Iraq--making it easy to engage students in the readings.

    QRI-5

    With access to the Obama re-election machine, Michael Hastings reports the behind-the-scenes story of the campaign trail: from Obama's self-destructive performance at the first debate to the harrowing days of Hurricane Sandy, all culminating in his triumphant victory late in the evening on November 6th. Along the way, Hastings gives a first hand account of the excitement and madness traveling with the White House press corps, bringing to life a series of unforgettably strange moments from the trail. From one of the sharpest, funniest, and most controversial young American journalists writing today comes "Panic: 2012" - the definitive account of how President Obama almost blew it.

    As they see matters, wealth in the form of means of production and wealth in the form of consumers’ goods are essentially indistinguishable. For all practical purposes, they have no awareness of the existence of capital and of its importance. Thus, capitalists are generally depicted as fat men, whose girth allegedly signifies an excessive consumption of food and of wealth in general, while their alleged victims, the wage earners, are typically depicted as substantially underweight, allegedly signifying their inability to consume, thanks to the allegedly starvation wages paid by the capitalists.The truth is that in a capitalist economic system, the wealth of the capitalists is not only overwhelmingly in the form of means of production, such as factory buildings, machinery, farms, mines, stores, warehouses, and means of transportation and communication, but all of this wealth is employed in producing for the market, where its benefit is made available to everyone in the economic system who is able to afford to buy its products.Consider. Whoever can afford to buy an automobile benefits from the existence of the automobile factory and its equipment where that car was made. He also benefits from the existence of all the other automobile factories, whose existence and competition served to reduce the price he had to pay for his automobile. He benefits from the existence of the steel mill that provided the steel for his car, and from the iron mine that provided the iron ore needed for the production of that steel, and, of course, from the existence of all the other steel mills and iron mines whose existence and competition served to hold down the prices of the steel and iron ore that contributed to the production of his car.And, thanks to the great magnitude of wealth employed as capital, the demand for labor, of which capital is the foundation, is great enough and thus wages are high enough that virtually everyone is able to afford to a substantial degree most of the products of the economic system. For the capital of the capitalists is the foundation both of the supply of products that everyone buys and of the demand for the labor that all wage earners sell. More capital—a greater amount of wealth in the possession of the capitalists—means a both a larger and better supply of products for wage earners to buy and a greater demand for the labor that wage earners sell. Everyone, wage earners and capitalists alike, benefits from the wealth of the capitalists, because, as I say, that wealth is the foundation of the supply of the products that everyone buys and of the demand for the labor that all wage earners sell. More capital in the hands of the capitalists always means a more abundant, better quality of goods and services offered for sale and a larger demand for labor. The further effect is lower prices and higher wages, and thus a higher standard of living for wage earners.Furthermore, the combination of the profit motive and competition operates continually to improve the products offered in the market and the efficiency with which they are produced, thus steadily further improving the standard of living of everyone.In the alleged conflict between the so-called 99 percent and the so-called 1 percent, the program of the 99 percent is to seize as far as possible the wealth of the 1 percent and consume it. To the extent that it is enacted, the effect of this program can only be to impoverish everyone, and the 99 percent to a far greater extent than the 1 percent. To the extent that the 1 percent loses its mansions, luxury cars, and champagne and caviar, 99 times as many people lose their houses, run-of-the mill cars, and steak and hamburger.

    UDL is a framework for inclusive education that aims to lower barriers to learning and optimize each individual's opportunity to learn. Novak shows how to use the UDL Guidelines to plan lessons, choose materials, assess learning, and improve instructional practice. Novak discusses key concepts such as scaffolding, vocabulary-building, and using student feedback to inform instruction. She also provides tips on recruiting students as partners in the teaching process, engaging their interest in how they learn. UDL Now! is a fun and effective Monday-morning playbook for great teaching.