In Ungrading, fifteen educators write about their diverse experiences going gradeless. Some contributors are new to the practice and some have been engaging in it for decades. Some are in humanities and social sciences, some in STEM fields. Some are in higher education, but some are the K–12 pioneers who led the way. Based on rigorous and replicated research, this is the first book to show why and how faculty who wish to focus on learning, rather than sorting or judging, might proceed. It includes honest reflection on what makes ungrading challenging, and testimonials about what makes it transformative.CONTRIBUTORS: Aaron Blackwelder Susan D. Blum Arthur Chiaravalli Gary Chu Cathy N. Davidson Laura Gibbs Christina Katopodis Joy Kirr Alfie Kohn Christopher Riesbeck Starr Sackstein Marcus Schultz-Bergin Clarissa Sorensen-Unruh Jesse Stommel John Warner

    She tackles the reality of what we do and don't know about virginity and provides a sweeping tour of virgins in history--from virgin martyrs to Queen Elizabeth to billboards in downtown Baltimore telling young women it's not a "dirty word." Virgin proves, as well, how utterly contemporary the topic is--the butt of innumerable jokes, center of spiritual mysteries, locus of teenage angst, popular genre for pornography and nucleus around which the world's most powerful government has created an unprecedented abstinence policy. In this fascinating work, Hanne Blank shows for the first time why this is, and why everything we think we know about virginity is wrong.

    Yet under the influence of the modern research ideal, our colleges and universities have expelled this question from their classrooms, judging it unfit for organized study. In this eloquent and carefully considered book, Tony Kronman explores why this has happened and calls for the restoration of life’s most important question to an honored place in higher education.The author contrasts an earlier era in American education, when the question of the meaning of life was at the center of instruction, with our own times, when this question has been largely abandoned by college and university teachers.  In particular, teachers of the humanities, who once felt a special responsibility to guide their students in exploring the question of what living is for, have lost confidence in their authority to do so. And they have lost sight of the question itself in the blinding fog of political correctness that has dominated their disciplines for the past forty years.Yet Kronman sees a readiness for change--a longing among teachers as well as students to engage questions of ultimate meaning. He urges a revival of the humanities’ lost tradition of studying the meaning of life through the careful but critical reading of great works of literary and philosophical imagination. And he offers here the charter document of that revival.

    His urgent report is current. It covers the plight of women and girls–strangled at birth, forced to suffer servitude, child marriage, genital cutting, deprived of equal opportunity in wealthier nations and "owned" by men in others. And the most vulnerable, along with their children, are trapped in war and violence.He addresses the adverse impact of distorted religious texts on women, by Protestants, Catholics, Jews, and Muslims. Special verses are often omitted or quoted out of context to exalt the status of men and exclude women. In a remark that is certain to get attention, Carter points out that women are treated more equally in some countries that are atheistic or where governments are strictly separated from religion.Carter describes his personal observations of the conditions and hardships of women around the world. He describes a trip in Africa with Bill Gates, Sr. and his wife, where they are appalled by visits to enormous brothels. He tells how he joined Nelson Mandela to plead for an end to South Africa's practice of outlawing treatments to protect babies from AIDS-infected mothers.Throughout, Carter reports on observations of women activists and workers of The Carter Center. This is an informed and passionate charge about human rights abuses against half the world's population. It comes from one of the world's most renowned human rights advocates.

    Their successes disrupt the popular image of the Latin American woman worker as a passive bystander and broadly re-imagine the possibilities of international labor solidarity.Over the past 20 years, bananeras have organized themselves and gained increasing control over their unions, their workplaces, and their lives. Highly accessible and narrative in style, Bananeras: Women Transforming the Banana Unions of Latin America recounts the history and growth of this vital movement.Starting in 1985 with one union in La Lima, Honduras, and expanding domestically through the late 1990s, experienced activists successfully reached out to younger women with a message of empowerment. In a compelling example of transnational feminism at work, the bananeras crossed borders to ally with banana workers in five other banana exporting countries in Latin America, arguing all the while that empowering women at every level of their organizations makes for stronger unions, better able to confront the ever-encroaching multinational corporations.When the bananeras of Latin America, with their male allies, explicitly integrate gender equity into their organizing work as essential to effective labor internationalism—when they refuse to separate the global struggle against trans-national corporations from the formidable efforts at home to achieve equity and respect—they inspire all of us to envision a new framework for internationalism that places women’s human rights at the center of global class politics.A professor of American studies at the University of California Santa Cruz, Dana Frank focuses on US and international labor issues. Published in The Washington Post, The Nation, and other periodicals, she is the author of Buy American and, with Robin D.G. Kelley and Howard Zinn, of Three Strikes.

    It focuses on the specific things that great teachers do ... that others do not. Readers of author Todd Whitaker's best-selling WHAT GREAT PRINCIPALS DO DIFFERENTLY asked him for a companion volume focusing on great teachers and their classrooms. This book is his response to those requests.This book focuses on the specific things that great teachers do ... that others do not. It answers these essential questions: - Is it high expectations for students that matter?- How do great teachers respond when students misbehave?- Do great teachers filter differently than their peers?- How do the best teachers approach standardized testing? - How can your teachers gain the same advantages?

    Written in short, carefully numbered paragraphs of extreme brilliance, it captured the imagination of a generation of philosophers. For Wittgenstein, logic was something we use to conquer a reality which is in itself both elusive and unobtainable. He famously summarized the book in the following words: 'What can be said at all can be said clearly; and what we cannot talk about we must pass over in silence.' David Pears and Brian McGuinness received the highest praise for their meticulous translation. The work is prefaced by Bertrand Russell's original introduction to the first English edition.