With characteristic intelligence, wit, and insight, she confronts the conservative backlash that has slowly eroded the democratic ideals and advances of the '60s, as well as the internal debates that have frequently splintered the left.

    What little secret would scare three terrible giants?. Why would a giant tremble at the sight of a butterfly?. Do giants throw temper tantrums?The answers to these questions are found in three mesmerizing tales of giants and a child. But the giants that crash and bellow through this book are unlike the giants of folklore. They behave in the most unusual manner, and find themselves in the most peculiar situations. What do these cantankerous, yet sympathetic giants have in common? They encounter a small little boy, who towers over the giants by way of wit and common sense. David L. Harrison's classic collection, richly illustrated by Philippe Fix, has been translated into ten languages and sold close to a million copies in it original edition. Now this Christopher Award-winning book is available again to a new generation of children.

    Written by two leading authorities in the field, the 24 lessons in this book cover Beginning and Intermediate or Level I and II courses of study. Lessons are structured around language needed for common life situations, and examples are presented in the form of dialogues coupled with grammar and vocabulary instruction. Information is also included about the culture of Deaf people in the United States. The book is supported by a videotape and an instructor's manual.Learners will discover that the text: Contains lessons designed around the conversational language needed for common life situations. Illustrates hundreds of sentences and vocabulary with over 2,000 high quality colorized drawings that aid in study and memory. Contains over 100 grammar and cultural notes, 72 exercises, and charts of the American Manual Alphabet (Finger spelling) and ASL number system. Teaches the rules of ASL in a natural order that is predictable and compatible with everyday language of native users of American Sign Language. Incorporates information about the cultural lives of Deaf people in the United States. Is supported by a video demonstrating all the conversations and important structures in the text. Order the NEW Video!Video to Accompany American Sign Language, 2/eOrder No. 0-205-27554-0American Sign Language students will find themselves captivated and entertained by this state-of-the-art Video that presents all 72 dialogues and each key structure from the text in a clear and natural way. Four internationally known Deaf actors animate the dialogues bringing life to the illustrations in the text allowing students to preview and review instructional materials at home to enhance their classroom learning. About the authors: Tom Humphries is Associate Director of the Teacher Education Program and also teaches in the Department of Communication at the University of California, San Diego. He is currently coordinating a program to train teachers of deaf children using a bilingual approach. Prior to this he taught at Gallaudet University in the Department of English for several years and later served as an Associate Dean for the San Diego Community College District where he coordinated the development of an ASL program and an interpreter-training program. He holds a Ph.D. in Cross Cultural Communication and Language Learning. Dr. Humphries is co-author with Carol Padden of Deaf in America: Voices from a Culture and several other books and articles related to ASL and the culture of Deaf people.Carol Padden is a Professor in the Department of Communication at the University of California, San Diego where she teachers courses on language, culture and media. She is a graduate of Georgetown University and received a Ph.D. in Linguistics from the University of California, San Diego. Her recent research includes studies of reading development in young deaf children and she has written extensively about the cultural lives of Deaf people in the United States. She received a John Simon Guggenheim Fellowship, in addition to numerous other awards and grants for her work. In addition to the books she has co-authored with Tom Humphries, she has published several other books and articles on American Sign Language structure. Humphries & Padden (Learning American Sign Language, 2e). SMP 2004 Page 1 of 1

    Geared specifically to that woman, this book brings a feminine perspective to the Twelve Step program, searching out the healing messages beneath the male-oriented words. Based on an open exploration and a flexible interpretation of the Twelve Steps, this new perspective takes into account the psychological development of women as it relates to addiction and recovery, as well as the social and cultural factors that affect women in particular. Acknowledging that recovery raises special issues for women--from questions about sexuality, relationships, and everyday life to anxieties about speaking up at mixed-gender meetings--A Woman's Way through the Twelve Steps focuses directly on the feminine experience of addiction and healing. The author explores the Twelve Steps one by one, reiterating each in its traditional language, then explaining and illustrating it in a way that highlights a woman's experience--empowering the reader to take ownership of her own recovery process as well as her growth as a woman.

    His first book, Dam-Burst of Dreams, written when he was a teen, was a collection of poems that exploded with linguistic virtuosity, earning him comparisons to Joyce and Yeats. Nolan, whose disability requires that someone cup his chin while he pushes a head-mounted pointer at the keyboard, tells here of battles in an un-handicapped world, the heroic efforts of his family and the sights of Ireland that surround him. The book won England's Whitbread prize.

    In conceptual and practical ways, To Teach narrates an essential journey all teachers must take if, at the end of their own Yellow Brick Roads, they are to achieve the basics: a heart, a brain, the nerve, and a home.

    Susan Branch wrote the book completely written by hand and illustrated it with charming and beautiful color watercolors. Ribbon marker.

    While other companies can improve productivity through the use of new technologies or better systems, these approaches are not available in the arts. Hamlet requires the same number of performers today as it did in Shakespeare’s time. The New York Philharmonic requires the same number of musicians now as it did when Tchaikovsky conducted it over one hundred years ago. Costs go up, but the size of theaters and the price resistance of patrons limit what can be earned from ticket sales. Therefore, the performing arts industry faces a severe gap between earnings and expenses. Typical approaches to closing the gap—raising ticket prices or cutting artistic or marketing expenses—don’t work. What, then, does it take to create and maintain a healthy arts organization? Michael M. Kaiser has revived four major arts organizations: the Kansas City Ballet, the Alvin Ailey American Dance Theater, American Ballet Theatre, and London’s Royal Opera House. In The Art of the Turnaround he shares with readers his ten basic rules for bringing financially distressed arts organizations back to life and keeping them strong. These rules cover the requirements for successful leadership, the pitfalls of cost cutting, the necessity of extending the programming calendar, the centrality of effective marketing and fund raising, and the importance of focusing on the present with a positive public message. In chapters organized chronologically, Kaiser brings his ten rules vividly to life in discussions of the four arts organizations he is credited with saving. The book concludes with a chapter on his experiences at the John F. Kennedy Center for the Performing Arts, an arts organization that needed an artistic turnaround when he became the president in 2001 and that today exemplifies in practice many of the ten rules he discusses throughout his book.

    . . and then shows us how to call upon Her to help us in our everyday lives.

    An anthology collecting Tree and Leaf, Smith of Wootton Major and The Homecoming of Beorhtnoth under the same covers.Not reprinted.

    You no longer use HTML and XHTML as design tools, but strictly as ways to define the meaning and structure of web content. And Cascading Style Sheets (CSS) are no longer just something interesting to tinker with, but a reliable method for handling all matters of presentation, from fonts and colors to page layout. When you follow the standards, both the site's design and underlying code are much cleaner. But how do you keep all those HTML and XHTML tags and CSS values straight? Jennifer Niederst-Robbins, the author of our definitive guide on standards-compliant design, Web Design in a Nutshell, offers you the perfect little guide when you need answers immediately: HTML and XHTML Pocket Reference. This revised and updated new edition takes the top 20% of vital reference information from her Nutshell book, augments it judiciously, cross-references everything, and organizes it according to the most common needs of web developers. The result is a handy book that offers the bare essentials on web standards in a small, concise format that you can use carry anywhere for quick reference. This guide will literally fit into your back pocket. Inside HTML and XHTML Pocket Reference, you'll find instantly accessible alphabetical listings of every element and attribute in the HTML 4.01 and XHTML 1.0 Recommendations. This is an indispensable reference for any serious web designer, author, or programmer who needs a fast on-the-job resource when working with established web standards.

    For twenty years Basil Pascali has spied on the people of his small community and secretly reported on their activities to the authorities in Constantinople. Although his reports are never acknowledged, never acted upon, he has received regular payment for his work. Now he fears that the villagers have found him out and he becomes engulfed in paranoia. In the midst of his panic, a charming Englishman arrives on the island claiming to be an archaeologist, and charms his way into the heart of the woman for whom Pascali pines. A complex game is played out between the two where cunning and betrayal may come to haunt them both. Pascali's Island was made into a feature film starring Ben Kingsley and Helen Mirren.

    A country long regarded by classical geographers as a fabulous land where flying serpents guarded sacred incense groves, while medieval Arab visitors told tales of disappearing islands and menstruating mountains. Our current ideas of this country at the southern tip of the Arabian Peninsula have been hijacked by images of the terrorist strongholds, drone attacks, and diplomatic tensions. But, as Mackintosh-Smith reminds us in this newly updated book, there is another Arabia. Yemen may be a part of Arabia, but it is like no place on earth.

    Diamond argues that for some women love and desire are not rigidly heterosexual or homosexual, but fluid, changing as women move through the stages of life, various social groups and, most importantly, different love relationships.

    Whatever It Takes: How PLCs Respond When Kids Don't Learn examines the question, "What happens when, despite our best efforts in the classroom, a student does not learn?" In traditional schools, the response to this question has been left to the discretion of individual classroom teachers who are free to respond in very different ways. A Professional Learning Community will not leave this critical question to each teacher to resolve. A PLC will, instead, create a school-wide system of interventions that provides all students with additional time and support when they experience difficulty in their learning. The authors describe in detail the systems of intervention, including Adlai E. Stevenson High School's "Pyramid of Interventions," created by four different schools: a high school, a middle school, and two elementary schools. In addition to these systems, the authors discuss the logistical barriers these schools faced and their strategies for overcoming those barriers.Chapter 1 examines the current mandate that all students learn at high levels and places that mandate in a historical context by examining the assumptions that have guided public education. The chapter extends the popular rallying cry that "all children can learn" by re-examining the three critical questions with which all PLCs grapple in order to give that phrase relevance.Chapter 2 describes how schools have traditionally responded when students do not learn and provides a case study to examine that response. The chapter also presents some caveats readers must keep in mind as they consider creating a system of interventions for students in their own schools.Chapter 3 describes in detail the system of interventions created by Adlai Stevenson High School in suburban Chicago, one of three schools in the nation to receive the United States Department of Education's Blue Ribbon Award on four occasions.This system, the Pyramid of Interventions, represents a conscious attempt by the Stevenson staff to give students additional time and support when they experience difficulty in their learning.Chapter 4 discusses some of the logistical barriers Stevenson faced in building the Pyramid and strategies for overcoming those barriers. It acknowledges that other schools in other settings will face their own unique barriers but contends that if staff members clarify their priority and focus on the right questions, they too can overcome the obstacles posed by their local context.Chapter 5 examines the unique aspects of the middle school and explains how one of America's most celebrated middle schools has raised student performance by focusing on student achievement, building a collaborative culture, and creating systems to provide students with additional time and support. Chapters 6 and 7 describe how a system of interventions works for students in two very different elementary schools-one in a rural setting in south-central Virginia and another in an ethnically diverse Title One school in southern California.Chapter 8 identifies the commonalities between the four very different schools explored in the earlier chapters. It discusses how all of the characteristics of a PLC came to thrive in each school and describes some of the common approaches to leadership that characterized the principals of these four schools.Chapter 9 examines some of the philosophical concerns that have been raised regarding the proposal to provide students with additional time and support for learning when students fail to make the effort necessary to be successful. The chapter then attempts to address each of these concerns. Chapter 10 identifies some of the cultural shifts a school must make on the journey to becoming a Professional Learning Community. It contends that a PLC creates a "stretch culture" that leads both students and staff to embrace high expectations and to develop a sense of self-efficacy. It suggests strategies to promote such a culture.The appendix provides artifacts from the four schools described in this book that practitioners may find helpful-mission and vision statements, job descriptions, sample correspondence, program descriptions, and graphics to illustrate intervention plans. The appendix also contains a graphic representation of Adlai Stevenson's Pyramid of Interventions.