“The purpose of this book,” says Housden, “is to inspire you to lighten up and fall in love with the world and all that is in it.” Reading it is a pleasure indeed.“When you die,God and the angels will hold you accountablefor all the pleasures you were allowed in life that you denied yourself.”Roger Housden, author of the bestselling Ten Poems series, presents a joyously affirmative, warmly personal, and spiritually illuminating meditation on the virtues of opening ourselves up to pleasures like being foolish, not being perfect, and doing nothing useful, the pleasure of not knowing, and even (would you believe it?) the pleasure of being ordinary.

    Now with a CJ careers feature and learning objectives aligned with end-of-chapter questions, the book provides both a streamlined and up-to-date look at this ever-evolving field. Known for its unifying theme, its unmatched timeliness and its coverage of the newest criminal justice trends and technology, this book has become THE standard by which all other brief texts are judged.

    In Jimmy Buffett: A Good Life All the Way, acclaimed music critic Ryan White has crafted the first definitive account of Buffett’s rise from singing songs for beer to his emergence as a tropical icon and CEO behind the Margaritaville industrial complex, a vast network of merchandise, chain restaurants, resorts, and lifestyle products all inspired by his sunny but disillusioned hit “Margaritaville.” Filled with interviews from friends, musicians, Coral Reefer Band members past and present, and business partners who were there, this book is a top-down joyride with plenty of side trips and meanderings from Mobile and Pascagoula to New Orleans, Key West, down into the islands aboard the Euphoria and the Euphoria II, and into the studios and onto the stages where the foundation of Buffett’s reputation was laid. Buffett wasn’t always the pied piper of beaches, bars, and laid-back living. Born on the Gulf Coast, the son of a son of a sailing ship captain, Buffett scuffed around New Orleans in the late sixties, flunked out of Nashville (and a marriage) in 1971, and found refuge among the artists, dopers, shrimpers, and genuine characters who’d collected at the end of the road in Key West. And it was there, in those waning outlaw days at the last American exit, where Buffett, like Hemingway before him, found his voice and eventually brought to life the song that would launch Parrot Head nation. And just where is Margaritaville? It’s wherever it’s five o’clock; it’s wherever there’s a breeze and salt in the air; and it’s wherever Buffett sets his bare feet, smiles, and sings his songs.

    Based on the work of W. Edwards Deming and on Dr. Glasser's own choice theory, it is written for teachers who are trying to abandon the old system of boss-managing, which is effective for less than half of all students. William Glasser, M.D., explains that only through lead-management can teachers create classrooms in which all students not only do competent work but begin to do quality work. These classrooms are the core of a quality school. The book begins by explaining that to persuade students to do quality schoolwork, teachers must first establish warm, totally noncoercive relationships with their students; teach only useful material, which means stressing skills rather than asking students to memorize information; and move from teacher evaluation to student self-evaluation. There are no generalities in this book: It provides the specifics that classroom teachers seek as they begin the move to quality schools.

    This definitive, magisterial study of football and society profiles includes interviews with all-time greats like Bobby Charlton, George Best, Alf Ramsay, Stanley Matthews, Matt Busby and Nat Lofthouse. It is a snapshot of a pivotal era in sporting history; changes and decisions were made in the sixties that would create the game we know today.

    In this heated context, sociologist Margaret A. Hagerman zeroes in on affluent, white kids to observe how they make sense of privilege, unequal educational opportunities, and police violence. In fascinating detail, Hagerman considers the role that they and their families play in the reproduction of racism and racial inequality in America.White Kids, based on two years of research involving in-depth interviews with white kids and their families, is a clear-eyed and sometimes shocking account of how white kids learn about race. In doing so, this book explores questions such as, "How do white kids learn about race when they grow up in families that do not talk openly about race or acknowledge its impact?" and "What about children growing up in families with parents who consider themselves to be 'anti-racist'?"Featuring the actual voices of young, affluent white kids and what they think about race, racism, inequality, and privilege, White Kids illuminates how white racial socialization is much more dynamic, complex, and varied than previously recognized. It is a process that stretches beyond white parents' explicit conversations with their white children and includes not only the choices parents make about neighborhoods, schools, peer groups, extracurricular activities, and media, but also the choices made by the kids themselves.By interviewing kids who are growing up in different racial contexts--from racially segregated to meaningfully integrated and from politically progressive to conservative--this important book documents key differences in the outcomes of white racial socialization across families. And by observing families in their everyday lives, this book explores the extent to which white families, even those with anti-racist intentions, reproduce and reinforce the forms of inequality they say they reject.

    

    Here is a brief overview of each part: Part 1, Seeing the Big Picture Connections First, defines curriculum in terms of rigor, provides the background of this model, connects curriculum design to the big picture of standards, assessments, instruction, and data practices, previews the step-by-step design sequence, and introduces end-of-chapter reader assignments. Part 2, Building the Foundation for Designing Curricular Units, explains the five steps that must first be taken to lay the foundation upon which to build the curricular units of study, and provides explicit guidelines for applying each step. Part 3, Designing the Curricular Unit of Study From Start to Finish, gives the nuts and bolts directions for designing a rigorous curricular unit of study, from beginning to end, and concludes with an overview of how to implement the unit in the classroom or instructional program. Formatively assessing students along the way, educators analyze resulting student data to diagnose student learning needs and then adjust ongoing instruction accordingly. Part 4, Organizing, Monitoring, and Sustaining Implementation Efforts, addresses the role of administrators in beginning and continuing the work of implementation. These final three chapters provide first-person narra - tives and advice to administrators from administrators who have personally led the implementation and sustainability efforts of curriculum redesign and related practices within their own school systems. I have endeavored to pull together all of the elements necessary for designing a rigorous curriculum, to position these elements in a sequential order, and to provide a step-by-step approach for constructing each one. My hope is that this road map will not only show you the way to design your own curriculum, but also allow you the flexibility of customizing it to fit your own purpose and needs. As with the realization of any lofty vision, it will take a great deal of time, thought, energy, and collaboration to create and revise a single curriculum, let alone multiple curricula. The best advice I can offer is to regard whatever you produce as a continual work in progress, to be accomplished over one, two, or three years, or even longer. As my friend and colleague Robert Kuklis points out, curriculum designers shape and modify the process as they move through it. It is important that they know this is not a rigid, prescriptive procedure, but rather an opportunity for learning, adapting, and improving. This preserves fidelity to the process, encourages flexibility, and promotes local ownership. Whenever people s spirits need lifting because the work seems so demanding, remind everyone that it is a process, not a one-time event. You are creating something truly significant a comprehensive body of work that is going to serve your educators, students, and parents for years to come!"