Now, with the intellectual curiosity and emotional wisdom that make his columns among the most read in the nation, Brooks turns to the building blocks of human flourishing in a multilayered, profoundly illuminating work grounded in everyday life.This is the story of how success happens. It is told through the lives of one composite American couple, Harold and Erica—how they grow, push forward, are pulled back, fail, and succeed. Distilling a vast array of information into these two vividly realized characters, Brooks illustrates a fundamental new understanding of human nature. A scientific revolution has occurred—we have learned more about the human brain in the last thirty years than we had in the previous three thousand. The unconscious mind, it turns out, is most of the mind—not a dark, vestigial place but a creative and enchanted one, where most of the brain’s work gets done. This is the realm of emotions, intuitions, biases, longings, genetic predispositions, personality traits, and social norms: the realm where character is formed and where our most important life decisions are made. The natural habitat of The Social Animal. Drawing on a wealth of current research from numerous disciplines, Brooks takes Harold and Erica from infancy to school; from the “odyssey years” that have come to define young adulthood to the high walls of poverty; from the nature of attachment, love, and commitment, to the nature of effective leadership. He reveals the deeply social aspect of our very minds and exposes the bias in modern culture that overemphasizes rationalism, individualism, and IQ. Along the way, he demolishes conventional definitions of success while looking toward a culture based on trust and humility.The Social Animal is a moving and nuanced intellectual adventure, a story of achievement and a defense of progress. Impossible to put down, it is an essential book for our time, one that will have broad social impact and will change the way we see ourselves and the world.

    

    What she and her family got was an introduction to what many think is the country’s next great health crisis.

    Despite making up less than 1% of the country's population, they are the subjects of a toxic and increasingly polarised 'debate', which generates reliable controversy for newspapers and talk shows. This media frenzy conceals a simple fact: that we are having the wrong conversation, a conversation in which trans people themselves are reduced to a talking point and denied a meaningful voice.In this powerful new book, Shon Faye reclaims the idea of the 'transgender issue' to uncover the reality of what it means to be trans in a transphobic society. In doing so, she provides a compelling, wide-ranging analysis of trans lives from youth to old age, exploring work, family, housing, healthcare, the prison system, and trans participation in the LGBTQ+ and feminist communities, in contemporary Britain and beyond.The Transgender Issue is a landmark work that signals the beginning of a new, healthier conversation about trans life. It is a manifesto for change, and a call for justice and solidarity between all marginalised people and minorities. Trans liberation, as Faye sees it, goes to the root of what our society is and what it could be; it offers the possibility of a more just, free and joyful world for all of us.

    Dewey's ideas were seldom adopted in America's public schools, although a number of his prescriptions have been continually advocated by those who have had to teach in them.

    The methodology of the late Paulo Freire has helped to empower countless impoverished and illiterate people throughout the world. Freire's work has taken on especial urgency in the United States and Western Europe, where the creation of a permanent underclass among the underprivileged and minorities in cities and urban centers is increasingly accepted as the norm. With a substantive new introduction on Freire's life and the remarkable impact of this book by writer and Freire confidant and authority Donaldo Macedo, this anniversary edition of Pedagogy of the Oppressed will inspire a new generation of educators, students, and general readers for years to come.

    Spurred by her personal experience and extensive exploration of brain-based learning, author Marilee Sprenger explains how brain science--what we know about how the brain works--can be applied to social-emotional learning. Specifically, she addresses how to- Build strong, caring relationships with students to give them a sense of belonging. - Teach and model empathy, so students feel understood and can better understand others. - Awaken students' self-awareness, including the ability to name their own emotions, have accurate self-perceptions, and display self-confidence and self-efficacy. - Help students manage their behavior through impulse control, stress management, and other positive skills. - Improve students' social awareness and interaction with others. - Teach students how to handle relationships, including with people whose backgrounds differ from their own. - Guide students in making responsible decisions.Offering clear, easy-to-understand explanations of brain activity and dozens of specific strategies for all grade levels, Social-Emotional Learning and the Brain is an essential guide to creating supportive classroom environments and improving outcomes for all our students.

    Lorraine Monroe founded the Frederick Douglass Academy, a public school in Harlem, in the belief that caring instructors, a disciplined but creative environment, and a refusal to accept mediocrity could transform the lives of inner-city kids. Her experiment was a huge success. Today the Academy is one of the finest schools in the country, sending graduates to Ivy League colleges and registering the third highest SAT scores in New York City. The key to its success: a unique leadership method Monroe calls the "Monroe Doctrine," which she developed through decades as a teacher and principal in some of America's toughest schools. In this book Monroe tells her own remarkable story and explains her "Doctrine" through pithy, memorable rules and observations and a host of wonderful true stories. This is an inspiring read for both new and experienced educators—and for anyone who wants to succeed in the face of seemingly impossible odds.

    Tolkien assembled in this new paperback edition were with one exception delivered as general lectures on particular occasions; and while they mostly arose out of Tolkien’s work in medieval literature, they are accessible to all. Two of them are concerned with Beowulf, including the well-known lecture whose title is taken for this book, and one with Sir Gawain and the Green Knight, given in the University of Glasgow in 1953.Also included in this volume is the lecture English and Welsh; the Valedictory Address to the University of Oxford in 1959; and a paper on Invented Languages delivered in 1931, with exemplification from poems in the Elvish tongues. Most famous of all is On Fairy-Stories, a discussion of the nature of fairy-tales and fantasy, which gives insight into Tolkien’s approach to the whole genre.The pieces in this collection cover a period of nearly thirty years, beginning six years before the publication of The Hobbit, with a unique ‘academic’ lecture on his invention (calling it A Secret Vice) and concluding with his farewell to professorship, five years after the publication of The Lord of the Rings.

    Good addition to other books on this subject. I enjoyed it very much.' UK Reviewer.Stefan Maczka’s father, (also Stefan), was a cavalry officer who fought victoriously in possibly the last and greatest cavalry battle of the preceding one hundred years, the ‘Miracle of the Vistula’. It was the final victory in the Russian/Polish War of 1920. He was one of nine thousand former soldiers rewarded with a plot of land in the reclaimed borderlands. Stalin never forgot that humiliating defeat.Stefan B. was born in 1922 just over two years later.Life was hard in those early years; the military settlers had to defend their borders against invasion by armed bands from Russia, crossing into Poland from the east.By 1937, the rewards of hard work were paying off, and life was beginning to get easier... Then came the war, and Stalin’s revenge on the military settlers he so bitterly despised for their victory over Soviet forces twenty years earlier. Rounded up, they were uprooted from their homes, put on cattle trucks, and forcibly deported to the frozen and inhospitable wastes of Siberia.Goodbye Poland is one man’s account of his journey into adversity at the age of just seventeen. Written exactly as he spoke, his accent comes through loud and clear, in this inspirational true story of stoicism, and survival against the odds.

    along with a glossary of the important characters and terms used in the original book. Just in case that’s not enough for you, I’ve also included a list of possible study questions (book club discussion topics) and quotes from the book that I found interesting.Wrapping it all up is a discussion of the critical reviews for Killing Jesus as well as my overall opinion of the book. Plus much more!Whether you’re reading this for a book club, school report, or just want to get a quick preview before diving into the full length book, you can use this book review and study guide to get the most out of your experience reading Killing Jesus by Bill O'Reilly.I hope you enjoy this review summary book...~ Anthony Granger ~

    

    In one sense, their interrelationship is obvious. The first two address a question that was more in the forefront of scholarship a dozen years ago than it is today: the question of differences among religious orders.  These two essays set out a method of reading texts for imagery and borrowings as well as for spiritual teaching in order to determine whether individuals who live in different institutional settings hold differing assumptions about the significance of their lives.  The essays apply the method to the broader question of differences between regular canons and monks and the narrower question of differences between one kind of monk--the Cistercians--and other religious groups, monastic and nonmonastic, of the twelfth century.  The third essay draws on some of the themes of the first two, particularly the discussion of canonical and Cistercian conceptions of the individual brother as example, to suggest  an interpretation of twelfth-century religious life as concerned with the nature of groups as well as with affective expression.  The fourth essay, again on Cistercian monks, elaborates themes of the first three. Its subsidiary goals are to provide further evidence on distinctively Cistercian attitudes and to elaborate the Cistercian ambivalence about vocation that I delineate in the essay on conceptions of community. It also raises questions that have now become popular in nonacademic as well as academic circles: what significance should we give to the increase of feminine imagery in twelfth-century religious writing by males? Can we learn anything about distinctively male or female spiritualities from this feminization of language? The fifth essay differs from the others in turning to the thirteenth century rather than the twelfth, to women rather than men, to detailed analysis of many themes in a few thinkers rather than one theme in many writers; it is nonetheless based on the conclusions of the earlier studies. The sense of monastic vocation and of the priesthood, of the authority of God and self, and of the significance of gender that I find in the three great mystics of late thirteenth-century Helfta can be understood only against the background of the growing twelfth- and thirteenth-century concern for evangelism and for an approachable God, which are the basic themes of the first four essays. Such connections between the essays will be clear to anyone who reads them. There are, however, deeper methodological and interpretive continuities among them that I wish to underline here. For these studies constitute a plea for an approach to medieval spirituality that is not now--and perhaps has never been--dominant in medieval scholarship. They also provide an interpretation of the religious life of the high Middle Ages that runs against the grain of recent emphases on the emergence of "lay spirituality." I therefore propose to give, as introduction, both a discussion of recent approaches to medieval piety and a short sketch of the religious history of the twelfth and thirteenth centuries, emphasizing those themes that are the context for my specific investigations. I do not want to be misunderstood. In providing here a discussion of approaches to and trends in medieval religion I am not claiming that the studies that follow constitute a general history nor that my method should replace that of social, institutional, and intellectual historians.  A handful of Cistercians does not typify the twelfth century, nor three nuns the thirteenth. Religious imagery, on which I concentrate, does not tell us how people lived. But because these essays approach texts in a way others have not done, focus on imagery others have not found important, and insist, as others have not insisted, on comparing groups to other groups (e.g., comparing what is peculiarly male to what is female as well as vice versa), I want to call attention to my approach to and my interpretation of the high Middle Ages in the hope of encouraging others to ask similar questions.

    A look at over 400 of the best historical movies (and some of the worst) purporting to be ‘factual’ or ‘based on actual events’; and how Hollywood has distorted, altered, manipulated, exaggerated, even falsified history under the all-encompassing premise…based on a true story…

    Driven from their home countries by famine and persecution, they arrived at Ellis Island full of fear and hope, determined to claim their share of the American Dream.Among the first to pass through Ellis Island was young Israel Baline, a Russian Jew who at the age of just five had seen his homeland overrun by anti-Semitic violence. Forced to flee their village deep within the Russian Empire, the Baline family used their meagre life savings to cross Europe and buy a one-way steerage-class ticket to America. They landed at Ellis Island in 1893, only to find that the streets of New York were not quite paved with gold; the riches they had risked everything for would not be easily won.Israel Baline may have traded a rural slum for an urban one, but he was an American now. He would not stay impoverished for long. Blessed with talent, spurred by the will to succeed, Israel Baline would grow up to become—under another name—his adopted country’s most famous songwriter.