But the heart of the matter is that, as the crisis unfolds, the basic rules of European democracy are being subverted or turned into their opposite, bypassing parliaments, governments and EU institutions. Multilateralism is turning into unilateralism, equality into hegemony, sovereignty into the dependency and recognition into disrespect for the dignity of other nations. Even France, which long dominated European integration, must submit to Berlin's strictures now that it must fear for its international credit rating.How did this happen? The anticipation of the European catastrophe has already fundamentally changed the European landscape of power. It is giving birth to a political monster: a German Europe. Germany did not seek this leadership position - rather, it is a perfect illustration of the law of unintended consequences. The invention and implementation of the euro was the price demanded by France in order to pin Germany down to a European Monetary Union in the context of German unification. It was a quid pro quo for binding a united Germany into a more integrated Europe in which France would continue to play the leading role. But the precise opposite has happened. Economically the euro turned out to be very good for Germany, and with the euro crisis Chancellor Angela Merkel became the informal Queen of Europe.The new grammar of power reflects the difference between creditor and debtor countries; it is not a military but an economic logic. Its ideological foundation is 'German euro nationalism' - that is, an extended European version of the Deutschmark nationalism that underpinned German identity after the Second World War. In this way the German model of stability is being surreptitiously elevated into the guiding idea for Europe. The Europe we have now will not be able to survive in the risk-laden storms of the globalized world. The EU has to be more than a grim marriage sustained by the fear of the chaos that would be caused by its breakdown. It has to be built on something more positive: a vision of rebuilding Europe bottom-up, creating a Europe of the citizen. There is no better way to reinvigorate Europe than through the coming together of ordinary Europeans acting on their own behalf.

    Once it had been a forbidding place of exile, inhabited by thousands of the disease’s victims who had been removed from their families and confined against their will, far away from a society that feared and misunderstood their condition. When Brooke Jarvis came across a posting for a job in Kalaupapa, tending to the needs of the handful of remaining patients, it seemed like an impossibly exotic opportunity for a college student. But what she found there was both more remarkable and more familiar than what she had imagined. When We Are Called to Part is the absorbing, affecting, and often funny story of life in the last years of a rapidly vanishing community. “Even a prison,” she would learn, “eventually becomes a home, becomes something you mourn.”

    This is the moving and powerful account of two remarkable boys struggling to survive in Chicago's Henry Horner Homes, a public housing complex disfigured by crime and neglect.

    Because they were given to "pioneers" dedicated to opening a new Waldorf school, these talks are often considered one of the best introductions to Waldorf education.Steiner shows the necessity for teachers to work on themselves first, in order to transform their own inherent gifts. He explains the need to use humor to keep their teaching lively and imaginative. Above all, he stresses the tremendous importance of doing everything in the knowledge that children are citizens of both the spiritual and the earthly worlds. And, throughout these lectures, he continually returns to the practical value of Waldorf education.These talks are filled with practical illustrations and revolve around certain themes--the need for observation in teachers; the dangers of stressing the intellect too early; children's need for teaching that is concrete and pictorial; the education of children's souls through wonder and reverence; the importance of first presenting the "whole," then the parts, to the children's imagination.Here is one of the best introductions to Waldorf education, straight from the man who started it all.German source: Die Kunst des Erziehens aus dem Erfassen der Menschenwesenhiet (GA 311).∞ ∞ ∞ SYNOPSIS OF THE LECTURESLECTURE 1: The need for a new art of education. The whole of life must be considered. Process of incarnation as a stupendous task of the spirit. Fundamental changes at seven and fourteen. At seven, the forming of the "new body" out of the "model body" inherited at birth. After birth, the bodily milk as sole nourishment. The teacher's task to give "soul milk" at the change of teeth and "spiritual milk" at puberty.LECTURE 2: In first epoch of life child is wholly sense organ. Nature of child's environment and conduct of surrounding adults of paramount importance. Detailed observation of children and its significance. In second epoch, seven to fourteen, fantasy and imagination as life blood of all education, e.g., in teaching of writing and reading, based on free creative activity of each teacher. The child as integral part of the environment until nine. Teaching about nature must be based on this. The "higher truths" in fairy tales and myths. How the teacher can guide the child through the critical moment of the ninth year.LECTURE 3: How to teach about plants and animals (seven to fourteen). Plants must always be considered, not as specimens, but growing in the soil. The plant belongs to the earth. This is the true picture and gives the child an inward joy. Animals must be spoken of always in connection with humans. All animal qualities and physical characteristics are to be found, in some form, in the human being. Humans as synthesis of the whole animal kingdom. Minerals should not be introduced until twelfth year. History should first be presented in living, imaginative pictures, through legends, myths, and stories. Only at eleven or twelve should any teaching be based on cause and effect, which is foreign to the young child's nature. Some thoughts on punishment, with examples.LECTURE 4: Development of imaginative qualities in the teacher. The story of the violet and the blue sky. Children's questions. Discipline dependent on the right mood of soul. The teacher's own preparation for this. Seating of children according to temperament. Retelling of stories. Importance of imaginative stories that can be recalled in later school life. Drawing of diagrams, from ninth year. Completion and metamorphosis of simple figures, to give children feeling of form and symmetry. Concentration exercises to awaken an active thinking as basis of wisdom for later life. Simple color exercises. A Waldorf school timetable. The "main lesson."LECTURE 5: All teaching matter must be intimately connected with life. In counting, each different number should be connected with the child or what the child sees in the environment. Counting and stepping in rhythm. The body counts. The head looks on. Counting with fingers and toes is good (also writing with the feet). The ONE is the whole. Other numbers proceed from it. Building with bricks is against the child's nature, whose impulse is to proceed from whole to parts, as in medieval thinking. Contrast atomic theory. In real life we have first a basket of apples, a purse of coins. In teaching addition, proceed from the whole. In subtraction, start with minuend and remainder; in multiplication, with product and one factor. Theorem of Pythagoras (eleven-twelve years). Details given of a clear, visual proof, based on practical thinking. This will arouse fresh wonder every time.LECTURE 6: In first seven years etheric body is an inward sculptor. After seven, child has impulse to model and to paint. Teacher must learn anatomy by modeling the organs. Teaching of physiology (nine to twelve years) should be based on modeling. Between seven and fourteen astral body gradually draws into physical body, carrying the breathing by way of nerves, as playing on a lyre. Importance of singing. Child's experience of well being like that of cows chewing the cud. Instrumental music from beginning of school life, wind or strings. Teaching of languages; up to nine through imitation, then beginnings of grammar, as little translation as possible. Vowels are expression of feeling, consonants are imitation of external processes. Each language expresses a different conception. Compare head, Kopf, testa. The parts of speech in relation to the life after death. If language is rightly taught, out of feeling, eurythmy will develop naturally, expressing inner and outer experiences in ordered movements--"visible speech." Finding relationship to space in gymnastics.LECTURE 7: Between seven and fourteen soul qualities are paramount. Beginnings of science teaching from twelfth year only, and connected with real phenomena of life. The problem of fatigue. Wrong conceptions of psychologists. The rhythmic system, predominant in second period, never tires. Rhythm and fantasy. Composition. Sums from real life, not abstractions. Einstein's theory. The kindergarten--imitation of life. Teachers' meetings, the heart of the school. Every child to be in the right class for its age. Importance of some knowledge of trades, e.g., shoemaking, handwork, and embroidery. Children's reports-- characterization, but no grading. Contact with the parents.QUESTIONS AND ANSWERS: The close relationship of Multiplication and Division. How to deal with both together. Transition from the concrete to the abstract in Arithmetic. Not before the ninth year. Healthiness of English weights and measures as related to real life. Decimal system as an intellectual abstraction.Drawing. Lines have no reality in drawing and painting, only boundaries. How to teach children to draw a tree in shading, speaking only of light and color. (Illustration). Line drawing belongs only to geometry.Gymnastics and Sport. Sport is of no educational value, but necessary as belonging to English life. Gymnastics should be taught by demonstration.Religious Instruction. Religion lessons in the Waldorf school given by Catholic priest and Protestant pastor. "Free" religion lessons provided for the other children. Plan of such teaching described, of which the fundamental aim is an understanding of Christianity. The Sunday services.Modern Language Lessons. Choice of languages must be guided by the demands of English life. These can be introduced at an early age. Direct method in language teaching.Closing words by Dr. Steiner on the seriousness of this first attempt to found a school in England.

    Arnold, CHOICE"The book provides readers with a clear, sympathetic and unbiased understanding of the four conflicting visions of curriculum that will enable them to more productively interact with educators who might hold different beliefs. The book stimulates readers to better understand their own beliefs and also to provide them with an understanding of alternate ways of thinking about the fundamental goals of education" --SIRREADALOT.ORG"A much needed, insightful view of alternative curriculum orientations. This is an exceptionally written book that will be useful to teachers, curriculum workers, and school administrators."--Marc Mahlios, University of Kansas"Curriculum Theory: Conflicting Visions and Enduring Concerns is a thought provoking text that invites self-analysis."--Lars J. Helgeson, University of North DakotaCurriculum Theory: Conflicting Visions and Enduring Concerns presents a clear, unbiased, and rigorous description of the major curriculum philosophies that have influenced educators and schooling over the last century. Author Michael Stephen Schiro analyzes four educational visions--Scholar Academic, Social Efficiency, Learner Centered, and Social Reconstruction--to enable readers to reflect on their own educational beliefs and allow them to more productively interact with educators who might hold different beliefs.Key FeaturesProvides a historical perspective on the origins of curriculum ideologies: The book places our current educational debates and issues in a historical context of enduring concerns.Offers a model of how educational movements can be critically analyzed: Using a post-structuralist perspective, this model enables readers to more effectively contribute to the public debate about educational issues.Pays careful attention to the way language is used by educators to give meaning to frequently unspoken assumptions: The text's examination helps readers better understand curricular disagreements that occur in schools.Highlights the complexities of curriculum work in a social context: With an understanding of the ideological pressures exerted on them by society and colleagues, readers can put these pressures in perspective and maintain their own values, beliefs, and practices.Intended AudienceThis book is designed as a supplemental text for advanced undergraduate and graduate courses such as Curriculum Theory, Introduction to Curriculum and Instruction, Curriculum Philosophy, and Curriculum Theory and Practice in the department of education.Talk to the author! schiro@bc.eduTo visit the author's web site, please visit: http: //www2.bc.edu/ schiro/sage.html.

    Working from the beginning of U.S. history to the present, he found that capitalism in America has evolved through four distinct ages, separated by dramatic cataclysms that each forced a major turn in how the economy operated. In an ambitious, single-volume history of the United States, he reveals how the country's economic evolution is inseparable from the nature of American life.The Age of Commerce spans the colonial era, the founding of the United States, and up to the outbreak of t he Civil War, a period of history where economic growth and output was the result of the spread of trade, but also largely dependent on enslaved labor and severely limited by what could be drawn from the land beyond subsistence farming. The Age of Capital traces the impact of the first major leap in economic development following the Civil War: the Industrial Revolution, when capitalists set physical capital down in factories to produce commercial goods, fueled by labor moving into cities. But, investments in the new industrial economy led to great volatility, most dramatically with the outbreak of the Great Depression in 1929. The Great Depression immediately sparked the Age of Control, when the government took on a more active role in the economy, first trying to jumpstart it and then funding military production in World War II. Skepticism of government intervention in the Cold War combined with recession and stagflation during the 1970s led to a crisis of industrial capitalism, and the withdrawal of political will for regulation. In the Age of Chaos that followed, the combination of deregulation and the growth of the finance industry created a booming economy for some but also striking inequalities and a lack of oversight that led directly to the crash of 2008.Today, in the aftermath of the Age of Chaos and in the midst of severe political discord, the nature of capitalism in United States once again is at a crossroads. In Ages of American Capitalism, Jonathan Levy proves that, contrary to political dogma, capitalism in the United States has never been just one thing. Instead, it has morphed through the country's history--and it's likely changing again right now.

    This third collection of pieces from his popular historical column also includes longer articles and interviews originally published in Weekend and Sunday Inquirer Magazine.

    The public not only found Laurel's serene simpleton and Hardy's pompous buffoon hilarious, but they also thought of them as friends. Laurel and Hardy may have been nitwits, but they were loveable nitwits.Another Nice Mess: The Laurel and Hardy Story explores the lives and careers of Laurel and Hardy. The book examines how the comedians teamed up and it explains why, nearly half a century after their deaths, their films continue to enchant people all over the world.Raymond Valinoti, Jr.. is a resident of Berkeley Heights, NJ. He has a Master's in Library Science from Rutgers University and is a freelance researcher. His articles on film have been published in the magazines Midnight Marquee and Films of the Golden Age. He also writes film reviews for an online news publication, The Alternative Press.

    A story or narrative centered around a hero 2. Spectacular; impressive; memorable. If learning is not memorable, should it even be considered learning? For too long, traditional education has used outdated practices to deliver complex and well-intended content to students with very little hope of that subject matter being retained. It often looks like this: Lectures are given --->Students write the information down ---> Students take a test on that information ---> Information is discarded from the brain ---> Repeat. In the The Epic Classroom, Trevor Muir presents a project based learning method that uses the power of storytelling and brain science to give educators practical and proven practices to achieve real student engagement. In return, learning that is permanent and memorable. Any teacher, in any subject area, and in any grade level can use the story-centered project based learning framework of The Epic Classroom to transform their classrooms into settings where students are engaged, challenged, and transformed. In this book you will discover - How to increase student engagement - How to plan and execute effective high quality project based learning experiences- Specific strategies for leading engaged students - Outlines and tools to plan, manage, and assess projects - Methods to increase academic performance in students.

    Read about: accidentally showing topless dancers in an educational video about Paris making students “rent” their seats to teach them real-world budgeting rescuing an injured child on a field trip and then being surrounded by state troopers as a suspected pedophile helping a second grade student write letters to her soldier father and watching their tearful reunion giving an award for academic achievement to a student who is headed for prison hitting a 9-year-old bike rider and years later having him in class making up math raps for inner city students and 94 more great stories!

    We need to remember that sustained economic success is a rare phenomenon.As an era of easy money and easy growth comes to a close, China in particular will cool down. Other major players including Brazil, Russia, and India face their own daunting challenges and inflated expectations. The new "breakout nations" will probably spring from the margins, even from the shadows. Ruchir Sharma, one of the world’s largest investors in emerging markets for Morgan Stanley, here identifies which are most likely to leap ahead and why.After two decades spent traveling the globe tracking the progress of developing countries, Sharma has produced a book full of surprises: why the overpriced cocktails in Rio are a sign of revival in Detroit; how the threat of the "population bomb" came to be seen as a competitive advantage; how an industrial revolution in Asia is redefining what manufacturing can do for a modern economy; and how the coming shakeout in the big emerging markets could shift the spotlight back to the West, especially American technology and German manufacturing.What emerges is a clear picture of the shifting balance of global economic power and how it plays out for emerging nations and for the West. In a captivating exploration studded with vignettes, Sharma reveals his rules on how to spot economic success stories. Breakout Nations is a rollicking education for anyone looking to understand where the future will happen.

    A concentration of power, whether in the hands of a military dictator or a JP Morgan, was understood as autocratic and dangerous to individual liberty and democracy. This idea stretched back to the country’s founding. In the 1930s, people observed that the Great Depression was caused by financial concentration in the hands of a few whose misuse of their power induced a financial collapse. They drew on this tradition to craft the New Deal. In Goliath, Matt Stoller explains how authoritarianism and populism have returned to American politics for the first time in eighty years, as the outcome of the 2016 election shook our faith in democratic institutions. It has brought to the fore dangerous forces that many modern Americans never even knew existed. Today’s bitter recriminations and panic represent more than just fear of the future, they reflect a basic confusion about what is happening and the historical backstory that brought us to this moment. The true effects of populism, a shrinking middle class, and concentrated financial wealth are only just beginning to manifest themselves under the current administrations. The lessons of Stoller’s study will only grow more relevant as time passes. Building upon his viral article in The Atlantic, “How the Democrats Killed Their Populist Soul,” Stoller illustrates in rich detail how we arrived at this tenuous moment, and the steps we must take to create a new democracy.

    The trail of two key figures, an accused Pakistani mastermind and his American operative, traces the rise of a complex, international threat.

    Many of the difficulties however, are not in the classroom... In The (Un)official Teacher's Manual, Omar Akbar offers direct, humorous and accessible advice on how to deal with the daily issues faced by a teacher- none of which involve teaching! Includes guidance on: lesson observations, emails, promotions, avoiding meaningless extra work, meetings, parents, maintaining a work-life balance, dealing with workplace bullying, and much more. While Omar pulls no punches on the reality of working in a school, a positive streak is maintained throughout. A must read for any teacher or potential teacher. - - - - - - - - - - - - - - Contents: Introduction: Why This Book Was Written 1. How to Get the Most from Observations, Learning Walks, and Book Scrutinies 2. The Don’ts of the School Email System 3. How to Get Promoted and Other Things to Consider 4. How and When to Say No and Yes 5. The Dos and Don’ts of Meetings 6. How to Get Parents on Your Side 7. Guidance for Trainee Teachers 8. Ensuring a Life-Work Balance 9. Bullying: the Problem and the Solution 10. How to Get the Teaching Job You Want 11. Maintaining Good Relationships 12. Why It’s All Worth It

    Americana takes us on a four-hundred-year journey of this spirit of innovation and ambition through a series of Next Big Things -- the inventions, techniques, and industries that drove American history forward: from the telegraph, the railroad, guns, radio, and banking to flight, suburbia, and sneakers, culminating with the Internet and mobile technology at the turn of the twenty-first century. The result is a thrilling alternative history of modern America that reframes events, trends, and people we thought we knew through the prism of the value that, for better or for worse, this nation holds dearest: capitalism.In a winning, accessible style, Bhu Srinivasan boldly takes on four centuries of American enterprise, revealing the unexpected connections that link them. We learn how Andrew Carnegie's early job as a telegraph messenger boy paved the way for his leadership of the steel empire that would make him one of the nation's richest men; how the gunmaker Remington reinvented itself in the postwar years to sell typewriters; how the inner workings of the Mafia mirrored the trend of consolidation and regulation in more traditional business; and how a 1950s infrastructure bill triggered a series of events that produced one of America's most enduring brands: KFC. Reliving the heady early days of Silicon Valley, we are reminded that the start-up is an idea as old as America itself.Entertaining, eye-opening, and sweeping in its reach, Americana is an exhilarating new work of narrative history.