An original critical introduction to women characters in the novels of Jane Austen.Why does Jane Austen "mania" continue unabated in a postmodern world? How does the brilliant Regency novelist speak so personally to today's women that they view her as their best friend? Jane Austen's Women answers these questions by exploring Austen's affirming yet challenging vision of both who her dynamic female characters are, and who they become. This important new work analyzes the heroines' relationships to body, mind, spirit, environment, and society. It reveals how, despite a restrictive patriarchal culture, these women achieve greatness. In clear, lively prose, Kathleen Anderson shares original theoretical insights from twenty years of studying Austen, and illuminates the novels as guidebooks on how to become an Austenian heroine in one's everyday life. This engaging book will appeal to a broad readership: the serious student, the general lit-lover, and the Austen neophyte alike.
An original critical introduction to women characters in the novels of Jane Austen.Why does Jane Austen "mania" continue unabated in a postmodern world? How does the brilliant Regency novelist speak so personally to today's women that they view her as their best friend? Jane Austen's Women answers these questions by exploring Austen's affirming yet challenging vision of both who her dynamic female characters are, and who they become. This important new work analyzes the heroines' relationships to body, mind, spirit, environment, and society. It reveals how, despite a restrictive patriarchal culture, these women achieve greatness. In clear, lively prose, Kathleen Anderson shares original theoretical insights from twenty years of studying Austen, and illuminates the novels as guidebooks on how to become an Austenian heroine in one's everyday life. This engaging book will appeal to a broad readership: the serious student, the general lit-lover, and the Austen neophyte alike.
Embrace your inner Jane and find a new way of life in thrift Jane Austen knew that wealth and grandeur had little to do with happiness, and that fashionable new dresses and reticules to impress Mr. Darcy simply were not the path to fulfillment--especially when one accrues debt in the process. It's as true today as it was then . . . Whether you have a fortune or not, you're well advised to make the most of your income--and save for your future. Now, using the timeless wisdom and example of Jane Austen's memorable heroines, this book offers everything the modern lady needs to know about: *Clever investing*Keeping up appearances on a budget*Giving and receiving graciously*Finding treasures at flea markets and church rummage sales*Planning a party that only looks extravagant*And moreJane Austen's Guide to Thrift shows how to make your circumstances significantly less reduced, and how to live a life of elegent economy and joyful generosity--whether you've as much as Emma Woodhouse or as little as Miss Bates.
A rollicking collection of short stories depicts the bizarre sideshows of humanity lost to traditional history as seen through obscure scraps of historic records, from the tale of an Irish soldier who is tricked into marriage, to a seventeenth-century countess who ran away to Italy disguised as a man. Reprint. 25,000 first printing.
For five years the Anderson family lived in Goose Prairie, Washington, population 12, surrounded by the William O. Douglas Wilderness Area without telephones, television, or commercial power. Kathleen Was the proprietor of the Double K Mountain Ranch, a retreat center in the Cascade Mountains. Join her as she experiences the joys and trials of mountain living without many of the conveniences we take for granted.
Spanning over decades, this is the remarkable, heartfelt memoir from Abdul 'Duke' Fakir, the last surviving member of The Four Tops. Amidst a backdrop of Detroit, I'll Be There features revealing anecdotes from the group's formation, their early days as backup singers for the likes of Jackie Wilson, and their years working with Berry Gordy at the legendary Motown Records. With era-defining number ones like 'I Can't Help Myself (Sugar Pie Honey Bunch)' and 'Reach Out I'll Be There' came stardom and also a more enduring reward: the love of four men who become tighter than brothers. Together they comprise one of the most celebrated R&B groups of all time. But remarkable musical success didn't spare Fakir the pain of marital distress, soured investment deals, struggles with sobriety and the sudden loss of his brothers, all of which he covers in this confessional, unmissable book.
This volume provides a set of principles and systematic methods for improvement to help district and school leaders achieve the continuous improvement goals embedded in the Professional Standard for Educational Leadership (PSEL) and the National Educational Leadership Program (NELP) standards. Bringing the PSEL Standard 10 to life, this book tackles the why, how, and what of continuous improvement through an equity lens. In the first section, Leading Continuous Improvement in Schools provides an overall introduction to and rationale for continuous improvement, situating current approaches to continuous improvement, situating current approaches to continuous improvement in education within broader historical and sectoral contexts. The second section highlights how the tenets of improvement science – such as making iterative, incremental, evidence-based advancements; utilizing practical measurements; and acknowledging variability – position school and system leaders to adaptively integrate systematic and evidence-based approaches to change as part of ongoing organizational processes. The book concludes with a section that invites readers to consider leadership approaches that forward improvement work, how leaders can build internal capacity to engage in improvement, and how policy can support efforts to build and sustain the capacity for continuous improvement. Special features include beginning-of-chapter highlights, end-of-chapter connections to standards, and action inventories through each chapter. Overall, the volume provides a focus on the continuous improvement aspects of the NELP and PSEL standards that serves as a bridge, supporting students preparing to become educational leaders in their journey from learning about continuous improvement to learning how to lead continuous, equity-oriented improvement work in their own contexts.
This volume provides a set of principles and systematic methods for improvement to help district and school leaders achieve the continuous improvement goals embedded in the Professional Standard for Educational Leadership (PSEL) and the National Educational Leadership Program (NELP) standards. Bringing the PSEL Standard 10 to life, this book tackles the why, how, and what of continuous improvement through an equity lens. In the first section, Leading Continuous Improvement in Schools provides an overall introduction to and rationale for continuous improvement, situating current approaches to continuous improvement, situating current approaches to continuous improvement in education within broader historical and sectoral contexts. The second section highlights how the tenets of improvement science – such as making iterative, incremental, evidence-based advancements; utilizing practical measurements; and acknowledging variability – position school and system leaders to adaptively integrate systematic and evidence-based approaches to change as part of ongoing organizational processes. The book concludes with a section that invites readers to consider leadership approaches that forward improvement work, how leaders can build internal capacity to engage in improvement, and how policy can support efforts to build and sustain the capacity for continuous improvement. Special features include beginning-of-chapter highlights, end-of-chapter connections to standards, and action inventories through each chapter. Overall, the volume provides a focus on the continuous improvement aspects of the NELP and PSEL standards that serves as a bridge, supporting students preparing to become educational leaders in their journey from learning about continuous improvement to learning how to lead continuous, equity-oriented improvement work in their own contexts.
Drawing heavily from Bloom's Taxonomy, this new book helps teachers understand and implement a standards-based curriculum. An extraordinary group of cognitive psychologists, curriculum specialists, teacher-educators, and researchers have developed a two-dimensional framework, focusing on knowledge and cognitive processes, that defines what students are expected to learn in school. A series of vignettes-written by and for teachers-illustrates how to use this unique framework. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives. This "Professional Edition" includes an additional section ("The Taxonomy in Perspective,") which is not available in the "Revisited for Teachers" edition of the book.
Embodying advances in cognitive psychology since the publication of Bloom's taxonomy, this revision of that framework is designed to help teachers understand and implement standards-based curriculums as well as facilitate constructing and analyzing their own. A revision only in the sense that it builds on the original framework, it is a completely new manuscript in both text and organization. Its two-dimensional framework interrelates knowledge with the cognitive processes students use to gain and work with knowledge. Together, these define the goals, curriculum standards, and objectives students are expected to learn. The framework facilitates the exploration of curriculums from four perspectives-what is intended to be taught, how it is to be taught, how learning is to be assessed, and how well the intended aims, instruction and assessments are aligned for effective education. This "revisited" framework allows you to connect learning from all these perspectives.
This laboratory manual complements the Introduction toComputer Science: Java Programming textbook and classroom-related studies. The laboratory activities in this manual help develop the valuable skills needed to pursue a career in the computer science field as a Java programmer. Laboratory activities should be an essential part of your training. They link the concepts presented in the textbook to hands-on performance. You should not expect to learn Java programming skills only through the textbook, lectures, and demonstrations. The activities in the Introduction to Computer Science: Java Programming laboratory manual correlate to the textbook chapters. Each chapter has at least two laboratory activities, each of which begin with a brief overview of the activity. In some cases, this overview also sets up a scenario that will be used for the activity. Following the overview are learning goals. These are the objectives to meet by completing the activity.
