Through character development, snappy dialogue, and vivid scenes, Linked Arms tells the story of a rural people's successful struggle to keep a major nuclear dump out of Allegany County in western New York. Five times over a twelve-month period hundreds of ordinary people—merchants, teachers, homemakers, professionals, farmers, and blue collar workers—ignored potential jail terms and large fines to defy the nuclear industry and governmental authority by linking arms in the bitter cold to thwart the siting commission through civil disobedience. The hearts and minds of the resisters emerge in the narrative, as we find out why these people found civil disobedience compelling, how they organized themselves, and what moral dilemmas they addressed as they fought for their convictions. While becoming more engaged in the resistance, they confronted critical issues in contemporary America: democratic decision making, environmental policy, legal rights, corporate responsibility, and the technology of nuclear waste. Some of the book's highlights include: conversations that took place between Governor Cuomo, Assemblyman Hasper, and the protestors, which thoughtfully probe who should bear the financial burden of a failed and dangerous technology; the scientific and technological issues discussed between Ted Taylor, a nuclear physicist who was one of the key people in the Manhattan project, and the leaders of the resistance; and the citizens' initiation of a lawsuit that eventually reached the Supreme Court and abrogated the central provision in the 1987 congressional law that mandated states build low-level nuclear dumps across the country. These dialogues and vignettes illustrate how the civil disobedience and dogged determination of the people of Allegany County changed the course of history.

This readable yet sophisticated survey of treaty-making between Native and European Americans before 1800, recovers a deeper understanding of how Indians tried to forge a new society with whites on the multicultural frontiers of North America-an understanding that may enlighten our own task of protecting Native American rights and imagining racial justice.

A New Companion to Leaders of Their Own Learning Puts Students in Charge of Their Learning and Growth Five years after the publication of Leaders of Their Own Learning, EL Education is back with a new companion guide to help you tackle the common challenges of student-engaged assessment. This unique, student-centered approach to assessment equips and compels students to understand goals for their learning and growth, track their progress toward those goals, and take responsibility for reaching them. EL Education has more than 25 years of experience supporting school transformation through student-engaged assessment. With their new book, The Leaders of Their Own Learning Companion, they have harvested the best tools and wisdom from schools across the country to help you hone student-led assessment practices in your classroom and school. Identifies the common challenges of implementing each of the eight interrelated student-engaged assessment practices from Leaders of Their Own Learning, and provides strategies and tools for tackling them Offers practical tips for school leaders Deepens your learning with 46 videos and an online toolbox The Leaders of Their Own Learning Companion is designed for teachers and leaders of all grade levels and no prior knowledge of the original Leaders of Their Own Learning is necessary to make the most of this book.

Will she obey? Will she follow? Can she trust? Can she succeed? Tachee, the last of the mantii race, faces these questions as she begins her journey. She is constantly being taught and trained; but for what? She wonders, and she prays... Tachee awakes one morning to find her usual routine and lone companion are taken away suddenly. In the elvish city, Un Wava, Tachee begins discovering her skills, learns a history she never knew, and develops much longed for friends. She finds contentment, when she is called to leave it all behind, and by someone Tachee never thought she would encounter. Unsure of herself but discontent to stay, she chooses to obey and embarks on a journey that both reveals and develops her true character. Danger, excitement, rest and friendship await her on a journey through a land full of secrets, darkness and enemies. However, light is coming... Athena Taylor Lester is a home school student who loves reading, and particularly enjoys fantastical fiction. She started writing at an early age, and at 13 decided to try her hand at writing a full-scale fantasy novel. Her passion is to write stories that are not bogged down with superfluous spooks or false ideas frequently found in fantasy novels. In contrast, her desire is to write enjoyable adventures wherein her readers are left encouraged and with themes reinforcing truth. In all of her novels (this one and the ones still in her head) she strives for messages reflecting truth and inspiration to press on toward the mark set before us. Athena lives in North Central Arkansas and she wants everyone to know her favorite color is pink.

Several centuries ago, the five nations that would become the Haudenosaunee—Mohawk, Oneida, Onondaga, Cayuga, and Seneca—were locked in generations-long cycles of bloodshed. When they established Kayanerenkó:wa, the Great Law of Peace, they not only resolved intractable conflicts, but also shaped a system of law and government that would maintain peace for generations to come. This law remains in place today in Haudenosaunee communities: an Indigenous legal system, distinctive, complex, and principled. It is not only a survivor, but a viable alternative to Euro-American systems of law. With its emphasis on lasting relationships, respect for the natural world, building consensus, and on making and maintaining peace, it stands in contrast to legal systems based on property, resource exploitation, and majority rule. Although Kayanerenkó:wa has been studied by anthropologists, linguists, and historians, it has not been the subject of legal scholarship. There are few texts to which judges, lawyers, researchers, or academics may refer for any understanding of specific Indigenous legal systems. Following the United Nations Declaration on the Rights of Indigenous Peoples, and a growing emphasis on reconciliation, Indigenous legal systems are increasingly relevant to the evolution of law and society. In Kayanerenkó:wa: The Great Law of Peace Kayanesenh Paul Williams, counsel to Indigenous nations for forty years, with a law practice based in the Grand River Territory of the Six Nations, brings the sum of his experience and expertise to this analysis of Kayanerenkó:wa as a living, principled legal system. In doing so, he puts a powerful tool in the hands of Indigenous and settler communities.

Hip Figures dramatically alters our understanding of the postwar American novel by showing how it mobilized fantasies of black style on behalf of the Democratic Party. Fascinated by jazz, rhythm and blues, and rock and roll, novelists such as Norman Mailer, Ralph Ellison, John Updike, and Joan Didion turned to hip culture to negotiate the voter realignments then reshaping national politics. Figuratively transporting white professionals and managers into the skins of African Americans, these novelists and many others insisted on their own importance to the ambitions of a party dependent on coalition-building but not fully committed to integration. Arbiters of hip for readers who weren't, they effectively branded and marketed the liberalism of their moment—and ours.

This book advances the notion of autotextuality, the dialogue between works in an author’s oeuvre, and the ways in which new texts are created in self-repetition through the tracing and revisiting of past texts and the subsequent uncovering of undisclosed meanings, unexhausted constructive principles, and alternative versions. Kolarov draws on cognitive models, such as dual coding theory and conceptual blending, to substantiate a theory of autotextuality and build on previous work on self-repetition and difference to highlight the notion of “discursive desire,” in which new meanings are generated through repetition, and its distinct relationship to creativity. Drawing on analyses of well-established works in Bulgarian as well as the established oeuvres of such authors as Gogol, Dostoevsky, Kafka, and Baudelaire, the volume explores key themes in autotextuality such as the functions of creative memory, the connections between word and image, and the hermeneutic relationships and steps of transformation between texts. This innovative work addresses topical questions of importance in literary theory today and will be of interest to students and scholars in literary studies and related areas of study within such fields as cognitive science, quantum mechanics, and psychology.

There has been a growing interest in the notion of a scholarship of teaching. Such scholarship is displayed through a teacher’s grasp of, and response to, the relationships between knowledge of content, teaching and learning in ways that attest to practice as being complex and interwoven. Yet attempting to capture teachers’ professional knowledge is difficult because the critical links between practice and knowledge, for many teachers, is tacit. Pedagogical Content Knowledge (PCK) offers one way of capturing, articulating and portraying an aspect of the scholarship of teaching and, in this case, the scholarship of science teaching. The research underpinning the approach developed by Loughran, Berry and Mulhall offers access to the development of the professional knowledge of science teaching in a form that offers new ways of sharing and disseminating this knowledge. Through this Resource Folio approach (comprising CoRe and PaP-eRs) a recognition of the value of the specialist knowledge and skills of science teaching is not only highlighted, but also enhanced. The CoRe and PaP-eRs methodology offers an exciting new way of capturing and portraying science teachers’ pedagogical content knowledge so that it might be better understood and valued within the profession. This book is a concrete example of the nature of scholarship in science teaching that is meaningful, useful and immediately applicable in the work of all science teachers (preservice, in-service and science teacher educators). It is an excellent resource for science teachers as well as a guiding text for teacher education. Understanding teachers' professional knowledge is critical to our efforts to promote quality classroom practice. While PCK offers such a lens, the construct is abstract. In this book, the authors have found an interesting and engaging way of making science teachers' PCK concrete, useable, and meaningful for researchers and teachers alike. It offers a new and exciting way of understanding the importance of PCK in shaping and improving science teaching and learning. Professor Julie Gess-Newsome Dean of the Graduate School of Education Williamette University This book contributes to establishing CoRes and PaP-eRs as immensely valuable tools to illuminate and describe PCK. The text provides concrete examples of CoRes and PaP-eRs completed in “real-life” teaching situations that make stimulating reading. The authors show practitioners and researchers alike how this approach can develop high quality science teaching. Dr Vanessa Kind Director Science Learning Centre North East School of Education Durham University