This is a true story of this man full of adventures and unusual encounters that are highly interesting to read.

This is a true story of this man. It is full of adventures and unusual encounters that are highly interesting to read.

The information about the book is not available as of this time.

This “amusing and elegantly written” romp takes readers on a wild ride through the life of Robert Parkin Peters (The New York Times Book Review)—a liar, bigamist, and fraudulent priest who tricked some of the brightest minds of his generation. One day in November 1958, the celebrated historian Hugh Trevor–Roper received a curious letter. It was an appeal for help, written on behalf of a student at Magdalen College, with the unlikely claim that he was being persecuted by the Bishop of Oxford. Curiosity piqued, Trevor–Roper agreed to a meeting. It was to be his first encounter with Robert Parkin Peters: plagiarist, bigamist, fraudulent priest, and imposter extraordinaire. The Professor and the Parson is a witty and charming portrait of eccentricity, extraordinary narcissism, and a life as wild and unlikely as any in fiction. Motivated not by money but by a desire for prestige, Peters lied, stole, and cheated his way to academic positions and religious posts from Cambridge to New York. Frequently deported, and even more frequently discovered, he left a trail of destruction including seven marriages (three of which were bigamous) and an investigation by the FBI. "I was captivated from start to finish by this utterly mad, and wholly delightful story of chicanery and fantasy, and which involves a man who relentlessly duped our most cherished institutions of godly pursuit and higher learning. Plus I learned how to defrock a priest, always good to have on hand in these troubling times." —Simon Winchester, author of The Perfectionists

What are the experiences of faculty of color at traditionally white institutions (TWIs) of higher education (IHE)? In what ways do faculty of color at TWIs of IHE cope with/handle struggles/defeats and successes in the workplace? In what ways can college/university administrators and colleagues support and retain faculty of color? This book seeks to answer these questions and address issues of recruitment, retention, and support of faculty members of color. Additionally, the editors hope to provide insight into the higher education experiences of faculty of color to their colleagues and administrators. It is our hope that renewed understanding of these experiences will positively influence levels and quality of support.

The institution of tenure—once a cornerstone of American colleges and universities—is rapidly eroding. Today, the majority of faculty positions are part-time or limited-term appointments, a radical change that has resulted more from circumstance than from thoughtful planning. As colleges and universities evolve to meet the changing demands of society, how might their leaders design viable alternative faculty models for the future? Envisioning the Faculty for the Twenty-First Century weighs the concerns of university administrators, professors, adjuncts, and students in order to critically assess emerging faculty models and offer informed policy recommendations. Cognizant of the financial pressures that have led many universities to favor short-term faculty contracts, higher education experts Adrianna Kezar and Daniel Maxey assemble a top-notch roster of contributors to investigate whether there are ways to modify the existing system or promote new faculty models. They suggest how colleges and universities might rethink their procedures for faculty development, hiring, scheduling, and evaluation in order to maintain a campus environment that still fosters faculty service and student-centered learning. Even as it asks urgent questions about how to retain the best elements of American higher education, Envisioning the Faculty for the Twenty-First Century also examines the opportunities that systemic changes might create. Ultimately, it provides some starting points for how colleges and universities might best respond to the rapidly evolving needs of an increasingly global society.

Overall we come away from this project with a renewed sense of the complexity of evaluating the implementation and impact of technology in teacher education. In the post-PT3 period the federal government turned to large-scale experimental and quasi-experimental evaluations of educational technology but these have produced little in the way of understanding what types of technology work in various content areas under various conditions. PT3 and its approach to evaluation can be viewed as the pioneering period of educational technology evaluation in teacher education. It was a time when evaluators were just beginning to develop appropriate standards that could be used as evaluation criteria. It was a time when the accumulated wisdom of the evaluation field with regards to the primacy of mixed methods and multiple indicators of outcomes was just beginning to take hold. PT3 evaluators understood the importance of treading the line between summative and formative evaluation, and the relationship of evaluation to the improvement of educational practice. In a world where the policymakers now clamor for simple quantitative evaluations linking teacher preparation to pupil achievement scores, we are reminded that the causal chain from teacher preparation to in-service performance and student achievement is fraught with externalities, complexities and a less than equal playing field. Collectively we still have not figured out how technology may be adding value to education beyond any potential impact on superficial standardized test scores. We have as a nation, ignored the call of cognitive psychologists who in 2000 called for a new frame of reference for learner-centered, community-centered , assessment-centered and content-centered educational processes. They understood that the high stakes accountability systems hinder educational innovation and the release of technology's potential to unlock new ways of knowing and learning. Looking back now on the accomplishments of the PT3 program within our current political context, we see a need for more nuanced evaluation models that examine the relationship between pedagogy and technology integration, with a realization that teacher preparation programs will vary in their approaches to both. Some will focus on skills-based approaches, others on the relationship between pedagogical content knowledge and technology integration. The PT3 program served as an important incubator and test-bed of appropriate evaluation practice; we are already looking back at the program for lessons on how to move forward. We hope this volume may serve as a reminder of lessons for the future.

This book connects the dilemmas educators experience in daily practice with key theories, research and policy about democracy, ethics and equity in education. Illustrated through vignettes from practising teachers, as well as suggested questions and supplementary readings for each chapter, the authors recognise and explore the complex nature of the insoluble problems that face practising teachers in their everyday lives and how they can be understood in order to address them in a more elaborate manner. Divided into eight concise chapters, this book provides a much-needed comprehensive exploration of issues within the education discourse, as seen from a global perspective, such as: Teachers’ understanding of their profession Political demands and the complexities of practice Schools’ democratic values Performance and accountability Minority needs and majority rule Countering radicalisation, terrorism and misinformation. Democracy and Teacher Education is a fantastic resource for students in teacher education programmes, as well as teacher educators, who are looking to develop a critical understanding of the choices made within the education field in a more thoughtful and sensitive manner.

The negative environmental impact of some industrial flame retardants containing halogens, heavy metals, etc. has kindled the investigation into new opportunities of polymer flame retardation with a view to ecological protection. This new title deals with the ecological aspects of polymer flame retardation. The book opens with an introduction, describing the ecological concern of flame retardation applications. This is followed by some general concepts of polymer combustion. Subsequent chapters deal with the most important methods for estimating polymer flammability, the mode of action of modern flame retardants, ecological concerns of the most used halogenated flame retardants. The final chapter contains suggestions for and studies of new, ecologically friendly types of flame retardants, such as low melting glass systems, polymer nanocomposites, polymer blends, organic char formers, and silicon-inorganic systems.