The story begins Norway in the year 1000AD. After Training and a voyage across the North Atlantic, two young After Training and a voyage across the North Atlantic, two young Norsemen, one a Chieftain of a village in Greenland and his best friend a Viking Medicine Man fi nd themselves stranded on the Northeast coast of North America, in what is now the New England States of the United States.

Would you want to go back in time? If your answer is yes, what would you give to go back in time and be able to re-live something from history’s past or re-live something from “your” own past. Have you ever asked yourself the question, “Could there a hidden portal somewhere on this earth where one can enter it in order to take a trip into a forgotten place and time? And, if you do find that hidden portal, would you be brave enough to enter it, not knowing if you will be able to return? Would you be brave enough to see where it takes you? Would you be able to find it back in order to get back to the present? What if it is not there anymore? What if you only had a certain amount of time to get back? What would happen if you missed that window of opportunity? What then? And, what if you decided to stay and not go back to the present? Could you do it?” Cotton accidentally stumbles into a portal during a freak lightning strike close to the North Fork Double Mountain Brazos River. The year is 1965. When Cotton wakes up, he finds himself in the year 1865, right at the end of the Civil War. Stonewall’s wolf, Thunder, is with him. He has gone through the portal right behind Cotton. Cotton realizes that he is about to be shot by a Union soldier. Cotton and Thunder are not in Texas anymore. They are in Louisiana, just east of the Sabine River. Cotton and Thunder must now figure out how to get back to Texas before his mom misses him. In their efforts to get back home, Cotton slowly begins meeting some very important people that will end up being a part of his past. Follow the dangers and miscalculations Cotton must now face. What dangers will Cotton and Thunder, along with his friends, will now have to face in order to survive the wilderness that existed at the end of the Civil War when there were no trail or very few trails to follow in order to get from location to another. Will Cotton and Thunder be able to get back to Texas? Will they be able find the portal in time to get back to the present? Will they stay in 1865? Who will the strangers be and how will they be able to help Cotton? Who will end up saving who? Will Cotton and his new friends stay together and make their way back to the Brazos?

If young people are to be adequately prepared for a complex and interdependent global society, educational experiences must consider the broader world in which teachers and their students live. Teachers can be central to the process of intercultural development, and must encourage and model an intercultural orientation for their young students as well as for their communities. A critical dimension of achieving intercultural understanding and competence is personal experience. In Beyond Tourism, Kenneth Cushner examines the development of intercultural competence through various dimensions of student travel and intercultural encounters, both for the classroom teacher conducting group travel as well as individuals embarking upon student exchange programs, intensive summer experiences, and international student teaching. The author examines: aspects of cross-cultural orientation, trip planning and preparation, intercultural adjustment, in-country experience and post-experience impact through his experiences of organizing and leading international and intercultural educational programs for children, pre-service, and in-service teachers on all seven continents. Cushner integrates current research on the intercultural experience and relates it to his personal travel experiences while providing guidelines to enable educators to integrate reflective travel as an active part of the educational experience of young people. Multicultural, social studies, and foreign language teachers, international educators and study abroad officers, and those interested in experiential education will find this book invaluable.

This book provides a collection of critical pieces that support the idea that good teaching and learning of geography in fieldwork and using technology should consider the dimensions of curriculum design, instructional design and resource provision, as well as assessment for such learning activities. Further, it clearly describes the thinking, experiences and critical comments concerning two broad areas of learning outside the traditional classroom – in the field and with technology.

“An artist does not produce the visible, he renders things visible. He reveals what we cannot see. He opens our eyes blinded by habit. He advances into the very heart of creation. He grasps life’s hidden forces and reveals them on canvas” – Govind Madhav Solegaonkar. Beyond the Canvas is a narrative account of the life story of the master artist, Govind Solegaonkar, as seen through the eyes of his youngest granddaughter, Renuka. Govind Solegaonkar (1912–1986) was an artist who made a significant contribution to Indian art. An alumnus of the JJ School of Art and later the president of the Indian Art Society, Solegaonkar’s life was the epitome of burning passion and complete dedication to art. Renuka, a doctor and an artist herself, was two years old when Govind Solegaonkar passed away. Having known her grandfather only through his paintings, Renuka wanted to understand him and his life better. Feeling stuck in her artistic journey, she was looking for answers to questions about the meaning of art, artistry and the pursuit of one’s passion. What did it mean to be an artist? What does it take to follow one’s heart? Through Solegaonkar’s life story, his paintings and his writings, Renuka goes on an explorative journey to understand the artist behind the art.

Beyond Pedagogy: Reconsidering the public purpose of museums explores issues standing at the intersection of public pedagogy, memory, and critical theory, focusing on the explicit and implicit educational imperative of art, natural history, and indigenous museums, cultural centers, memorial sites, heritage houses, and other cultural heritage sites that comprise the milieu of educating, learning, and knowing. Taken together, the various essays comprising this book demonstrate that a more nuanced examination of the role of cultural heritage institutions as pedagogical sites requires a critical gaze to understand the function of the authority and ways through which such institutions educate. Beyond Pedagogy also makes a vital point about the complexity of such institutions and the need to comprehend how pedagogy emerges not only as an end result of the museum’s educational purpose but also in relation to the historically defined mandates that increasingly come to question the distinction between the knowledge we know and how we come to know it. As such, this volume expands our understandings of the ways in which pedagogy operates in the contexts of museums and heritage sites and the forms of knowledge, knowing, and being it conjures, celebrates, obscures, and/or silences in the process of producing among museum visitors particular notions of identity, subjectivity and voice, ones that, more often than not, reify rather than challenge traditional conceptualizations of the nation and its past, present, and future.

These conference proceedings focus on “Assessment for Learning: Within and Beyond the Classroom” in recognition of the power of assessment for learning as a way of boosting student performance. They explore the breadth, depth and quality of the best models and practices, strategies, lessons learnt and discuss cases of successful implementation of assessment within the classroom and beyond, including the virtual space. They also provide fertile ground for stimulating and comparing responsive assessment approaches and practices in relatively new areas of assessment such as graduate capability assessment in view of the need for educational institutions to evidence graduate employability.

This case study examines emigrants from Namoluk Atoll in the Eastern caroline islands of Micronesia, in the Western pacific. Most members of the Namoluk Community (cbon Namoluk) do not currently live there. some 60 percent of them have moved to chuuk, Guam, Hawai'i, or the mainland United states (such as Eureka, California). The question is how (and why) those expatriates contine to think of themselves as cbon Namoluk, amd behave accodingly, despite being a far-flung network of people, with inevitable erosions of shared language and culture.

The angels whispered to me 'if only these walls could speak'. And they do a celestially terrifying true story. Beyond and above the natural world a realm exists where Heaven and Earth intermingle lies Eagle Point Plantation a notoriously haunted pre circa 1680 civil war Plantation in Virginia, a literal angelic playground situated directly under the planets Sirius, Arcturus, Mars and Pleades and 'Latitude 37' the extraterrestrials highway. Kristin, on a spiritual quest is given a revelation, unlocking the explosive and electrifying supernatural realm. The spirits and ghosts in the house start wrecking havoc on Kristin and Stewart's nine year toxic relationship and Kristin and autistic son Ryan who is a psychic medium stop acknowledging the mystical aspects of their world as supernatural, instead it becomes their reality.

The book asks readers to adopt a critical and comprehensive view of education (pre-K to lifelong learning) as existing both within classroom walls, and in the surrounding world, including communities and workplaces. It presents an integrated view of online learning, community schools, communiversities, and learning through work. Our educational systems are organized in ways that make this integration difficult. We have elaborate systems of formal instruction––academies, schools, universities, and training institutes––all to facilitate learning within the walls. At the same time we have ample opportunities for learning in the wild. Unfortunately these systems diverge to the point that they do little to support learning that allows us to draw from both of the realms of knowledge. But it is possible to bring together learning within the walls with that beyond the walls. Moreover it is crucial to make these connections in the world of today. In order to bring together the classroom and daily life we need an educational system that does that as well.The book provides a coherent account of how schooling can and should relate to learning beyond the classroom walls.