On a visit to a seaside town in Australia, fifteen-year-old Sam meets Annabel, who works at the local museum. Annabel's interest in history is infectious, and Sam soon finds himself eager to hunt for the remains of a boat called the Mahogany Ship--a shipwreck sought after by many. When a storm creates an erosion hole that exposes a structure, Sam and Annabel are convinced it's the fabled ship. Soon all of the museum staff are at the erosion site to check it out. But the same storm also destroys the museum's power; someone knows the alarms aren't working and steals the museum's most treasured artifact, a large porcelain peacock worth $4 million. As Sam and Annabel search for the thief, they realize there may be a link between the fabled shipwreck and the recent theft. Ebooks available from the following retailers:

To be successful, teachers of English in grades 6–12 need more than basic content knowledge and classroom management skills. They need a deep understanding of the goals and principles of teaching literature, writing, oral discourse, and language in order to make sound instructional decisions. This engaging book explores the pedagogical foundations of the discipline and gives novice and future teachers specific guidance for creating effective, interesting learning experiences. The authors consider such questions as what makes a literary text worth studying, what students gain from literary analysis, how to make writing meaningful, and how to weave listening and speaking into every class meeting. Professional learning and course use are facilitated by end-of-chapter reflection questions, text boxes, and appendices showcasing exemplary learning activities.

"In this chapter, we provide a brief overview of the relationships between trauma-related disorders and dissociation, describe the prevalence and presentations of dissociation among trauma survivors, and discuss the challenges that contribute to trauma-related disorders (TRD) and dissociative disorders (DDs) being "hidden in plain sight". Please note that throughout this book we use the term "trauma-related disorders" (TRD) as an overarching term that includes those who have a diagnosable trauma-related DD, which means that dissociation is typically severe, frequent, and disabling. Thus, our use of TRD in this book includes individuals with posttraumatic stress disorder (PTSD), acute stress disorder, the dissociative subtype of PTSD (DPTSD), and persons with trauma-related DDs. Since many authors consider borderline personality disorder a TRD due to the frequent occurrence of trauma, childhood maltreatment, and attachment problems in this population, we include those with trauma histories in our use of TRD as well"--

On Solid Ground is informed by current thinking, yet loaded with advice, booklists, ready-to-use reproducibles, andof coursethe words and work of real children.

Drawing on a wide range of international research, reflections and experiences of univeristy historians, this book links theory and practice and examines how high quality history teaching and learning can be acheived today in universities world wide.

This volume focuses on the role of the computer and electronic technology in the discipline of history. It includes representative articles addressing H-Net, scholarly publication, on-line reviewing, enhanced lectures using the World Wide Web, and historical research.

The book, rateher than a formal lectures or presentations, allows students to have greater scope ot negotiate meaning and express themselves and their own ideas. It also helps them to establish far more effective relationships, not only with their tutors and trainers but with each other. It can also play a central role in developing key profesional skills, such as listening, presenting ideas, persuasion ...

Architectural education is under pressure to meet the demands of an evolving construction industry and to cater to the increasingly varied career destinations of graduates. How should architectural education respond to these professional challenges? How can students be better prepared for professional practice? These questions are the focus of this book, which brings together contributions from a wide range of authors, from both the UK and the USA, working in the fields of architectural education, architectural practice and educational research.

The Garden of Leaders explores two related questions: What is leadership? And what sort of education could prepare young people to be leaders? Paul Woodruff argues that higher education--particularly but not exclusively in the liberal arts--should set its main focus on cultivating leadership in students. Woodruff advances a new view of liberal arts education that places leadership at the root of everything it does, so that students will be prepared to lead in their lives and careers--and not necessarily in management roles. Woodruff views the contemporary university as sorely lacking an emphasis on leadership, and presents three core sets of recommendations for how they can and should foster it. First, Woodruff posits co-curricular groups, activities, and projects as essential activities for students to gain confidence and leadership skills. Administrations should encourage students to engage in activities outside the classroom, convert coached sports teams into student-led clubs as far as possible, and discourage social organizations that are segregated by race or sex. Second, Woodruff advocates for a different curriculum for all undergraduates, no matter their major-arguing that they need to be taught leadership in the forms of key skills including communication (including good writing, listening, and speaking), as well as exposure to key material in history literature, social science, and ethics. Students should be asked to consider the hardest ethical dilemmas that leaders face, toggling between Machiavelli and great ethical thinkers such as Confucius and Socrates. Third, Woodruff calls for the teaching methods used by instructors to re-orient themselves around the question of leadership, particularly by emphasizing teamwork. Professors should respect their students' independence, avoid tyrannical teaching, and remember that all teachers teach ethics simply by the examples they set in dealing with students. Whether in engineering, music, or classics, The Garden of Leaders advances leadership as a core value that should be at the heart of the educational enterprise-contending that while a college campus can be many things, it should at the very least be a ground upon which new leaders can grow.