Product Description
ICT is one of the youngest subjects on the secondary curriculum. In this new book the authors provide the first text designed specifically for students training to teach it in the secondary school, useful also to practising teachers. ... Read more

Product Description

Designed for all students learning to teach in secondary schools, and particularly those on school-based Initial Teacher Training courses, the books in this best-selling series complement our key textbook Learning to Teach in the Secondary School and its companion Starting to Teach in the Secondary School. Each book in the series applies underpinning theory and addresses practical issues to support students in school and in the higher education institution in learning how to teach a particular subject. This revised edition of the student reference guide for student teaches of history enables the reader to teach history in a way that pupils will find interesting, enjoyable and purposeful. It incorporates a wide range of ideas about the teaching of history with practical suggestions for classroom practice, and ideas for further investigations of particular aspects of teaching and learning in history. The book also covers questions such as how to provide for differential learning and how to utilize the potentialof new technology in the history classroom. The new edition has an updated chapter on ICT and reflects the recent changes in emphasis in the history curriculum including citizenship, and social, cultural and ethnic diversity. The induction of newly qualified teachers is addressed, as are recent concerns about teachers' subject knowledge. The first edition rapidly became the key textbook in this field and has consistently enjoyed large sales. The second edition is destined to perform even better.

Product Description
A world-renowned child psychiatrist offers a groundbreaking new perspective on how stress and violence affect children's brains--and how they can be helped to heal

What happens when a young brain is traumatized? How does terror, abuse, or disaster affect a child's mind--and how can that mind recover?

Child psychiatrist Bruce Perry has helped children faced with unimaginable horror: genocide survivors, murder witnesses, kidnapped teenagers, and victims of family violence. In The Boy Who Was Raised as a Dog, he tells their stories of trauma and transformation through the lens of science, revealing the brain's astonishing capacity for healing. Deftly combining unforgettable case histories with his own compassionate, insightful strategies for rehabilitation, Perry explains what exactly happens to the brain when a child is exposed to extreme stress-and reveals the unexpected measures that can be taken to ease a child's pain and help him grow into a healthy adult. Through the stories of children who recover-physically, mentally, and emotionally-from the most devastating circumstances, Perry shows how simple things like surroundings, affection, language, and touch can deeply impact the developing brain, for better or for worse.

In this deeply informed and moving book, Bruce Perry dramatically demonstrates that only when we understand the science of the mind can we hope to heal the spirit of even the most wounded child. ... Read more

Customer Reviews (25)

Truly inspired book
I really enjoyed this book.It was well-written and what could have been complex science was easy to understand. Mostly I loved the compassion given to these children and the desire of Dr. Perry to look beyond his own ego to learn from them and be able to apply the newfound knowledge to all the children he treated.Another reviewer said it brought back bad memories, and it did for me as well, but on the contrary, I felt it helped validate some of my fears (at least understand why they are there and so pervasive) and understand some of my own feelings and tendencies, having experienced traumatic events when I was younger.

I would highly recommend this book!

A
This book is extream, the stories in the book are heart breaking to the point that you get to think that the author is writing fixion. However,according to the author the stories are events from real life. I bought this book to learn how to help my son who has PSD and ADHD,Nonetheless, I do not recomend this book to someone who has been abused, I was abused by the father of my children and so my children, the book brought flashbacks and emotinal feelings that are hard to deal with it. Its a great book to learn about how abuse and neglet can change the brain, but it can be also a torture to someone who suffered abuse similar to the stories in the book.

The last thing is the author uses some medical vocabulary that make it hard to understand.

However, its a great book that can help us to understand the damaged that abuse can cause.

Amazing
I read this book in my junior year of high school and it really helped me realize that I want to have a career in a similar field. I thought I may have wanted to do something in this field but now I definitely want to go into child pyschology. Perry writes so thoroughly and eloquently that any reader will be drawn in. This book is a must read for anyone who is at all interested in this area.

Incredible Book
I just finished up my MSW at a local graduate school in mental health studies. This book was on the reading list for one of the courses that my colleagues were taking during their last semester. I heard so many positive things about the book that I decided to go out and purchase it myself to put on my "summer reading" list. After purchasing it, I was looking over it and began reading the first chapter with no intention of fully reading it until mid-summer, but I was immediately absorbed by the content that I just could not put it down.
Now that I just finished the book after only a few days, which is quite fast for me, I would like to read more material from these incredible authors.
I would recommend this book for any parent, child protective service worker, or mental health professional who has interest in understanding the psyche of attachment theory with traumatized children.
The Boy Who Was Raised as a Dog is a poignant group of true stories that some unfortunate children endure and demonstrates their resilience that triumphs in most cases in order to overcome the atrocities of their past. The book is written in easy language for "general readers" so that scientific and medical terminology is easily digested.
I have gotten so much out of this book that I will certainly reread it again in the near future.

Humbling book
This book makes you think of how lucky you are to not have grown up with even a remote similarity to these children in this book.Excellent reading and learning experience. ... Read more

Product Description
No description available ... Read more

Product Description
Expanding on a New Republic piece that generated controversy, a noted classicist offers the first full rebuttal of the myth of Afrocentrism. She demonstrates that there has been no modern conspiracy among scholars to conceal the debt of Greece to Egypt and that some of the misconceptions arise from the ancient Greeks' misunderstanding of Egyptian religions.Amazon.com Review
Wellesley classics professor Mary Lefkowitz takes aim at the basicclaims of leading proponents of Afro-centrism, in this expansion of her NewRepublic article exposing flaws in the argument that black Africans wereresponsible for the great civilizations of Egypt and Greece that broughtpraise from historians and criticism from Afrocentrists. Lefkowitz arguesthat the Greeks' African heritage touted by Senegalese scholar Cheikh AntaDiop is based upon a single dubious source and that Egyptians neverconsidered themselves black Africans, in fact, that they consciouslydisassociated themselves from blacks. She argues that the legacy of these twocultures remains so rich even foes of European civilization want to claimthat legacy for themselves. ... Read more

Customer Reviews (157)

If its possible i'd rate half a star
It is no shock to see that many like this book. Racism will never die, not while uneducated, unwilling to progress human inhabit the world. This book as many other people have mentioned has no proof, as much as the fans like to think just because it is a "scholarly" person writing that it is factual, it is not. White people and brainwashed minorities have been trying to debunk anything not from the elites for yrs. If you chose to waste your money on this then so be it, but, if you are someone looking to change things for the better, to make this world a livable one for all your brothers and sisters, then do everyone a favor, do the author a favor and do not purchase this book.

Lefkowitz and her misuse of the ADL - Donations/Support gone Astray
Applying the Socratic Method we all should be asking ourselves a series of questions as to why Dr. Lefkowitz focused on Dr. Yosef A. A. ben-Jochannan.

Why didn't she focus on Cheikh Anta Diop or Theophile Obenga the scholars who are pillars of Afrocentrism?
(They are liguist, philosophers, historians and Egyptologist with multiple degrees and extremely documented works).

The reason may be because Dr. Yosef A. A. ben-Jochannan made a scholarly mistake as to when the Alexandrian Library was built and Aristotle's time of study, which is easily debatable and that can and was disproved by Lefkowitz.Lefkowitz received her Ph.d from Harvard in Classical Studies, where in which she would have been required to study the Greek language.That being the case why didn't she refer to the works of Greeks themselves?Why doesn't she know, or acknowledge that the following Greek thikers studied in Egypt: Thales of Miletus, Solon of Athens, Pythagoras of Samos, Xenophanes of Colophon, Anaxagoras of Clazomenae, Pherecydes of Syros, Empedocles of Acragas, Democritus of Abdera, Socrates, Plato, and Aristotle?

Dr. Lefkowitz should have been aware of the numerous writings by Greeks written on themselves or by their disciples.It is imperative that we as seekers of truth shout out truth and shed light on lies.

Sources:
Aristotle talks about his time in Egypt (Meteorology 352 b 20), Aristotle talks about Egyptians being the most ancient of people (Meteorology, I 14 352 b)

Phythagoras (Just read the Pythagoras Library)

Socrates (Plato, Phaedrus, 274 c-d)

Plato talks about Egypt in 42% of his work (Gorgias, Meno, Euthyphro, Phaedo, Republic, Phaedrus, Timaeus, Critias, Laws, and Philebus)

We have to search for truth ourselves we can't leave it in the hands of people like Dr. Lefkowitz because not all people are qualified even though they have Ph.d's. If we look at her previous books we see her passion and course of study truly are (which may not be well researched also): The Victory Ode : An Introduction (1976), Heroines and Hysterics (1981), The Lives of the Greek Poets (1981), Women's Life in Greece and Rome (1982) editor, with Maureen Fant, Women in Greek Myth (1986), First-person Fictions : Pindar's Poetic "I" (1991).


Martin v. Lefkowitz Libel Case

1. Lefkowitz won Round One on a motion to dismiss.

2. Martin won Round Two. Mass Court of Appeal overturned lower court -- reinstated case.

3. Lefkowitz won Round Three on a motion for summary judgment.

"Lefkowitz admitted that the offending words she wrote about Martin were untrue" but contended, successfully, that because Martin is a "public figure", as that term is understood in America's libel laws, he has to prove not merely negligence on her part in not writing the truth, but also that she was motivated by malice.

She claimed that Martin did not prove malice.

4.Martin has appealed.

Blah Blah Blah
[...]
Many people in America suffer from psychological fragility. Read the article above to see what Southern Europeanswere accomplishing approximately 1500 to 2000 years before both Egypt and Greece rose to prominence.

As the Pallet of Narmer unmistakably shows, Egypt appeared as a unified power after several hundred years of tribal warfare along the Nile. In other words, the glory of Egypt was the result of savagery, not some divinely inspired civilizational impulse . I can easily imagine Narmer, perhaps wearing a pair of canvas slippers and brimming with bravado, cleaving some rival's head with a heavy, stone mace, and then absconding with his victim's latest innovation in footwear. The point is that we could just as easily pin the charge of theft on the ancient Egyptians. For example, the wheel was not native to Egypt, yet they "stole" it from the Hyksos,improved it and used it during the reign of Ramses II to extend their empire far beyond its traditional borders. Thus, before you take credit for the "genius" of other individuals, you should first consider that they were vicious and ambitious colonizers who "stole" from others just as the Greeks "stole" from them later. Many of the imperial inclinations we despise so much today sustained Egypt for millennia.
So, in order to advance beyond the dangerous stupidities of the past, we must avoid the self-serving tendency to reinterpret the complexity of ancient history through the lens of contemporary experiences and the resulting paranoias and biases.

What's undeniably true is that virtually all people alive today are descended from peasants. This is a simple historical fact, and to believe that you're not descended froma peasant is silly and laughable. Just accept the fact that your molecules are no more "royal" than mine or some other person's.

Really?
The author systematically wages war on Afrocentrism all the while promoting Eurocentrism using the very same techniques she accuses her opponents of. Listening to hypocrisy is hard, sitting and reading through it is worse.

Our Common African Genesis, 2nd Edition
Our Common African Genesis traces the origins of modern humans and early civilization through genetics, linguistics, archeology, history, and the Books of Moses.Despite the predominance of the ancient Africans, they are persistently slandered in the Old Testament and, in turn, dismissed from modern history.
In the finger pointing the Hebrews contrived to rationalize the Exodus and Conquest, the sins of the world were dumped on Egyptians and Canaanites making them the most maligned race in history.Desecration of Our Common African Genesis continued unbelievably into the 20th century, historians deluding Egyptians were Caucasians, ranting that Africans developed no civilization, till 1996, the dementia complete, babbling their history obscure, their Aegean influence NOT Out of Africa.This literary genocide swept an entire race of people from history, the pen a continuation of Joshua's swift sword, psychopathic denial of the Hamitic gene flow in Genesis 10.
This Pious Fraud, aggressively marketed by Christianity and Academia, brainwashed us with sick beliefs about race, religion, and history, indeed, of ourselves and each other.The fictional Mediterranean Caucasians, really Ethiopians, the genetic sons of Ham and Cush, developed civilization long before Caucasians and Semites.Tales of the glorious Mediterranean Caucasians ironically are the most Afrocentric history in existence, quite opposite the authors' intent.The people that the Hebrews, Greeks, and others called Ethiopians are the same Dark Whites Toynbee said spawned ten civilizations.
The verdict may not be unanimous but the evidence is overwhelming that Africans begat the human race and Ethiopians begat Western Civilization, the Hebrews (Semites) and Greeks (Caucasians) very late `pretenders to the throne'.Indeed, it took four tries to get Western Civilization off the ground, with three intervening Dark Ages, all four grafted onto Ethiopian rootstock including the long taproot of the hybrid Judaic, Christian, Islam, and Hindu mythologies, yes, even schooling the Levites, Brahmans, Alexander, young Jesus, and Paul in the Ethiops celestial mythos and ritual.
Only by ignoring and/or suppressing the evidence, deriding the ancient Ethiopians, even denying their birthplace, can Lefkowitz and her predecessors and her reviewers make a case.Then our `White Throne' atop the `Great Chain of Being' was secured, nothing less than God's favorites, Evolution's crowning mutation, far superior to that other "ethnic group whose history has largely remained obscure".Case closed.
This is not mistaken or defective research.Fraud doesn't even adequately describe this crime.This is `literary genocide', eradicating an entire race of people from our history books, a deception of immense proportions, that began in the Old Testament, then took a new turn around 1800 under the pseudoscience of `phrenology', the bogus study of skull shapes, and its accomplice, the decrepit `ethnology', the study of `race'.Even though these pseudosciences were discredited by anthropologists and neurologists by the turn of the 20th century, their corruption spread into history books.It is this hoax that replaced `Ethiopian' with `Mediterranean Caucasian' that was so appealing to Western historians that it became canon.
Dr. Lefkowitz, I charge you with `abandonment of scholarship', `literary genocide', and `fraud'. Add your predecessors' and reviewers' documented testimony and we also have `conspiracy'.You didn't act alone.This is not simply a question of historical right or wrong or the shades of gray in between.The issue is `intent', the difference between `defective research' and `fraud'. Our Common African Genesis, 2nd Ed. ... Read more

Product Description
No description available ... Read more

Customer Reviews (1)

Attention beginning Art Education Students
This book is very useful in linking teaching theories with Art.If you are a beginning Art Education Student or Art Teacher, this book would be good if you want to learn about pedagogy in the Art classroom.It asks you to analyze and discuss the different approaches to teaching and learning in the Art classroom.This book gives great suggestions for assessment in the Art classroom. It also contains a section on how to get that teaching job you want. ... Read more

Product Description
No description available ... Read more

Product Description
There are many teaching skills and issues covered in initial teacher training which student PE teachers must apply to their own subject. However, the complexity of PE can make this difficult to do. This book focuses, therefore, on the requirements of student PE teachers in relation to teaching skills and issues covered in initial teacher education courses. Throughout the book the theory underpinning those skills and issues is interlinked with tasks which can be undertaken alone, with another student or with a tutor. The book is designed to help student PE teachers to develop teaching skills, knowledge and understanding of the wider context of PE, along with the ability to reflect critically and to develop professional judgement. ... Read more

Product Description

Customer Reviews (5)

Educational Slander
I was quite disappointed in this book and it's overall idea that children of color are at some disadvantage if they are taught by white female teachers. His point is understood if we were talking about african-american children. In the 20+ years I've been teaching I have only had 12 children from Africa in my classrooms. It's interesting that he throws Hispanic students into the mix. What about the Asian or Indian or the various other cultures that make up the schools in America? Why does it always have to be about race. The entire first chapter of the book should be handed out to each black couple thinking about having a baby. Learning about your culture begins in the home. Building a better home environment, and taking responsibility for raising that child would be better strategies to focus all his energy on in this book. Each year I have one-two black students whose parents inform me that the child may be nervous because this is the first time they've been around "real" white people!! Am I to assume "they don't see color" either. These are the parents who refuse to get a library card yet they have the Jet and Ebony magazines on the coffee table, and the TV on BET. Black neighborhoods, homes, churches, retail shops, grocery stores tell me all I need to know about what their teaching their childrenwhen it comes to diversity, tolerance, and making sense of the world they live in. I choose to believe that one day these children will move out of the neighborhood and into society. I do agree with the author about denial. I hear so much of it from black parents. It's so much easier to come into the school and gripe about what the child is not learning or how they are being taught. Enough with the excuses.

It's Amazing
I am not an advid reader but when this book came in the mail to our school, I flipped through it and was totally captivated by what Dr. Kunjufu was saying.It is straightforward and very easy reading.A child could understand and implement these simple strategies.While I don't agree 100% with all the strategies in this book, I do believe if educators would consider the important truths written here, light bulbs will begin to go off in their brain and they will see that "problem student" in a different light and be able to effectively reach and teach that student.This book should be in the hands of every educator of ethnic children.

clear and simple
very straight forward, true to title and author style.several references to other publications (by kunjufu himself) for details.but good primer to get your wheels turning in other directions to help children (and yourself) in the classroom.

Kunjunfu does it again!
This is a wonderful little book.I really enjoy reading all of Dr. Kunjufu books because he does not try to pack too much material into his books.He does a great job of writing in simple language and making the information easy to read and digest.I have read many of his other books and I have been reading them for many years.I will review some of the older classics later.The favorite part of this offering for me is the first part of the book where he lays the framework.The reason why I say this is the best part of the book because it presents the foundation as to why children of color are struggling in the school system.Children of color are different.Their culture is different.Their learning styles are different. This has to be acknowledged.Once you understand this premise developing strategies for teaching them is easy.Kunjufu does a great job in making this case.He then goes on to give strategies for teaching children of color in the areas of bonding, décor, motivation, history, language arts, math and science, discipline, males hip hop, and pedagogy.Make no mistake there is much valuable information that can and should be utilized by any teacher who is attempting to teach children of color.What is annoying is this has to actually be said.If you set up your curriculum to be effective for children of color and your objective was to educate European-American children would you be surprised if they struggled?This book can serve as an excellent handbook for teaching children of color and I highly recommend it.

A guide to dealing with students of color and their special needs versus other students
Different upbringing brings different educational needs. "100+ Educational Strategies To Teach Children of Color" is a guide to dealing with students of color and their special needs versus other students. With guides on understanding cultural differences and using it to motivate students as well as countless other tips and advice for teachers on dealing with problems that would arise with students of color that would not typically arise otherwise. "100+ Educational Strategies to Teach Children of Color" is a solid book for any educator.
... Read more

Product Description
No description available ... Read more

Customer Reviews (1)

Finally, an educator who actually knows something!
As someone who has worked in the "system" for many years, I can attest to Prof. Costigan's knowledge of his subject.All too often, books on education range from tedious drivel and "feel-good" politics to incomprehensible "statistical" treatises and bizarre pseudo-psychological rants.Dr. Costigan speaks as if he had actually spent time in the "trenches" of America's big-city schools.He manages to convey real scholarship and practical advice with a style and a wit seldom found in books on contemporary social problems.This book should be mandatory reading not only for the legions of new teachers and teaching "fellows" entering the system, but for every educational decision-maker from principal to chancellor. ... Read more

Product Description
History teachers and school library media specialists will find this guide a valuable resource for creating technologically advanced, resource-based instructional units in American and World History in grades 7-12. It is filled with 150 recommended primary source Internet sites about history ranging from ancient civilizations to 1998 and is stocked with exciting, interesting, and challenging questions designed to stimulate students' critical thinking skills. Dr. Craver, who maintains an award-winning interactive Internet database and conducts technology workshops for school library media specialists, provides an indispensable tool to enable students to make the best use of the Internet for the study of history. ... Read more

Customer Reviews (1)

Wonderful Resource for Social Studies Teachers
Kathleen Craver does a wonderful job in this book describing how to useprimary sources in the classroom. The first three chapters describe theconcept behind using these resources in the classroom.

In the next 200pages, she shares over 150 websites that contain primary sources. For eachweb site she gives a summary of the site and gives five or six questionsfor discussion or activities for students. This book will save you hourssearching the Internet for resources. It is well written and has a goodindex for locating topics. If you are looking for ways to incorporate theInternet in your lessons this is a great way to get started.

This is amust resource book for your professional library. ... Read more

Product Description
"Fascinating...clearly stated, interesting and provoking.... A plainspoken account of living in Asia."--San Francisco Chronicle

Anyone who has heard his weekly commentary on NPR knows that T. R. Reid is trenchant, funny, and deeply knowledgeable reporter and now he brings this erudition and humor to the five years he spent in Japan--where he served as The Washington Post's Tokyo bureau chief.He provides unique insights into the country and its 2,500-year-old Confucian tradition, a powerful ethical system that has played an integral role in the continent's "postwar miracle."

Whether describing his neighbor calmly asserting that his son's loud bass playing brings disrepute on the neighborhood, or the Japanese custom of having students clean the schools, Reid inspires us to consider the many benefits of the Asian Way--as well as its drawbacks--and to use this to come to a greater understanding of both Japanese culture and America.
Amazon.com Review
Despite setbacks, the economic "miracles" achieved by manyAsian countries in the latter 20th century have been impressive. Thisentertaining and thoughtful book invites the reader to consider EastAsia's other miracle: its dramatically low rates of crime, divorce,drug abuse, and other social ills. T.R. Reid, an NPR commentator andformer Tokyo bureau chief for the Washington Post, lived inJapan for five years, and he draws on this experience to show how thecountries of East Asia have built modern industrial societiescharacterized by the safest streets, the best schools, and the moststable families in the world.

Reid credits Asia's success to the ethical values of Chinesephilosopher Confucius, born in 551 B.C., who taught the value ofharmony and the importance of treating others decently. This is not anew perception--Lee Kuan Yew of Singapore and others have ratherheavy-handedly invoked it to claim moral superiority over theWest--but the author's vivid anecdotes strengthen itsrelevance. Public messages constantly remind Asian citizens of theirresponsibilities to society. To enhance a sense of belonging, civicceremonies encourage individuals' allegiance to a greater good; acrossJapan, for example, April 1 is Nyu-Sha-Shiki day, when corporationsofficially welcome new employees, most of whom remain loyal to theircompany for life. Citing Malaysia's ideas of a "reverse Peace Corps,"Reid sees a case for Asians coming to teach the West in the same waythat Westerners have evangelized in Asia for over fourcenturies. --John Stevenson ... Read more

Customer Reviews (48)

East Meeting West, and all the Rest
J picked this paperback up for me during her business trip in the U.S., due in part for her own interest in it, but also because we both had enjoyed Reid's informal talks with Bob Edwards on NPR's Morning Edition where he often provided a great first-hand view of an ex-patriate. Since we've been in that position for just a little over 18 months now, she thought I would find Reid's view of what the East gets right, and gets wrong, interesting. And I did. Reid is clear in his thesis, which may have aged somewhat since the book was written in the late 90s and thus doesn't cover some of the world changes that have occurred since. The background idea, that Asia is rapidly coming into its own and displacing the 20th century to make the 21st century the Asian century, is hard to refute. Reid's thesis, however, that this is due to a philosophy born out of Confucian thought, is a little tougher to follow, although he provides plenty of examples, both anecdotal and statistical.

The best thing about the book, however, is that Reid adopts a Japanese idea and points out the flaws in his own theory in an afterward (an atogaki). This is where I understood what was bugging me the most about the book, and that is trying to define Asia as a homogenous group. My personal perspective, having lived in Malaysia and visited (albeit too briefly for many of these places) other Asian locations, is that while some shared perspective is present, there's a lot more cracks in the impenetrable front that is often portrayed within and without the region. Malaysia, in particular, has a schizophrenia from its mixed racial identity and the growth of Islamic economic power. Reid, at one point, quotes a Chinese Malaysian as saying the affirmative action put in place to bring the Malay population out of poverty (in comparison to the Chinese population) was not perfect, but necessary for the culture, might still be said today, but that commentator would also say that it is time to change that affirmative action to one based on income, rather than race, as the ongoing New Economic Plan is increasingly seen as a racial divider rather than one that is actually improving race relations.

Finally, the other nice point that Reid emphasizes is that Confucian thought is actually not that far different from Christian teaching, with the golden rule of "Do unto others as you would have others do unto you" expressed as "Do not impose on others what you do not want for yourself." He then proceeds to make connections between other Judeo-Christian and Classical ethical guidance and Confucius, coming to the conclusion that, in a nutshell, ethics = ethics, in all languages and cultures. The difference may lie in how much individuals are willing to concede to groups, and vice versa (i.e., where are the commons, or where does your face end and my fist begin?).

More Nihonjinron
The author seems to have done little investigation into all of the forces at work in Japanese society. He simply regurgitates the Nihonjinron stereotypes that make discourse on Japan all the more difficult.

Low crime? Sure. On the other hand did he once mention the abhorrent practices of police brutality, forced confessions, broken kneecaps and busted skulls, 98% conviction rates, no habeas corpus, fudging of crime statistics and prison conditions that essentially amount to death sentences?

Low divorce rate? Until recently women were not entitled to a dime of their husbands money upon divorce. Now that they are, divorce rates are skyrocketing.

Contrary to what the author claims, Japan is not a homogeneous and harmonious society as any educated sociologist specializing in Japan knows. There are very distinct regional cultures, generational differences and dialects which greatly influence people's eating habits, language, thought patterns, housing styles, culturally influenced behavior etc...

There are great income and educational disparities. Minority, ethnic and gender issues DO exist however they often do not receive the attention from the media that they might elsewhere. One reason may be that Japan's freedom of the press is very low in comparison with other developed nations and groups fighting hard battles for recognition and rights are too often swept under the rug and ignored.

Any half-educated economist could tell you the real ECONOMIC factors that were behind Japan's boom and why it was not based upon Confucianism and "Asian Values". Lifetime employment is dying because companies found out the hard way that it does not work. There have been massive layoffs and a growing unemployment rate.

I could go on for pages citing realities and facts that contradict all of Reid's laughable stereotypes.

Asia has just as many problems as the west. They are equally as complex and difficult to solve. There is no Confucian quick-fix and anyone who says there is is seriously deluded.

Before making sweeping generalizations about the 120 million varied and diverse inhabitants of the islands of Japan, Reid needs to take a closer look at not only the omote (surface), tatemae (facade), and soto (outward) phenomenon of Japanese society (already covered in Japanese and foreign media ad nauseam), but its more intricate ura (undersurface), honne (true intentions), and uchi (inner) undercurrents.

If you are looking for a real balanced and objective view of Japanese society that neither overly-praises or degrades it, check out Yoshio Sugimoto's "An Introduction to Japanese society" which is a work that is actually based in reliable evidence, research, and solid conclusions.

This was mostly good,informative, and often funny.
I enjoyed this book.A lot of facts, a lot of social commentary, politics, predictions, and history.I most enjoyed the author's stories of his family's adventures and misadventures in Shibuya, Tokyo. I skimmed about ten percent of this book, because there were some things that just didn't interest me. Also it starts a little slow and boggy, but stick with it and you'll learn a lot and laugh a lot too.

Refreshing! Its fun to read Reid!
Refreshing! Like a cool summer breeze. It's not only fun to read but also informative. It's about Reid's journey to the East with his very western background and family. Be careful! One will experience bursts of laughter while reading this book. Its also about Confucius and its contagious - I could not stop reading it. So, grab a copy! And enjoy it with a cup of Coffee or Tea!

The Ethical System....
Many books on Japan or Asia deal in the military or the schools or the business point of view when dealing with that region of the world.The author decided to deal with the ethics, the ideals and codes of behavior passed down from Confucius.The ideals of respect, group unity and just plain manners.He uses it to try to explain why, for example, when there are problems with the economy there are no links to crime or unemployment.Why?In America and Europe one is always linked to the other.
This book is a must for anybody interested in Asian history, Japanese culture or how Confucius works on a daily level. ... Read more

Product Description
Challenges readers to rethink the way we view the nation's past and race relations in the present. ... Read more

Customer Reviews (1)

An absolute "must-read" supplementary resource for junior high, high school, and even college American History educators
Alan J. Singer (Professor of Secondary Education, Hofstra University) New York and Slavery: Time to Teach the Truth is more than a history of slavery in early New York; it's a guide for educators, historians, and thinkers to teaching the next generation the whole truth about New York's legacy of slavery, emphasizing that "Black History is American History". "Too often the public or 'official' version of history follows one of three fundamentally unreliable and predictable models. There is the uncritical patriotism presented at national monuments such as the Alamo or Mount Vernon... The 'Disney' version of history roughly draws on the past as a starting point to present entertaining and marketable stories that tells little about actual events or people... Meanwhile, for the so-called History Channel, history is most often reduced to blood and gore, a whirlwind of war, natural disasters, and other kinds of mayhem." Offering a variety of methods to teach young people the truth about the history slavery in America, from "mock slave auctions" to core historical ideas upon which a curriculum can be solidly grounded, New York and Slavery resists the all-consuming drive to make scoring well on standardized tests the goal of education, emphasizing rather the importance of focusing on the realities of history and helping young people become savvy critical thinkers. Indeed, the title of "New York and Slavery" is slightly misleading since it deconstructs myths about slavery in all the Northern states, not just New York. An absolute "must-read" supplementary resource for junior high, high school, and even college American History educators.
... Read more

Product Description
Praise for The Power of Social Innovation

"Goldsmith guided us in Florida on our successful faith-based initiatives. His bold approaches continue to inspire public officials and community groups alike with keys to activating citizens and expanding opportunity for all."
—Jeb Bush, former Governor, Florida

"It has been a great pleasure to work with Steve Goldsmith. His work with us at America's Promise and all of his other diligent efforts are so well reflected in this book. The Power of Social Innovation reminds each of us in government, philanthropy, the nonprofit community, and as private citizens that we can and must work together to ensure the full fulfillment of the American Dream and to ensure the success of our most precious resource, our children."
—Alma J. Powell, chair, America's Promise Alliance

"The Power of Social Innovation is a must read for social innovators who want to make a powerful impact. Stephen Goldsmith surveys the field and provides indispensible tools to help civic entrepreneurs scale up their ideas and produce the best possible results."
—Geoffrey Canada, president and CEO, Harlem Children's Zone

"Goldsmith provides a useful toolkit for entrepreneurial public executives and innovative nonprofits and foundations. His research encourages transformative social change by advocating a shift in focus from direct services to citizens to building new, higher performance networks of public, private, and nonprofit organizations."
—Mark R. Warner, United States Senator, Virginia

"When it comes to doing good, Stephen Goldsmith is as disruptive an innovator as we've seen. Read and study The Power of Social Innovation if you don't just want to do good, but want to make the greatest impact possible."
—Clayton M. Christensen, professor, Harvard Business School and author, Disrupting Class ... Read more

Product Description
The New York Times bestseller that is revolutionizing the way Americans educate their kids-"Rafe Esquith is a genius and a saint" (The New York Times)

Perhaps the most famous fifth-grade teacher in America, Rafe Esquith has won numerous awards and even honorary citizenship in the British Empire for his outstandingly successful methods. In his Los Angeles public school classroom, he helps impoverished immigrant children understand Shakespeare, play Vivaldi, and become happy, self-confident people. This bestseller gives any teacher or parent all the techniques, exercises, and innovations that have made its author an educational icon, from personal codes of behavior to tips on tackling literature and algebra. The result is a powerful book for anyone concerned about the future of our children. ... Read more

Customer Reviews (73)

A teacher's teacher
"Teach Like Your Hair's On Fire," is a must read for anyone in the field or sidelines of Education.This book reads as an instant recharger to those looking towards Education for the answers to today's problems.

The book is practical in its advice.The author is also sympathetic to the demands on the educators and students in today's classrooms.Rich in anecdotes, and constructive in his review of American education, Rafe offers a must read here.

It is not only inspiring to read of Rafe's journey, but it is entertaining to page through his holistic approach to raising students.Rafe is wise to let the students speak often for themselves, it is clear his book is not an attempt at memoir.Rather, this is a book which is sincere in matching the need to rethink teaching.

Readers will be delighted to find his appendix of useful information, including, but not exclusive to a clear day by day schedule.

With summer upon us, here is an excellent chance for teachers to recharge those batteries with a wonderful book---a book whose title keeps its promise.

Inspiring book!
Bought the book to read myself and to give it to my niece studying to be a teacher.

Amazing Teacher
This man is a one-of-a-kind teacher.He makes me want to be the best teacher I can be.Great incite into the heart of a real and caring professional.

Good, but not great
"Teach Like Your Hair's On Fire" is a far cry from his earlier self-serving book, "There Are No Shortcuts". This time, Mr Esquith writes with a comfortable humility and spends less time dishing out former student letters and comments.

"TLYHF" is neatly divided up into sections (although numbered chapters and a table of contents would have really helped) and focuses on subjects individually. Within these sections, Mr Esquith details how he and his students go about accomplishing set tasks; he provides at length different ideas and tactics he uses in order to get students form point A to point B. I really enjoyed his classroom management techniques, such as the "six stages of morality" which I used with my classes with great success.

The downsides: he continues to speak of himself as a lone island trying to stand against a disparaging sea of public education and educators. He even went so far as to take an angry note written by a colleague, photo copy it, pass it out to students, and have them edit it for grammar and spelling mistakes. Honestly, how unprofessional is that? Especially for a teacher? What message are you sending your students here?

Secondly, I am overwhelmed by the amount of time he puts into his classroom. As teachers we already spend a good deal of time outside the classroom just preparing for what goes on inside...isn't it healthier to actually find a balance? Personally, I think it's an incredibly unhealthy borderline obsession. Teachers need to maintain their own lives and certainly the relationship with their families. Whilst he claims that his wife supports him wholeheartedly, what about his poor children?

Thirdly, there are boundaries that I find crossed too many times with students. Trips should be chaperoned by more than just the classroom teacher, students should be showing respect by referring to you by your last name not your firs, and parents should be the ones showing their young ones around to colleges. It feels that he is trying to hard to be a father to each student...what about being a father to his children and letting other parents parent their own?

It was difficult sometimes to get past these shortcomings, but I do recommend the book solely for its practical purposes. Though he teaches gifted students, there is something to be said for some of his classroom management techniques. There are also other good tidbits you can find to help teach other subjects. If you can just get past the rest of it...

It's on my Wanted list for sure!
I'll be honest, I haven't bought this book yet. As a Senior in College with loans and student teaching looming in the distance I just don't have the time to go buy this book and sit down and read it with the attention it deserves. But I want it so badly that it will be topping out my Christmas list before any of the new techno gadgets.

I saw it in the book store, and as I've seen a video in one of my classes about this teacher I picked it up. The title was interesting as well and I flipped it open to a random page to get a feel for it. I was hooked, and if my mom hadn't been in the store I would have spent the rest of my night standing over the display reading this book cover to cover. It doesn't matter if you're in the classroom yet or still working your way there, this is a must read! ... Read more

Product Description

For more than twenty-five years, First Lady Hillary Rodham Clinton has made children her passion and her cause. Her long experience with children -- not only through her personal roles as mother, daughter, sister, and wife but also as advocate, legal expert, and public servant -- has strengthened her conviction that how children develop and what they need to succeed are inextricably entwined with the society in which they live and how well it sustains and supports its families and individuals. In other words, it takes a village to raise a child.

This book chronicles her quest -- both deeply personal and, in the truest sense, public -- to discover how we can make our society into the kind of village that enables children to grow into able, caring, resilient adults. It is time, Mrs. Clinton believes, to acknowledge that we have to make some changes for our children's sake. Advances in technology and the global economy along with other developments society have brought us much good, but they have also strained the fabric of family life, leaving us and our children poorer in many ways -- physically, intellectually, emotionally, spiritually.

She doesn't believe that we should, or can, turn back the clock to "the good old days." False nostalgia for "family values" is no solution. Nor is it useful to make an all-purpose bogeyman or savior of "government." But by looking honestly at the condition of our children, by understanding the wealth of new information research offers us about them, and, most important, by listening to the children themselves, we can begin a more fruitful discussion about their needs. And by sifting the past for clues to the structures that once bound us together, by looking with an open mind at what other countries and cultures do for their children that we do not, and by identifying places where our "village" is flourishing -- in families, schools, churches, businesses, civic organizations, even in cyberspace -- we can begin to create for our children the better tomorrow they deserve.Amazon.com Review
The First Lady, a longtime child advocate, expresses her concerns for the children of today's worldand offers her ideas for developing our society into one that values children'sunique contributions. ... Read more

Customer Reviews (72)

It takes a Village
There is no way to review this product ordered Sept 3rd since I never received the product.After calling 3 times and being told it was shipped on the 7th I never received the book.On Sept 28th I was issued a refund.

It Takes a Village,Tenth anniversary Edition
I've wanted to read this book for years because I'm with Hillary Clinton on the fact that it takes avillage to raise a child.No one should ever fear anyone's good influence on their child as it can only enrich the child's life and ultimately lead the child to all that he/she can be.It takes extended family as well as good outside influences to do this.

Dynamic Book From a Feminine Role Model
I read this book when it first came out in the 90s. I loved the way Sen. Clinton, who was then First Lady, related to the struggles that face American families. She showed compassion as well as incredible intelligence.

I am a Mormon, and one thing that impressed me about this book is that Hillary praised the Mormon practice of holding Family Home Evenings once a week. (My family did this growing up). Hillary's point with this book is that we need to look at what's working for American families. We need to emulate good practices in the private sector, and put government back on the side of families.

I think Hillary Clinton is a true hero, and feminine role model. I supported her bid for presidency, not because I agreed with her on every issue, but because I respected her, and felt excited to support a female candidate.

Regardless of party affiliation (I'm a Republican), this book is intelligent, well-researched and written and beneficial to the public policy discourse.

I recommend it!

Left field
This book is regurgitated Karl Marx.Everyone remembers his spoutings about industry and its relation to class struggle but he was very opinionated on how to raise children to fit in with his vision of a socialist Utopia.And Hillary Clinton's viewpoints mirror his nearly word for word.Maybe people think his writings are too old for it to be labeled plagiarism but it's like she copied it and added a word or two of her own once in a while.

Bought this as a joke gift
I wouldn't read this book for a million dollars.She has shown many times on the campaign trail that nothing that comes out of her mouth has any value at all.She is a politician...and since when can any politician be trusted.

I bought this book to give to a friend as a joke (and it turned out to be pretty funny, I'll spare you the details).Please note that I bought this book used so that Hillary Rodham Chavez didn't receive any money from my purchase. ... Read more

Product Description
The following papers are published chiefly because they treat in a concrete and personal manner some of the principles which the writer has developed in two previously published books, _The Educative Process_ and _Classroom Management_, and in a forthcoming volume, _Educational Values_. It is hoped that the more informal discussions presented in the following pages will, in some slight measure, supplement the theoretical and systematic treatment which necessarily characterizes the other books. In this connection, it should be stated that the materials of the first paper here presented were drawn upon in writing Chapter XVIII of _Classroom Management_, and that the second paper simply states in a different form the conclusions reached in Chapter I of _The Educative Process_. ... Read more

Customer Reviews (1)

A Necessary Voice of Dissent and Moderation
Once, William Bagley was known as a formidable critic of John Dewey and the excesses of progressive education. Since then, Bagley has been quite unjustly forgotten, even though much of what he foresaw has come to fruition. Lack of discipline has interfered with student ability to learn, over-focus on making lessons relevant to kids lives have created students who will not tolerate learning anything outside of their immediate interest. Under-focus on the tried-and-true method of drilling and fact recall have created students who cannot think critically because they have nothing to think ABOUT. Bagley saw all of this and spoke out about it. Now that much of his warnings have shown true, Bagley's work has become even more valuable.

First, do not get the wrong impression. Bagley was not a critic of all things progressive, and was certainly not a reactionary. He simply advocated that progressivism not be pushed to excess. We don't want to be Draconian OR say no to discipline; rather, we want to use discipline sparingly but effectively. We don't want to relentlessly drill rote facts into students OR say no to drilling fact, but rather, achieve a good balance between factual learning and activity.

The first several essays display Bagley's admiration for the teaching profession. (He was, himself, a teacher and principal.) "Craftmanship in Teaching" and "Optimism in Teaching" offer exaltation of teaching and a plea for teachers never to stop believing in the potential of students. The next few essays, such as "The Test of Efficiency in Supervision," are reminders that, just as in any profession, the scientific process of trial and error must and should be employed to find out what works in the classroom and what doesn't. In an age where Dewey dressed philosophy up and called it science (a trend continuing to this day in education via "Brain Based Ways of Learning") Bagley called out progressives in education for letting their zeal outpace scientific experiment and scrutiny.

The next essays are where we get down to the business of pointing out where progrsesive education often goes wrong. In essays like "Utility in Education," Bagley warns that taking a narrow view of uitiity in education (let's teach only what will help students find jobs) one is ignoring the fact that education is also supposed to teach lessons like the value of doing hard work (regardless of whether it is immediately interesting), and exposing kids to things they might not otherwise be exposed to.

Two other essays take on similar themes - "The Possibility of Training Children to Study" and "The New Attitude Towards Drilling" - warns that the progressive trends in education may make students happier, but often avoid imparting them with good habits like studying and memorizing, skills that, while sometimes boring, are necssary well past high school.

In all of this, Bagley offers a refreshing counterbalance to the education theorists of the day like Dewey and Montessori. Before ED Hirsch and even Mortimer Adler before him, Bagley was trying to warn educators that while progrssive education had many things to offer, we would be best not to extremize it (as we did in the eighties and nineties). I leave the reader with some of my favorite quotes from this book:
________________
Bagley on the importance of habit building in students: "The only full-fledged law that I know of in the educative process is the law of habit-building... I am often told that this "law" is fallacious. It has differeed from some other so-called laws, however, in this respect: it alwatys works. loc. 574]
________________
Bagley on motivation: "The best way to promote growth in either pupils or teachers is neither to let them do as they please nor to force them to do as you please, but to get them to please to do what you please to have them do. ]loc. 664]
________________
BAgley on the dangers of having students learn only what interests them: "The result was a well-established prejudice [in students] against everything that was not superficially attractive and intrinsically interesting." [loc. 484]
_______________
Bagley on drilling: "What is needed, now that we have gotten away from the lock step, now that we are happily emancipated form the meaningless thralldom of drill for its own sake - what is needed now is not less drill, but better drill." [loc. 690]
________________
Lastly, Bagley on progressive education: "[I]f one wishes to winthe applause of the multitude one may do it easily enough by proclaiming some new and untried plan."

How true. How true.

... Read more