Minggu, 31 Oktober 2010

[U494.Ebook] Free PDF The New Manual of Astrology in four books, by Sepharial

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Treating of the language of the heavens the reading of a horoscope, the measure of time, and of Hindu astrology, with set of tables.

  • Sales Rank: #7848680 in Books
  • Published on: 1920
  • Binding: Hardcover
  • 263 pages

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Jumat, 29 Oktober 2010

[B900.Ebook] Ebook Free Cage Your Rage: An Inmate's Guide to Anger Control, by Murray C. Cullen

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Cage Your Rage: An Inmate's Guide to Anger Control, by Murray C. Cullen

  • Sales Rank: #1356206 in Books
  • Brand: Brand: Amer Correctional Assn
  • Published on: 1992-03-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 10.00" h x 8.50" w x .25" l,
  • Binding: Paperback
  • 94 pages
Features
  • Used Book in Good Condition

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14 of 14 people found the following review helpful.
Anger management
By A Customer
This is absolutely the best tool in the market for corrections anger management programs. We are the largest men's prison in the state of Wisconsin, housing over 1900 inmates. Our facility has been using this text for only a few years but the results have been outstanding. I have had inmates tell me that they have not received a conduct report for over 2 years thanks to what they learned. It has reduced minor negative behaviors on the living centers. It has improved the inmate's personal relationships. It has given many the hope and confidence that they will be able to deal with negative situations upon release. If you are a correctional professional, probation & parole, social worker, or client, I urge you to use this valuable book.

0 of 1 people found the following review helpful.
Three Stars
By melanieelaine
need a newer version

0 of 4 people found the following review helpful.
Three Stars
By Barry W McAndrew
a little worn and some writing in the margins. definitely used.

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Selasa, 26 Oktober 2010

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What's Math Got to Do with It?: How Teachers and Parents Can Transform Mathematics Learning and Inspire Success, by Jo Boaler

“Highly accessible and enjoyable for readers who love and loathe math.” —Booklist

A critical read for teachers and parents who want to improve children’s mathematics learning, What’s Math Got to Do with It? is “an inspiring resource” (Publishers Weekly). Featuring all the important advice and suggestions in the original edition of What’s Math Got to Do with It?, this revised edition is now updated with new research on the brain and mathematics that is revolutionizing scientists’ understanding of learning and potential.

As always Jo Boaler presents research findings through practical ideas that can be used in classrooms and homes. The new What’s Math Got to Do with It? prepares teachers and parents for the Common Core, shares Boaler’s work on ways to teach mathematics for a “growth mindset,” and includes a range of advice to inspire teachers and parents to give their students the best mathematical experience possible.

  • Sales Rank: #51865 in eBooks
  • Published on: 2015-04-28
  • Released on: 2015-04-28
  • Format: Kindle eBook

Review
"For any parent who's ever heard a child declare, 'I hate math.'"
-Jim Trelease, author of The Read-Aloud Handbook

" Parents and educators alike will count this book an inspiring resource."
-Publishers Weekly

" Highly accessible and enjoyable for readers who love and loathe math."
-Booklist

About the Author
DR. JO BOALER is a professor of mathematics education at Stanford University. The author of seven books and numerous research articles, she serves as an advisor to several Silicon Valley companies and is a White House presenter on girls and STEM (Science, Technology, Engineering, and Math). She recently formed youcubed.org to give teachers and parents the resources and ideas they need to inspire and excite students about mathematics.

Excerpt. © Reprinted by permission. All rights reserved.

“Without doubt, this is the most important book parents should read before choosing a school for their child, and teachers should read when considering ways to improve their math teaching. A compelling, readable account of years of research into what works, and what doesn’t, in mathematics education.”

—Keith Devlin, PhD, Stanford University mathematician, award-winning author of The Math Gene and thirty-one other books, and the Math Guy on NPR

“Jo Boaler vividly shows us—rather than just telling us—what terrific math instruction looks like and, equally important, how sharply it differs from how the subject is usually taught. What’s Math Got to Do with It? is the first book I recommend to teachers and parents who want to understand the harms of conventional ways of teaching math as well as the benefits of realistic alternatives.”

—Alfie Kohn, author of The Schools Our Children > Deserve and Feel-Bad Education

“There is so much wisdom packed into this engaging little book. Boaler sensibly addresses current hot topics—the Common Core, mind-set, ability grouping, gender differences—but goes way behind them to consider the nature of mathematics itself and offers a wealth of practical advice to parents, teachers, and policy makers. More than ever, we need books on education like his one.”

—Mike Rose, author of Possible Lives: The Promise of Education in America

“What’s Math Got to Do with It? comes the closest of anything that I have read to a manifesto that I would provide to parents to help them better understand the importance of good teaching of interesting and complex mathematics.”

—Journal for Research in Mathematics Education

“Jo Boaler shows that math is understandable, and that it can be fun to get your head around it—but that it’s often taught in ways that make it dry and deadly. She points to the beauty and joy of mathematics, and ways that math classrooms can become centers of lively mathematical thinking. American children deserve a richer mathematical diet than we’ve given them, and Boaler shows how and why.”

—Alan H. Schoenfeld, Elizabeth and Edward Conner Professor of Education, University of California, Berkeley

“This extraordinary book shows teachers and parents the path to teaching children to enjoy math while they develop deep and flexible understanding. The author practices what she preaches; using systematic research she and others have conducted on two continents, she makes learning about math teaching accessible and fun.”

—Deborah Stipek, I. James Quillen Dean and Professor of Education, Stanford University

“Jo Boaler makes a powerful case for a problem-solving approach to teaching mathematics, and she presents the research to back it up. This book should be read by anyone concerned about the education of our children.”

—Deborah Schifter, principal research scientist, Education Development Center, Inc.

“Jo Boaler explains with insight and clarity why so many students dislike mathematics and what the rest of us can do about it. Her solutions are comprehensive, grounded in research, and powerfully applied by parents, teachers, and anyone else with an interest in mathematics.”

—Dan Meyer, Apple Distinguished Educator and one of Tech & Learning’s 30 Leaders of the Future

WHAT’S MATH GOT TO DO WITH IT?

Jo Boaler is a professor of mathematics education at Stanford University and the cofounder of YouCubed. She is also the editor of the Research Commentary section of The Journal for Research in Mathematics Education (JRME) and author of the first Massive Open Online Course (MOOC) on mathematics teaching and learning. Former roles have included being the Marie Curie Professor of Mathematics Education in England. She is the recipient of several awards, an adviser to Silicon Valley companies, and a White House presenter on girls and STEM (science, technology, engineering, and mathematics) education. She is a regular contributor to national television and radio in the United States and the UK. Her research has appeared in newspapers around the world including the Wall Street Journal, the Times (London), and the Telegraph (UK).

Published by the Penguin Group

Penguin Group (USA) LLC

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penguin.com

A Penguin Random House Company

First published in the United States of America by Viking Penguin, a member of Penguin Group (USA) Inc., 2008

Published in Penguin Books 2009

This revised edition published 2015

Copyright © 2008, 2015 by Jo Boaler

Penguin supports copyright. Copyright fuels creativity, encourages diverse voices, promotes free speech, and creates a vibrant culture. Thank you for buying an authorized edition of this book and for complying with copyright laws by not reproducing, scanning, or distributing any part of it in any form without permission. You are supporting writers and allowing Penguin to continue to publish books for every reader.

Photographs by the author unless otherwise indicated.

ISBN 978-1-101-99205-0

While the author has made every effort to provide accurate telephone numbers, Internet addresses, and other contact information at the time of publication, neither the publisher nor the author assumes any responsibility for errors or for changes that occur after publication. Further, publisher does not have any control over and does not assume any responsibility for author or third-party Web sites or their content.

Acknowledgments

This book has been a journey of opportunities. Over recent years I have been able to learn from some of America’s most inspirational teachers and their students, and to work alongside visionary friends and colleagues who have broadened and enriched my thinking. I am deeply grateful to many people in California, particularly at Stanford University and in Bay Area schools, who made this book possible.

This book was conceived at a very special place: the Center for Advanced Study in the Behavioral Sciences in California, a place devoted to the generation of ideas. I had given a presentation to the other fellows at the center, a group of scholars who worked in different areas of social science research, on the results of my studies of mathematics learning. The group responded strongly, with expressions of shock and dismay, and they urged me to get my results out to the general public. They convinced me to write a book proposal for a broader audience and many people—in particular Susan Shirk, Sam Popkin, and David Clark—supported me along the way.

From that point I was greatly encouraged by my agent Jill Marsal and Kathryn Court, of Penguin Books, both of whom believed in the book, which meant a lot to me. I wrote the book in the stimulating environment of Stanford’s Graduate School of Education, surrounded by a group of graduate students who served as critics and supporters. I would personally like to thank all of my doctoral students, past and present, who contributed to the mathematics education group at Stanford.

I have learned a great deal from some truly inspirational teachers in recent years—among them Cathy Humphreys, Carlos Cabana, Sandie Gilliam, Estelle Woodbury, and Ruth Parker. They change students’ lives on a daily basis and I am privileged to have been able to work with them and learn from them. Cathy is a good friend who has helped me in many ways. I am also deeply grateful to the students of Railside, Greendale, Hilltop, Amber Hill, and Phoenix Park schools; they all gave me their honest and insightful feedback on their mathematics learning experiences and they are the reason that I wrote this book.

I am fortunate to have had some great teachers of my own in my life—including Professors Paul Black and Dylan Wiliam, both of whom encouraged me in important ways at an early point in my academic career and kindly read chapters of this book for me. Professor Leone Burton, one of my strongest supporters, will be greatly missed by many people. Most of all I would like to thank my two daughters, Jaime and Ariane, for putting up with me when I lock myself away to write!

Preface to the New Edition

Introduction

In 2008, when What’s Math Got to Do with It? was first published, the United States was in the grip of endless multiple-choice testing and widespread math failure, brain research was in its infancy, and a group of traditional mathematicians was working tirelessly to stop school reforms. Fast-forward to 2015 and the landscape has changed with the emergence of incredible new research on the brain and learning, which is being acknowledged and acted upon. The White House has convened numerous meetings over the past few years where researchers, myself included, have talked about mathematics, mind-set, and equity. The traditional mathematicians have lost their voice, and many more people are receptive to the idea of a future in which all children can learn mathematics to high levels. These changes pave the way for the creation of mathematics classrooms in which students are excited to learn and teachers are armed with the most important knowledge that inspires students to achieve excellence in math.

I love books. I enjoy reading and writing them, but the Internet has helped me to achieve something that is very important to my long-term professional mission. In the summer of 2013, I tried an experiment. A few months earlier I had been introduced to Sebastian Thrun, an amazing man who invented self-driving cars, led Google teams developing Google Maps and Google Glass, and is the CEO of Udacity. The world of free online courses, or MOOCs (massive open online courses), is generally attributed to Sebastian and his colleague Peter Norvig, who is the director of research at Google. Sebastian and Peter decided to put one of Sebastian’s Stanford computer science courses online. One hundred sixty thousand people registered for the course, and the MOOC world began. Sebastian went on to create Udacity, an online-course provider, and some months later asked me to help with course design. The time I spent at Udacity was enough to give me the knowledge I needed to design my own course. Putting knowledge about the brain and math learning into the hands of our nation’s teachers and parents would change everything and lent itself perfectly to online courses that could share information widely. I designed my courses to make them engaging and interactive, but the levels of interest in the classes surpassed my greatest hopes. To date more than 130,000 people—teachers, parents, and students—have taken my online courses entitled “How to Learn Math,” and they are now armed with the critical information that I will share in this book.

I took Udacity’s idea that online courses should not be talking heads and adopted their principle that professors should not talk for more than two minutes before engaging the learners in a task. I didn’t have much time, with a full-time job teaching at Stanford, researching, and looking after a large team of doctoral students, but I spent every spare moment on weekends and in the evenings creating my experimental course. The course appeared on Stanford’s online platform in the summer of 2013 but was not advertised in any way. The course opened with approximately five thousand registrants, but word of mouth spread quickly, and by the time the course finished at the end of the summer more than forty thousand teachers and parents had enrolled. Many MOOCs have high enrollment, but generally only a small proportion of the people who register end up taking the courses. This was not the case with my course, and an impressive 63 percent of people completed most of the course. Even more rewardingly, at the end of the course 95 percent of teachers and parents said that they would change their teaching/parenting as a result of the ideas they had learned in the class. In the months after my class, news of the ideas spread, hundreds of videos were posted to YouTube, my in-box was flooded, and requests for speaking engagements increased. So many teachers and parents asked for continued access to the new ideas that Cathy Williams and I launched YouCubed. YouCubed initially was a nonprofit company but now is a center at Stanford. In the summer of 2014, I published a new online course getting the same powerful ideas straight to students, and within a few months of the course opening eighty-five thousand students had taken the class or been shown the videos by their teachers.

I do not think that online courses are the most powerful medium for learning—I would always rather interact with groups of learners face-to-face and have them discuss ideas with each other—but online courses allow wide-scale access to important knowledge that urgently needs to be shared and that cannot depend on parents finding their way to high-quality teaching in their local area. I have been frustrated over the years by universities encouraging professors to publish research on learning only in academic journals, which are read by other academics and do not get to the people who need them—teachers and parents. Important knowledge on ways to learn effectively is usually locked away in journals and libraries unless researchers choose to publish their findings in different, more accessible ways and universities do not penalize them for doing so. This is what motivated me to publish the first edition of What’s Math Got to Do with It? and to update this edition with the latest research and practical information on ways to help all learners of mathematics.

When I wrote the original edition of What’s Math Got to Do with It? the field of mathematics education had a large body of research on ways to teach and learn mathematics well. We knew how to empower math learners, but the research was not getting to teachers or being used in classrooms. If you walk into most math classrooms in the United States, particularly at the high school level, you would think you had been transported into the Victorian age. For the most part teachers are still at the front of the room lecturing on methods, students are still at desks learning to calculate by hand, and the mathematics being taught is three-hundred-year-old mathematics that is not needed in the modern world.1 In elementary classrooms across the United States, students are turned away from mathematics on a daily basis by timed tests and speed competitions, which we know can cause the early onset of math anxiety for many students.2, 3, 4 We have the research knowledge to change this and for classrooms to become places where all students are inspired by mathematics. In the last decade, important new research on the brain and learning has emerged, which is critical for math teachers, math learners, and parents everywhere.

Mind-set and Mathematics

In 2006, a trade book appeared on bookshelves that ultimately would have one of the biggest impacts of any research volume ever published in education. In Mindset: The New Psychology of Success, Stanford Professor Carol Dweck summarized key findings from her research on the nature and impact of mind-sets. The book quickly became a New York Times bestseller and was translated into more than twenty languages. Dweck’s decades of research with people of various ages showed that students with a “growth mind-set”—who believe that intelligence and “smartness” can be learned—go on to higher levels of achievement, engagement, and persistence. The implications of this mind-set are profound, especially for students of mathematics.

When I returned to Stanford in 2010, one of the first things I did was arrange to meet Carol Dweck. She agreed with me that mathematics is the subject most in need of a mind-set makeover and that mathematics teachers are the group who could benefit the most with knowledge of mind-set. Since that meeting we have been working together, writing, researching, and collaborating with teachers.

Mathematics, more than any other subject, has the power to crush students’ confidence. The reasons are related both to the teaching methods that prevail in US math classrooms and the fixed ideas about mathematics held by the majority of the US population and passed on to our children from birth. One of the most damaging mathematics myths propagated in classrooms and homes is that math is a gift—that some people are naturally good at math and some are not.5, 6 This idea is strangely cherished in the Western world but virtually absent in Eastern countries such as China and Japan that top the world in mathematics achievement.7

New scientific evidence showing the incredible capacity of the brain to change, rewire, and grow in a really short time8 tells us that all students can learn mathematics to high levels with good teaching experiences. Traditional educators believe that some students do not have the brains to be able to work on complex mathematics, but it is working on complex mathematics that enables brain connections to develop. Students can grasp high-level ideas, but they will not develop the brain connections that allow them to do so if they are given low-level work and negative messages about their own potential.9

As I work with schools and districts encouraging mathematics teaching that promotes growth rather than fixed mind-sets (see www.youcubed.org), a critical requirement is that teachers offer mathematics as a learning subject, not a performance subject. Most students when asked what they think their role is in math classrooms say it is to answer questions correctly. They don’t think they are in math classrooms to appreciate the beauty of mathematics, to explore the rich set of connections that make up the subject, or even to learn about the applicability of the subject. They think they are in math classrooms to perform. This was brought home to me recently when a colleague, Rachel Lambert, told me her six-year-old son had come home saying he didn’t like math. When she asked him why, he said, “Math is too much answer time and not enough learning time.” Students from kindergarten upward realize that math is different from other subjects: learning gives way to answering questions and taking tests—performing.

For students to see mathematics as a subject of learning, they need tasks and questions in math class that allow for learning. Chapter 3 will show some of these tasks and how they are used in classrooms. Teachers need to stop giving the wrong messages to students, whether through grouping, grading, or short, narrow math problems, which themselves imply that math is a question of the right or wrong answer rather than a learning subject. In chapters 4 and 5, I will describe the highly productive ways that teachers can grade, assess, and group students. The students who suffer most from fixed-mind-set thinking are high-performing girls, and chapter 6 will explain more about this phenomenon and ways we can give girls a positive and equitable future. Chapter 7 is focused on the important role parents can play and provides suggestions for activities and advice that can be used in the home.

One of the most interesting findings from research on the brain to emerge over recent years is something that I try to communicate as widely as I can. We now know that when students make a mistake in math, their brain grows, synapses fire, and connections are made.10 This finding tells us that we want students to make mistakes in math class and that students should not view mistakes as learning failures but as learning achievements.11 But students everywhere feel terrible when they make a mistake. They think it means they are not a “math person.” We need to change this thinking by telling students that mistakes are productive. When I talk to teachers about this research they often say, “But surely students have to work through their error and see why it is a mistake for brains to grow.” This is a reasonable assumption, but students do not even need to know they have made a mistake for brains to grow. What research tells us is that when a mistake is made there are two potential brain sparks: the first one comes when we make a mistake but are not aware of the mistake; the second comes when we realize we have made a mistake. How can this be? How can our brains grow when we do not even know we have made a mistake? The best knowledge we have on this question tells us that our brains grow when we make mistakes because those are times of struggle, and our brains grow the most when we are challenged and engaging with difficult, conceptual questions.

Carol Dweck and I sometimes present together in workshops for teachers and parents. One of the pieces of advice Carol gives to parents in our workshops is that when children come home from school and say that they got all of their work correct that day, parents should say, “Oh, I am sorry, then you didn’t get the opportunity to learn today.” She is making a good point, and we need to shift teachers’ and students’ thinking about what they should aim for in mathematics lessons. Teachers care deeply about their students, and it is typical to arrange math lessons so that students are getting most of their work correct. This makes students feel good, but it is not the most productive learning environment for them. We need to change math lessons to make them challenging for all students, and we need to change students’ mind-sets so that they know it is productive to struggle and make mistakes and that they should feel comfortable doing so.

While I was sitting in an elementary classroom in Shanghai recently, the principal leaned over to tell me that the teacher was calling on students who had made mistakes to share with the whole class so that they could all learn. The students seemed pleased to be given the opportunity to share their incorrect thinking. Instead of mathematics classroom lessons filled with short questions that students are intended to get right or wrong, they need to be filled with open-ended tasks that include space for learning as well as space for struggle and growth. YouCubed provides examples of the most productive tasks students should work on at home and in school.

Mathematics and the Common Core

The new Common Core mathematics standards (www.core standards.org) have prompted considerable controversy across the United States. Most of the opponents of the Common Core are politically motivated. Some oppose the Common Core because of the tests that are being written to assess the new standards, but opposing the Common Core because of the standardized tests is somewhat misguided since the tests are not part of the Common Core and really are a separate policy decision, which should be considered outside of the curriculum. Others oppose the Common Core curriculum because their children are successful in the traditional model of math teaching, and they want to keep that advantage. The most curious opposition comes from parents who say that the math in the Common Core is too hard for their children. So what do we know about the Common Core, from research? And is its introduction in the United States a good or a bad thing?

The Common Core math curriculum is not the curriculum I would have designed if I had had the chance. It still has far too much content that is not relevant for the modern world and that turns students off mathematics, particularly in the high school years, but it is a step in the right direction—for a number of reasons. The most important improvement is the inclusion of a set of standards called the “mathematical practices.” The practice standards do not set out knowledge to be learned, as the other standards do, but ways of being mathematical. They describe aspects of mathematics such as problem solving, sense making, persevering, and reasoning. It is critically important that students work in these ways; these actions have been part of curricula in other countries for many years. Now that these methods of thinking are part of the US curriculum, students should be spending time in classrooms using mathematics in these ways.

The inclusion of these practices means that the tasks students work on will change. Students will be given more challenging tasks and spoon-fed less. Instead of being told a method and then practicing it, they will need to learn to choose, adapt, and use methods. Students need to learn to problem solve and persist when tasks are longer or more challenging. This is really important work for teachers and students. My main problem with the Common Core standards is that they require teachers to engage students in thinking about what makes sense and problem solving; but such activities, which involve going deeper into the mathematics, take more time. In the elementary and middle grades, the content has been reduced so that teachers and students can take the time to work in these productive ways, but the high school standards are as packed as ever with obsolete content that works against teachers being able to go into depth and give students the experiences they need. For more information on the potential impact of the Common Core go to http://youcubed.org/parents/2014/why-we-need-common-core-math.

Many people think that countries such as China, who top the world in mathematics achievement, do so by drilling students in content, but this is far from the truth. In Shanghai, the highest scoring region of China, I watched numerous high school lessons, and in no lesson did the teachers work on more than three questions in an hour. What was staggering was the depth to which teachers and students delved into each question, exploring every aspect of the mathematics. In all of the lessons, the students talked more than the teacher as they discussed what they were learning. We recorded one of the lessons, and it can be seen on YouCubed. This is a model of mathematics teaching that we need in the United States.

Currently, more than half of all US students fail mathematics, and mathematics is a harshly inequitable subject.12, 13 When our classrooms change—when students are encouraged to believe that they can be successful in mathematics and are taught using the high-quality teaching methods we know work—the landscape of mathematics teaching and learning in the United States will change forever. This book gives readers—whether teachers, administrators, or parents—the knowledge needed to make the important changes required for our students in the United States and for the future of our society. I hope you enjoy it, whether you are a new reader or one of the many who read the original What’s Math Got to Do with It?, and are looking to be reenergized by the new ideas shared within this updated edition.

Zurijeta

Introduction

Understanding the Urgency

Most helpful customer reviews

11 of 11 people found the following review helpful.
Wish all principals/school officials had to read this!
By Amazon Customer
I am a math teacher who has abandoned the school system and tutors now. Jo Boaler has all the right ideas on how to excite students and turn them into thinkers instead of test performers who really don't learn anything. Students should love math, problem solving and exploration. Sadly, the school system in the US is not going to change anytime soon, so we parents, grandparents and tutors will have to carry the load for those we can help. This book is great in helping people understand why we want to change the way math is taught and how to start doing that. Also visit Jo's website for more ideas

7 of 8 people found the following review helpful.
A must read for parents, teachers and school administrators!
By Chaoskeeper
This book is outstanding! The first edition helped our district change our mathematics program. Teachers couldn't stop talking about the valuable information and ideas. Now the latest edition has so much more new information from research. This is definitely a book that can make a difference. Definitely enjoyable and easy to read, I couldn't put it down!

3 of 3 people found the following review helpful.
A very important story, well told, for all teachers and parents.
By Ross Turner
This book tells a very important story, in an extremely accessible way, supported by a huge volume of research. A must read for all teachers and parents at least. Have you ever felt you are no good at maths? Or worse, that you want to run a mile whenever you see something maths-like? Professor Boaler explains some of the ways this is caused, and she demonstrates how it can be avoided for those not yet afflicted and how it might be remedied in those who have such fears. In the running for my most important book of the year.

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Sabtu, 23 Oktober 2010

[E909.Ebook] PDF Download Feminist Theories and Education Primer (Peter Lang Primer), by Leila E. Villaverde

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Feminist Theories and Education Primer (Peter Lang Primer), by Leila E. Villaverde

This book, which introduces the underscoring plural perspectives in feminist theories, covers a chronology of over five centuries (from the 1600s to 2000s) in feminist work and theorizing, while introducing contemporary discourses that challenge monolithic representations of feminism. It engages the major critiques of mainstream feminism, including its exclusionary practices and limitations. The Feminist Theories and Education Primer also discusses the importance of feminist research analysis, specifically the need to genuinely comprehend the influence of ideology and subjectivity in the process of research. The author questions commonly understood binaries in understanding gender, identity, sexuality, and education in order to forge new areas of theorizing the politics of self and other while destabilizing established power hierarchies. The book concludes with a discussion of feminist pedagogy and activism, stressing the significance of analyzing pedagogy and working to create more open feminist and democratic spaces for learning.
The Feminist Theories and Education Primer is ideal for courses in feminist theory, feminism, women’s studies, gender studies, feminist research, feminist pedagogy, and cultural foundations. Appropriate for either an advanced undergraduate or graduate audience, the book is replete with resources and references that are extremely instructive and useful in pursuing other areas of research, organizations, media, and current sites for feminist work. Overall, this book provides a comprehensive introduction to the progressive discussions in feminist theory over the last several decades.

  • Sales Rank: #1745390 in Books
  • Brand: Brand: Peter Lang International Academic Publishers
  • Published on: 2007-11-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.00" h x 6.25" w x .25" l, .55 pounds
  • Binding: Paperback
  • 177 pages
Features
  • Used Book in Good Condition

About the Author
The Author: Leila E. Villaverde, Ph.D., is Associate Professor of Cultural Foundations in the Department of Educational Leadership and Cultural Foundations at the University of North Carolina at Greensboro. She is also the Director of Graduate Studies for the Women’s and Gender Studies Program, and teaches courses in curriculum studies, gender studies, and visual literacy and aesthetics. Dr. Villaverde has written books on white privilege and secondary education, and has written articles on identity politics, art education, aesthetics, and critical pedagogy.

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0 of 0 people found the following review helpful.
Too broad a topic for a primer
By All readers that love good books
Sometimes, when my wife gets mad at me she tells me: "You are not a feminist! You are a male chauvinist! You don't understand women. You are so insensitive. You don't know how women feel; you don't understand women's needs and emotions and you don't listen (not listening being the biggest offense)". In my meek and chauvinistic attempt at a defense, I may utter, "but I never claimed to be a feminist", to which she will condemningly responds, "you always portrait yourself as one, but you are not".

Having established my credentials above, it is no wonder that I had a lot of difficulty with the text Feminist Theories and Education by Leila Villaverde. It is not that I didn't agree with the author. In fact, I agree with much of what she presented with a few exceptions. I am also sympathetic to the feminist theories presented including the most radical positions about women being superior to men and queer theory positing the need for GLTBQ postures as a way to subvert heteronormativity. I had difficulty with the way the book was written and the fact that it was presented as a primer.

I became frustrated early on with the introduction but I understand that introductions are very difficult to write. A good introduction can provide a good guide about the text. This one does not. It introduces theoretical issues of feminism in a disorganized way, making references to structural and poststructural elements of feminist theory without ever articulating what these mean, even though poststructural theory is central to feminism and Villaverde makes reference to it throughout the text. A primer should not assume that readers will know what structuralism and poststructuralism mean.

Early on, in the introduction, she defines a rhizome as a root, which it is not, literally or metaphorically. She borrows this term, central to poststructuralism, from Deleuze and later in the text she uses the term correctly. After wondering about in the introduction with no apparent direction, she presents typologies and categories of feminism which I thought were well presented and later she introduces the concepts of border dweller and mestiza consciousness which appear later in the book. However, she never articulates what these represent.

When I got to chapter 2, I thought that she would start to better articulate the ideas presented in the introduction. Instead, she provides a history of feminism devoting a paragraph to a different event or figure in chronological order. It reads like a grocery list. Instead, I thought that she could have introduced feminism in themes. At the end of the chapter two she introduces contemporary feminist theories that are poststructurally grounded on combinations of gender and cultural identity such as Black-woman or Mestiza-woman instead of just woman. I find Black and Chicana feminist particularly important in challenging early white feminist constructions that structured feminism purely on gender as a monolithic ground. I don't think that her presentation of these themes explained what poststructural feminist theory means, nor she does justice to the theories. I thought that she would articulate these themes better in chapter three where she introduces contemporary discourses, but instead, she goes into grocery list mode, offering a list of various feminism study areas very superficially. I was disappointed with how little space she devoted to gender studies and the social construction of gender identity which, to me, is a central theme of feminism. Chapters 4 and 5 are more of the same superficial treatment of complex ideas without making justice to them, nor leaving the reader wanting more.

I feel that this text would leave the beginning reader confused about terms and ideas such as poststructuralism, mestiza-consciousness, border-dweller, Black-Feminism, Chicano- feminism, Queer-theory, liminal-spaces, logo and androcentrism, reflexivity and many other themes that she eagerly introduces but hardly addresses. The more advanced readers may feel disappointed that these themes were not adequately treated. Some didn't need to be introduced, while it was necessary to better explain what others meant.

Ultimately, I don't think that this text works as a primer. As I said, the beginner will likely be lost and confused. I think that with some work it would work as an introductory chapter to a more advanced text on feminism. Now, being a man, I am sure that I got it all wrong. I must share this with my wife so that she can put me in my proper place.

0 of 0 people found the following review helpful.
Masculine Opinions on Feminist Theories
By S. Perez
The struggles of women in an attempt to stand parallel alongside the privileges of men carries a history not unlike those of individuals fighting for civil rights, social justice, economic balance, racial equity, and a diversity of struggles for the rights of humanity. Moreover, the struggles of women blanket, and are blanketed by the many issues noted above and the diversity of issues relevant to the identity of a man and a woman. Leila E. Villaverde's "Feminist Theories and Education" presents readers with a colorful display of theoretical perspectives, influential scholars, activists and common folk who believe in and respect themselves and others as women. Educationally, Villaverde dismantles the differential assumptions of Feminist Theory as being simply a conflict between a man and a woman. Instead, she presents a number of multi-faceted approaches to understanding Feminism. These "contemporary discourses" involve the distinct yet intertwined theories of gender studies, masculine studies, queer studies, transnational studies, and an interesting perspective on visual studies. I fully appreciated Villaverde's discourse on transnational studies, where issues of the feminism are defined according to the relationships of women in different parts of the world. Accordingly, the notions of imperialism, colonialism, post colonialism, globalism and a decentralization of the West as the central part of the world are key in understanding transnational feminism. As a result, it extends the horizons of feminism away and within the central theories of the United States.

Also appreciative are her feminist "foundations" which depict a chronological timeline ranging from the 17th Century colonial period to the contemporary 21st Century. Critically, her overview is rather generalized and at points it seemingly reads like a continual listing of names. Countered, it educates the reader about some of the key players in fields of feminism and diverse forms of activism, including concise but fulfilling background stories, which in some instances, redefines the stereotypical identities of some individuals. Noted names include La Malinche and Pocahontas to Sojourner Truth, and Susan B. Anthony with mention of the masculine figure Frederick Douglas, amongst a wealth of other key players. In addition, she covers a diversity of Feminist theories within the context of racial and culture perspectives, including the close to home ideals of Latina/Chicana Feminism. Considering my stereotypical assumptions of Middle Eastern treatment of women, I was also drawn by issues of Islamic Feminism. Admittedly, my narrow ideas framed women as being exceedingly subordinated and oppressed in the war filled areas of the Middle East, but tying into the notions of transnational Feminism, I learned to think about immigrant Muslim women in the U.S. and how aim to segregate themselves away from those patriarchal norms. This includes the historical illustrations of women as "advisors and generals in the army" vs. the corrupted views of subservient women that came after societies drew away from the Qur'an.

The text also includes key vocabulary words that are emphasized on side columns of some of the pages. Sometimes while reading, the questionable meaning of a word requires looking into a dictionary or web site, however, here, Villaverde intuitively aids the reader by providing these key definitions alongside your reading. And while my doctoral professor noted some key publishing errors, I found the book highly informative. In fact, it proved to be an awakening as feminism is thought of rather monolithically. And yes, it limits ones' reflections as a result of being generalized and concise, however, I found it to be vividly informative and enlightening.

Collectively, I find this book appropriate for anyone interested in the myriads of feminism, including radical, as well as confused, conservative macho-minded men.

0 of 0 people found the following review helpful.
Feminist Theories And Education by Villaverde
By Rebecca L. Baeza
The book is basically manual or encyclopedia for a myriad of different facets in the discipline of feminist theory. It covers the history of feminist work and theory through an extensive timeline briefly explaining the foundations of feminism, recent discourses, feminist research analysis, and critical feminist pedagogy and its relation to activism. The author also offers an extensive array of resources and references for the student of feminist theory.

Major strengths of the book include basic knowledge for anyone wanting to learn more about feminist theory including glossaries, definitions, web sites and chapter notes. Chapter one is an introduction delineating different types of feminist theory. The author characterizes the difference between feminist theory (as an academic discipline) and feminism (as a collective/social movement) both focusing on inequities, injustices, and discrimination brought on by a power-holding entity. Chapter two consists of a historical chronology of feminist works. I regard the next chapter is the most interesting, briefly touching on present-day discourse within the many facets of feminist theory such as gender studies, masculine studies, queer studies, transnational studies, eco-feminism, and cyber-feminism, just to name a few. Chapter four discusses research analysis including the relationship between theory and practice as a vehicle for change. Feminist pedagogy, experimental and service learning are discussed in the last chapter. The book is what is says: a primer, probably a solid introduction to feminism/feminist theory, and somewhat useful for students of cultural studies, gender studies, and feminist pedagogy.

Some weaknesses of the book include some grammatical errors and a couple of name blunders that quite frankly turned me off to the book. If you are planning to get into some explanation of extensive discourse, you will be disappointed. The author barely touches enough to tease, but does not give a thorough commentary. Concepts such as the mestiza consciousness and border dweller are not clarified or defined clearly, but do invoke further critical analysis.

In short, the book is a comprehensive prelude to feminist theory that engages critique of feminist work, activism, and feminist education research. As an educator and a feminist, I plan to use this information to explore the role of women as agents of change focusing on the relationship between gender and the politics of education by using concepts of equal opportunities, socialization, sex roles and discrimination.

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Jumat, 15 Oktober 2010

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This is the OFFICIAL recipe book companion to Dr. Ian's NY Times Bestselling SHRED Power Cleanse. These 75 recipes include smoothies, soups, salads, and vegetables, all that you need while on the SHRED Power Cleanse. All of these recipes are verified to conform to the principles of the SHRED Power Cleanse. This is the fifth installment of Dr. Ian's extremely popular SHRED series and you will not be disappointed. Easy, delicious, and affordable, are the first words that come to mind when describing the recipes in this book. As will all of Dr. Ian's programs, use these recipes as a guide and if you want to substitute some ingredients, feel free. Just make sure you follow the guidelines listed in the SHRED Power Cleanse. Enjoy!

  • Sales Rank: #88512 in eBooks
  • Published on: 2016-01-21
  • Released on: 2016-01-21
  • Format: Kindle eBook

Most helpful customer reviews

14 of 15 people found the following review helpful.
The Real and authentic Shred Power Cleanse Recipe Book a must have!!!
By Amazon User
Finally an authentic Shred Power Cleanse Recipe Book that is the REAL DEAL. Dr. Ian is a genius and these recipes are soooo healthy and exactly what you need to detox your body. I have tried many of his recipes and did the 14 day cleanse. To my amazement I detoxed 20 lbs in 14 days. Who does that? Someone who does Dr. Ian's Shred Power Cleanse. You definitely need this recipe book in your collections of books. It is definitely a win win situation. The cost of this book is cheap. You can spend more than 5.99 on an unhealthy burger and fries!!! So why are you still reading? Go ahead and invest in the well being of your health, get the book. Your body will thank you for it and you will feel so much better. Oh yea now I have normal blood pressure and the healthiest I've been in my 57 years of life.

11 of 12 people found the following review helpful.
BRILLIANT!! The OFFICIAL Shred Power Cleanse Cookbook
By sandra chiasson
BRILLIANT !! The OFFICIAL Shred Power Cleanse Cookbook !! I did the Shred Power Cleanse Detox for 2 weeks and lost 10 lbs, 4 inches. Not only did I lose weight I got my energy back, slept like a baby, even my skin glowed ! The smoothies are the BEST I have ever tasted, great ideas for soups, Tuscan Tomato and White Bean Soup is Delicious

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Senin, 04 Oktober 2010

[Q983.Ebook] Ebook Thought Leadership: Prompting Businesses to Think and Learn, by Laurie Young

Ebook Thought Leadership: Prompting Businesses to Think and Learn, by Laurie Young

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Thought Leadership: Prompting Businesses to Think and Learn, by Laurie Young

Thought Leadership: Prompting Businesses to Think and Learn, by Laurie Young



Thought Leadership: Prompting Businesses to Think and Learn, by Laurie Young

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Thought Leadership: Prompting Businesses to Think and Learn, by Laurie Young

Like most buzzwords, thought leadership is an often misused and misunderstood term. But what is it really? And why do many of the world's leading companies invest serious money and smart people into this mysterious practice, building dedicated business units to create it? It sounds like business jargon, but this ill-defined term captures a key practice that has been used for many years to create success for individuals, charities and vast companies.

Drawing on over 30 years of experience engaging with thought leadership, Laurie Young provides an extensive examination of its history, its purpose, its future, and how you can make thought leadership work for you. Packed with ground-breaking case studies from global organisations such as IBM, Deloitte, Allen & Overy, Fairtrade, Philips and Unilever; and with over 50 unique interviews with some of the world's acknowledged business leaders, Thought Leadership can help anyone involved in the business decision-making process to gain alignment across their company regarding the challenges they face.

Thought Leadership can come from any source in business - unique insight, research, executives, customer engagement, product managers, and expert professionals -. We all have knowledge, experience and a point of view. Laurie Young's accessible look at this fascinating and vital business practice is your first step to making thought leadership work for you and your organisation.

  • Sales Rank: #1525558 in eBooks
  • Published on: 2013-10-03
  • Released on: 2013-10-03
  • Format: Kindle eBook

Review
"[S]omeone who is interested in pursuing a thought leadership strategy will find plenty of interesting material in this book."   (John Gibbs Top Amazon Reviewer, Notary Public)

"This refreshing, original treatise takes on a rarely served but important topic. ...getAbstract recommends Young’s insights to business leaders, students, investors and all who want to understand the power of thought leadership, including how to create, disseminate it and benefit from it." (getAbstract Inc.)

"[P]ractical gems for those in business, particularly around the strategic implementation." (Heath Henwood Heathhenwood.weebly.com)

About the Author
Laurie Young was a specialist in the marketing of services. He held senior positions with PricewaterhouseCoopers, BT and Unisys.

Most helpful customer reviews

3 of 3 people found the following review helpful.
A comprehensive overview of an important marketing technique
By John Gibbs
Serious people who represent some of the world's most respected businesses make very effective use of thought leadership, which is the deliberate creation of ideas to help businesses succeed, according to Laurie Young in this book. It is something which is increasingly influential on buyer behaviour, and the best purveyors of thought leadership are becoming more organised and sophisticated with their programs.

The book outlines a range of attributes of good thought leadership:

* Informative and credible, prompting businesses to learn, investigate and change
* Visionary, shaping an idea and providing "foresight"
* Authentic, rather than empty hype
* Unique, although it can be based on recycled ideas
* Insightful, helping people to see things in new ways or solve new problems
* Communicating values that resonate with the intended audience
* Freely shared

The author claims that very little is written about thought leadership, but a quick search on Amazon reveals more than 30 books with "thought leadership" in their titles, with many more on content marketing, which is a closely related concept. Whilst this is the most comprehensive book on thought leadership that I have read, it fails to arrive at a concise definition, and as a result ends up encompassing things ranging from scientific research to innovative advertising, things which are clearly not, according to common understanding of the term, "thought leadership".

The Dove Real Beauty advertising campaign, for example, was a highly successful case of creating and communicating ideas, but did not in my opinion constitute "thought leadership" because it did not attempt to establish someone as a recognised authority in a specialised field. Thought leadership is normally regarded as a marketing technique for someone who is a provider of expertise such as a professional service firm, not for a company that sells products.

In my opinion, someone who is interested in pursuing a thought leadership strategy will find plenty of interesting material in this book, but would be well advised also to read a good book on content marketing for advice on how to use an integrated social media communication program.

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