The authors of this book set out on an expedition of sorts to study rival hypothesis thinking or "rivaling," an important literate practice in which people explore open questions through an analysis of multiple perspectives and evidence.

Learning to Rival tells the inside story of college and high school writers learning to "rival"--to actively seek rival hypotheses and negotiate alternative perspectives on charged questions. It shows how this interdisciplinary literate practice alters with the context of use and how, in learning to rival in school and out, students must often negotiate conflicts not apparent to instructors. This study of the rival hypothesis stance--a powerful literate practice claimed by both humanities and science--initially posed two questions: * how does the rival hypothesis stance define itself as a literate practice as we move across the boundaries of disciplines and genres, of school and community? * how do learners crossing these boundaries interpret and use the family of literate practices, especially in situations that pose problems of intercultural understanding? Over the course of this project with urban teenagers and minority college students, the rival hypothesis stance emerged as a generative and powerful tool for intercultural inquiry, posing in turn a new question: how can the practice of rivaling support the difficult and essential art of intercultural interpretation in education? The authors present the story of a literate practice that moves across communities, as well as the stories of students who are learning to rival across the curriculum. Learning to Rival offers an active, strategic approach to multiculturalism, addressing how people negotiate and use difference to solve problems. In the spirit of John Dewey's experimental way of knowing, it presents a multifaceted approach to literacy research, combining contemporary research methods to show the complexity of rivaling as a literate practice and the way it is understood and used by a variety of writers. As a resource for scholars, teachers, and administrators in writing across the curriculum studies, writing program administration, service learning, and community based projects, as well as literacy, rhetoric, and composition, this volume reveals how learning a new literate practice can force students to encounter and negotiate conflicts. It also provides a model of an intercultural inquiry that uses difference to understand a shared problem.

Apprentice wizards Antonia and Moppe must set aside their rivalry and unite their opposing skill sets to save Master Betrys, their island nation, and themselves.

Now a New York Times bestseller! There is a reason we look at others as rivals and limit ourselves to comparison and competition. We have an enemy assaulting our mind, will, and emotions in the hope that we'll turn on ourselves and each other. It's a cycle that isolates us from intimate connections, creates confusion about our identity, and limits our purpose. In Without Rival, bestselling author Lisa Bevere shares how a revelation of God's love breaks these limits. You'll learn how to stop seeing others as rivals and make the deep connections with your Creator you long for--connections that hold the promise of true identity and intimacy. With biblically sound teaching filled with prophetic insight for our day, Lisa uses humor and passion to challenge you to · Flip rivalry so it brings out the best in you · Stop hiding from conversations you need to be a part of · Answer the argument that says women are unfit, easily deceived, and gullible · Dismantle gender rivalry and work with the men in your life It's time to step forward to live a life without rival.

Learn to communicate with your dog—using their language “Good reading for dog lovers and an immensely useful manual for dog owners.”—The Washington Post An Applied Animal Behaviorist and dog trainer with more than twenty years’ experience, Dr. Patricia McConnell reveals a revolutionary new perspective on our relationship with dogs—sharing insights on how “man’s best friend” might interpret our behavior, as well as essential advice on how to interact with our four-legged friends in ways that bring out the best in them. After all, humans and dogs are two entirely different species, each shaped by its individual evolutionary heritage. Quite simply, humans are primates and dogs are canids (as are wolves, coyotes, and foxes). Since we each speak a different native tongue, a lot gets lost in the translation. This marvelous guide demonstrates how even the slightest changes in our voices and in the ways we stand can help dogs understand what we want. Inside you will discover: • How you can get your dog to come when called by acting less like a primate and more like a dog • Why the advice to “get dominance” over your dog can cause problems • Why “rough and tumble primate play” can lead to trouble—and how to play with your dog in ways that are fun and keep him out of mischief • How dogs and humans share personality types—and why most dogs want to live with benevolent leaders rather than “alpha wanna-bes!” Fascinating, insightful, and compelling, The Other End of the Leash is a book that strives to help you connect with your dog in a completely new way—so as to enrich that most rewarding of relationships.

The first biography of Lettice Knollys, one of the most prominent women of the Elizabethan era, also examines the relationship between Elizabeth and Lettice's husband, Robert Dudley, 1st Earl of Leicester, within the context of his third marriage.

This book presents a survey of approaches to dealing with ‘rival histories’ in the classroom, arguing that approaching this problem requires great sensitivity to differing national, educational and narrative contexts. Contested narratives and disputed histories have long been an important issue in history-teaching all over the world, and have even been described as the ‘history’ or ‘culture’ wars. In this book, authors from across the globe ponder the question “what can teachers do (and what are they doing) to address conflicting narratives of the same past?”, and puts an epistemological issue at the heart of the discussion: what does it mean for the epistemology of history, if it is possible to teach more than one narrative? Divided into three sections that deal with historical cultures, multicultural societies and multiperspectivity, the chapters of the book showcase that dealing with rival histories is very much dependent on context, and that diverse teaching traditions and societal debates mean that teachers’ abilities in engaging with the teaching of rival narratives are very different. The volume will be compelling reading for students and researchers in the fields of education, history, sociology and philosophy, as well as practising teachers.