"For everyone thinking of a new adventure, a new life, or even a new venture: DO IT." - Jim Rogers, bestselling author of Investment Biker. After building a successful business, Dirk Weisiger was ready for something new. But he wasn't sure what. Maybe a motorcycle adventure, I've never done that! What followed was a fourteen-month, solo motorcycle journey from Austin, Texas to Ushuaia, Argentina, filled with unexpected adventures, surprises, and lessons about life and travel. "I headed south to see new vistas on a solo journey, but ended up feeling more connected to the people I met along the way." In this book, you'll not only enjoy Dirk's adventure and insights, but find inspiration for your own journey. Dirk Weisiger is a travel trekker, trick roper, and storyteller. Dirk has always enjoyed speaking to groups, spinning tales, ropes, and offering lessons he's learned in adventures of life and business. He's travelled to five continents and climbed Mount Kilimanjaro. Most of all Dirk loves people and believes that making new friends is the best part of travel. (A portion of proceeds from this book help sponsor children at the Colegio Bautista El Calvario private school in Managua, Nicaragua.) www.DirkSpeaks.com "This isn't the first book I've read on riding to Ushuaia, but it is probably the most enjoyable." - Muriel Farrington, Ambassador, BMW Motorcycles Of America

Part of a four-volume series, "The Grammar of the English Verb Phrase", this book aims to provide a grammar of tense which can be used both as an advanced reference grammar (for example by MA-level or postgraduate students of English or linguistics) and as a scientific study which can act as a basis for and stimulus to further research.

The call-to-arms to “leave no child behind” in America has become popularly associated with the Bush administration’s education plan—a plan that actually diverges greatly from the ideals of the Children’s Defense Fund, which originated the concept. Here, in a bold and engaging new book, Dr. James Comer reclaims this now-famous exhortation as a tool for positive and substantive change. Far removed from the federal government’s focus on standardized testing as the panacea for our educational ills, Dr. Comer’s argument—drawn from his own experiences as the creator of the School Development Program—urges teachers, policymakers, and parents alike to work toward creating a new kind of school environment. In so doing, Dr. Comer reignites a crucial debate as he details the evolution and many successes of his School Development Program since its inception thirty-five years ago, and he illustrates how his model for change has proven effective in public schools throughout the country. Most important, he offers proof that students from all backgrounds can learn at a high level, adopt positive behavioral attitudes, and prepare for a fulfilling adult life, if they learn in schools that provide adequate support for their complete development--schools that know that leaving no child behind should be much more than just a convenient political slogan.

Includes extra sessions.

An investigation of the syntactic structure of voice and v, using Acehnese (Malayo-Polynesian) as the empirical starting point. In Voice and v, Julie Anne Legate investigates the syntactic structure of voice, using Acehnese as the empirical starting point. A central claim is that voice is encoded in a functional projection, VoiceP, which is distinct from, and higher than, vP. Legate further claims that VoiceP may be associated with phi-features that semantically restrict the external argument position but do not saturate it. Through minor variations in the properties of VoiceP, Legate explains a wide range of non-canonical voice constructions, including: agent-agreeing passives, grammatical object passives, impersonals, object voice constructions, and applicative voice in causatives. Her analysis draws on data from a typologically diverse set of languages, not only Malayo-Polynesian, but also Celtic, Scandinavian, and Slavic. Voice and v provides a detailed investigation into the syntactic structure of an understudied Malayo-Polynesian language, and thereby reveals important insights for the theoretical analysis of voice and the verb phrase. Moreover, the work applies and broadens these insights to a range of related passive-like constructions crosslinguistically. Voice and v thus joins a handful of model volumes that enlist typological depth and breadth to further our development of modern linguistic theory.

This is a tale of a young woman who has just started making her own life. Her happy life is cut short when a group of strangers come across her people and force them into slavery. How she must choose to forever live her life in slavery or to take the chance and be free. Which one will she choose?

Winner of the National Jewish Book Award: viewing the Holocaust through the eyes of youth “Zapruder . . . has done a great service to history and the future. Her book deserves to become a standard in Holocaust studies classes. . . . These writings will certainly impress themselves on the memories of all readers.”—Publishers Weekly “These extraordinary diaries will resonate in the reader’s broken heart for many days and many nights.”—Elie Wiesel This stirring collection of diaries written by young people, aged twelve to twenty-two years, during the Holocaust has been fully revised and updated. Some of the writers were refugees, others were in hiding or passing as non-Jews, some were imprisoned in ghettos, and nearly all perished before liberation. This seminal National Jewish Book Award winner preserves the impressions, emotions, and eyewitness reportage of young people whose accounts of daily events and often unexpected thoughts, ideas, and feelings serve to deepen and complicate our understanding of life during the Holocaust. The second paperback edition includes a new preface by Alexandra Zapruder examining the book’s history and impact. Simultaneously, a multimedia edition incorporates a wealth of new content in a variety of media, including photographs of the writers and their families, images of the original diaries, artwork made by the writers, historical documents, glossary terms, maps, survivor testimony (some available for the first time), and video of the author teaching key passages. In addition, an in-depth, interdisciplinary curriculum in history, literature, and writing developed by the author and a team of teachers, working in cooperation with the educational organization Facing History and Ourselves, is now available to support use of the book in middle- and high-school classrooms.