Contains over 575 of the most frequently requested poems in America, divided by subject and indexed by authors and first lines.

In his 2014 book, The Brain Moves, author C. Mark Riden, M.Ed., B.A., B.A. provides the artillery needed to repel the epidemic of brain trauma sweeping through American athletic and military culture like an Oklahoma storm ripping and tearing its way across a landscape. Riden's investigative work in traumatic brain injury (TBI) looks at two distinct populations affected by closed blunt force trauma (CBFT): Current and former athletes who play or have played contact sports and military combat veterans home from war looking for a new sense of belonging. CBFT refers to an object or person impacting the head or helmet causing the brain to move inside the cranium. When the brain becomes overwhelmed by closed blunt impact, ungovernable acceleration and deceleration forces inside the cranium obtrusively contort the brain causing immediate and long-term neuronal damage. Riden's work covers detailed collegiate research studies and an extensive interrogation of scholarly and non-scholarly evidence. Beginning with discussion on biomechanics and the physiological makeup of what Riden calls the twenty-first century biological super-athlete, the author deposits eight dynamic chapters of TBI information on problems discovered in youth, college, and professional sports as well as the United States military. Passionate about providing empirical confirmation on TBI during a time of injurious uncertainty in sports where athletes and soldiers are bigger, stronger, and faster, Riden's propositions, solutions, and theories are directed at reducing CBFT frequency, social maladaptation, and cognitive disruption. Supported by data, Riden's book delivers a unique synthesis on the underpinnings of TBI associated with social competition, human nature, and cultural history. Drawn to amphitheaters of opposition, awkwardly the environments in which we have selected to compete are now killing us. Clearly, it is a gladiator's future we have chosen for ourselves. Confronting and adapting to TBI through education will be part of that future.

Water for Gotham tells the spirited story of New York's evolution as a great city by examining its struggle for that vital and basic element--clean water. Drawing on primary sources, personal narratives, and anecdotes, Gerard Koeppel demonstrates how quickly the shallow wells of Dutch New Amsterdam were overwhelmed, leaving the English and American city beleaguered by filth, epidemics, and fires. This situation changed only when an outside water source was finally secured in 1842--the Croton Aqueduct, a model for urban water supplies in the United States. As the fertile wilderness enjoyed by the first Europeans in Manhattan vanishes and the magnitude of New York's water problem grows, the reader is introduced to the plans of Christopher Colles, builder of the first American steam engine, and of Joseph Browne, the first to call for a mainland water source for this island-city. In this vividly written true-life fable of the "Fools of Gotham," the chief obstacle to the aqueduct is the Manhattan Company. Masterminded by Aaron Burr, with the complicity of Alexander Hamilton and other leading New Yorkers, the company was a ruse, serving as the charter for a bank--today's Chase Manhattan. The cholera epidemic of 1832 and the great fire three years later were instrumental in forcing the city's leaders to finally unite and regain New York's water rights. Koeppel's account of the developments leading up to the Croton Aqueduct reveals it as a triumph not only of inspired technology but of political will. With over forty archival photographs and drawings, Water for Gotham demonstrates the deep interconnections between natural resource management, urban planning, and civic leadership. As New York today retakes its waterfront and boasts famous tap water, this book is a valuable reminder of how much vision and fortitude are required to make a great city function and thrive.

Published under the auspices of the New York Public Library, this expanded, reorganized and updated edition of Resources for Early Childhood: An Annotated Guide for Educators, Librarians, Health Care Professionals, and Parents (1985), includes new essays by the most important theorists in the early childhood field today. Influential classic works as well as recent works are listed and annotated in the new bibliographies. Essayists include Marian Wright Edelman on the hardships of America's young families; Bettye Caldwell on Educare; Lewis Lipsitt on assessment of deficits in children; Louise Bates Ames on developmental readiness for schooling; Nicholas Anastasiow on oral language development; Urie Bronfenbrenner on changes in family life and child care; Irving Lazar on education policy; Bob McGrath on recorded children's music; Michael Lewis on emotional development in preschool children; Michael Meyerhoff on toy selection; David Elkind on young children in the post-modern world; Mary Dean Dumais on the kindergarten curriculum; Vincent Fontana on child abuse; Dorothy Singer on television and children's overall development; Lendon Smith on nutrition, health, AIDS and the environment; Edward Zigler on family support programs; Stella Chess on temperament; Bernard Spodek on choosing appropriate early childhood programs; David Weikart on the importance of early childhood education. A subject index is included.

Using a wide array of evidence drawn from poetry, fiction, diaries, letters, and examples of hairwork, Love Entwined traces the widespread popularity of the craft from the late eighteenth to the early twentieth century.

In order for a school systems to function well, the superintAndents and boards of education must successfully model the values of cooperation, honest communication, and leadership they espouse for their students, teachers, and administrators. This volume of New Directions for School Leadership shows how superintAndents and school boards can build a strong, collaborative team relationship that reflects those values. Written by practitioners, the chapters offer effective, creative techniques superintAndents and boards can use to enhance communication and relationship-building, including annual planning retreats, weekly written communications, and annual evaluations of the superintAndent. The authors also describe successful approaches for creating a climate of trust and support in the school administration and improving the academic achievements of minority students.