An essential collection of career-spanning writings by the political satirist and #1 New York Times–bestselling author of Parliament of Whores. From his early pieces for the National Lampoon, through his classic reporting as Rolling Stone’s International Affairs editor in the 1980s and 1990s, and his brilliant, inimitable political journalism and analysis, P. J. O’Rourke has been entertaining and provoking readers with high octane prose, a gonzo Republican attitude, and a rare ability to make you laugh out loud. Christopher Buckley once described his work as “S. J. Perelman on acid.” Thrown Under the Omnibus brings together his funniest, most outrageous, most controversial, and most loved pieces in the definitive O’Rourke reader. Handpicked and introduced by the humorist himself, Thrown Under the Omnibus is the essential O’Rourke anthology. “The funniest writer in America.” —The Wall Street Journal

Reprint of the original, first published in 1874. The publishing house Anatiposi publishes historical books as reprints. Due to their age, these books may have missing pages or inferior quality. Our aim is to preserve these books and make them available to the public so that they do not get lost.

A MUST-HAVE in every school and home, The Realabilities Comic Book Series follows a group of children with disabilities on their thrilling adventures as they harness their unique strengths to promote kindness, teach empathy and save their school from bullies. The charming Realabilities Team introduces readers to 13 different disabilities (including Autism, ADHD, physical, visual and hearing impairment, Dyslexia, Down syndrome, William's syndrome, Tourette's syndrome, Stuttering, Traumatic Brain Injury, Facial Differences and Dwarfism) in a fun, engaging and informative fashion, while also teaching about the beauty of difference.

Directly addressing the underrepresentation of Black composers in core music curricula, Expanding the Canon: Black Composers in the Music Theory Classroom aims to both demonstrate why diversification is badly needed and help faculty expand their teaching with practical, classroom-oriented lesson plans that focus on teaching music theory with music by Black composers. This collection of 21 chapters is loosely arranged to resemble a typical music theory curriculum, with topics progressing from basic to advanced and moving from fundamentals, diatonic harmony, and chromatic harmony to form, popular music, and music of the twentieth and twenty-first centuries. Some chapters focus on segments of the traditional music theory sequence, while others consider a single style or composer. Contributors address both methods to incorporate the music of Black composers into familiar topics, and ways to rethink and expand the purview of the music theory curriculum. A foreword by Philip Ewell and an introductory narrative by Teresa L. Reed describing her experiences as an African American student of music set the volume in wider context. Incorporating a wide range of examples by composers across classical, jazz, and popular genres, this book helps bring the rich and varied body of music by Black composers into the core of music theory pedagogy and offers a vital resource for all faculty teaching music theory and analysis.

The primary purpose of this book is to trace the theoretical methodological foundations of American educational technology. It must be emphasized that this work is essentially as history of the process of educational technology rather than of products in the form of devices or media. Although media have played an important rode in educational technology, the reader should not lose sight of the central process which characterizes and underlies the true historical meaning and function of educational technology. Moreover, the assumption is made that all current theory, methodology, and practice rests upon the heritage of the past. Indeed, a common problem in the field has been the failure, in many instances, to take adequate account of past history in planning for the present or the future. A related purpose of this book is to provide a selective survey of research in educational technology as it relates to the American public schools. Such research reviews are not intended to be comprehensive, but were included because of their historical importance and their relevance in understanding the process of educational technology.