A PDF version of this book is available for free in open access via the OAPEN Library platform, www.oapen.org. In the current crisis of the capitalist world system, elites promote fear of crime and terrorism to keep and expand their privileges and control the masses. This book offers an analysis of the crisis and strategies for rebellion. This ebook is participating in an experiment and is available Open Access under the Creative Commons Attribution-Non Commercial-No Derivatives 3.0 Unported (CC BY-NC-ND 3.0) licence. Users are free to disseminate and reuse the ebook. The licence does not however permit commercial exploitation or the creation of derivative works without specific permission. To view a copy of this license visit http://creativecommons.org/licenses/by-nc-nd/3.0

Between 1860 and 1897 Charles Lutwidge Dodgson, known to the ages as Lewis Carroll, produced over 180 booklets, leaflets, pamphlets, and instruction manuals. Varying radically in length and subject matter, they testify to Dodgson's unparalleled creativity and eclecticism. This volume, second in a series, concentrates on Dodgson's career as mathematical lecturerr of Christ Church, Oxford. Most of the material collected here has not appeared in print since the author's lifetime. Appearing in chronlogical order by mathematical subject, each section is preceded by an introductory essay providing background information to assist both the general reader and the specialist. Everal aspects of Dodgson;s personlaity as well as imprtnat events in the Victorian period that influenced his views and the mathematical topics he chose to write about are discussed in the general introduction.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

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WINNER 2016 Grawemeyer Award in Education Helping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating "political classrooms," which engage students in deliberations about questions that ask, "How should we live together?" Based on the findings from a large, mixed-method study about discussions of political issues within high school classrooms, The Political Classroom presents in-depth and engaging cases of teacher practice. Paying particular attention to how political polarization and social inequality affect classroom dynamics, Hess and McAvoy promote a coherent plan for providing students with a nonpartisan political education and for improving the quality of classroom deliberations.

Providing all students with a fair opportunity to learn (OTL) is perhaps the most pressing issue facing U.S. education. Moving beyond conventional notions of OTL – as access to content, often content tested; access to resources; or access to instructional processes – the authors reconceptualize OTL in terms of interaction among learners and elements of their learning environments. Drawing on socio-cultural, sociological, psychometric, and legal perspectives, this book provides historical critique, theory and principles, and concrete examples of practice through which learning, teaching, and assessment can be re-envisioned to support fair OTL for all students. It offers educators, researchers, and policy analysts new to socio-cultural perspectives an engaging introduction to fresh ideas for conceptualizing, enhancing, and assessing OTL; encourages those who already draw on socio-cultural resources to focus attention on OTL and assessment; and nurtures collaboration among members of discourse communities who have rarely engaged one another's work.