Explores how republican political thought can make a constructive and distinctive contribution to our understanding of democracy and the challenges it faces.

Do you know that a mans life upon the earth is warfare? We are at war whether we choose to be at war or not. The Bible says that your life is warfare. You must fight the good fight and win the war. This new book on warfare is a must read for all leaders.

MANNERS CONVEY RESPECT, CONSIDERATION, AND HONESTY (COMMUNICATION IS THE KEY) You’ve only got one chance to make a good first impression! Manners are one of the greatest engines of influence ever given to man. Your appearance is your visual resume. TIPS: 55% of what is conveyed comes from body language, 38% from tonner of voice, and 6% from what is said. These three factors are important for the first impression. The EYES are windows to the soul. The key to knowing, consider the context of the eye contact; If one never takes eyes off you it could suggest a romantic relationship or interest. If one looks down it can mean they are hiding something or nervous Someone so still not even blinking it means might be lying or making up something. EYEBROWS; 3 main gestures Surprised seen by lighting eyebrows Fearing is seen by eyebrows down Uncomfortable seen by …. SMILE; eyes can lie but a smile doesn’t lie. Without circles at the end of the eye, someone is hiding something, not genuine. What they say …one talking about spouse or workmate they might be a decent person yet talking good about others might have some good traits the opposite is also true. Paralanguage; non-verbal communication through; Mona-tone means not interested in your conversation Sarcasm; not interested at all. SIDE GLANCE; warm person and open to meeting you and will be interested in what you are saying and looks in your eyes. if they glance to the side it means they are not interested and thus looking for an escape. FREQUENT NODDING; Nodding means someone agrees with you But excessive nodding means an excuse to let you move on but worried about what you are saying. CHIN AND JAW; making a decision by rubbing your chin, and looking up and down means one is deep in thought also looking down with a clenched jaw might be depressed, and conversation heading to something disturbing them. POSTURE; Walking upwards with straight shoulder means one feels good about themselves Shoulder downwards means one is not confident or depressed. RUBBING HANDS; broadcast what the head is thinking like positive feelings, hope, excited. HANDSHAKES; Soft and flatly means submissive and likes to push over To hard means, one is too serious To long means, one is wired In short means, one is there is no connection or conflict, or no time. LEANING IN OR AWAY; Towards you means interested in what you, a sign of respect or confide in you (trustworthy) Lean away means uncomfortable. HOLDING BABY; means one is a happy mummy if holding the baby in the right arm. CROSSED LEG AND ARMS; physical barrier not open to what you are saying mentally and physically. FEET FACING YOU; means one is interested in what you are saying ii) If one is facing away means one is not interested and wants to go away. TYPES OF SHOES WORN; New and clean shoes are for organized people at times nervous people Dirty shoes mean one is shabby and disorganized Boot shoes are for aggressive people. OVERALL APPEARANCE; Intelligent, clean hair shows style Smell ambits mean one is lazy COPYING BODY LANGUAGE; good about you so copy your body language. GENERALLY Be yourself, say:” Thank you”, saying Please, greet others, share, have Self-control, apologize, Don’t be boastful, Arrogant, Listen before speaking, Speak with kindness, Don’t criticize, Don’t embarrass others, act and look your best, open for your lady the door, Don’t pee in an open place, chew when the mouth is closed, blow your nose with a handkerchief, and many other ideas of discipline/manners.

From one of the leading policy experts of our time, an urgent rethinking of how we can better support each other to thrive Whether we realize it or not, all of us participate in the social contract every day through mutual obligations among our family, community, place of work, and fellow citizens. Caring for others, paying taxes, and benefiting from public services define the social contract that supports and binds us together as a society. Today, however, our social contract has been broken by changing gender roles, technology, new models of work, aging, and the perils of climate change. Minouche Shafik takes us through stages of life we all experience—raising children, getting educated, falling ill, working, growing old—and shows how a reordering of our societies is possible. Drawing on evidence and examples from around the world, she shows how every country can provide citizens with the basics to have a decent life and be able to contribute to society. But we owe each other more than this. A more generous and inclusive society would also share more risks collectively and ask everyone to contribute for as long as they can so that everyone can fulfill their potential. What We Owe Each Other identifies the key elements of a better social contract that recognizes our interdependencies, supports and invests more in each other, and expects more of individuals in return. Powerful, hopeful, and thought-provoking, What We Owe Each Other provides practical solutions to current challenges and demonstrates how we can build a better society—together.

In Teaching History for the Common Good, Barton and Levstik present a clear overview of competing ideas among educators, historians, politicians, and the public about the nature and purpose of teaching history, and they evaluate these debates in light of current research on students' historical thinking. In many cases, disagreements about what should be taught to the nation's children and how it should be presented reflect fundamental differences that will not easily be resolved. A central premise of this book, though, is that systematic theory and research can play an important role in such debates by providing evidence of how students think, how their ideas interact with the information they encounter both in school and out, and how these ideas differ across contexts. Such evidence is needed as an alternative to the untested assumptions that plague so many discussions of history education. The authors review research on students' historical thinking and set it in the theoretical context of mediated action--an approach that calls attention to the concrete actions that people undertake, the human agents responsible for such actions, the cultural tools that aid and constrain them, their purposes, and their social contexts. They explain how this theory allows educators to address the breadth of practices, settings, purposes, and tools that influence students' developing understanding of the past, as well as how it provides an alternative to the academic discipline of history as a way of making decisions about teaching and learning the subject in schools. Beyond simply describing the factors that influence students' thinking, Barton and Levstik evaluate their implications for historical understanding and civic engagement. They base these evaluations not on the disciplinary study of history, but on the purpose of social education--preparing students for participation in a pluralist democracy. Their ultimate concern is how history can help citizens engage in collaboration toward the common good. In Teaching History for the Common Good, Barton and Levstik: *discuss the contribution of theory and research, explain the theory of mediated action and how it guides their analysis, and describe research on children's (and adults') knowledge of and interest in history; *lay out a vision of pluralist, participatory democracy and its relationship to the humanistic study of history as a basis for evaluating the perspectives on the past that influence students' learning; *explore four principal "stances" toward history (identification, analysis, moral response, and exhibition), review research on the extent to which children and adolescents understand and accept each of these, and examine how the stances might contribute to--or detract from--participation in a pluralist democracy; *address six of the principal "tools" of history (narrative structure, stories of individual achievement and motivation, national narratives, inquiry, empathy as perspective-taking, and empathy as caring); and *review research and conventional wisdom on teachers' knowledge and practice, and argue that for teachers to embrace investigative, multi-perspectival approaches to history they need more than knowledge of content and pedagogy, they need a guiding purpose that can be fulfilled only by these approaches--and preparation for participatory democracy provides such purpose. Teaching History for the Common Good is essential reading for history and social studies professionals, researchers, teacher educators, and students, as well as for policymakers, parents, and members of the general public who are interested in history education or in students' thinking and learning about the subject.

Classic Books Library presents this brand new edition of “The Federalist Papers”, a collection of separate essays and articles compiled in 1788 by Alexander Hamilton. Following the United States Declaration of Independence in 1776, the governing doctrines and policies of the States lacked cohesion. “The Federalist”, as it was previously known, was constructed by American statesman Alexander Hamilton, and was intended to catalyse the ratification of the United States Constitution. Hamilton recruited fellow statesmen James Madison Jr., and John Jay to write papers for the compendium, and the three are known as some of the Founding Fathers of the United States. Alexander Hamilton (c. 1755–1804) was an American lawyer, journalist and highly influential government official. He also served as a Senior Officer in the Army between 1799-1800 and founded the Federalist Party, the system that governed the nation’s finances. His contributions to the Constitution and leadership made a significant and lasting impact on the early development of the nation of the United States.