During her junior-year-abroad in Senegal, idealistic Beth Barton meets charismatic sculptor Malik Ndour and, without her parents’ knowledge, marries him. The couple’s arrival at her home near Portland, Maine, in early 2001, throws the parents’ marriage into turmoil, and soon puts stress on the newlyweds’ relationship as well. As a result of mounting domestic and racial tensions, the broader clash of African and Western cultures, and the attack of 9/11, Malik grows increasingly estranged and falls prey to a jihadist recruiter. Late one December night, on Portland’s freezing, fogbound docks, he sets out on his first deadly assignment.
The ensuing crisis throws further light on the mindset of this particular terrorist, as well as on the diverse attitudes of his intimates toward him.
San Gabriel es un hacienda en el interior del Perú. A ella acude, por razones familiares, un adolescente criado en la capital. «Pero San Gabriel no es un casa, como tú crees», le advierte Jacinto, «el loco» de la familia, «ni un pueblo.
Es una selva». Y, de hecho, en contra de toda expectativa, lo que encuentra Lucho en ese mundo rural, de mucha generaciones de terratenientes, es una comunidad que, como toda comunidad cerrada y aislada por mucho tiempo, «con sólo respirar el aire, se envenena» y en la que «el pez más grande se come al chico» y «los débiles no tienen derecho a vivir»…Pese a la atracción que ejerce sobre él su prima Leticia, mala y perversa, Lucho empezará a sentir el peso de las miserias amorosas, las intrigas, las rivalidades, los engaños y la saña gratuita con los que se entretienen sus parientes del campo. Sólo el gran terremoto hará tambalear ese mundo hasta entonces indemne y, una vez «abierta la brecha, unas llaman a otras y pronto son legión».
A sound and practical introduction to the knowledge and skills needed to qualify as a teacher, the fifth edition of Learning to Teach in the Secondary School is designed to help you develop the qualities that lead to good practice and a successful future in education. It retains its focus on evidence-based practice and supporting theory which provide a framework for student teachers to critically reflect on their own learning and performance. Written by experienced practitioners, this book addresses many of the situations and potential challenges faced by the student teacher today and inspires the confidence needed to respond effectively to dynamic classroom situations.
A unit on personalised learning, and another on the relationship between the brain and learning, are new to this edition and all other units have been updated to reflect recent developments in professional knowledge and practice. The textbook features include: tasks throughout, including those supporting M Level study annotated further reading at the end of units a glossary including abbreviations a guide to writing successful assignments. The Companion Website resources, available at http: //www.
routledge.com/textbooks/978041547..., include: Additional units that independently focus on education in Wales and Northern Ireland Appendices explaining the implications of Every Child Matters and Safe Working Practice initiatives Unit summaries, key topics and further reading, highlighted in PowerPoint slides for lecturers Weblinks to useful resources for each unit Editable tables and figures from some units Sample units from this and Starting to Teach in the Secondary School 2nd edition This core text accompanies the subject-specific Learning to Teach in the Secondary School Series and is an essential purchase for every aspiring secondary school teacher.
Stranded in the Philippines is based on the memoirs of Professor Henry Roy Bell and his wife Edna. After graduation from Emporia College in Kansas, they had gone to the Philippines in 1921 to teach at Silliman, a missionary school founded by Presbyterians in 1901. The Bell family was stranded in the Philippines after the attack on Pearl Harbor. This is their story from then until they were evacuated by a submarine on February 6, 1944. When the Japanese occupied their island of Negros, Prof. Bell first took his family into the hills to avoid Japanese soldiers on the coast.
But in time, some of Bell's recent students climbed to the Bell family's retreat and persuaded Bell to support them in their harassment of Japanese soldiers--but only in food. Yet in time, the young men acquired enough arms on their own to clash with the nearby enemy garrison. They inflicted heavy losses and fatally wounded the garrison commander. By steps, he became fully involved with the resistance. He became a major in the island-wide guerrilla force which he helped organize an intelligence network for MacArthur's headquarters. Despite the organizing success, the Bell's were facing certain capture. With the help from the now well-organized guerrilla forces, the family crossed the island for evacuation by the huge cargo submarine Narwhal when it delivered arms and ammunition for the guerrillas the night of the rendezvous.
Olivia Calabrese struggles to deal with the fact that her boyfriend Brice turns into a berserker—rage-filled monster—every night at midnight, and that if she ever has sex with him, she’ll turn into one too. When she’s not busy looking for a cure (that everyone claims doesn’t exist) for the berserker virus, she’s trying to deal with the threats her mob boss father Lucio levels against her newly formed jettatori “family.” If that weren’t enough, it’s becoming clear that Tommy, her mentor and friend, is a double-agent for Lucio, feeding information to Lucio so that he can try to kill her with armies of berserkers. And to make matters even worse, her right-hand man Josh seems to be developing a crush on her, something that Brice is not particularly happy about.