The More Things Change The More They Remain The Same

The book - as I waka for Naija: The More Things Change, the More they Remain the Same and The Adventures of SST, is a collection of positive comedy stories and inspirational excerpts to entertain and motivate the reader as he reads through. It involves fictional characters; events and deals on the common happenings in the complex but interesting country Nigeria fondly called Naija by some of its citizens which are portrayed in some areas of the book as Namuland.

Lists the meaning and origin of more than 1,700 traditional and contemporary English proverbs.

Seymour Sarason, in the words of Carl Glickman, is "one of America's seminal thinkers about public education." For over four decades his has been a voice of much-needed skepticism about our plans for school reform, teacher training, and educational psychology. Now, for the first time, Sarason's essential writings on these and other issues are collected together, offering student and researcher alike with the range, depth, and originality of Sarason's contributions to American thinking on schooling. As we go from debate to debate on issues such as school choice, charter schools, inclusive education, national standards, and other problems that seem to drag on without solution, Sarason's critical stance on the folly of many of our attempts to fix schools has always had at the center a concern for the main players in our educational institutions: the students, the teachers and the parents. Any plans that cannot account for their well-being are doomed to failure. And in the face of such failure, the clarity of Sarason's vision for real educational success is a much-needed antidote to much of the rhetoric that currently passes for substantial debate. A wide-ranging and comprehensive selection of Sarason's most significant writings,The Skeptical Visionaryshould find a prized space on any student's or teacher's bookshelf. Author note:Robert Friedis Associate Professor in the School of Education at Northeastern University, and is the author ofThe Passionate Teacher: A Practical GuideandThe Passionate Learner: How Teachers and Parents Can Help Children Reclaim the Joy of Discovery.Seymour Sarasonis Professor Emeritus in the Department of Psychology at Yale University. He is the author of over forty books and is considered to be one of the most significant researchers in education and educational psychology in the country.

"A beautifully crafted series of meditations on how to live. . . . Stimulating and comforting." --Susan Allen Toth

The founder and former chief executive of the Vanguard mutual funds argues for a return to a governance structure in which owners' capital that has been put at risk is used in their interests rather than in the interests of corporate and financial managers.

The top-selling guide to Illustrator, now in a fully revised edition for Version 10. The authors provide a comprehensive, thorough introduction to all of Illustrator 10's tools and features in a visual, task-based guide that makes it easy to learn.

Can I Get a Light? By: Calvin Kerr Jr. Calvin Kerr Jr. is no stranger to strength; it’s something he’s had to show his entire life. From family to career, he’s proven his character and determination. In "Can I Get a Light?", Kerr uses both poetry and prose to explore defining experiences in the Army as well as civilian life. Throughout his book, Kerr invites the reader to have a glimpse of his past, and welcomes the opportunity to view another perspective on the world then and today. 1. THE RAIDER WHO LOVED AMERICA 2. DER LEHRER 3. JEREMIAH’S DAD 4. BROTHER, CAN I GET A LIGHT? 5. THE CRACK IN THE MIRROR IMAGE 6. THE LUCKY ONE 7. THE COON WHO SAT 8. THE OA 9. MY FRIEND, TOMMY

Updates the principles in the author's Prospecting Your Way to Sales Success to counsel salespeople on how to identify good prospects in an area where telemarketing is prohibited, sharing strategies that incorporate modern media and technology. 35,000 first printing.

Revisiting “The Culture of the School and the Problem of Change” provocatively and seamlessly joins Seymour Sarason’s classic, landmark text on school change with his own insightful re?ections on those same issues in the face of today’s crisis in public schools. This is an extensive, monograph–length revisiting. Part I of this book reproduces the second edition of Sarason’s ground–breaking work, The Culture of the School and the Problem of Change, in which he detailed how change can affect a school’s culturally diverse environment—either through the implementation of new programs or as a result of federally imposed regulations. Throughout, many of the major assumptions about change in institutions are challenged. Speci?c events and examples demonstrate that any attempt to implement change involves some existing regularity within the school. Dr. Sarason also takes a close look at government involvement in change efforts in schooling—and includes a detailed examination of current efforts to implement PL 94–142 into public schools. He presents compelling evidence that the federal effort to change and improve schools has largely been a failure. Also included are investigations into the purposes of schooling and how these purposes can be affected by change, and the process by which educators and administrators formulate intended outcomes of change efforts. In Part II, Dr. Sarason “revisits” the text and the issues 25 years after the original publication. As he explains in his preface, to him the word crisis means “a point in time when a dangerous situation contains con?icting forces of an intensity or seriousness that in the near term will be dramatically altered depending on which forces win out. When I wrote the book a quarter century ago, I did not regard our schools as in crisis...[though] my intuition . . . was that a crisis would come sooner or later. It has, in my opinion, come.” Believing that “what happens in our cities and our schools will determine the fate of our society,” Dr. Sarason is deeply concerned that the reform arena is being manipulated by forces that are at best untroubled by and at worst intent on the dismantling of the public school system. That, coupled with his fear that even the system’s defenders are not focusing on the real issues, has infused Dr. Sarason’s return to the topic of educational change with a great sense of urgency. The important things he has to say will be welcomed by all who truly care about the state of the public schools that America’s children attend.