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Life was better in the old days. Or was it?
Book 10 in the phenomenally bestselling Diary of a Wimpy Kid series is here! Life was better in the old days. Or was it? That's the question Greg Heffley is asking as his town voluntarily unplugs and goes electronics-free. But modern life has its conveniences, and Greg isn't cut out for an old-fashioned world. With tension building inside and outside the Heffley home, will Greg find a way to survive? Or is going 'old school' just too hard for a kid like Greg? Praise for Jeff Kinney: 'The world has gone crazy for Jeff Kinney's Diary of a Wimpy Kid' - Sun 'Kinney is right up there with J K Rowling as one of the bestselling children's authors on the planet' -Independent 'The most hotly anticipated children's book of the year is here - Diary of a Wimpy Kid' - Big Issue
Four straight country roads running at right angles. You cannot see where they begin because they have their beginning "over the hills and far away," but you can see where they end at "Four Corners," the hub of that universe, for there stand the general store, which is also the postoffice, the "tavern," as it is called in that part of the world, the church, the rectory, and perhaps a dozen private dwellings. "Four Corners" is oddly mis-named, because there are no corners there at all. It is a circle. Maybe it was originally four corners, but today it is certainly a circle with a big open space in the center, and in the very middle of that stands a flag staff upon which floats the stars and stripes. The whole open space is covered with the softest green turf. Not a lawn, mind you, such as one may see in almost any immaculately kept northern town, with artistic flower beds dotting it, and a carefully trimmed border of foliage plants surrounding it. No, this circle has real Virginia turf; the thick, rich, indestructible turf one finds in England, which, as an old gardener told the writer, "we rolls and tills it for a thousand years." Nature had been rolling and tilling this green plot of ground for a good many thousand years. The circle was encompassed by an iron rail fence to which the people from the surrounding community hitched their saddle or carriage horses when they came to the "Store" for their mail, or to make various purchases. And there the beasties often stood for hours, rubbing noses and exchanging the gossip of the paddocks, horse (or mule) fashion.
Fashioning Society tells the story of the period from the 1860s to the 1970s, a time when a succession of haute couture designers-most notably, Charles Worth, Paul Poiret, Coco Chanel, Elsa Schiaparelli, Christian Dior, and Yves Saint Laurent-were the arbiters of fashion, and their creations were the weapon of choice for power-seeking members of the aristocracy and upper classes. The book explores the ways in which high fashion designers and their maisons mutually influenced the fine arts and sociological, technological, philosophical, and political developments. The author compares the "hundred years of fashion" to the current relationship of haute couture with other aspects of world culture and civilization. In addressing the question, "What has happened to high fashion design?" it presents what students of style and fashion should consider when trying to understand and predict broad trends.Features:-- "Looking Forward/Looking Back," demonstrates how motives similar to those that drove relationship between high fashion and society during the hundred years of fashion continue to affect those interactions today-- End-of-chapter boxes contain extracts from recent newspaper articles to generate discussion comparing the role of high fashion in the past and present-- The timeline in the appendix provides a chronological framework of events and trends-- 16-page color insert illustrates key examples of the work of the six designers whose stories form the core of the narrative
Today's youth will face global environmental changes, as well as complex personal and social challenges. To address these issues this collection of essays provides vital insights on how science education can be designed to better engage students and help them solve important problems in the world around them. Assessing Schools for Generation R (Responsibility) includes theories, research, and practices for envisioning how science and environmental education can promote personal, social, and civic responsibility. It brings together inspiring stories, creative practices, and theoretical work to make the case that science education can be reformed so that students learn to meaningfully apply the concepts they learn in science classes across America and grow into civically engaged citizens. The book calls for a curriculum that equips students with the knowledge, skills, attitudes and values to confront the complex and often ill-defined socioscientific issues of daily life. The authors are all experienced educators and top experts in the fields of science and environmental education, ecology, experiential education, educational philosophy, policy and history. They examine what has to happen in the domains of teacher preparation and public education to effect a transition of the youth of America. This exciting, informative, sophisticated and sometimes provocative book will stimulate much debate about the future direction of science education in America, and the rest of the world. It is ideal reading for all school superintendents, deans, faculty, and policymakers looking for a way to implement a curriculum that helps builds students into responsible and engaged citizens.
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