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Qwerty and his best friend Joey who lives in West Orange, New Jersey in a community called Llewellyn Park bordering the mansion that Edison once lived in,locked themselves in his room to discover what was in the aged box. To their surprise, it was Thomas Edison's time Machine.
Unsure whether to give the machine to the authorities, sell it for millions, or take it to school to show off to their friends, the boys decided to find out how the time machine works before bringing it out of obscurity.
Qwerty hooked up the wires from the machine to his computer and with a touch of a button he was transported into Thomas Edison's workshop where he helped him develop the electric light bulb. Qwerty Stevens had no problem getting there. However, he needs his older sister, whom he hardly says more than one word to, to help him return home safely.
The author cleverly depicts Edison's story while adding circumstances that bring his character into the 21st century. In addition to the text, Gutman includes a "Truth and Lies" section in the back of the book with one recommendation "Read the story first!" Also included are black and white photographs of Edison's mansion and laboratory. In the far back of the book is the chronology of Thomas Edison. Younger children will also enjoy this book as a great read aloud. Living in the next town over from West Orange, I thoroughly enjoyed reading this book because the author captured the authenticity of the town. Children everywhere will enjoy this book but I know it will be a big hit in New Jersey.
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The book begins with a brief thought provoking Foreword by Thomas Moore on the meaning of "real education".
The author, John Miller discusses "Education and the Soul" [book's title] in two parts. In the author's words Part-1:Exploring Soul, "explores the nature of the soul" and Part-2:Nurturing Soul, "deals with how we can bring the soul into our schools".
The first part is a dicussion of the relevance of the Soul in Education, different (religious, philosophic, and contemporary) views of the soul, and the love -soul- work relationship. The second part is a discussion of a spiritual curriculum. It offers practical suggestions for the evolution of a soulful- curriculum, teacher and school.
For those of us who believe in the primacy of the heart over the mind kind of education, where words like "loving kindness, mindfulness, ..." are important, this book will confirm our beliefs. It will encourage our endeavours with more ideas to think about and act upon. For skeptics, this book might make you want to pause and re-think your views and practices. It will invite you to "bring soul into our classrooms and schools".
This is good reading especially for teachers, researchers and educators.
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I found it a very clear and biting analysis of the current position of 'theory' in lit crit and academia. It is very clearly written, lively in its argument, and helpful if you are looking for a reasoned attack on all the irritating bogies of 'theory'.
(It is worth making the point, however, that Derrida is mainly a philosophical critic, and cannot necessarily be held responsible for much of the nonsense written by the poorer advocates of 'theory'; and so anyone looking for a fuller critique should probably stick to Christopher Norris's 'Derrida'. Or even read Derrida himself - 'Aporias' demonstrates his approach.)
But this author can write. As his argument involves a major criticism of the motives of European and American academics and their 'careers', it probably helps that he teaches in Australia!
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