Jumat, 30 November 2012

[D866.Ebook] Free Ebook You May Ask Yourself: An Introduction to Thinking Like a Sociologist, by Dalton Conley

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You May Ask Yourself: An Introduction to Thinking Like a Sociologist, by Dalton Conley



You May Ask Yourself: An Introduction to Thinking Like a Sociologist, by Dalton Conley

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You May Ask Yourself: An Introduction to Thinking Like a Sociologist, by Dalton Conley

The “untextbook” that teaches students to think like a sociologist.

You May Ask Yourself gives instructors an alternative to the typical textbook by emphasizing the “big ideas” of the discipline, and encouraging students to ask meaningful questions. Conley employs a “non-textbook” strategy of explaining complex concepts through personal examples and storytelling, and integrates coverage of social inequality throughout the text.

  • Sales Rank: #4755 in Books
  • Brand: Brand: W. W. Norton Company
  • Published on: 2013-02-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.20" h x 1.10" w x 7.00" l, 2.55 pounds
  • Binding: Paperback
  • 840 pages
Features
  • Used Book in Good Condition

Review
“For once, I was actually excited about reading a textbook. It seemed as if the author was talking directly to me at times.” (LaToya, social work major, SUNY Brockport)

“It was like reading magazines with images of my favorite actors and politicians. I loved looking at the book and reading it.” (Abigail, nursing major, Queensborough Community College)

“Honestly, I loved this book. It was so much more interesting that the other assigned readings, and reading You May Ask Yourself was the only assignment I always had done.” (Melissa, sociology major, University of Pennsylvania)

About the Author
Dalton Conley is University Professor at New York University. He holds faculty appointments in NYU's Sociology Department, School of Medicine, and the Wagner School of Public Service. In 2005, Conley became the first sociologist to win the prestigious National Science Foundation's Alan T. Waterman Award, which honors an outstanding young U.S. scientist or engineer. He writes for the New York Times, the Los Angeles Times, The Nation, Slate, and Forbes. He is the author of Honky (2001) and The Pecking Order: A Bold New Look at How Family and Society Determine Who We Become (2004). His other books include Being Black, Living in the Red: Race, Wealth, and Social Policy in America (1999), The Starting Gate: Birth Weight and Life Chances (2003), and Elsewhere, U.S.A. (2009). You can follow Dalton Conley on Twitter at @daltonconley.

Most helpful customer reviews

8 of 11 people found the following review helpful.
The writing is as bright as the cover.
By Sheep Shark
I had to buy this for a Sociology 100 class. Although it's a textbook, there are a lot of references to pop culture making the boring drudgery of learning a lot less painful.

Conley also has a sense of humor, something numerous other textbook authors lack. You can often find something to laugh about in each chapter - my personal favorite being a picture of The Onion's mockery of Oprah (chapter 3).

Of all the sociology textbooks to read, this one may be the best.

1 of 1 people found the following review helpful.
Most creative and enjoyable textbook in college.
By Amazon Customer
No doubt one of the most effective, engaging books to revolutionize the way students perceive "textbooks." Even if you open the book with little regard for sociology, the author extracts your curiosity through relatable anecdotes, tangible world issues, and a fond sense of humor so that each flip of the page feels lighter the more you read. You can almost feel his presence patiently walking you through each point making sure that you're engaged and understanding his points. Thumbs up for the astounding, creative graphics that could not have complemented his writing better.

1 of 1 people found the following review helpful.
I was looking for the Third Edition, not the ...
By kardolfin
I was looking for the Third Edition, not the Core Third Edition. When I put in the correct ISBN the Third Edition came up, when I clicked to buy the e-text the Core Third Edition came up and said "replica of the book." I assumed it was the same. It's not. Make sure you double check before purchasing. I ended up spending another $30 to rent the correct version to finish my course. My mistake, but not sure why when you click on the e-text it takes you to a different version (Core Third Edition), when there is an e-text version of the Third Edition too.

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Kamis, 22 November 2012

[Z722.Ebook] Fee Download Foragers, Farmers, and Fossil Fuels: How Human Values Evolve, by Ian Morris

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Foragers, Farmers, and Fossil Fuels: How Human Values Evolve, by Ian Morris

Most people in the world today think democracy and gender equality are good, and that violence and wealth inequality are bad. But most people who lived during the 10,000 years before the nineteenth century thought just the opposite. Drawing on archaeology, anthropology, biology, and history, Ian Morris, author of the best-selling Why the West Rules--for Now, explains why. The result is a compelling new argument about the evolution of human values, one that has far-reaching implications for how we understand the past--and for what might happen next.

Fundamental long-term changes in values, Morris argues, are driven by the most basic force of all: energy. Humans have found three main ways to get the energy they need--from foraging, farming, and fossil fuels. Each energy source sets strict limits on what kinds of societies can succeed, and each kind of society rewards specific values. In tiny forager bands, people who value equality but are ready to settle problems violently do better than those who aren't; in large farming societies, people who value hierarchy and are less willing to use violence do best; and in huge fossil-fuel societies, the pendulum has swung back toward equality but even further away from violence.

But if our fossil-fuel world favors democratic, open societies, the ongoing revolution in energy capture means that our most cherished values are very likely to turn out--at some point fairly soon--not to be useful any more.

Originating as the Tanner Lectures delivered at Princeton University, the book includes challenging responses by novelist Margaret Atwood, philosopher Christine Korsgaard, classicist Richard Seaford, and historian of China Jonathan Spence.

  • Sales Rank: #174379 in Books
  • Published on: 2015-03-22
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.80" h x 1.20" w x 5.80" l, .0 pounds
  • Binding: Paperback
  • 400 pages

Review
"I may disagree with some ideas in [Foragers, Farmers, and Fossil Fuels], but I have thoroughly enjoyed reading this excellent and thought-provoking book. More important, by putting forth a bold, clearly formulated hypothesis, Ian Morris has done a great service to the budding field of scientific history."--Peter Turchin, Science

"A provocative explanation for the evolution and divergence of ethical values. . . . In the hands of this talented writer and thinker, [the] material becomes an engaging intellectual adventure."--Kirkus

"[A] very good and enjoyable read."--Enlightened Economist

"Stimulating."--Russell Warfield, Resurgence & Ecologist

From the Back Cover

"Ian Morris has thrown another curveball for social science. In this disarmingly readable book, which takes us from prehistory to the present, he offers a new theory of human culture, linking it firmly to economic fundamentals and how humans obtained their energy and resources from nature. This is bold, erudite, and provocative."--Daron Acemoglu, coauthor of How Nations Fail: The Origins of Power, Prosperity, and Poverty

"Ian Morris has emerged in recent years as one of the great big thinkers in history, archaeology, and anthropology, writing books that set people talking and thinking. I found delightful things in every chapter of Foragers, Farmers, and Fossil Fuels, interesting enough that I found myself sharing them with family over dinner. The breadth of reading and the command of the subject are just dazzling. His major argument--that value systems adapt themselves to ambient energy structures, in the same way that an organism adapts to its niche--is fascinating."--Daniel Lord Smail, author of On Deep History and the Brain

"This is an important and stylistically excellent book written from a sophisticated materialist perspective. It is eminently readable, lively, and with clearly stated arguments explored in a systematic fashion. In a sense, it follows up on Jared Diamond's work on agricultural origins, and it parallels Steven Pinker's book on warfare in depicting a world that is culturally evolving in a certain direction. Foragers, Farmers, and Fossil Fuels should have a serious impact."--Chris Boehm, author of Moral Origins: The Evolution of Altruism, Virtue, and Shame

About the Author
Ian Morris is the Willard Professor of Classics and a fellow of the Stanford Archaeology Center at Stanford University. He has directed excavations in Italy and Greece and has published thirteen previous books, including Why the West Rules--for Now (Farrar, Straus and Giroux), The Measure of Civilization (Princeton), and War! What Is It Good For? (FSG). He lives in Boulder Creek, California.

Most helpful customer reviews

24 of 25 people found the following review helpful.
An oddly structured book
By Roger
This is a very strange book. It is better described as a poorly communicated thesis, a set of responses by others to the thesis, and then a response where the author finally gets his points out.

In brief, Morris suggests that core human values are evolutionary adaptations, but that these values are somewhat flexible and culturally adaptive. He then divides human history into three realms or phase transitions defined primarily by our rate of energy capture -- foragers, farmers and fossil fuel societies. Then he goes into three specific values which differe dramatically between the phase transitions -- propensity to use violence, egalitarianism and gender equality.

In the first set of chapters he lays out his facts. To those familiar with evolutionary psychology it will seem pretty obvious.

Then a series of people, obviously not familiar with evolutionary psychology or cultural evolution theory tear into Morris' ideas. In general they miss the point by a mile. It is like hearing creationists argue with an evolutionary biologist.

Then, in chapter 10, the book gets good. Morris finally lays out exactly what his thesis is clearly and explicitly.

Here are my thoughts:
1). I am not sure why he focuses on these three values. Are these the only ones which differed dramatically? Are these the only ones he is interested in? Or are they the only ones that support his thesis?
2). On violence it seems he conflate in tribe/ state and between tribe/ state violence. I think these are separate phenomena which require separate analysis.
3). On egalitarianism, he similarly conflates material equality with hierarchical or political dominance. Again, I am not sure why.
4) Morris suggests that each age gets the values it needs. It seems to me that a better explanation is that humans value dominance for themselves and that based upon the social context they are forced to settle for equilibriums. Foragers would love to all be alphas. However, in a world of effective weapons and easy exit where nobody wants to be a beta, the equilibrium point for effective social groups is egalitarianism.

Similarly, each gender would love to be dominant of its counterpart. In Farming societies, men were able to attain the upper hand, and women were forced to submit to thrive. In forager societies this is less true, and modern societies with high energy capture and high standards of living and state security nets and appliances which free women from housework, this is simply no longer true.

The same applies to violence. We may be fine with violence when it serves our needs. Problem is that this creates a struggle and zero sum dynamic. The equilibrium point in forager societies is to maintain peace within the tribe but to fracture and splinter with uncontrollable violence between tribes. In farmers, without exit freedom, tied to the land with some specializing in violence, the natural equilibrium is hierarchy, with the elite caring for their human livestock. In modern liberal states, the optimal equilibrium is networks of voluntary trade and egalitarian rights which shrivel up in environments of violence.

I would agree with Morris that our values are contextually adaptive. I do think that we greatly rationalize and tailor them to conditions. Those in hierarchies rationalize their position, those in violence rationalize and tailor and so on.

24 of 27 people found the following review helpful.
Energy Is Destiny
By Serge J. Van Steenkiste
Ian Morris convincingly demonstrates that the sources of energy available to a given society determine what types of values can thrive in that society. Mr. Morris segments the last twenty thousand years in three broadly successive systems of human values on a worldwide basis: Foraging values, farming values, and fossil-fuel values. The author acknowledges that his approach to human history for that period is reductionist, strongly materialist, mostly universalist, functionalist, and explicitly evolutionist.

Mr. Morris makes his case by starting with two assumptions based on what human biology has shown for the ten to fifteen thousand years since farming began:

1. Nearly all humans care deeply about some core values such as fairness, justice, love, hate, respect, loyalty, preventing harm, and a sense that some things are sacred.
2. These core values are biologically evolved adaptations.

These two assumptions lead the author to make two claims:

1. The last twenty thousand years can be subdivided into three broad stages during which humans have shown how they have interpreted these biologically evolved core values. These three stages mostly correlate with the three major methods, i.e. foraging, farming, and fossil fuels, that humans have perfected for capturing energy from their environment.
2. Changes in energy capture cause changes in human values.

Foragers have low tolerance for political and wealth inequality. However, they display a “middling” acceptance of gender inequality and violence.

Farmers consider political, wealth, and gender inequality a good thing. Nonetheless, they tend to be less tolerant of violence than foragers.

Fossil-fuel users have a negative perception of political and gender inequality. Furthermore, they have even less tolerance of violence than farmers. In contrast, fossil-fuel users adopt a “middling” acceptance of wealth inequality. Mr. Morris is here at his weakest when one reviews the lamentable catalog of human horrors since the 18th century saw the emergence of the Industrial Revolution in the United Kingdom.

These two above-mentioned claims raise two implications:

1. Fossil-fuel values are the right interpretations of our biologically evolved core values because we live in a fossil-fuel world. For this reason, forager and farming values are wrong until what the author calls Industria also passes into history.
2. The interpretations of our biologically evolved core values will evolve faster than ever before across the 21st century. Why? Energy capture is changing faster than ever before.

To his credit, Mr. Morris systematically addresses the diverse arguments made against his reductionist, strongly materialist, mostly universalist, functionalist, and explicitly evolutionist approach to human history. One cannot escape from the overall impression that many of these critiques get into the weeds while losing track of the big picture.

In summary, the author invites his readers to consider how important energy capture has been in modeling human values for the last twenty thousand years.

5 of 5 people found the following review helpful.
Illuminating Argument On the Origin of Value Systems
By Anne Mills
This is broad brush history of the most interested kind, examining how human value systems arose, and what caused them to change. To survey so wide a scope in such a limited space (this is not a long book) of course risks over-simplification and over-schematization. But Morris is aware of these risks, and presents a compelling argument despite them.

The first part of the book presents Morris's central case: that a human value system reflect the constraints on the society that possesses that value system. Specifically, he focusses on "energy capture" -- how many kilocalories a day the average person in a society can command. Initially, when humans were hunter/gatherers, this was very low, creating small populations that needed large ranges to feed themselves. Such cultures tend to be egalitarian and quite violent. As people gradually domesticated plants and animals, the amount of energy that an individual could command jumped, and the evolution into agrarian societies produced a shift in values, to a more hierarchical and less violent structure. Finally, when people gained control over fossil fuels, the amount of energy each member of society could command surged again. The value structure changed rapidly, to a more egalitarian and even less violent model.

In the second part of the book, various commentators give their opinions of Morris's arguments. I was disappointed in this section: many of the arguments seemed to slide by Morris's own case, without much contact. For example, one commentator proposes a "real" value system towards which people strive, without explicitly rejecting Morris's argument that value systems arise from economic and cultural conditions. Things improve in the final section, in which Morris restates his case, rather more explicitly.

This is an odd format, and a short book (particularly given the scope of the subject) but I found it fascinating. On the strength of that, I am now going to read one of Morris's other books, to see if it is as good.

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Rabu, 21 November 2012

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AI: Its Nature and Future, by Margaret A. Boden

The applications of Artificial Intelligence lie all around us; in our homes, schools and offices, in our cinemas, in art galleries and - not least - on the Internet. The results of Artificial Intelligence have been invaluable to biologists, psychologists, and linguists in helping to understand the processes of memory, learning, and language from a fresh angle.

As a concept, Artificial Intelligence has fuelled and sharpened the philosophical debates concerning the nature of the mind, intelligence, and the uniqueness of human beings. Margaret A. Boden reviews the philosophical and technological challenges raised by Artificial Intelligence, considering whether programs could ever be really intelligent, creative or even conscious, and shows how the pursuit of Artificial Intelligence has helped us to appreciate how human and animal minds are possible.

  • Sales Rank: #569392 in Books
  • Published on: 2016-07-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 5.30" h x .70" w x 7.80" l, .0 pounds
  • Binding: Hardcover
  • 156 pages

Most helpful customer reviews

1 of 1 people found the following review helpful.
interesting and enjoyable read.
By Sue Wallace
Ai By Margaret a Boden is about computers and Internet.
The applications of Artificial Intelligence lie all around us; in our homes, schools and offices, in our cinemas, in art galleries and - not least - on the Internet. The results of Artificial Intelligence have been invaluable to biologists, psychologists, and linguists in helping to understand the processes of memory, learning, and language from a fresh angle.
As a concept, Artificial Intelligence has fuelled and sharpened the philosophical debates concerning the nature of the mind, intelligence, and the uniqueness of human beings. Margaret A. Boden reviews the philosophical and technological challenges raised by Artificial Intelligence, considering whether programs could ever be really intelligent, creative or even conscious, and shows how the pursuit of Artificial Intelligence has helped us to appreciate how human and animal minds are possible.
This was an interesting read it wasn’t what I thought it would be. I would give it 4*. Interesting and enjoyable read. Thanks to netgalley for the arc.

1 of 1 people found the following review helpful.
Read this book!
By Stan Franklin
AI is very much in the news these days, both concerning the changes it''s making in our culture (driverless cars), and its possible dangers (a super human intelligence). What's real, and what's just hype? How can I know? Read this book. Carefully researched and clearly written for an intelligent layperson, this short book is the definitive resource on this timely and important topic.

0 of 0 people found the following review helpful.
Así up-to-date.
By Lou
Excellent and up-to-date reading on the promise and shortcomings of Artificial Intelligence.

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Selasa, 20 November 2012

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Sabtu, 17 November 2012

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, by Clifford J Rogers - Military Revolution Debate: Readings on the Military Transformation of Early Modern Europe: 1st (first) EditionBy

  • Published on: 1994-05-31
  • Binding: Paperback

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Jumat, 16 November 2012

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'The Issue with Mongols' is that this small nomade tribe did not know till XX century how great a power they were once. Nor did Mongols know who Great Ghengis Khan was and how he has conquered Eurasia, Russia, China, the whole works. The Mongolian Horde was merely the Russian army. According to the official version of history, Russia remained under the political and military yoke of the Mongols for many centuries on end. The term “Mongol” is usually assumed to have always meant the same thing – however, this turns out to be incorrect; the modern interpretation is of a relatively recent origin. Bear in mind that Mongolia didn’t exist as an independent state until the early XX century! The word “Mongol” simply meant “Great One” – its association with the nomadic tribes hailing from the steppes north of China is a later invention. But why did it have to be invented?
The reason is simple: the actual “Mongol conquerors of Russia” never existed. The yoke theory was created by the court German historians of the new Russian dynasty, the Romanovs. It has served the end of justifying the Romanovs’ claims for the throne and demonising their longtime adversaries – the Horde, or the professional Russian army, which remained fiercely loyal to the old Russian dynasty, deposed and finally destroyed by the Romanovs as a result of a conspiracy. The savage invaders and torturers of the Russian land that we read about in history textbooks were the protectors of the state in reality – and ethnic Slavs for the most part. Small wonder historians still cannot find a single trace of the mythical Mongol capital – no such capital ever existed anywhere near the Gobi Desert.
The Mongol Horde identified as the Russian army are extremely hard to swallow for any Russian, yet they are just the tip of the iceberg called New Chronology, which is a radical reconstruction of world history in general and a brainchild of Anatoly Fomenko, one of today’s leading mathematicians and by all means a scientist to be taken seriously. His sensational fundamental work entitled History: Fiction or Science? is finally available in English – the ice-cold facts and the rock-hard scientific evidence concealed underneath that glossy cover portraying Jesus pinioned to the Big Ben can, and eventually will, sink the entire paper fleet of consensual history.

Dr Fomenko et al as scientists are ready to recognize the alleged mistakes of New Chronology, to repent and to retract if and only if:
- radiocarbon dating methods or dendrochronology pass the black box' tests;
- astronomy refutes their results on eclipses;
- Robert Newton (US astrophisist) was wrong accusing Ptolemy of swindle.
At present historians are not willing to comply. The radiocarbon dating labs run their very costly tests only if is the sample to be dated is accompanied with an idea of age pronounced by historians on basis of...subjective..mmm...gutfeeling and the history books they have been writing for the last 400 years. Radiocarbon labs politely bill for their fiddling and finetuning with C14 to get the dates 'to order' of historians. Circulus viciousus is perfect.

  • Sales Rank: #829035 in eBooks
  • Published on: 2015-07-30
  • Released on: 2015-07-30
  • Format: Kindle eBook

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12 of 13 people found the following review helpful.
When Russians Ruled the World
By Arch Stanton
For those who don't know what these books are (ie. most people who aren't Russian) you're looking at the dry scholarly tomes of a mathematician who decided he didn't care for the minor role of Russia in ancient and early medieval history and decided that this meant all history must be all wrong. Now I'm not dissing the Russians here. These ideas were rightly dismissed by Russian experts decades ago and, except for the occasional eccentric mathematician and celebrity, they receive little attention now. That's why he's searching for a new audience: his books have sold just about as much as they ever will in Russia. Time to release them in English. Because if there's one thing an English audience loves reading it's Russian propaganda.

These books are a statistician's attempt to combat established history using page after endless page of charts and diagrams in the hope that people won't actually check through all these figures. At twenty-two volumes in length it's a fairly safe bet, even though these books are extremely short. But what's really amazing is how little digging it actually takes to find the repeated and obvious errors in his work. The man is so certain that he must be right that he sees no problem with forcibly altering the facts to fit his "theory" or accepting huge margins of error when seeking a parallelism.

You don't even have to wait for the book to begin for the errors to creep in. The title alone presents a false dichotomy. Fiction or Science? As if those are the only two options. And I have no doubt that Fomenko does indeed see it that way given his haughty dismissal of anything even loosely connected to the Arts. History is too close to the Arts and must be purged of anything that isn't a string of exact, quantifiable numbers. All similar number strings must be combined into the same string, and any "facts" or "historical personages" attached to those numbers must be purged as well. Nice, clean math. But it's more disturbing than just that. These books are a vast horde of Russian nationalic propaganda. Apart from ridiculing any non-Scientists (AKA those unqualified to form proper conclusions) the main goal of these books is to establish that Russia ruled all the world from North America through Europe into China and the Middle East, and they did so for most of recorded history. So his two assumptions about the world are:
1. All Non-Scientists are either liars or idiots.
2. Everything in the world originated in Russia.

One of these two assumptions is underlying every single one of his conclusions. He treats his random and unsupported speculations with just as much respect as ones that have been established through years of research backed by hard evidence. All Arts and Humanities subjects are regarded as worthless as sources of information and aren't even worth mentioning unless to state (not argue or prove) that they are wrong.

And now the history of the world as outlined in this book: History begins when Andronicos Comnenos dies and becomes Jesus. History records him as an unsuccessful Greek emperor with no real successes who was beaten to death by the mob and not a poor prophet from Nazareth who was crucified but hey, what do they know. It's not like the crucifixion was an important part of the story or anything. Immediately all of Europe decides that they're Christian and march against the Muslims. It may sound confusing why they'd blame the Muslims for what was an internal coup but they were probably just confused because Mohammed wasn't born yet. At some point they changed their minds and decided to skip the first three crusades and jump straight onto the Fourth (except that they didn't. It was actually the same as the First. Obviously. Please try and keep up). They then sacked Constantinople which was also Rome which was Troy which was Jerusalem. At some point they get confused and occupied the Holy Land as well and then forget all about Constantinople and let it fall back to the Greeks since Jerusalem was now Constantinople which was Troy which was Rome. People back then had very short memories often forgetting why they did something before they even did it. This is probably due to their lack of statisticians. During the First Crusade the Greeks decide to avenge the kidnapping of their queen by... also sacking Constantinople. After sacking their own city they quietly vanish for a few years, probably in embarrassment. Some time later Erasmus wrote the New Testament confusing generations of scholars who wondered what they had been copying out for all that time. Having now written a New Testament it was decided that they needed an Old one. I'm sure the reasons for the reversed order are as obvious to everyone else as they are to Fomenko. Some time in the 15th Century David rose up, except that he was Turkish and ruled in Constantinople. Despite the many wars with the Turks Europe had never warred with the Turks and accepted all of these events as holy writ. After all, the Turks were really Russian in funny hats and the Russians ruled the world. The Byzantines were secretly ruling in England. After the death of Solomon (Suleimon) the Jews split off from Christianity because they were tired of not being persecuted because of something they didn't do and decided that being hunted by the Inquisition was more fun. In the confusion the Catholics and Orthodox Christians split apart as well because everyone else was doing it and it seemed a good idea at the time. They were to regret this later when the Catholics sacked their city but that had already happened so it was fine.

It turns out that Russia has dominated the world since the earliest recorded history (what a shock!). The Mongols were not from Mongolia because the people there are nothing but worthless servants of the Russian Empire (it's ok. Fomenko assures us that the Mongols never knew of Genghis Khan until some pesky monks told them that they used to rule the world). Russia was actually the major Empire that the Romans were based off of and has existed since the dawn of civilization. Silly Georgians thinking they are anything but the personal property of Russia! Ha ha. They also controlled America, Europe and North Africa by 1300 so I guess that we should all submit to the Russian yoke as is our hereditary duty. Occasionally a czar would allow the governors of Europe (kings hah!) to wage war on each other if they pleased him. Presumably the English sucked up to him better than France which is why they did so well in the Hundred Years War but then lost his favor again which resulted in the French winning. Joan of Arc was probably the czar's sister or something. The czar could summon anyone to his court and they had to obey which is why Moscow is renowned the world over as being filled with better artwork and architecture than such dives as Paris and Rome (which isn't the REAL Rome after all). After Russia fell in the 1600s (through internal troubles. No one could EVER conquer Russians) the rest of the world immediately conspired to hide that they ever existed lest they should try to rule over them again. Thus they erased this empire from the history books and replaced it with such lies as Rome and the Holy Roman Empire (couldn't they even pick a new name? Obvious!). Thus the treacherous Romanovs rose to power (did I mention that he first published this under the Soviets?) and they too decided to forget there had ever been a Russian Empire of such a scale. Many "Roman" documents are simply Russian ones with a few name changes. Latin is merely a corrupted form of church Slavonic, despite bearing no similarity to that language. The Russians probably invented it to confuse future generations of schoolkids. They had after all had it engraved all over the southern part of their empire on specific styles of buildings which they immediately buried and built medieval cities on top of to confuse archaeologists. It never showed up in Russia itself. Perhaps they punished the provinces by making them write everything in Latin. Oh those cruel Russians. After the late 18th Century things begin to return to what is normally called history.

As you can see it is far less confusing than the 'conventional' timeline. You might think I'm making this up but that is what you get when you put all his history together. Minus the sarcasm perhaps.

By the third book focusing exclusively on Russian history you may be starting to catch on to the idea that maybe making Russia look great is the purpose of this entire series. Congratulations: you can recognize patterns. Fomenko seems to think he's the only one capable of this. So this book continues to tell his story of Russian history. The Byzantines (Russians) collapsed unexpectedly from the fallout of that whole Jesus thing and each state immediately established its own version of history, which they nonetheless managed to keep separate and internally consistent. In Mongolia (Russia) the Horde (Russians) were disorganized and took years to recover from this. Although, as the center of all human civilization, they still managed to receive Byzantine empresses in marriage. Oh, and all European nobility is descended from Augustus. A random claim about a man whose entire line died out within a few generations but whatever.

I'm not even going to bother going into too much depth here. Unless you know a lot of Russian history you won't know who I'm talking about anyway. Suffice it to say that every early Russian ruler was in fact one of the great Mongolian khans, starting with Georgi (Genghis). Tedious stuff for me, but maybe a Russian historian would find it more entertaining. This is actually as far as I'm going with the Russian ones. No fewer than seven of these books (almost a third) are detailing Russian history, and while that's fine and dandy for a Russian nationalist pseudohistorian it's pretty boring for someone outside Russia.

1 of 5 people found the following review helpful.
Mongols from Berlin
By Amazon Customer
Occam's razor: among competing hypotheses, the one with the fewest assumptions should be selected. Occam's razor does not seek to offer complete and absolute proof, but to find the simplest probable answer to a question of why an event happened. Dr Fomenko et al applied this razor rule to Mongolia to find out that Mongols didn't know in mid-XIXcy just how great they were once or who Mr Ghengis was. Moreover, Mongolia was a label for the 'ancient' Great Horde Empire that spread through XII-XVIcy colonizing most of Eurasia from Pacific to Atlantic. Horde fell into pieces due to Great Strife of mid-XVIcy. The 'mongol' invasions of Horde took place to punish rebellious fiefdoms that tried to break away, or worse stopped to pay taxes. They found that the 'mongol' myth was injected into russian history by german historians Schleizer, Meier et al imported to Russia by czar Peter I.

2 of 7 people found the following review helpful.
Pseudohistory as exact science
By B.Guggenheim
When the clergy took over the control of Chronology in XVIcy it was a part of mathematics. Saint Augustine warned: 'be wary of mathematicians, particularly when they speak the truth !' Prescient. Today the mathematicians took it back and checked it. The scientific approach to the World History with ways and means of exact sciences shows: all real events that took place over 1200 years ago as well as people who allegedly acted in them are simply unknown to us and will stay so forever. Ancient Egypt, Europe, Rome, China, India, etc..etc histories are figmental prior to that date. Home sapiens could neither read nor write at that time. That was prehistory. Everything told to us about pre-1200 years ago events is fiction. Human 'civilization' had yet to be worked out. Civilization started its relentless​ progress in 800 A.D., developed its major features like writing, communications, religions and & arts, centralized civil and military management approx. by 1000 A.D. That was 'ancient' history. Nearly nothing is about this period known for sure. 'Antiquity ' is label applied to figmental events and people that allegedly lived prior to 800 A.D, but actually happened in 1000 A.D.– 1500 A.D. All written, artistic, even architectural artifacts presented as being older than 1200 years are found upon scrutiny either as machinations and falsifications performed by the white and black clergy, artists, architects, sculptors during 1400 A.D. - 2000 A.D. or misinterpretations and misdatings of events taking place in 1000 A.D.– 1500 A.D.

Issues with the mainstream Word History : there are no chronicles irrefutably proven to be older than 1400 A.D. Subjective methods of dating documents and/or artifacts used arbitrarily, the objective methods of dating evaded. The famous radiocarbon-14C dating method lost its precision due to numerous nuclear tests in 1945-1964 and doesn't stand the black box test (alleged age of sample to test has to be told first. Sic !). Radiocarbon-14C initial calibration was made on samples from 'ancient' Egypt, the age of samples was set arbitrarily. Astronomy contradicts consensual history. Ptolemy is reliably datable to XVI cy. All solar and lunar eclipses described in chronicles dated prior to XVIcy to stress the importance of events and people acting in them actually never took place in locations at moments of time therein indicated. 6000 years long Chinese History is even more bogus than European . It is high time for the mainstream historians to stop bickering and to re-start the world history as science. Genetics re-started that already .

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Kamis, 15 November 2012

[M766.Ebook] PDF Ebook Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them, by Ross W. Greene PhD

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Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them, by Ross W. Greene PhD

Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them, by Ross W. Greene PhD



Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them, by Ross W. Greene PhD

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Lost at School: Why Our Kids with Behavioral Challenges are Falling Through the Cracks and How We Can Help Them, by Ross W. Greene PhD

From the renowned authority on education and parenting, "an in-depth approach to aid parents and teachers to work together with behaviorally challenging students" (Publishers Weekly) - now revised and updated.

School discipline is broken. Too often, the kids who need our help the most are viewed as disrespectful, out of control, and beyond help, and are often the recipients of our most ineffective, most punitive interventions. These students - and their parents, teachers, and administrators - are frustrated and desperate for answers.

Dr. Ross W. Greene, author of the acclaimed book The Explosive Child, offers educators and parents a different framework for understanding challenging behavior. Dr. Greene's Collaborative & Proactive Solutions (CPS) approach helps adults focus on the true factors contributing to challenging classroom behaviors, empowering educators to address these factors and create helping relationships with their most at-risk kids.

This revised and updated edition of Lost at School contains the latest refinements to Dr. Greene's CPS model, including enhanced methods for solving problems collaboratively, improving communication, and building relationships with kids.

Dr. Greene's lively, compelling narrative includes:

  • Tools to identify the problems and lagging skills causing challenging behavior
  • Explicit guidance on how to radically improve interactions with challenging kids and reduce challenging episodes - along with many examples showing how it's done
  • Practical guidance for successful planning and collaboration among educators, parents, and kids

Backed by years of experience and research and written with a powerful sense of hope and achievable change, Lost at School gives teachers and parents the realistic strategies and information to impact the classroom experience of every challenging kid (and their classmates).

  • Sales Rank: #3989 in Audible
  • Published on: 2015-12-04
  • Format: Unabridged
  • Original language: English
  • Running time: 602 minutes

Most helpful customer reviews

168 of 171 people found the following review helpful.
Not the Usual "fix my kid" Book: Deeply Humane and Engaging
By Daryl Anderson
If you are a real teacher (or principal or dean) in a real school, this humane and engaging book will surprise you with its combination of practicality and idealism. It will inspire you to change things and to believe in the possibility of change.

After teaching for eight years, I have spent the last three as "the discipline guy", Dean of Students, in a small, rural middle school. As both teacher and now as dean I have developed a deep suspicion of a certain sort of books. You know the ones: written by theoreticians or one-on-one therapists who have never had to juggle a roomful of 25 actual young human beings with not enough time, not enough resources and far too much of paperwork, testing, and ringing bells; and more and more deeply-troubled youngsters. These are the books that anxious or angry and frustrated parents bring to meetings that tell them how you should be meeting the needs of their unsuccessful or disruptive child. These books make things far worse for everyone involved.

"Lost at School" is different; and that's clear from the beginning. After a brief introduction which pulls no punches in saying "school discipline is broken" the book launches into a story! Every teacher I know likes a good story - and this one feels so much like real (school)-life from the beginning that it sets the hook for the rest of the book. The different thing about this story is not the characterization of the troubled and challenging kids, but of its inclusion of the realistic range of adult personalities that combine to make education what it is - and sometimes isn't. The book sets out to follow the path of a handful of youngsters and another handful of fictional teachers and administrators who are struggling with the limitations of their own range of personalities and world-views as well as the real constraints of what schools can and cannot do. It is quite eye-opening and, in my opinion, dead-on accurate.

Now don't let me give the impression that this book is just another entertaining "Up the Down Staircase" or "Room 222" or even merely another inspirational "Stand and Deliver". "Lost at School" is ultimately focused on a suite of methods for understanding children who exhibit challenging behaviors in school and for working with them to help them change. The "storyline" serves as an opportunity to view those methods in action as used by some fictionalized but well-drawn characters.

The core assumptions of Greene's approach are that behaviorally challenging youngsters (a) "know how we want them to behave" and (b) "want to behave the right way". They don't need us to keep depriving them of privileges or offering them rewards to learn these two bits.

The basic premise of the book is that these youngsters lack specific thinking skills which make it difficult or impossible for them to behave in circumstances that come up too-frequently in their school lives. Much as education has come-around in the past 20 years to acknowledge that cognitive deficits, learning disabilities, must be acknowledged as part of a youngster's learning of reading or mathematics, we need to move to a similar approach with behavioral difficulties.

The goal, then, for educators, parents and the students, is to identify these missing or lagging cognitive skills and help students develop them - as central parts of their education. Greene provides an inventory which will remind educators of the sorts of rubrics we use frequently, for instance, in assessing students for attention or hyperactivity disorders. Some of these skills may well have come up in your conversations about a difficult student, e.g. "difficulty handling transitions". Some of them have probably been parts of conversations about students without the notion that they ought to be taught, e.g. "difficulty considering likely outcomes or consequences of actions". And some of them might just not have occurred to you as loci of behavioral challenges, e.g. "difficulty taking into account situational factors that would suggest the need to adjust a plan of action". Rarely, though, have you or I managed to systematically think about what to do with these anecdotal observations.

Having worked through the assessment of lagging skills, the next task is to "teach" these skills. In this regard Greene shifts gears and does not provide a "curriculum". Instead he provides an approach - a way of communicating with behaviorally challenging youngsters that he terms "Collaborative Problem Solving" or CPS. Some might find this unsatisfying. I did, at first; hoping for a "methods" approach to teaching this as any other group of skills. But I found Greene's system ultimately satisfying and revealing instead. He gives us CPS and weaves his ongoing story of sixth-grader Joey into its explication

The CPS approach is interesting because it sounds so simple. Greene calls it simply "Plan B"; distinguishing from "Plan A" - wherein the teacher or institution imposes its will on the student, and from "Plan C" in which we "drop an expectation completely, at least temporarily". I have to compliment Green on boldly sticking to such a simple naming scheme instead of coming up with typical ed-psych jargon to describe his schema or its alternatives. But the real power of such a simply-named approach is that describing it reveals how much we are all rooted in bouncing between poorly-implemented versions of plans A and C as part of school discipline. The "Plan B" or CPS approach assumes and requires listening to and the meaningful participation of the student -- and that is revealed to be a deeply-buried skill of even the well-intentioned educators in the storyline. But it can be learned and is the key to making things work.

Greene is very open to all the ways things can go awry in dealing with real kids in real school environments. He peppers the book with "Q&A" sections, and sample dialogues. But central to his acknowledgement of the "real world" is his fictional one! He weaves in, throughout, the ongoing tale of Joey and Mrs. Woods; of the Assistant Principal who got knocked in the jaw by Joey back in chapter one; of Joey's anguished mom and even of Mr. Armstrong, the "these kids just have to learn how to behave" guy, whom seems so familiar to any educator. This side-story becomes in many ways a central one as all of these people move through a year of struggle and transformation.

I won't tell you how it ends but will reassure you that it does end, as most school years to, not with a bang of disaster or triumph but with a deep breath and a look ahead as all the good but flawed folks involved anticipate the next year's labors. In this Greene manages to honor the motives and efforts of everyone who chooses to work in the often thankless business of education while he deftly reminds us of how much better we could and should be doing with these youngsters.

46 of 47 people found the following review helpful.
Long overdue -- powerful and effective
By twarner817
I am a clinical psychologist specializing in pediatric neuropsychology. I was introduced to Dr. Greene's Collaborative Problem Solving (CPS) approach during my post-doctoral training at a multidisciplinary center for children/adolescents with dyslexia, AD/HD and other learning and behavior disorders. CPS is powerful and effective but takes lots of patience on the part of adults. It is a long-overdue as an approach that is needed in our schools.

I have worked with so many teachers who cite "motivation" as the reason for a child's behavior problems. I have seen functional behavior analysis forms with checkboxes for "low motivation." What, in fact, is "motivation"? It is one of the those temrs that SOUNDS like it explains something, but it doesn't really explain anything at all. No child WANTS to fail, WANTS to be embarrassed in front of his/her peers, WANTS to go to the principal's office, or WANTS to suspended. As Dr. Greene makes plain: "Children do well if they can." If they can't, it is up to the adults to figure out the skill deficit and teach them the skills they needed.

The education community now realizes that the "wait-to-fail" model does not serve children, but many are confused about how to implement "response to intervention" approaches, especially for behavior problems. The diagnosis doesn't matter; identifying the skill deficits that cause behavior problems does. The skill deficits are similar across diagnostic labels -- oppositional defiant disorder, Attention Deficit/Hyperactivity Disorder, or a learning disability.

This approach is not a cure-all. It is somewhat language-intensive and may or may not be as effectice for children with language deficits. I don't believe that children fail school; I believe our schools are failing our children. This approach can go a long way toward helping schools help the most vulnerable children in our communities.

31 of 34 people found the following review helpful.
A Must Read!
By Anne from Baltimore
Please Read this Book! I couldn't put it down. It encouraged me and helped me step back so that I could get a fresh outlook with my children's motivations and struggles. If you are struggling with behavioral issues in your classroom or at home and have ADHD students or students with other behavioral issues, I believe this book will encourage you. This book is geared toward educators, but I believe it would also be very valuable and helpful for parents who have children with behavioral challenges to understand why their children are struggling in school and what can be done to help them.

The premise of this book is that traditional methods of rewards and consequences are not effective with students with behavioral problems. So, we are faced with the question, "What do we do now?" The author's answer is that we need to discard the labels of things like Bipolar and ADHD and look more deeply at the skills students are lacking--emotional and intellectually. We, as parents and teachers, need to equip students so that they can cope. There is an inventory/questionaire at the back of the book called the ALSUP which is a great tool to help you pinpoint your child/student's struggles.

The book focuses on the philosophy behind this list of skills and then how to implement strategies to address the student's/child's needs. The author does a great job of giving examples that illustrate his points.

I highly recommend this book! Many books written for educators are very dry and hard to get through. On the other hand, this book is interesting and thought provoking throughout!

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Selasa, 13 November 2012

[K397.Ebook] PDF Ebook The Roles of Language in CLIL (Cambridge Language Teaching Library), by Ana Llinares, Tom Morton, Rachel Whittaker

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The Roles of Language in CLIL (Cambridge Language Teaching Library), by Ana Llinares, Tom Morton, Rachel Whittaker

The Roles of Language in CLIL (Cambridge Language Teaching Library), by Ana Llinares, Tom Morton, Rachel Whittaker



The Roles of Language in CLIL (Cambridge Language Teaching Library), by Ana Llinares, Tom Morton, Rachel Whittaker

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The Roles of Language in CLIL (Cambridge Language Teaching Library), by Ana Llinares, Tom Morton, Rachel Whittaker

An examination of how language functions in CLIL, based on a corpus of classroom interactions. Drawing on their wide experience as CLIL educators and researchers, the authors explore data collected in real CLIL classrooms from two interrelated perspectives: the CLIL classroom as an interactional context for developing language and content, and the genres and registers through which the meanings of the different academic subjects are enacted. From the analysis of this corpus of data, the authors provide a rich description of how CLIL students' language works and may be expected to develop. Also available separately as a hardback.

  • Sales Rank: #1591161 in Books
  • Published on: 2012-05-07
  • Released on: 2012-03-15
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.98" h x .75" w x 5.98" l, 1.20 pounds
  • Binding: Paperback
  • 354 pages

Most helpful customer reviews

0 of 0 people found the following review helpful.
Great volume
By ana otto
Well-written, clear and offering lots of useful examples on daily practice. I really enjoyed the way contents are displayed and how the authors tackle CLIL

0 of 0 people found the following review helpful.
Five Stars
By César Pablo
A prolific book about language that we all teachers need in order to use CLIL the proper way.

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