Empowering Teachers through Environmental and Sustainability Education draws inspiration from an empirical study exploring early career teachers' attempts at enacting Environmental and Sustainability Education (ESE) in their everyday teaching practices. It showcases how a confluence of personal, professional and environmental identities supports implementation of ESE. Additionally, this book discusses key concepts and issues surrounding ESE and the ways in which teachers may claim agency and power to create change in their classroom practices. Drawing from theoretical perspectives, such as Bourdieu's 'thinking tools' habitus and capital, theories of identity, and Foucault's concept of power and knowledge relations, this book explores how teachers negotiate policies, curriculum and institutional norms to further theoretical and practical understanding of ESE. The use of personal narratives offers new insights into teachers' agency in creating localised yet powerful change through small and meaningful actions. The purpose of this book, therefore, is to explore ways in which meaningful change can be made in educational settings through these small agentive and yet empowering steps. This book reveals that teachers can enact agency and navigate the power structures that exist within educational settings in order to make ESE meaningful within their classrooms.

Empowering Teachers through Environmental and Sustainability Education draws inspiration from an empirical study exploring early career teachers' attempts at enacting Environmental and Sustainability Education (ESE) in their everyday teaching practices. It showcases how a confluence of personal, professional and environmental identities supports implementation of ESE. Additionally, this book discusses key concepts and issues surrounding ESE and the ways in which teachers may claim agency and power to create change in their classroom practices. Drawing from theoretical perspectives, such as Bourdieu's 'thinking tools' habitus and capital, theories of identity, and Foucault's concept of power and knowledge relations, this book explores how teachers negotiate policies, curriculum and institutional norms to further theoretical and practical understanding of ESE. The use of personal narratives offers new insights into teachers' agency in creating localised yet powerful change through small and meaningful actions. The purpose of this book, therefore, is to explore ways in which meaningful change can be made in educational settings through these small agentive and yet empowering steps. This book reveals that teachers can enact agency and navigate the power structures that exist within educational settings in order to make ESE meaningful within their classrooms.

The purpose of the book is to establish a common language for, and understanding of, embodiment as it applies to mathematical thinking, and to link mathematics education research to recent work in gesture studies, cognitive linguistics and the theory of embodied cognition. Just as in past decades, mathematics education experienced a ""turn to the social"" in which socio-cultural factors were explored, in recent years there has been a nascent ""turn to the body."" An increasing number of researchers and theorists in mathematics education have become interested in the fact that, although mathematics may be socially constructed, this construction is not arbitrary or unconstrained, but rather is rooted in, and shaped by, the body. All those who engage with mathematics, whether at an elementary or advanced level, share the same basic biological and cognitive capabilities, as well as certain common physical experiences that come with being humans living in a material world. In addition, the doing and communicating of mathematics is never a purely intellectual activity: it involves a wide range of bodily actions, from committing inscriptions to paper or whiteboard, to speaking, listening, gesturing and gazing. This volume will present recent research on gesture and mathematics, within a framework that addresses several levels of mathematical development. The chapters will begin with contributions that examine early mathematical and proto-mathematical knowledge, for example, the conservation of volume and counting. The role of gesture in teaching and learning arithmetic procedures will be addressed. Core concepts and tools from secondary level mathematics will be investigated, including algebra, functions and graphing. And finally, research into the embodied understanding of advanced topics in geometry and calculus will be presented. The overall goal for the volume is to acknowledge the multimodal nature of mathematical knowing, and to contribute to the creation of a model of the interactions and mutual influences of bodily motion, spatial thinking, gesture, speech and external inscriptions on mathematical thinking, communication and learning. The intended audience is researchers and theorists in mathematics education as well as graduate students in the field.

In an era in which environmental education has been described as one of the most pressing educational concerns of our time, further insights are needed to understand how best to approach the learning and teaching of environmental education in early childhood education. In this book we address this concern by identifying two principles for using play-based learning early childhood environmental education. The principles we identify are the result of research conducted with teachers and children using different types of play-based learning whilst engaged in environmental education. Such play-types connect with the historical use of play-based learning in early childhood education as a basis for pedagogy. In the book 'Beyond Quality in ECE and Care' authors Dahlberg, Moss and Pence implore readers to ask critical questions about commonly held images of how young children come to construct themselves within social institutions. In similar fashion, this little book problematizes the taken-for-grantedness of the childhood development project in service to the certain cultural narratives. Cutter-Mackenzie, Edwards, Moore and Boyd challenge traditional conceptions of play-based learning through the medium of environmental education. This book signals a turning point in social thought grounded in a relational view of (environmental) education as experiential, intergenerational, interspecies, embodied learning in the third space. As Barad says, such work is based in inter-actions that can account for the tangled spaces of agencies. Through the deceptive simplicity of children's play, the book stimulates deliberation of the real purposes of pedagogy and of schooling. Paul Hart, University of Regina, Canada

Suddenly In Love Is the story of a mismatched couple who keep bumping into each other, either because of clumsiness or fate. Even though Trina and Michael hit it off within a matter of days, she has doubts that the two of them have a future: she's a forty-year-old black woman with low self-esteem and a ""big behind,"" while he's a wealthy, white businessman five years younger perfect from head to toe. On their way to falling in love, Trina and Michael must deal with each other s parents, exes, friends, and relatives and not everyone is happy about the two of them being together, much less making wedding plans! Although the chemistry between these two is real, can they overcome all the obstacles that come rushing at them from their pasts to make a future together? Can Michael control his hair-trigger jealousy long enough to make Trina his bride? Can Trina learn to see herself as others see her in time to realize that she had found true love finally?

Deborah Moore has had more than her share of strange and exciting encounters with the spirit world. Let her share with you the joyful, and sometimes frightening, experiences that have colored her rich life.

The purpose of the book is to establish a common language for, and understanding of, embodiment as it applies to mathematical thinking, and to link mathematics education research to recent work in gesture studies, cognitive linguistics and the theory of embodied cognition. Just as in past decades, mathematics education experienced a ""turn to the social"" in which socio-cultural factors were explored, in recent years there has been a nascent ""turn to the body."" An increasing number of researchers and theorists in mathematics education have become interested in the fact that, although mathematics may be socially constructed, this construction is not arbitrary or unconstrained, but rather is rooted in, and shaped by, the body. All those who engage with mathematics, whether at an elementary or advanced level, share the same basic biological and cognitive capabilities, as well as certain common physical experiences that come with being humans living in a material world. In addition, the doing and communicating of mathematics is never a purely intellectual activity: it involves a wide range of bodily actions, from committing inscriptions to paper or whiteboard, to speaking, listening, gesturing and gazing. This volume will present recent research on gesture and mathematics, within a framework that addresses several levels of mathematical development. The chapters will begin with contributions that examine early mathematical and proto-mathematical knowledge, for example, the conservation of volume and counting. The role of gesture in teaching and learning arithmetic procedures will be addressed. Core concepts and tools from secondary level mathematics will be investigated, including algebra, functions and graphing. And finally, research into the embodied understanding of advanced topics in geometry and calculus will be presented. The overall goal for the volume is to acknowledge the multimodal nature of mathematical knowing, and to contribute to the creation of a model of the interactions and mutual influences of bodily motion, spatial thinking, gesture, speech and external inscriptions on mathematical thinking, communication and learning. The intended audience is researchers and theorists in mathematics education as well as graduate students in the field.

The publisher is William R. Parks - www.wrparks.com Dr. Gerald Rising and Dr. Deborah Moore-Russo, of the University at Buffalo and Dr. Eileen Schoaff of Buffalo State College wrote "Program Your Calculator," to give a basic introduction to programming with the TI-84 calculator through a series of interesting examples. James Easton, instructor at Erie Community College in Buffalo, New York, finds "Program Your Calculator" a very useful text for both individual and classroom settings, especially at a time when programming is rarely taught in mathematics classes. Easton said, "Students gain much insight into mathematical concepts through simple programming and this book opens that opportunity to them. This doubles or triples the power of the calculator." Professor Rising explains why he considers their book important: "Check any science lab or engineering workplace and you will find an extraordinary number of hand-held calculators in daily use, but too few users employ the programming power of their calculators. By programming them according to the instructions this text provides, they can make their tiny devices respond to the specific problems in which they are interested: solving complex equations, replicating experiments, modeling real world applications and creating exquisite graphs. The power of the calculator increases significantly." "Programming was a central part of the school mathematics curriculum in the past. Today it is rarely taught except in specialized computer science courses. In Germany and Japan the situation is different: calculator programming is widely taught and applied." Rising says he hopes "Program Your Calculator" will address our nation's deficiency: "Our book is a brief, straightforward presentation that can be used in school or college classrooms or by individual learners." A simple example of a program Rising wrote is called LOTTERY, which models the national MegaMillions lottery. It allows users to "buy" as many dollar tickets as they wish and see the probable outcome. "Running this program," he says, "shows in striking fashion what little return players receive from their 'investments.'" And Rising has written the popular " Inside Your Calculator," published by John Wiley and Sons, which explains the math behind the calculator functions. About the Authors: Gerald R. Rising is State University of New York (SUNY) Distinguished Teaching Professor Emeritus, University at Buffalo has been author or co-author of over a dozen textbooks and 100 journal articles. A more recent book is "Inside Your Calculator: From Simple Programs to Significant Insights" (Wiley, 2007). Professor Rising has taught at the University of Minnesota, New York University, University of Connecticut, Cornell University, and Manchester University in England. He served on the Joint American Statistical Association and the National Council of Teachers of Mathematics Committee on the Curriculum in Statistics and Probability, and served as liaison officer between the Mathematical Association of America and the National Council of Teachers of Mathematics. Eileen K. Schoaff is Professor of Mathematics Emeritus, Buffalo State College. She earned a SUNY Chancellor's Award for Excellence in Teaching. Schoaff has written two books and a number of articles. Deborah Moore-Russo is Assistant Professor of Mathematics Education at the University at Buffalo. She taught mathematics for five years at St. Gregory's College in Oklahoma and for eight years at the University of Puerto Rico at Mayaguez. She has been author or co-author of two mathematics textbooks and 50 articles education. Key Topics: hand-held calculator, TI-84 calculator, Texas Instruments, TI-83 calculator, programming, writing programs, computer programming, BASIC, John Kemeny, Thomas Kurtz, program instructions, Casio FX series, Casio calculator programming, program editing, debugging, control structures, goto, if-then, if-then-else, equation, random, randomizing

Large print edition 8.5 x 11. The publisher is William R. Parks - www.wrparks.com The books are printed by CreateSpace. Dr. Gerald Rising and Dr. Deborah Moore-Russo, of the University at Buffalo and Dr. Eileen Schoaff of Buffalo State College wrote Program Your Calculator, to give an introduction to programming with the TI-84 calculator through a series of interesting examples. James Easton, instructor at Erie Community College, Buffalo, NY, finds Program Your Calculator a very useful text for both individual and classroom settings, especially at a time when programming is rarely taught in mathematics classes. Easton said, Students gain much insight into mathematical concepts through programming and this book opens that opportunity to them. This doubles or triples the power of the calculator. Professor Rising explains why he considers their book important: Check any science lab or engineering workplace and you will find an extraordinary number of hand-held calculators in daily use, but too few users employ the programming power of their calculators. By programming them according to the instructions this text provides, they can make their tiny devices respond to the specific problems in which they are interested: solving complex equations, replicating experiments, modeling real world applications and creating exquisite graphs. The power of the calculator increases significantly. Programming was a central part of the school mathematics curriculum in the past. Today it is rarely taught except in specialized computer science courses. In Germany and Japan the situation is different: calculator programming is widely taught and applied. Rising says he hopes Program Your Calculator will address our nation's deficiency: Our book is a brief, straightforward presentation that can be used in school or college classrooms or by individual learners. A simple example of a program Rising wrote is called LOTTERY, which models the national MegaMillions lottery. It allows users to buy as many dollar tickets as they wish and see the probable outcome. Running this program, he says, shows in striking fashion what little return players receive from their 'investments.' Rising has written the popular Inside Your Calculator, published by John Wiley and Sons, which explains the math behind the calculator functions. About the Authors: Gerald R. Rising is State University of New York (SUNY) Distinguished Teaching Professor Emeritus, University at Buffalo and has been author or co-author of over a dozen textbooks and 100 journal articles. A more recent book is Inside Your Calculator: From Simple Programs to Significant Insights (Wiley, 2007). Professor Rising has taught at the University of Minnesota, New York University, University of Connecticut, Cornell University, and Manchester University in England. A regular speaker at Mathematical Association of America section meetings, he served for over ten years on the Joint American Statistical Association and the National Council of Teachers of Mathematics Committee on the Curriculum in Statistics and Probability, and for two years served as liaison officer between the Mathematical Association of America and the National Council of Teachers of Mathematics. Eileen K. Schoaff is Professor of Mathematics Emeritus, Buffalo State College. She earned a SUNY Chancellor's Award for Excellence in Teaching for her teaching at the college and at the University at Buffalo. Especially well informed about programming, Schoaff has written two books and a number of articles about this subject. Deborah Moore-Russo is Assistant Professor of Mathematics Education at the University at Buffalo. Prior to this she taught mathematics for five years at St. Gregory's College in Oklahoma and for eight years at the University of Puerto Rico at Mayaguez. She has been author or co-author of two mathematics textbooks and almost 50 articles in science, mathematics and engineering educa

Caribbean proverbs and folklore, interspersed with family stories about growing up on a Caribbean
Proverbs are the means by which older generations pass on the fruits of their experience to their children. Every culture or society develops its own unique body of proverbs, using their own language. Tribes without schools use proverbs as a basic teaching tool for social mores. The English-speaking Caribbean is known for its colourful lifestyle, music, dance and speech. Equally colourful are its proverbs, many deriving from African tribal roots, others adapted from colonial masters, or Biblical teachings.
Deborah Moore-Miggins has had a fascination with Caribbean proverbs since she was a child growing up in rural Tobago. Drawing from her family experiences and her wide circle of friends and acquaintances, she has put together an impressive collection of Caribbean proverbs conveniently grouped in areas of ethical subject.
A number of these proverbs are humorously illustrated, with graphic images as well as with nostalgic descriptions of exciting island pastimes such as, catching crabs, pulling seine and eating mangoes. The scene she paints of villagers gathered on moonlit nights to exchange folklore and proverbs holds one spellbound.
The result is a valuable work of scholarship besides being an amusing and enlightening read for one's leisure hours.