Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

With Doing Poorly on Purpose, veteran educator James R. Delisle dispels the negative associations and stereotypes connected to underachievement. By focusing on smart kids who get poor grades not because they're unable to do better in school but because they don't want to Delisle presents a snapshot of underachievement that may look far different from what you envision it to be. There is no such thing as a ""classic underachiever."" Students (and their reasons for underachieving) are influenced by a wide range of factors, including self-image, self-concept, social-emotional relationships, and the amount of dignity teachers afford their students. Helping ""smart"" students achieve when they don't want to is not an easy task, but you can reengage and inspire students using Delisle's insights and practical advice on these topics: Autonomy. Access. Advocacy. Alternatives. Aspirations. Approachable Educators. Smart, underachieving students need the reassurance that they are capable, valuable, and worth listening to despite their low academic performance. If these students who are otherwise academically capable don't feel they are getting respect from those in charge of their learning, then the desire to conform and achieve is minimized. In a word, they want dignity. Don't we all? This book is a joint publication of ASCD and Free Spirit Publishing.

The author of "Personality Disorders: A Gestalt Therapy Perspective" proposes a revision of Perls, Hefferline and Goodman's Theory of the Self in a way that brings it closer to contemporary issues in in the area of Personality Disorders. Understanding splitting and projective identification that chronically lead to experiential impasses is an essential feature of the psychotherapy of the more severe personality disorders. In order to do so within the Gestalt framework, the author integrates certain developmental concepts from object relations theory, especially those put forth by W.R.D. Fairbairn (1954).This revised developmental perspective leads to an Object Relational Gestalt Therapy, in which the here-and-now therapeutic relationship is related to the there-and-then of the developmental past, as well as to the there-and-now of the client's current life situation.