Today more and more ethnically, culturally, and linguistically diverse students enroll in our college and university courses. These diverse, multilingual students enrich our campuses and at the same time present challenges. Who are these students? What skills do these diverse students need to be successful in college? How can faculty help them succeed? For faculty in all disciplines seeking answers to these questions, this is an essential book. This text provides practical advice on how to assist these students with academic tasks and how to help them to succeed in the academy.

This book explicitly addresses ethical dilemmas and issues that post-secondary ESL faculty commonly encounter and examines them in the framework of social justice concerns. Ethics is defined broadly, to include responsibilities and obligations to students inside and outside the classroom, as well to colleagues, educational institutions, the TESL profession, and society as a whole.
Scenarios in each chapter provide realistic and compelling situations for reflection and discussion. The authors then set out the issues raised, relate them to the classroom environment, and offer opportunities to examine them in a variety of contexts and to consider possible solutions to the dilemmas. Issues include testing, plagiarism, technology, social and political issues affecting students and the classroom, gift-giving, curriculum decisions, disruptive students, institutional constraints, academic freedom, gender, class, and power.
Busy classroom instructors will find this book accessible, thought-provoking, and relevant to their daily work situations. It is not intended as a theoretical treatment of ethics and social justice in ESL, nor does it propose that ESL faculty teach morals or ethics to students. Rather, it is designed as a concise, practical introduction to ethical practice for both new and experienced ESL faculty in post-secondary teaching situations in the United States, for others interested in the ESL classroom, and as a text for TESL classes and seminars.
"Ethical Issues for ESL Faculty: " *maps new territory in the field--ethical issues in TESL, particularly as encountered by post-secondary classroom teachers, are not often discussed in ESL publications;
*makes the complex issues of ethics in the context of social justice accessible to TESL practitioners; and
*includes useful resources, such as additional scenarios for discussion, an extensive reference list, and selected ethics-related Web sites.

This book explicitly addresses ethical dilemmas and issues that post-secondary ESL faculty commonly encounter and examines them in the framework of social justice concerns. Ethics is defined broadly, to include responsibilities and obligations to students inside and outside the classroom, as well to colleagues, educational institutions, the TESL profession, and society as a whole.
Scenarios in each chapter provide realistic and compelling situations for reflection and discussion. The authors then set out the issues raised, relate them to the classroom environment, and offer opportunities to examine them in a variety of contexts and to consider possible solutions to the dilemmas. Issues include testing, plagiarism, technology, social and political issues affecting students and the classroom, gift-giving, curriculum decisions, disruptive students, institutional constraints, academic freedom, gender, class, and power.
Busy classroom instructors will find this book accessible, thought-provoking, and relevant to their daily work situations. It is not intended as a theoretical treatment of ethics and social justice in ESL, nor does it propose that ESL faculty teach morals or ethics to students. Rather, it is designed as a concise, practical introduction to ethical practice for both new and experienced ESL faculty in post-secondary teaching situations in the United States, for others interested in the ESL classroom, and as a text for TESL classes and seminars.
"Ethical Issues for ESL Faculty: " *maps new territory in the field--ethical issues in TESL, particularly as encountered by post-secondary classroom teachers, are not often discussed in ESL publications;
*makes the complex issues of ethics in the context of social justice accessible to TESL practitioners; and
*includes useful resources, such as additional scenarios for discussion, an extensive reference list, and selected ethics-related Web sites.

This polished study of the uses of reason in poetry is a philosophical meditation. Its basic thesis is that poetry is the objective correlative of reason, and in this sense it attacks both romantic subjectivism and the more general tendency to consider poetic effects in terms of reason-emotion dichotomy.
Originally published in 1966.
A UNC Press Enduring Edition -- UNC Press Enduring Editions use the latest in digital technology to make available again books from our distinguished backlist that were previously out of print. These editions are published unaltered from the original, and are presented in affordable paperback formats, bringing readers both historical and cultural value.

Per Ardua ad Humour is a personal collection of humourous 'situations' experienced by Johnny Johnson over a period of more than thirty years service with the Royal Air Force. The stories have been wonderfully highlighted by 'Patch' his cartoonist. They originated from his very first days with the Air Force to his last days of service. Many anecdotes have to do with his profession as an Air Traffic Controller and also as an airborne radar 'Calibrator' operating worldwide between the United Kingdom and the Far East. Many of those who read this book will, I am sure, identify with some of the stories.

This book presents an illustrated collection of stories about the men and women of Essex who have become notorious for their villainy.

Johnny Johnson has been awarded an MBE for his remarkable services in World War II 'I was anxious to fight. Hitler was the bastard who had started all this and he needed sorting out. We were under threat. Everything we stood for: our country, our families and our way of life was being attacked by this maniac. He could not be allowed to win. So for me and many, many others like me, there was no alternative. We were in a pickle and something had to be done.' Johnny Johnson is 95 years old and one of very few men who can recall first-hand the most daring and ingenious air raid of all time. He can also vividly remember his childhood spent working on a farm with his controlling father, the series of events that led him to the RAF and the rigorous training that followed. But it was his decision to join 617 Squadron, and the consequences, that have truly stayed etched in his mind. On 16 May 1943, Johnny, alongside 132 specially selected comrades, took off from Scampton airbase in Lincolnshire. For six weeks they had been trained to fulfil one mission that was near impossible: to destroy three dams deep within Germany's Ruhr Valley. It was a daring task but, against the odds, Johnny and his crew survived. Sadly, 53 comrades did not. For the first time, Johnny relives every moment of that fatal night - and the devastating aftermath. He recalls with unique wit and insight the difficult training conducted in secrecy, the race against time to release the bombs, and the sheer strength and bravery shown by a small unit faced with great adversity and uncertainty. Embodying a whole squadron, and leaving a lasting legacy for generations to come, Johnny's story is like no other.