Presenting a set of rich case-studies which demonstrate novel and productive approaches to the study of colonial knowledge, this volume covers British, Danish, Dutch, French, German, Portuguese, and Spanish colonial encounters in Africa, Asia, America and the Pacific, from the sixteenth to the twentieth century.

Often described merely as a colonial construction, the phenomenon of thuggee remains one of the more contentious and controversial subjects of nineteenth-century south Asian history. Based largely on new material, this book constitutes the first in-depth examination of thuggee as a type of banditry, emerging in a specific socio-economic and geographic context. The British usually described the thugs as fanatic assassins and Kali-worshippers, yet Wagner argues that the history of thuggee need no longer be limited to the study of its representation.

This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning. Topics featured in this book include: Learning the structure of language at the word level. Reading comprehension and reading comprehension difficulties Assessing reading in second language learners. Effective prevention and intervention for word-level reading difficulties. The neurobiological nature of developmental dyslexia. Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education. "I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading." Sir Jim Rose Chair and author of Independent Review of the Teaching of Early Reading: Final Report (2006)

In all of baseball, one record shines as perhaps the most coveted: four home runs by one player in a single game. If the pinnacle of pitching is the perfect game, then the highpoint of hitting is four home runs, and only eighteen players in the history of the sport can boast this accomplishment. In The Four Home Runs Club: Sluggers Who Achieved Baseball's Rarest Feat, Steven K. Wagner profiles the select group of men who have accomplished the near impossible. Drawing on interviews with dozens of current and former major-league ballplayers, Wagner chronicles the lives of these few who, in the space of a few hours, left an indelible mark on the game. In doing so, the author draws attention to the unique features that distinguished some of these events: one player homered in three consecutive innings; another did it twice in the same inning; a third hit two inside-the-park home runs; one added a double and a single in the same game; and a fifth player drove in a record-tying twelve runs. Among the men in this elite club are legends Lou Gehrig, Willie Mays, and Mike Schmidt, as well as recent "inductees" Shawn Green, Scooter Gennett, and J. D. Martinez. From the sandlots of Coushatta, Louisiana, to the suburbs of New York City, this book examines the special batsmen who parlayed four mighty swings into baseball immortality. A fascinating look into this extraordinary exploit, The Four Home Runs Club will appeal to baseball fans everywhere.

Addressing a key skill in reading, writing, and speaking, this comprehensive book is grounded in cutting-edge research on vocabulary development. It presents evidence-based instructional approaches for at-risk students, including English language learners and those with learning difficulties. Coverage ranges from storybook reading interventions for preschoolers to direct instruction and independent word-learning strategies for older students. Guidance is provided on using word lists effectively and understanding how word features influence learning. The book also reviews available vocabulary assessment tools and describes how to implement them in a response-to-intervention framework. This title is part of the What Works for Special-Needs Learners Series, edited by Karen R. Harris and Steve Graham.

This book provides an overview of current research on the development of reading skills as well as practices to assist educational professionals with assessment, prevention, and intervention for students with reading difficulties. The book reviews the Componential Model of Reading (CMR) and provides assessment techniques, instructional recommendations, and application models. It pinpoints specific cognitive, psychological, and environmental deficits contributing to low reading skills, so educators can accurately identify student problems and design and implement appropriate interventions. Chapters offer methods for assessing problems in decoding, word and sound recognition, and comprehension. In addition, chapters emphasize the recognition of student individuality as readers and learners, from understanding distinctions between difficulties and disabilities to the effects of first-language orthography on second-language learning. Topics featured in this book include: Learning the structure of language at the word level. Reading comprehension and reading comprehension difficulties Assessing reading in second language learners. Effective prevention and intervention for word-level reading difficulties. The neurobiological nature of developmental dyslexia. Reading Development and Difficulties is a must-have resource for researchers, practitioners, and graduate students in varied fields, including child and school psychology; assessment, testing, and evaluation; social work; and special education. "I think the book has the potential to be a game changer. It will certainly challenge the expectations of policy makers, not to mention the teachers of beginning readers. These chapters will enhance the knowledge base of those in our schools who are charged with the lofty task of assuring that children have the best possible opportunities to acquire the skill of reading." Sir Jim Rose Chair and author of Independent Review of the Teaching of Early Reading: Final Report (2006)

Presenting a set of rich case-studies which demonstrate novel and productive approaches to the study of colonial knowledge, this volume covers British, Danish, Dutch, French, German, Portuguese, and Spanish colonial encounters in Africa, Asia, America and the Pacific, from the sixteenth to the twentieth century.

Based largely on new material, this book examines thuggee as a type of banditry, emerging in a specific socio-economic and geographic context. The British usually described the thugs as fanatic assassins and Kali-worshippers, yet Wagner argues that the history of thuggee need no longer be limited to the study of its representation.

This path-breaking book reviews psychological research on practical intelligence and describes its importance in everyday life. The authors reveal the importance of tacit knowledge--what we have learned from our own experience, through action. Although it has been seen as an indispensable element of expertise, intelligence researchers have found it difficult to quantify. Based on years of research, Dr. Sternberg and his colleagues have found that tacit knowledge can be quantified and can be taught. This volume thoroughly examines studies of practical intelligence in the United States and in many other parts of the world as well, and for varied occupations, such as management, military leadership, teaching, research, and sales.

This path-breaking book reviews psychological research on practical intelligence and describes its importance in everyday life. The authors reveal the importance of tacit knowledge--what we have learned from our own experience, through action. Although it has been seen as an indispensable element of expertise, intelligence researchers have found it difficult to quantify. Based on years of research, Dr. Sternberg and his colleagues have found that tacit knowledge can be quantified and can be taught. This volume thoroughly examines studies of practical intelligence in the United States and in many other parts of the world as well, and for varied occupations, such as management, military leadership, teaching, research, and sales.

The essays in Mind in Context serve as a bridge between the work of radical constructivists, who propose that all cognition depends on interaction with the outside world, and traditional cognitive scientists, who feel that all cognition resides in the mind. Here, concepts of distributed cognition and situated learning are translated into constructs and methodologies that are accessible to a broad range of psychology researchers and students. The volume is divided into three main parts, containing chapters by leaders in the fields of education, the study of intelligence, and psychometrics. Part I, dealing with performances in academic and test-like tasks, includes essays on novelty and intelligence, and the effects of context on cognition. Part II addresses everyday tasks, with essays on cognitive tests in job selection; and leader intelligence, interpersonal stress, and task performance. In Part III the essays move toward constructing an integrative framework for understanding the volume as a whole. This volume is essential reading for cognitive psychologists, social psychologists, educational psychologists as well as scholars interested in situated learning.

The essays in Mind in Context serve as a bridge between the work of radical constructivists, who propose that all cognition depends on interaction with the outside world, and traditional cognitive scientists, who feel that all cognition resides in the mind. Here, concepts of distributed cognition and situated learning are translated into constructs and methodologies that are accessible to a broad range of psychology researchers and students. The volume is divided into three main parts, containing chapters by leaders in the fields of education, the study of intelligence, and psychometrics. Part I, dealing with performances in academic and test-like tasks, includes essays on novelty and intelligence, and the effects of context on cognition. Part II addresses everyday tasks, with essays on cognitive tests in job selection; and leader intelligence, interpersonal stress, and task performance. In Part III the essays move toward constructing an integrative framework for understanding the volume as a whole. This volume is essential reading for cognitive psychologists, social psychologists, educational psychologists as well as scholars interested in situated learning.

When we carry deep hurts by others, when we harbor resentment, revenge, jealousy, anger, and hateful attitudes, when we are unwilling to give or to receive forgiveness, we are positioning ourselves for agonizing problems and a host of potential personal illnesses. Whereas forgiveness is a key that opens the door to avenues of good health and a more satisfying life, unforgiveness keeps the door locked on a self-imposed, critical, unbending, legalistic, I-know-I'm-right outlook on life. The truth is that forgiveness blesses the giver more than it benefits the receiver. (from the Introduction) James Wagner maintains that the most crippling illness we face today is a resentful, unforgiving heart and the intentional withholding of forgiveness. In fact, he notes that in his experience people request healing prayer to relieve their spiritual, emotional, and mental anguish over damaged and fractured relationships as often as they do to seek comfort for their physical pains and limitations. Though forgiveness it is at the very heart of the gospel, it can be difficult to "forgive and forget" -- so how can Christians become more merciful in their daily lives? Wagner suggests that the answer to that question can be found by examining the paradigm of forgiveness modeled by Jesus -- and Forgiveness: The Jesus Way provides readers with a unique understanding of forgiveness as taught and lived by Jesus. More than just an academic study, this book offers practical guidelines for developing healthier relationships and improving personal wellness by learning to give and receive true forgiveness. Structured in twelve sessions, Forgiveness: The Jesus Way is an excellent personal and group study resource. Each biblically rooted session explores several facets of forgiveness, and includes questions for stimulating discussion and reinforcing key concepts. Recommended resources and notes for the reader to ponder are also provided. James K. Wagner is a retired United Methodist pastor now residing in Galloway, Ohio. In addition to serving several Ohio congregations during four decades of active ministry, Wagner spent nine years as the director of The Upper Room Prayer and Healing Ministries and the executive director of the Disciplined Order of Christ. He is the author of numerous articles and books on healing ministry, including The Spiritual Heart of Your Health (Upper Room Books).