Most Americans no longer question whether and which students should be prepared for college. Rather, it is now widely accepted that ALL students should be prepared for postsecondary education in some form (e.g., certificate, 2- or 4-year degree), as these credentials are not only required for many jobs but are also the surest path to upward mobility (Carnevale, Rose, Cheah, 2011). There is also greater recognition that in addition to a more traditional approach to preparation for postsecondary education (e.g., taking college preparatory classes), students should also graduate high school with technical knowledge and employability skills to secure, retain, and advance their employment when they leave school, at whatever level that may be. Simply put, today's high school graduates need a broad-based education that combines an array of knowledge, skills, and experiences to prepare them for life after high school. And indeed, state's definitions of college and career readiness have broadened in recent years to include a variety of skills and dispositions, such as critical thinking skills, social emotional skills such as collaboration, and interpersonal skills such as resilience and perseverance (English, Rasmussen, Cushing, & Therriault, 2016). The Every Student Succeeds Act (ESSA) of 2015, the key federal K-12 legislation, explicitly supports the notion of a "well-rounded" student, emphasizing readiness in areas beyond its predecessor's (the No Child Left Behind Act, or NCLB) focus on core academic content. ESSA mandates that states ensure thatstudents are provided an enriched, accelerated curriculum beyond courses and content areas in which state assessments are given (e.g., mathematics, reading) and that is aligned with the postsecondary experiences students are likely to encounter. ESSA also supports an expansion of readiness goals through provisions for the improvement of conditions for student learning that support social-emotional learning, intrapersonal skills, and other employability skills. And ESSA includes provisions in states' accountability systems that support emphasis on broader definitions of readiness. Additionally, ESSA's accountability framework includes important principles for supporting a broader definition of what students need to know and be able to do once they graduate high school. Accountability systems under ESSA may include multiple measures of college and career readiness. Indeed, several states had already added a career-focused indicator prior to ESSA passing (such as pathway completion or technical assessment achievement) to their accountability systems, and the number of states publicly reporting such indicators continues to increase (Achieve & AdvanceCTE, 2016). As definitions and measures of college and career readiness continue to evolve, we know one thing for sure: we need to better prepare ALL students for success after high school. This book explores the ways in which some education researchers are approaching this task.

Asheville Bee Charmer, opened in 2014 by beekeepers Jillian Kelly and Kim Allen, has become a destination for both local foodies and tourists. This honey purveyor, located in one of the most pollinator-friendly parts of the United States, offers a range of bee-related products and more than 50 different artisanal honey varietals—each with its own unique color, texture, and taste. Inspired by the vast honey selection available behind the Honey Bar, chef Carrie Schloss has created The Asheville Bee Charmer Cookbook, a collection featuring 130 recipes, 20 honey varietals, and 8 special Bee Charmer blends. With a color, aroma, and tasting guide to honey varietals and dishes like Bee Pollen Nut Brittle, Chipotle Honey–Marinated Skirt Steak, and Milk and Honey Dinner Rolls, this cookbook proves that honey is the best way to season or sweeten your next meal. Schloss writes with the home cook in mind, packing complex, surprising flavors into recipes written in clear, accessible prose, and the recipes are accompanied by beautiful full-color photography throughout.

Ollam ("ollav"), named for the ancient title of Ireland's chief poets, celebrates the career of Tomas O Cathasaigh, Henry L. Shattuck Professor of Irish Studies at Harvard University, who is one of the foremost interpreters of the rich and fascinating world of early Irish saga literature. It is a complement to his own book of essays, Coire Sois, the Cauldron of Knowledge: A Companion to Early Irish Saga, also edited by Matthieu Boyd (University of Notre Dame Press, 2014), and a sequel to his classic monograph The Heroic Biography of Cormac mac Airt (Dublin Institute for Advanced Studies, 1977) and as such it begins to show the richness of his legacy. The essays in Ollam represent cutting-edge research in Celtic philology and historical and literary studies. They form three clusters: heroic legend; law and language; and poetry and poetics. The 21 contributors are among the best Celtic Studies scholars of their respective generations, whether they are rising stars or great professors at the finest universities around the world. The book has a Foreword by William Gillies, Emeritus Professor at the University of Edinburgh and former President of the International Congress of Celtic Studies, who also contributed an essay on courtly love-poetry in the Book of the Dean of Lismore. Other highlight include a new edition and translation of the famous poem Messe ocus Pangur ban; a suite of articarticles on the ideal king of Irish tradition, Cormac mac Airt; and studies on well-known heroes like Cu Chulainn and Finn mac Cumaill. This book will be a must-have, and a treat, for Celtic specialists. To nonspecialists it offers a glimpse at the vast creative energy of Gaelic literature through the ages and of Celtic Studies in the twenty-first century.

Ollam ("ollav"), named for the ancient title of Ireland's chief poets, celebrates the career of Tomas O Cathasaigh, Henry L. Shattuck Professor of Irish Studies at Harvard University, who is one of the foremost interpreters of the rich and fascinating world of early Irish saga literature. It is a complement to his own book of essays, Coire Sois, the Cauldron of Knowledge: A Companion to Early Irish Saga, also edited by Matthieu Boyd (University of Notre Dame Press, 2014), and a sequel to his classic monograph The Heroic Biography of Cormac mac Airt (Dublin Institute for Advanced Studies, 1977) and as such it begins to show the richness of his legacy. The essays in Ollam represent cutting-edge research in Celtic philology and historical and literary studies. They form three clusters: heroic legend; law and language; and poetry and poetics. The 21 contributors are among the best Celtic Studies scholars of their respective generations, whether they are rising stars or great professors at the finest universities around the world. The book has a Foreword by William Gillies, Emeritus Professor at the University of Edinburgh and former President of the International Congress of Celtic Studies, who also contributed an essay on courtly love-poetry in the Book of the Dean of Lismore. Other highlight include a new edition and translation of the famous poem Messe ocus Pangur ban; a suite of articarticles on the ideal king of Irish tradition, Cormac mac Airt; and studies on well-known heroes like Cu Chulainn and Finn mac Cumaill. This book will be a must-have, and a treat, for Celtic specialists. To nonspecialists it offers a glimpse at the vast creative energy of Gaelic literature through the ages and of Celtic Studies in the twenty-first century.

Most Americans no longer question whether and which students should be prepared for college. Rather, it is now widely accepted that ALL students should be prepared for postsecondary education in some form (e.g., certificate, 2- or 4-year degree), as these credentials are not only required for many jobs but are also the surest path to upward mobility (Carnevale, Rose, Cheah, 2011). There is also greater recognition that in addition to a more traditional approach to preparation for postsecondary education (e.g., taking college preparatory classes), students should also graduate high school with technical knowledge and employability skills to secure, retain, and advance their employment when they leave school, at whatever level that may be. Simply put, today's high school graduates need a broad-based education that combines an array of knowledge, skills, and experiences to prepare them for life after high school. And indeed, state's definitions of college and career readiness have broadened in recent years to include a variety of skills and dispositions, such as critical thinking skills, social emotional skills such as collaboration, and interpersonal skills such as resilience and perseverance (English, Rasmussen, Cushing, & Therriault, 2016). The Every Student Succeeds Act (ESSA) of 2015, the key federal K-12 legislation, explicitly supports the notion of a "well-rounded" student, emphasizing readiness in areas beyond its predecessor's (the No Child Left Behind Act, or NCLB) focus on core academic content. ESSA mandates that states ensure thatstudents are provided an enriched, accelerated curriculum beyond courses and content areas in which state assessments are given (e.g., mathematics, reading) and that is aligned with the postsecondary experiences students are likely to encounter. ESSA also supports an expansion of readiness goals through provisions for the improvement of conditions for student learning that support social-emotional learning, intrapersonal skills, and other employability skills. And ESSA includes provisions in states' accountability systems that support emphasis on broader definitions of readiness. Additionally, ESSA's accountability framework includes important principles for supporting a broader definition of what students need to know and be able to do once they graduate high school. Accountability systems under ESSA may include multiple measures of college and career readiness. Indeed, several states had already added a career-focused indicator prior to ESSA passing (such as pathway completion or technical assessment achievement) to their accountability systems, and the number of states publicly reporting such indicators continues to increase (Achieve & AdvanceCTE, 2016). As definitions and measures of college and career readiness continue to evolve, we know one thing for sure: we need to better prepare ALL students for success after high school. This book explores the ways in which some education researchers are approaching this task.