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.

A 'first wife' tells the story of her life
The author of 'Wife No. 19, ' Ann Young was in measure inspired in her own literary efforts and in her campaign for women's rights within the early Mormon church of the nineteenth century by the writings of this book's remarkable author. Fanny Stenhouse's views in opposition to pluralist marriage were, in fact, set before the public in print before the work of her-now possibly better known-contemporary. Indeed, the two women knew each other, and though they were joined in common cause, the experiences which caused them to stand up for the rights of women were quite different. There was a time when there were more Mormons in England and Scandinavia that there were in the State of Utah. The early followers of the ministry of Joseph Smith were drawn to the pure simplicity of the faith he espoused and Fanny Stenhouse, an Englishwoman, was one of their number in the days before there was any suggestion polygamous marriage in her church. So it was that Fanny made the long journey to America and began a life of privation, cruelty and oppression which eventually included her reluctant acquiescence to the introduction of the 'Celestial Order of Marriage' by the Mormon church under Brigham Young's leadership. Her account of her ordeals and those of her 'sisters' during those turbulent times makes gripping reading, and the courage and fortitude of the stand she took seems all the more incredible to modern readers given the time and place in which she lived. Eventually, Fanny and her husband left the life they both came to abhor and Fanny was encouraged to put her experiences into words-to quite literally, 'Tell it all.' Readers of Ann Young's famous book, 'Wife No 19, ' will find much to interest them in the pages of this remarkable account and readers new to the subject will find this an engrossing account of one remarkable woman's courage in adversity. Available in softcover and hardback with dust jacket for collectors.

Too often teachers and students doubt their own abilities to forge collective work and dynamic critical learning in the midst of education reform practices that limit their opportunities to do so. This doubt can be heightened for elementary school teachers or even their students who are led to believe that they are not capable of engaging critically with their education and their world. The Problem-Solution Project erases this doubt through merging service-learning, critical pedagogy, and constructivism. This approach to teaching and learning is designed to empower teachers and students while they meet curriculum standards and actively contribute to the transformation of their world. Unique to this collection are the reported experiences of teacher educators who implement Problem-Solution Projects in their courses; preservice teachers' reflections on cohort-driven Problem-Solution Projects; and first-year and veteran teachers stories featuring Problem-Solution Projects initiated by their PK-5 students. Features include: Describes how Problem-Solution Projects advance service-learning and critical pedagogy. Discussion of how Problem-Solution Projects build on curriculum standards but resists standardization of implementation and repressive education reforms. First-hand accounts of teachers implementing Problem-Solution Projects. Detailed description of the steps and outcomes of doing Problem-Solution Projects with preservice teachers, inservice teachers, and elementary students. . Examples of Problem-Solution Projects across courses, subjects, disciplines, and contexts. Readers will find worthwhile the theoretical connections and the practical applications. Service-learning, urban education, multicultural education and teacher education, teacher preparation practitioners will find this text beneficial. The main audience: teacher educators across disciplines, pre- and in-service teachers working in elementary (PK-5) settings.

Sihab ad-Din Ahmad bin 'Abd al-Qader's account of the early sixteenth century Jihad, or holywar, in Ethiopia, of Imam Ahmad bin Ibrahim, better known as Ahmad Gran, or the Left handed, is an historical classic. The Yamani author was an eyewitness of several of the battles he describes, and is an invaluable source. His book, which is full of human, and at times tragic, drama, makes a major contribution to our knowledge of a crucially important period in the hisoty of Ethiopia and Horn of Africa. 'Futuh al-Habasa, ' or 'Conquest of Abyssinia' - which undoubtedly reflects the situation as it seemed to its Yamani author at the time of its composition. The forces of Imam Ahmad bin Ibrahim had occupied the greater part of Ethiopia. The resistance of Emperor Lebna Dengel had virtually come to an end, and many Christians had chosen to convert to Islam. The victorious Imam's regime seemed there to stay. This was, however, far from the end of the story. The Imam was killed in battle on February 21, 1543, whereupon his army almost immediately disintegrated. Those of his soldiers who could do so made their way back to the East. Not a few Muslim converts reverted to their former faith. The Futuh thus refers to a relatively short, though crucially important, period in Ethiopia's long history. The book is nevertheless valuable, in that its author was an eye-witness of many of the events he describes, and writes, as far as we can judge, with a degree of objectivity rare for his time. What people say about this book: "This book is the first ever complete English translation of the Arabic account on the campaigns of Imam Ahmad b. Ibrahim al-Ghazi (popularly known as Gran) as written by the Yemeni jurist, Shihab al-din Ahmad b. Abd al-Qadir b. Salim b. Uthman (also known as Arab Faqih)... it is a welcome addition to the rich corpus of Arabic literary and historical sources relevant to the sixteenth-century Ethiopia and the Horn. It is particularly useful for English-speaking researchers and established scholars who cannot read either the Arabic text or the authoritative French translation prepared by Rene Basset...both Stenhouse and Pankhurst, and the publisher, deserve high commendation, respectively, for producing such a valuable work that represents a major contribution to the history of Ethiopia and the Horn, and for making it available to the wider English-speaking readership and scholarship." -- Hussein Ahmed is a Professor of History at Addis Ababa University. He is a leading historian of Islam in Ethiopia. * * * "In the history of conflict in Africa and beyond, "few stories of drama and human tragedy equal" Imama Ahmad's conquest of the Christian kingdom of Ethiopia (1529-1543). His short lived spectacular victories and determination to replace Christianity by Islam and the remarkable survival of Christianity in Ethiopia" is a story of epic proportions" which still generates strong emotion among both the Christian and the Muslim population of Ethiopia. In other words, Imam Ahmad's jihadic war besides being legendary was a major turning point... This is truly a wonderful work, which is destined to remain an indispensable source for the history of Ethiopia and the Horn of Africa during the first half of the tumultuous sixteenth century. Anyone interested in understanding the intensity and brutality of religious war will be rewarded by reading this classic." -- Mohammed Hassen is an Associate Professor of African history at Georgia State University in Atlanta. He is the author of The Oromo of Ethiopia: A History 1570-1860.

This is the report of two linked research projects: the SSRC Project on Problems and Effects of Teaching about Race Relations, and the Calouste Gulbenkian Foundation Project on Teaching About Race Relations through Drama. Its aim is to help teachers who will face race as a theme, whether it arises in the normal course of their subject teaching or is introduced as a separate topic. The project worked with three groups of teachers, each of which adopted a different approach, and the results of the testing programme are given alongside a series of case studies of classroom teaching. The book includes a summary of the findings of the research, express as hypotheses and an account of the teacher-dissemination of the project's work; it concludes with reflections by the director of the project and a participant teacher.

This volume explores the history of eugenics in four Dominions of the British Empire: New Zealand, Australia, Canada, and South Africa. These self-governing colonies reshaped ideas absorbed from the metropole in accord with local conditions and ideals. Compared to Britain (and the US, Germany, and Scandinavia), their orientation was generally less hereditarian and more populist and agrarian. It also reflected the view that these young and enterprising societies could potentially show Britain the way - if they were protected from internal and external threat. This volume contributes to the increasingly comparative and international literature on the history of eugenics and to several ongoing historiographic debates, especially around issues of race. As white-settler societies, questions related to racial mixing and purity were inescapable, and a notable contribution of this volume is its attention to Indigenous populations, both as targets and on occasion agents of eugenic ideology.

The importance of play for healthy development is undeniable. Aspects of play have been linked to the development of social skills, health and fitness, motivation, curiosity, innovation, imagination, and problem solving. Both theory and research suggest that play of various types is critical for healthy development and that playfulness is an important quality across the life span. However, opportunities to play and quality of play facilities in schools, after-school programs, childcare centers, community parks, and museums are not equitable by race, socio-economic status, and ability. And racial profiling, immigrant status, illness, and incarceration interfere with child's play. The first section of the book defines play and social justice and describes disparities in play opportunities in childcare, schools, and communities as well as inequities in how play is interpreted. The next section describes pre-school, elementary, high school, and university programs that use play to liberate, teach, and build community as well as after-school, hospital, and community programs that help to level the playing field of opportunity. The final part of the book discusses ways to ameliorate inequities through research and advocacy. Four research methods are described that are useful for conducting studies on the amount of play children experience, attitudes toward play, and the effect of play on other variables. Finally, a child, a parent, and a teacher describe ways they tried to obtain more recess, using various methods of advocacy. The appendix provides resources indispensable for those convinced that play for all is indeed a social justice issue worthy of advocacy.

This innovative collection of original essays focuses on the ways in which geography, gender, race, and religion influenced the reception of Darwinism in the English-speaking world of the late nineteenth and early twentieth centuries. The contributions to this volume collectively illustrate the importance of local social, physical, and religious arrangements, while revealing that neither distance from Darwin's home at Down nor size of community greatly influenced how various regions responded to Darwinism. Essays spanning the world from Great Britain and North America to Australia and New Zealand explore the various meanings for Darwinism in these widely separated locales, while other chapters focus on the difference it made in the debates over evolution.