01622nam 2200385 n 450 99639251100331620221108095732.0(CKB)1000000000685836(EEBO)2248528437(UnM)99846946(EXLCZ)99100000000068583619911114d1591 uy |welurbn||||a|bb|Siarles arglwydd Howard, barwn o Effingham, ... Yn gymmaint a bod yr arwein wr[electronic resource][London] Printed by Thomas Purfoot[1591]1 sheet ([1] p.) illTitle from opening lines of text.Signed at end: Charles Howard.Place of publication and publication date from STC.Brief for collections on behalf of Sion Salisburi of Gwyddelwern, Merionethshire, crippled after 6 years' service as an officer in France, Flanders and on the seas of Morocco. 31 July, 1591--STC.Formerly also STC 8205 and STC 21619.Identified as STC 8205 on UMI microfilm, reel 220 and as STC 21619 on reel 1583.Reproductions of the original in the Bodleian Library.Appears at reel 220, reel 1026 and at reel 1583 (all are Bodleian Library copy).eebo-0014Nottingham Charles HowardEarl of,ca. 1536-1624.1001491Cu-RivESCu-RivESCStRLINWaOLNBOOK996392511003316Siarles arglwydd Howard, barwn o Effingham, ... Yn gymmaint a bod yr arwein wr2298549UNISA03669nam 2200637 450 991079775110332120230126213618.00-8047-9703-X10.1515/9780804797030(CKB)3710000000513382(EBL)4414760(SSID)ssj0001581996(PQKBManifestationID)16257027(PQKBTitleCode)TC0001581996(PQKBWorkID)12900480(PQKB)11168449(MiAaPQ)EBC4414760(DE-B1597)564068(DE-B1597)9780804797030(Au-PeEL)EBL4414760(CaPaEBR)ebr11176373(OCoLC)930024233(OCoLC)1198929657(EXLCZ)99371000000051338220150602h20162016 uy| 0engur|n|---|||||txtccrThe social imperative race, close reading, and contemporary literary criticism /Paula M.L. MoyaStanford, California :Stanford University Press,[2016]©20161 online resource (223 p.)Description based upon print version of record.0-8047-9702-1 0-8047-9570-3 Includes bibliographical references and index.Introduction : schemas and racial literacy -- Racism is not intellectual : the dialogic potential of multicultural literature -- Not one and the same thing : the ethical relationship of selves to others in Toni Morrison's Sula -- Another way to be : vestigial schemas in Helena Maria Viramontes's "The moths" and Manuel Muñoz's "Zigzagger" -- Dismantling the master's house : the search for decolonial love in Junot Díaz's "How to date a browngirl, blackgirl, whitegirl, or halfie" -- The misprision of mercy : race and responsible reading in Toni Morrison's A mercy -- Conclusion : reading race.In the context of the ongoing crisis in literary criticism, The Social Imperative reminds us that while literature will never by itself change the world, it remains a powerful tool and important actor in the ongoing struggle to imagine better ways to be human and free. Figuring the relationship between reader and text as a type of friendship, the book elaborates the social-psychological concept of schema to show that our multiple social contexts affect what we perceive and how we feel when we read. Championing and modeling a kind of close reading that attends to how literature reflects, promotes, and contests pervasive sociocultural ideas about race, ethnicity, gender, and sexuality, Paula M. L. Moya demonstrates the power of works of literature by writers such as Junot Diaz, Toni Morrison, and Helena Maria Viramontes to alter perceptions and reshape cultural imaginaries. Insofar as literary fiction is a unique form of engagement with weighty social problems, it matters not only which specific works of literature we read and teach, but also how we read them, and with whom. This is what constitutes the social imperative of literature.American fictionHistory and criticismAmerican fictionSocial aspectsRace in literatureAmerican fictionHistory and criticism.American fictionSocial aspects.Race in literature.813.009/355EC 2460rvkMoya Paula M. L.1026585MiAaPQMiAaPQMiAaPQBOOK9910797751103321The social imperative3852044UNINA02360oam 2200469 450 991082816490332120190911112725.01-945349-08-5(OCoLC)1027161553(MiFhGG)GVRL7ZMZ(EXLCZ)99434000000019628420170718h20182018 uy 0engurun|---uuuuardacontentrdamediardacarrierResponding to the Every Student Succeeds Act with the PLC at work process /Richard DuFour, Douglas Reeves, Rebecca DuFour ; foreword by Jon SaphierBloomington, Indiana :Solution Tree Press,[2018]�20181 online resource (xix, 151 pages) illustrationsGale eBooks1-945349-07-7 Includes bibliographical references and index.ch. 1. A brief history of education oversight in the United States -- ch. 2. The passage of the ESSA -- ch. 3. How states can respond to ESSA -- ch. 4. One school's response to ESSA -- ch. 5. A view from the district -- ch. 6. How states can transform opportunity into action -- ch. 7. The path ahead for ESSA.This book explains the roles that federal and state governments play in K-12 education funding with the adoption of Every Student Succeeds Act (ESSA) and how it relates to past educational reforms such as ESEA and No Child Left Behind. It emphasizes the importance of using the Professional Learning Communities (PLCs) at Work process to respond to ESSA and provides the strategies and mindsets teachers, district leaders, and states should implement to enhance student learning.Educational accountabilityUnited StatesAcademic achievementUnited StatesProfessional learning communitiesUnited StatesEducational accountabilityAcademic achievementProfessional learning communities379.1/58DuFour Richard1947-1667661Reeves Douglas B.1953-DuFour Rebecca BurnetteMiFhGGMiFhGGBOOK9910828164903321Responding to the Every Student Succeeds Act with the PLC at work process4027647UNINA