Adam Braun began working summers at hedge funds when he was just sixteen years old, sprinting down the path to a successful Wall Street career. But while traveling he met a young boy begging on the streets of India, who after being asked what he wanted most in the world, simply answered, “A pencil.” This small request led to a staggering series of events that took Braun backpacking through dozens of countries before eventually leaving one of the world’s most prestigious jobs to found Pencils of Promise, the organization he started with just $25 that has since built more than 200 schools around the world.
The Promise of a Pencil chronicles Braun’s journey to find his calling, as each chapter explains one clear step that every person can take to turn your biggest ambitions into reality, even if you start with as little as $25. His story takes readers behind the scenes with business moguls and village chiefs, world-famous celebrities and hometown heroes. Driven by compelling stories and shareable insights, this is a vivid and inspiring book that will give you the tools to make your own life a story worth telling.
*All proceeds from this book will support Pencils of Promise.
This is the story of two young people from completely different worlds: Kennedy Odede from Kibera, the largest slum in Africa, and Jessica Posner from Denver, Colorado. Kennedy foraged for food, lived on the street, and taught himself to read with old newspapers. When an American volunteer gave him the work of Mandela, Garvey, and King, teenaged Kennedy decided he was going to change his life and his community. He bought a soccer ball and started a youth empowerment group he called Shining Hope for Communities (SHOFCO). Then in 2007, Wesleyan undergraduate Jessica Posner spent a semester abroad in Kenya working with SHOFCO. Breaking all convention, she decided to live in Kibera with Kennedy, and they fell in love.Their connection persisted, and Jessica helped Kennedy to escape political violence and fulfill his lifelong dream of an education, at Wesleyan University.
The alchemy of their remarkable union has drawn the support of community members and celebrities alike—The Clintons, Mia Farrow, and Nicholas Kristof are among their fans—and their work has changed the lives of many of Kibera’s most vulnerable population: its girls. Jess and Kennedy founded Kibera’s first tuition-free school for girls, a large, bright blue building, which stands as a bastion of hope in what once felt like a hopeless place. But Jessica and Kennedy are just getting started—they have expanded their model to connect essential services like health care, clean water, and economic empowerment programs. They’ve opened an identical project in Mathare, Kenya’s second largest slum, and intend to expand their remarkably successful program for change.
Ultimately this is a love story about a fight against poverty and hopelessness, the transformation made possible by a true love, and the power of young people to have a deep impact on the world.
-First Sergeant David Bobenmoyer, Company B 1SG,
Recruit Sustainment Battalion, Camp Grayling, Michigan"Specialist Herbert makes it 'Too-Easy' to get ready for life down-range at BCT. If every one of my soldiers read this book and followed the advice, they would have a distinct advantage over those who didn't. In short: Read it and heed it."
-Drill Sergeant J.A.L.
Fort Jackson, South CarolinaA must-read for anyone considering the change from civilian to soldier, 63 Days and a Wake-Up takes you inside the closely guarded world of U.S. Army Basic Combat Training, providing an informative and enlightening look at the fascinating process that transforms everyday citizens into modern day American heroes.
In 1951, a twenty-five-year-old Yale graduate published his first book, which exposed the "extraordinarily irresponsible educational attitude" that prevailed at his alma mater. The book, God and Man at Yale, rocked the academic world and catapulted its young author, William F. Buckley Jr. into the public spotlight. Now, half a century later, read the extraordinary work that began the modern conservative movement.
Buckley's harsh assessment of his alma mater divulged the reality behind the institution's wholly secular education, even within the religion department and divinity school. Unabashed, one former Yale student details the importance of Christianity and heralds the modern conservative movement in his preeminent tell-all, God and Man at Yale: The Superstitions of "Academic Freedom."
Teach For America has for a decade been the nation's largest employer of recent college graduates but has come under increasing criticism in recent years even as it has grown exponentially. This memoir considers the distance between the idealism of the organization's creed that "One day, all children in this nation will have the opportunity to attain an excellent education and reach their full potential" and what it actually means to teach in America's poorest and most troubled public schools.
Copperman's memoir vividly captures his disorientation in the divided world of the Delta, even as the author marvels at the wit and resilience of the children in his classroom. To them, he is at once an authority figure and a stranger minority than even they are--a lone Asian, an outsider among outsiders. His journey is of great relevance to teachers, administrators, and parents longing for quality education in America. His frank story shows that the solutions for impoverished schools are far from simple.
One Day, All Children… is not just a personal memoir. It's a blueprint for the new civil rights movement--a movement that demands educational access and opportunity for all American children.
Two new chapters add depth to this comprehensive, richly illustrated work. Immigration, Multiculturalism, and Education examines the response of public schools to the education of immigrant children in the context of Americas industrialization and urbanization. This compelling addition also looks at the changing demographics of immigration and discusses the experiences and contributions of Hispanic Americans and Asian Americans. Progressive Education and John Dewey explores the origins of progressive education, the philosophies of John Dewey and other leading progressive educators, and this movements ongoing influence in American classrooms.
The Third Editions topical organization lends itself to multiple uses in the classroom. Each chapter provides the historical foundation for the study of a contemporary topic in education, including the organization and structure of schools, the philosophy of education, early childhood education, curriculum and instruction, multicultural and bilingual education, and educational policy.
As Stewart makes chillingly clear, the rapidly expanding network of Good News Clubs represents just one of a range of initiatives intended to insert religious values into public schools. Although they often appear to be spontaneous, local events, they are in fact organized and funded at a national level. Taken together, they represent a new strategy of the Religious Right in its long-running aim to "take back America," undermining our public education system and secular democracy itself.
Can one person really make a difference in the world? Twesigye Jackson Kaguri overcame tremendous odds as he followed his dream to build a school for AIDS orphans in his village in Uganda. This is his unforgettable story.
Growing up on his family's small farm, Kaguri worked many hours each day for his taskmaster father, though he was lucky his parents were able to send him to school. Kaguri eventually became a visiting scholar at Columbia University. Returning to his home years later, he was overwhelmed by the plight of AIDS orphans and vowed to build them a tuition-free school. A School for My Village weaves together tales from Kaguri's youth and his inspiring account of building the school and changing the lives of many children.
From the Trade Paperback edition.
* qualitative, quantitative and mixed methods
* research techniques and approaches
* ethical considerations
* sample studies
* a glossary of key terms
* resources for students
As well as covering a range of methodological issues, it looks at numerous areas in depth, including language learning strategies, motivation, teacher beliefs, language and identity, pragmatics, vocabulary, and grammar. Comprehensive and accessible, this is the essential guide to research methods for undergraduate and postgraduate students in applied linguistics and language studies.
Struggling, like many high schools, with how to improve student outcomes, educators at Whitman High School decided to invite students to participate in the reform process. Dana L. Mitra describes the evolution of student voice at Whitman, showing that the students enthusiastically created partnerships with teachers and administrators, engaged in meaningful discussion about why so many failed or dropped out, and partnered with teachers and principals to improve learning for themselves and their peers. In documenting the difference that student voice made, this book helps expand ideas of distributed leadership, professional learning communities, and collaboration. The book also contributes much needed research on what student voice initiatives look like in practice and provides powerful evidence of ways in which young people can increase their sense of agency and their sense of belonging in school.
This study is the first to systematically examine the preconditions for the development of a university research role. These include the formation of academic disciplines--communities that sponsored associations and journals, which defined and advanced fields of knowledge. Only a few universities were able to engage in these activities. Indeed, universities before World War I struggled to find the means to support their own research through endowments, research funds, and faculty time. To Advance Knowledge shows how these institutions developed the size and wealth to harbor a learned faculty. The book illustrates how arrangements for research changed markedly in the 1920s when the great foundations established from the Rockefeller and Carnegie fortunes embraced the advancement of knowledge as a goal. Universities emerged in this decade as the best-suited vessels to carry this mission. Foundation resources made possible the development of an American social science. In the natural sciences, this patronage allowed the United States to gain parity with Europe on scientific frontiers, of which the most important was undoubtedly nuclear physics. The research role of universities cannot be isolated from the institutions themselves. To Advance Knowledge focuses on sixteen universities that were significantly engaged with research during this era. It analyzes all facets of these institutions--collegiate life, sources of funding, treatment of faculty--since all were relevant to shaping the research role.
Roger L. Geiger is Distinguished Professor of Higher Education at the Pennsylvania State University. He has edited the History of Higher Education Annual since 1993, was a section editor for the Encyclopedia of Higher Education, and is the author of The American College in the Nineteenth Century and Private Sectors in Higher Education.
If one accepts the notion of higher education as a public good, does this affect how one thinks about the governance of America’s colleges and universities? Contributors to this book explore the role of the contemporary university, its relationship to the public good beyond a simple obligation to educate for jobs, and the subsequent impact on how institutions of higher education are and should be governed.
What’s happened since John Wood left Microsoft to change the world? Just ask six million kids in the poorest regions of Asia and Africa. In 1999, at the age of thirty-five, Wood quit a lucrative career to found the nonprofit Room to Read. Described by the San Francisco Chronicle as “the Andrew Carnegie of the developing world,” he strived to bring the lessons of the corporate world to the nonprofit sector—and succeeded spectacularly.
In his acclaimed first book, Leaving Microsoft to Change the World, Wood explained his vision and the story of his start-up. Now, he tackles the organization’s next steps and its latest challenges—from managing expansion to raising money in a collapsing economy to publishing books for children who literally have no books in their native language. At its heart, Creating Room to Read shares moving stories of the people Room to Read works to help: impoverished children whose schools and villages have been swept away by war or natural disaster and girls whose educations would otherwise be ignored.
People at the highest levels of finance, government, and philanthropy will embrace the opportunity to learn Wood’s inspiring business model and blueprint for doing good. And general readers will love Creating Room to Read for its spellbinding story of one man’s mission to put books within every child’s reach.
Named as one of Huffington Post’s 15 Inspiring Chicagoans, Cole is passionate about providing opportunities for disadvantaged teenagers. By taking teenagers on explorations outside of the limitations of their immediate neighborhoods, he introduces them to opportunities, careers, and cultures that are accessible within their own city. Cole’s quest to remove the barriers of isolation has become a recruitment tool for schools in Chicago’s communities.
In this book, you’ll discover the challenges and limitations created by geographic boundaries, as well as the rewards of working with youth to make a positive impact in their lives. His firsthand perspective ranges from volunteering at the Cook County Jail to recruiting explorers at underserved schools in the communities of Englewood and Chatham. An inspiration endeavor and dream, My Block, My Hood, My City can be seen on hoodies across the country and has been featured on national TV.
Whether you want to make a real difference and be the catalyst of change in the Windy City or you want to start your own nonprofit, exposure is key. Expand your horizons and the horizons of youth everywhere by becoming an agent of change in your own block, hood, and city. Unity, not division, is the solution. Become a part of it.
Managerial responses or top-down linear decisions are antithetical to academic organizations and most likely recipes for disaster. In today’s “flat world”, decision-making for most organizations has become less hierarchical and more decentralized. Understanding this trend is of particular importance for organizations with traditions of shared governance.
The message of this book is that understanding organizational culture is critical for those who recognize that academe must change, but are unsure how to make that change happen. Even the most seasoned college and university administrators and professors often ask themselves, “What holds this place together?” The author’s answer is that an organization’s culture is the glue of academic life. Paradoxically, this “glue” does not make things get stuck, but unstuck. An understanding of culture enables an organization’s participants to interpret the institution to themselves and others, and in consequence, to propel the institution forward.
An organization’s culture is reflected in what is done, how it is done, and who is involved in doing it. It concerns decisions, actions, and communication on an instrumental and symbolic level. This book considers various facets of academic culture, discusses how to study it, how to analyze it, and how to improve it in order to move colleges and universities aggressively into the future while maintaining core academic values.
This book presents updated versions of eight key articles on organizational culture in higher education by William G. Tierney. The new introduction that sets them in the context of current and future challenges will add further value to articles that are already in high demand.
Roche provides a road map to creating a superb arts and sciences college within a major research university and offers a rich analysis of five principles that have shaped the modern American university: flexibility, competition, incentives, accountability, and community. He notes the challenges and problems that surface with these categories and includes ample illustration of both best practices and personal missteps. The book makes clear that even a compelling intellectual vision must always be linked to its embodiment in rhetoric, support structures, and community. Throughout this unique and appealing contribution to the literature on higher education, Roche avoids polemic and remains optimistic about the ways in which a faculty member serving in administration can make a positive difference.
Realizing the Distinctive University is a must read for academic administrators, faculty members interested in the inner workings of the university, and graduate students and scholars of higher education.
Historically Black colleges and universities (HBCUs) are at the same time the least studied and the least understood institutions of higher education and the most maligned and the most endangered.
This unique study examines the mission of four-year HBCUs from the perspective of the campus president, as a foundation for understanding the relevance and role of these institutions.
This is the first research to focus on the role of presidents of black colleges; is based on extensive interviews with fifteen presidents; and takes into particular account the type of campus environments in which they operate.
Unlike community colleges, women's colleges, men's colleges, and Hispanic-serving colleges, Black colleges are racially identifiable institutions. They also vary significantly in, among other characteristics: size, control (public or private), religious affiliation, gender composition, and available resources. Although united in the historic mission of educating African Americans, each black college or university has its own identity and set of educational objectives.
The book examines how presidents define and implement mission in the context of their campuses, view the challenges they face, and confront the factors that promote or hinder implementation of their missions.
The publication first offers information on the quality and quantity of learning and origin and description of the Structure of the Observed Learning Outcome (SOLO) taxonomy. Discussions focus on general intellectual development and the growth of quality; some assumptions and applications of stage theory; from developmental stage to levels of learning quality; and general intellectual development and the growth of quality. The text then examines the teaching of history, elementary mathematics, English, and geography. Topics include interpreting a map and drawing conclusions, explaining a natural phenomenon, appreciation of poetry, implications for the teaching of history, English, and mathematics, numbers and operations, and general application of SOLO to history.
The manuscript takes a look at modern languages, place of the taxonomy in instructional design, and some methodological considerations. Concerns include alternative formats for obtaining SOLO responses, instructional processes, curriculum analysis, remediation, and teacher intentions.
The publication is a vital source of data for educators interested in the SOLO taxonomy.
When the team won the national championship in 1996, no one could have predicted such success just 90 years earlier. Fortunately, that fascinating journey through the last century has been captured in great photographs that include formal portraits of teams; action shots on the field; views of The Swamp; and snapshots of fans from every decade. These images tell the story of the birth and growth of a football team, a team that has brought enjoyment to millions and national recognition to the University of Florida.