Bøger udgivet af Montezuma Publishing

A bilingual picture book intended for families of young children (ages 4-8) who wish to encourage critical thinking about political and controversial issues that their generation must face. This is the first children's picture book in the series on border crossings and freedom, and allows the reader to explore - if the wind, the birds, and the animals are free to cross international borders, why can't people?

A bilingual (English & Spanish) children's book and part of the Early Readers are Critical Thinkers series produced with support from the Center for Teaching Critical Thinking & Creativity at San Diego State University. This is true story about a girl named Lilly who found a robin's egg alone in the grass and tried to help it hatch. Will the egg hatch? Will the baby bird be okay? Let's follow the curious mind of Lilly and find out!

In celebration of the institution's 125th anniversary, this book provides 12.5 dazzling walking tours, each with a different theme. Whether your interests lay in art or sport, nature or architecture, military or protest, there is a specific campus stroll for you. So strap on your shoes and join the adventure; historic murals, hidden plaques, and even dinosaur footprints are intricately nestled within the fascinating landscape of San Diego State University.

Ideas, poetic sketches, stories, instructions, lists, outlines, notes all tending to an act of Theater. And while they ever arrive, the leaning-into is detailed thoroughly as an urge toward something just beyond statement: a presence, an appearance, an act.

822 fragments garnered from notebooks, journals, loose papers, files, blank envelopes, paper bags and napkins written over a period of 25 years. These draft materials document the preparations for a Work never realized and yet never abandoned. Organized, arranged and recovered in this volume, draft fragments achieves an inadvertent coherence as it traverses the expressionistic collapse of language, narrative and time.

These novels end up being what they aren't: completed. Written throughout the early 1980's, this assemblage of drafts bespeaks both a vocation tentatively asserted and a literature tentatively denied. Ranging from simple meditations on language, loss and love, to stringent experiments in form and structure, from the bluntly hallucinogenic to the gently speculative romance of ideas, the drafted works here also tell the story of the struggle between writing and art, of books that never quite happened becoming one that does.

Realizing the brilliance, dignity, and morality of black males in education.

The Paradigm Developmental Model of Treatment (PDMT) was developed by the first author over the course of more than 30 years of private practice working with chemically dependent and substance abusing clients. In 2004, the model was first outlined. In 2005 a presentation was made to the professional community at a Grand Rounds sponsored by Sharp Mesa Vista Hospital, San Diego. In the following years it was adapted to counseling the DUI population. Subsequent articles followed and this book was completed in December 2009. This model was designed for individual face-to-face counseling sessions with clients and augments the group therapy process that occurs in most treatment programs. This model provides counselors and therapists with a framework that helps to conceptualize where a client is regarding their understanding of their AOD issues and what interventions might be most useful given this information. It is important to obtain a comprehensive AOD and psychiatric history prior to initiating the model with clients. Clients may need a psychiatric evaluation, medical stabilization, or medication management before they are ready to engage in a therapeutic process that requires insight, reflection and behavioral change.

You hear them saying: "GOOD CALL!" and "BAD CALL!"Sometimes you even hear both at once! Who's right? Who's wrong? Whether it's a rules interpretation or a judgment call, there are lots of times what happens on the field doesn't make sense in the stands.Baseball rules literacy (BRL) is poor even among fans, and worse among parents who are only at the ballpark because Johnny's too young to drive. That's because baseball rule books are BORING. The "Good Call, Bad Call" Handbook: 101 Questions You'd Like to Ask the Umpire is anything but.Patrick Sullivan umpired at every level of amateur baseball, from T-ball to college, for over 40 years. He's heard a lot of talk on, or from, the far side of the backstop. The "Good Call, Bad Call" Handbook is based on actual conversations with fans away from the ballpark, questions heard through the fence, and fans heard talking to each other who soundas wise as owls but whose actual BRL isn't worth a hoot.In the years since his first draft, every single baseball call that generated controversy in media or online is something you would have already known the right and wrong of…if you had read this book!And yes: you will GET the Infield Fly Rule!

I had a dream I was out to dinner with Emily, John, and Willie. They were interested in our modern life and asked if men and women still broke each other's hearts? "Yeah," I told them, "You guys could still make a good living on earth." Then I stopped and said, "You are, maybe better than in the day. Emily, you too." They looked at me as if they understood their importance and Willie said, "Well, we were the greatest poets on earth and for some strange reason we are here in your dream! What the hell have you written?"I replied, "I've written some poems over the years and maybe you'd like to read them." Ignoring me, Emily said, "So we still don't know where we came from." Keats replied, "Yeah, you would think if we could go to the moon we would know more about ourselves. You guys are still on the shore of the world, thinking until nothingness sinks." Then Willie looked at me and said, "So this is the dream in death that comes and in that dream you want us to read your poetry." John laughed, and said, "Wake this guy up so we can get out of here!" I told them not to get upset. I didn't intend them to be in my dream. Exasperated Emily said, "This is a wild night in a dream. We don't have a compass or map to chart our way out."I grabbed John's arm and told him I flunked out of San Diego State University because of him. I got an "F" in ballroom dancing. It was 1962, I was a college freshman playing football without a scholarship and washing dishes in the cafeteria. Time I should have been studying for classes I spent reading poems in the library and trying to write an essay about the urn.You see, the final examination in my ballroom dancing class was graded on how well you danced with a girl. Dancing with girls was the reason I took the class; but, you would be graded dancing with your partner, and I didn't want a girl to get a bad grade; so I didn't show for the final. I asked Emily and Willie to consider I got the "F" because of one of their favorite virtues, chivalry. They looked at me as if to ask, "Dancing is a college course?" "But I did it for love," I told them. "I was proud of my "F" in ballroom dancing; and the reason I flunked out was I spent all my time studying your poetry. Do you know how many Cs you have to make to bring up ¿munit of F to a C?During my divorces my ex-wives didn't object to getting the houses and me getting my poems. At the time I thought it was a steal. The three poets looked at me like I was a fool. "But, I did it for my poetry," I told them. They laughed.I explained I'd written poems all my life, kept them under beds, in suitcases, lugged them to wherever I lived and worked. Kept them in school and police department lockers; in law office filing cabinets, even pulled them to safety out of the trunks of wrecked and impounded cars. My poems have been the most steady thing in my life, sometimes the only thing.Willie said, "Screw your poems! We want back to life and out of your goddamned dream." John pushed me and yelled, "Wake up!" Then Emily screamed, "No, don't wake him! If you wake him, what will happen to us? If he wakes, we might cease to exist anymore; we might go back from where we came."

THE CULTURAL PROFICIENCY INSTITUTE FOR EDUCATORS (CPIE) has been established at San Diego State University within the College of Education. CPIE's goals are to provide current research-based information on cultural competencies that will help inform the design of professional development. This resource will be designed for higher education, state-, and district-level educators and professional developers who are preparing teachers to work with students from diverse cultural and linguistic backgrounds.