Mother Maria Fashions
The Diary of the Wimpy Kid series of books, by best-selling author Jeff Kinney, charts the highs and lows of our middle school hero, Greg, as he stumbles and fumbles from childhood to teenhood via school-hood. Sometimes helped by his friends and family, often not helped by himself!
"If I'd known!" groaned Winifred Cranston, otherwise Wendy, with a note of utter tragedy in her usually cheerful voice. "If I'd only known! D'you think I'd have come trotting back here with my baggage? Not a bit of it! Nothing in this wide world should have dragged me. I'd have turned up my hair-yes, it's quite long enough to turn up, Jess Paget, so you needn't look at it so scornfully; it's as nice as yours, and nicer! Well, I tell you I'd have turned up my hair, and run away and joined the 'Waacs' or the 'Wrens', or have driven a motor wagon or conducted a tramcar, or scrubbed floors at a hospital, or done anything-anything, I say!-rather than stay at the Abbey without Mrs. Gifford." "It's pretty stiff, certainly, for the Head to go whisking away like this," agreed Magsie Wingfield, sitting on the other shaft of the wheelbarrow. "And without any notice either! It leaves one gasping!" "Stiff? It's the limit! Why didn't she give us decent warning, instead of springing it on to us in this sudden fashion? I feel weak!" "There wasn't time," explained Sadie Sanderson, who, with Violet Gorton and Tattie Clegg, occupied, in a tight fit, the interior of the wheelbarrow. "It was all done at a day's notice. Geraldine's been telling me the whole history." "Well?" "Mr. Gifford got suddenly exempted, and was made Governor of some outlandish place with an unpronounceable name in Burma. He telegraphed to Mrs. Gifford to join him at Marseilles, and go out with him. So she went-that's the long and the short of it!" "Went and left her school behind her," echoed Vi.
The lack of serious study on how dangerous schools as institutions can be is a little surprising given that the matter was put squarely on the research agenda in persuasive fashion by Waller back in 1932. The lack of response to the possibilities opened up means that a vibrant research agenda still awaits construction. This book will stimulate debate on the matter from the historical perspective. It consists of fifteen chapters drawing on historical case studies from the United States, Canada, England, Ireland, Scotland, and Australia written by international scholars in the field. These chapters are helpfully grouped into three sections. The first section focuses on certain dangers to which pupils were exposed in the past and on certain dangerous practices which they promoted. The second section examines dangers to which teachers were exposed in the past along with dangerous practices which they themselves promoted. In the final and third section, the chapters explore the dangers to which teachers and students were exposed in the past at the university level. Throughout the book, the emphases range from dangers emanating from the institutions themselves and the patterns of relationships that developed in them, to what occurred due to particular ideologies and practices connected with sport, sex, religion, and science. Schools as Dangerous Places delivers a historical perspective of schools in a manner that is most unusual. This unique study helps us examine education through a very different lens.
From Azzedine AlaÃ¯a, CristÃ³bal Balenciaga, and Coco Chanel, to Alexander McQueen, Yves Saint Laurent, and Vivienne Westwood, a centuryâ€™s worth of fashion greats from the permanent collection of The Museum at the Fashion Institute of Technology are celebrated in this limitededition volume. Photographs of over 500 garments selected from the Museumâ€™s permanent collection illuminate each of the featured designers, while texts by the curators explain why each designer is important in fashion history and what is special about the individual pieces featured.
As Gary Spruce puts it himself: if this book were to have a subtitle it would be 'Ways of Thinking About Music'. Our conception of what music "is" is a crucial factor in defining what we consider important subject knowledge to be, and by implication affects how we design our curriculum, what we teach and the way we teach it. Through this reader, student teachers and practicing teachers will be introduced to the big issues and ideas abounding in music teaching today.
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Mother Maria Fashions