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This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words.This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. ... Read more

Product Description
This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words.This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. ... Read more

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"The writers in this publication represent adult learners throughout Minnesota. Spelling corrections have been made; otherwise, entries remain intact." ... Read more

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A strong rural arts project should be collaborative. Collaborative projects accommodate diverse needs and agendas, develop non-school project advocates, are sustained by and rely on several sources, and strengthen communities. Because local artists are accessible, have a special commitment to improving education in their communities, and understand community traditions, they should be involved in collaborative art endeavors. This handbook presents models and suggestions for creating collaborative local art education programs. The book's nine chapters each suggest a stage in the creative process. Guide Sheets throughout, summarize useful information. Chapter 1 lays out the organization of the book and provides a brief word glossary. Chapter 2 gives practical suggestions, with examples, about gathering ideas and people together. Chapter 3 indicates a number of ways to gather personal and institutional support and build a project network. Chapter 4 offers suggestions for an effective and inclusive process for planning and management. Chapter 5 explains that outcomes define what will happen as a result of the project. Some outcomes are clearly measurable, others will be harder to assess. Both types are important. Chapter 6 discusses budgeting and financing. Chapter 7 describes nine management procedures which can ensure a "Positive Experience." Chapter 8 deals with the ongoing processes of project management. Chapter 9 focuses on approaches to sharing the success of the project with students, parents, project planners, community members, and the general public. Each chapter concludes with brief recommendations for reading the chapter topic in greater detail. (MM) ... Read more

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A noted Jewish author describes her Depression-era upbringing in the Upper Midwest. Ruth Brin draws loving portraits of her family and outlines the story of her paternal grandparents who settled in St. Paul, Minnesota, from Austria-Hungary in the late 1880s. Original poems and stories are interwoven throughout the memoir making BITTERSWEET BERRIES a compelling narrative of one woman's beginnings and growth as an accomplished writer and religious thinker. ... Read more

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Author John Willinsky discusses how the discovery of the New World inspired European culture with "the desire to take hold of the world . . . to enumerate, order, identify, and differentiate". LEARNING TO DIVIDE THE WORLD raises urgent questions about how colonialism gave rise to powerful ideas of race, culture, and nation that continue to influence us--and the children we are educating. 11 photos. ... Read more

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Double Award Winner
This book is the winner of Outstanding Book Awards from the History ofEducation Society (1998-1999) and American Education Research Association(1999). ... Read more

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Hero cats Marvin and Minnie are back again in the second book, Starvin' Marvin and Skinny Minnie Melt Minnesota!

Hold on! Cats Marvin and Minnie feel a San Francisco earthquake coming before anyone else. But even Marvin and Minnie are surprised when cranky Uncle Ned comes to visit.

The cats' owners, Dan and Catrina, fret over many questions. Will Uncle Ned like Marvin and Minnie? Will Uncle Ned be kind to them?

When Uncle Ned arrives, Marvin and Minnie smell his breakfast- a can of smelly sardines. They like fish too and beg for a taste. Marvin and Minnie purr at his legs. Worst of all, Marvin and Minnie think Uncle Ned wants to play and chew up his lucky fishing lure.

After that, Uncle Ned has three words about Marvin and Minnie. Cats are pests, cats are pains, and cats are problems!

But what does Nosy Nellie think? She sees the whole thing.

Dan and Catrina leave for the weekend with Nosy Nellie in charge. The same day, Uncle Ned packs for his fishing trip. Driving in his camper to Minnesota, Ned wants to be alone, just the way he likes it. Nosy Nellie can't wait for him to leave. Ned and Nellie have one thing in common. They don't like each other!

Along the way, Uncle Ned finds Marvin and Minnie napping in his camper. He thinks Nellie is playing a trick on him. Ned calls Nellie and she thinks Marvin and Minnie are lost. It's too late for Ned to turn around. He must take the cats along to Minnesota.

Nellie knows this could be trouble. Will Ned take good care of Marvin and Minnie? What will happen to them with Uncle Ned? Then Nellie makes a deal with Ned. She'll fix his favorite meals when he brings Marvin and Minnie home safe and sound after his fishing derby. Pot roast, corn muffins, cinnamon rolls, and her famous blueberry pie.

Ned loves home cooking and "takes the bait."

Nellie tries to warn Ned. "Remember, Marvin and Minnie are special," says Nellie. "You might be the next person to see them become heroes. Keep your eyes and ears open."

"Sure, Nellie," teased Ned. "I'll also be on the lookout for flying dogs and pink cows."

Then Marvin and Minnie help see bears at a campground. They block a little girl from running in the path of a semi truck. Best of all, they save Uncle Ned from choking on a hot dog!

Do Marvin and Minnie "melt" Ned's heart? Or is it just another fish story? ... Read more

Customer Reviews (1)

Vachel Lindsay, ISBN 0-933180-77-2
ZIKES!It's footnotes!It's Volume THREE of something.Volume One seems to be available on special order at Amazon.com; where is Volume Two?The drawings are lovely, though far too few, but I was looking forward toreading poems, not biographical footnotes.There isn't much poetry in thispaltry tome.

I gave it a "middle" rating because I don't knowwhat the footnotes reference, though they seem to be thorough andscholarly. ... Read more

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Guidance Procedures in High School was first published in 1950. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions. This volume is number 1 in the Modern School Practices series; established in 1950 by the College of Education at the University of Minnesota, and the Bureau of Educational Research. The series is designed as a replacement to two earlier series: the Series on Individualization of Instruction and the Modern School Curriculum series. This monograph presents some recommended practices within the framework of a comprehensive and balanced program proposed for student personnel services in high schools. Topics discussed include: organizing and developing guidance services; orientation of new students; understanding the student through the individual inventory; counseling students; learning from group experience; health services; placement in jobs and in further training; and checking on effectiveness of the guidance program. ... Read more

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The authors provide a comprehensive blueprint for developing a better system of teacher liscensing. They detail the essential components of that plan--from establishing rigorous professional standards to developing performance assesments, as well as institutional accreditation, advanced certification for individual teachers, and appropriate internships.

Rich with examples of real-life standards, exams, assessments, and other useful tools, A License to Teach not only shares the wisdom of professionals who are experienced in setting accreditation and certification standards, but offers important advice on how to prepare and evaluate aspiring teachers for the challenges of their profession. ... Read more

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Statistics say most kids know less geography than ever -don't let that apply to your students!Start by making sure kids know themain places & geographic features in their own state.Give themactivities that pretend they are taking a cross-state bike tour, using freefootball game passes, jogging through the state, etc. - & they'll find theirway around in a hurry!Geography activities include info on Minnesotacounties, rivers, museums, historic places, sites of interest, colleges,bordering states, climate, topography, crops and more, all ready toreproduce!Approximately 30 activities and 200 geography-related placesand facts are covered.Students work alone or in groups and use maps,reference books or resource people to complete challenging riddles,matching games, word searches, fill-in lists, scavenger hunts, andcompletion exercises that reinforce learning, sharpen research skills, andprovide a lively introduction to Minnesota.Free teacher's guide givesspecific suggestions and instructions on how to get max educational valuefrom this book.Geography is critical - make learning it fun! ... Read more

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This second edition bun it offers additional information on what the Regiment's survivors of the Second Day's fighting at the Battle of Gettysburg did on the Third Day. It emphasizes the important contributions the survivors made on the Third Day in sealing off the penetration made by the rebels during Pickett's Charge.The casualty lists have been updated as new information has become available to us during the ten years since the first edition was published.Additional material has been added to the chapters in the book that cover some of the Regiment's activities and battles prior to Gettysburg.It is important to note that had the First Minnesota Regiment of Volunteers not acted with such heroic bravery, the Union might very well have lost that battle, the consequence of that would almost surely have been an end to the Civil War in the Confederacy's favor. ... Read more

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