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Young wizards coming of age in a time of war... Will they be ready? EYNON was excited to leave his village and set off on his wander year. He'd turned sixteen today, and hoped for at least a few adventures. At high noon, he arrived a crossroads and saw a shimmer of silver in the mud. It was a thin and dirty oval, about the size of his palm. He washed it with squirts of water from his goatskin, then marveled at what was revealed. It was a silver amulet, worked with complex, interlaced designs. An oval blue gem more than an inch across, with deep facets, was set in its center. The silver danced with reflected sunlight and the gem seemed to be filled with sparks. It was the most beautifully-crafted thing he'd ever seen. Eynon noticed strange writing on the back of the amulet. As he raised it to eye level for closer inspection, one of his fingers inadvertently pressed a small stud on the edge. A tremendous blast of blue fire shot out from the gem on the opposite side, striking an ancient leafless oak and turning it into a flaming torch. Someone behind him whistled. Eynon dropped the amulet, afraid of what else it might do, and turned to see an old farmer, leaning on a shovel. "Well, young man," said the farmer. "It looks like you're going to need a wizard."
Orphaned, two sisters are left to find their own way. Sweet and proper, Karah's future seems secure at a glamorous Flower House. She could be pampered for the rest of her life. . . if she agrees to play their game. Nemienne, neither sweet nor proper, has fewer choices. Left with no alternative, she accepts a mysterious mage's offer of an apprenticeship. Agreeing means a home and survival, but can Nemienne trust the mage? With the arrival of a foreign bard into the quiet city, dangerous secrets are unearthed, and both sisters find themselves at the center of a plot that threatens not only to upset their newly found lives, but also to destroy their kingdom.
This book examines the phenomenon of apprenticeship by exploring it as a social, economic, and educational institution. Studies of apprenticeship in both craft occupations and supernatural specializations in Africa, Latin America, North America, and Asia are offered. The authors also look at apprenticeship as a method in anthropological field research. Many of the contributors have apprenticed themselves in other-cultural settings, providing a unique marriage of subject and method in cross-cultural research. Esther N. Goody provides a summary look at learning, apprenticeship and the division of labor.
Connect... Influence… Love… In a way that overturns the world's assumptions. Upended invites the follower of Jesus to become an apprentice to Jesus, particularly in the choices that shape our lives most: how we communicate and connect. Join this exhilarating exploration of the often overlooked, often oversimplified character of Jesus and His unparalleled way of communicating. Study, echo, and embrace the ways of the Master. Your life will inevitably be upended. Not always how you’d imagined, but certainly for the better. Much better.
Mischief-makers Prince Lucas, his best friend Clara, and Ruskin the scarlet dragon learn to respect the hard work of others when they are sent to Flatfrost to fetch more ice from the giants who live there.
The transition from school to vocational education is of different quality and performance in the diverse national VET systems and heavily determined by the different structures of governance in the national education and VET systems. In September 2009, the International Network on Innovative Apprenticeship (INAP) hosted its third international conference in Turin bringing together leading researchers in the area of international TVET research. This book summarises all topics discussed within the frame of the Turin conference and overviews current research and analysis in the following fields: Managing successful transitions from school to work * Building vocational identity * Competence evaluation and development in VET * Levels of governance and the role of stakeholders in apprenticeships
20th-century European Fascism is conventionally described by both historians and political scientists as a fierce assault on liberal politics, culture and economics. Departing from such typical analysis, this book highlights the long overlooked critical affinities between liberal tradition and fascism. Far from being the antithesis of liberalism, fascism, both in its ideology and its practice, was substantially, if dialectically, indebted to liberalism, particularly to its economic variant. Fascism ought to be seen centrally as an effort to unknot the longue durée tangle of the liberal order, as it finally collided, head on, with mass democracy. This brilliantly provocative thesis is sustained through innovative and incisive readings of seminal political thinkers, from Locke and Burke, to Proudhon, Bagehot, Sorel and Schmitt.
Archaeologists study a wide array of material remains to propose conclusions about non-material aspects of culture. The intricacies of these findings have increased over recent decades, but only limited attention has been paid to what the archaeological record can tell us about the transfer of cultural knowledge through apprenticeship. Apprenticeship is broadly defined as the transmission of culture through a formal or informal teacher–pupil relationship. This collection invites a wide discussion, citing case studies from all over the world and yet focuses the scholarship into a concise set of contributions. The chapters in this volume demonstrate how archaeology can benefit greatly from the understanding of the social dimensions of knowledge transfer. This book also examines apprenticeship in archaeology against a backdrop of sociological and cognitive psychology literature, to enrich the understanding of the relationship between material remains and enculturation. Each of the authors in this collection looks specifically at how material remains can reveal several specific aspects of ancient cultures: What is the human potential for learning? How do people learn? Who is teaching? Why are they learning? What are the results of such learning? How do we recognize knowledge transfer in the archaeological record? These fundamental questions are featured in various forms in all chapters of the book. With case studies from the American Southwest, Alaska, Egypt, Ancient Greece, and Mesopotamia, this book will have broad appeal for scholars—particularly those concerned with cultural transmission and traditions of learning and education—all over the world.
Genre studies and genre approaches to literacy instruction continue to develop in many regions and from a widening variety of approaches. Genre has provided a key to understanding the varying literacy cultures of regions, disciplines, professions, and educational settings. GENRE IN A CHANGING WORLD provides a wide-ranging sampler of the remarkable variety of current work. The twenty-four chapters in this volume, reflecting the work of scholars in Europe, Australasia, and North and South America, were selected from the over 400 presentations at SIGET IV (the Fourth International Symposium on Genre Studies) held on the campus of UNISUL in Tubarão, Santa Catarina, Brazil in August 2007—the largest gathering on genre to that date. The chapters also represent a wide variety of approaches, including rhetoric, Systemic Functional Linguistics, media and critical cultural studies, sociology, phenomenology, enunciation theory, the Geneva school of educational sequences, cognitive psychology, relevance theory, sociocultural psychology, activity theory, Gestalt psychology, and schema theory. Sections are devoted to theoretical issues, studies of genres in the professions, studies of genre and media, teaching and learning genre, and writing across the curriculum. The broad selection of material in this volume displays the full range of contemporary genre studies and sets the ground for a next generation of work.
The Wizard's Council of Tarador was supposed to tell young Koren Bladewell that he is a wizard. They were supposed to tell everyone that he is not a jinx, that all the bad things that happen around him are because he can't control the power inside him, power he doesn't know about. The people of his village, even his parents, are afraid of him, afraid he is cursed. That he is a dangerous, evil jinx. The Wizard's Council didn't tell young Koren, because they know what is best for him. Even after their silent deception destroys his life.Crown Princess Ariana Trehayme will become queen of Tarador on her sixteenth birthday, if her weak, indecisive mother the Regent hasn't allowed their ancient enemy to conquer Tarador before then. Ariana wants her royal army to strike at the enemy, but her mother knows what is best for her, and the realm.Together, Ariana and Koren can save Tarador, if the adults, who know best, will get out of their way.