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The world's bestselling introductory Latin course.
The world's bestselling introductory Latin course.
William C. Morris YA Debut Award Winner! A hilarious YA contemporary realistic novel about a witty Black French Canadian teen who moves to Austin, Texas, and experiences the joys, clichés, and awkward humiliations of the American high school experience—including falling in love. Perfect for fans of Nicola Yoon, When Dimple Met Rishi, and John Green. Norris Kaplan is clever, cynical, and quite possibly too smart for his own good. A Black French Canadian, he knows from watching American sitcoms that those three things don’t bode well when you are moving to Austin, Texas. Plunked into a new high school and sweating a ridiculous amount from the oppressive Texas heat, Norris finds himself cataloging everyone he meets: the Cheerleaders, the Jocks, the Loners, and even the Manic Pixie Dream Girl. Making a ton of friends has never been a priority for him, and this way he can at least amuse himself until it’s time to go back to Canada, where he belongs. Yet against all odds, those labels soon become actual people to Norris…like loner Liam, who makes it his mission to befriend Norris, or Madison the beta cheerleader, who is so nice that it has to be a trap. Not to mention Aarti the Manic Pixie Dream Girl, who might, in fact, be a real love interest in the making. But the night of the prom, Norris screws everything up royally. As he tries to pick up the pieces, he realizes it might be time to stop hiding behind his snarky opinions and start living his life—along with the people who have found their way into his heart.
The world's bestselling introductory Latin course.
“Essays from staff on 15 farms . . . illustrate the trials, tribulations and sheer joys of establishing and maintaining such enterprises.” —USA Today Originally published in 2011, Fields of Learning remains the single best resource for students, faculty, and administrators involved in starting or supporting campus farms. Featuring detailed profiles of fifteen diverse student farms on college and university campuses across North America, the book also serves as a history of the student farm movement, showing how the idea of campus farms has come in and out of fashion over the past century and how the tenacious work of students, faculty, and other campus community members has upheld and reimagined the objectives of student farming over time. Ranging in size from less than an acre to hundreds of acres, supplying food to campus dining halls or community food banks, and hosting scientific research projects or youth education programs, student farms highlight the interdisciplinary richness and multifunctionality of agriculture, supporting academic work across a range of fields while simultaneously building community engagement and stimulating critical conversations about environmental and social justice. As institutions of higher learning face new challenges linked to the global climate crisis and public health emergency, this book holds continued relevance for readers in North America and beyond. “A timely and hopeful book.” —Jason Peters, editor of Wendell Berry: Life and Work “The opportunity for students to spend time learning on campus farms is not just a good idea—it should be mandatory.” —Gary Hirshberg, President & CEO, Stonyfield Farm “An excellent book, useful for anyone interested in the past, or the future, of the student farm movement.” —Journal of Agricultural & Food Information
The brilliant, controversial, bestselling critique of American culture that “hits with the approximate force and effect of electroshock therapy” (The New York Times)—now featuring a new afterword by Andrew Ferguson in a twenty-fifth anniversary edition. In 1987, eminent political philosopher Allan Bloom published The Closing of the American Mind, an appraisal of contemporary America that “hits with the approximate force and effect of electroshock therapy” (The New York Times) and has not only been vindicated, but has also become more urgent today. In clear, spirited prose, Bloom argues that the social and political crises of contemporary America are part of a larger intellectual crisis: the result of a dangerous narrowing of curiosity and exploration by the university elites. Now, in this twenty-fifth anniversary edition, acclaimed author and journalist Andrew Ferguson contributes a new essay that describes why Bloom’s argument caused such a furor at publication and why our culture so deeply resists its truths today.
Provides maps, timelines, facts, and trivia on the provinces of Canada, the states of the United States and Mexico, the countries of Central America, and the islands of the Caribbean.
This comprehensive look at Chinese-heritage students’ academic, sociocultural, and emotional development in the public schools examines pertinent educational theories; complex (even inconvenient) realities; learning practices in and outside of schools; and social, cultural, and linguistic complications in their academic lives across diverse settings, homes, and communities. Chinese-heritage students are by far the largest ethnic group among Asian American and Asian Canadian communities, but it is difficult to sort out their academic performance because NAEP and most state/province databases lump all Asian students’ results together. To better understand why Chinese-heritage learners range from academic role models to problematic students in need of help, it is important to understand their hearts and minds beyond test scores. This book is distinctive in building this understanding by addressing the range of issues related to Chinese-heritage K-12 students’ languages, cultures, identities, academic achievements, and challenges across North American schools.