Understanding Core French Grammar

Andrew J Betts, Lancing College

This book contains an explanatory treatment of the core areas of difficulty for the English speaking learner of French. It deals with the key issues in tense formation and use and verbal structures and processes such as negation, passives and subjunctives along with a highly exemplified treatment of pronouns and a section dealing with adjectives and other elements of the grammar. It fills a gap between general text books of French in which grammatical issues are frequently treated piecemeal and scattered throughout the book in between more communicative information on one hand and exhaustive reference grammars aimed at graduate and research students on the other which would be beyond the level of intellectual maturity of most school children and some non-specialist undergraduates. It has the advantage of treating each grammatical issue in detail but without being too long-winded, explaining the systems and processes which underlie the facts of the language. The emphasis is on explanation and not merely the listing of facts, enabling the learner to master the system and become an independent user of the language. It could be used highly successfully either as a classroom aid alongside the more usual textbooks which are organized typically around topics and themes in society or for self-study for the committed individual learner of any age. There are extensive exercises and answers for all topics covered.

Questioning History

16 Essential Questions That Will Deepen Your Understanding of the Past

Joe Regenbogen

Since the days of the Ancient Greeks, history has been perceived as the academic study of the past. Unfortunately, it has generally been taught as a litany of rigid, boring facts intended to be accepted rather than questioned. This has been reinforced for decades by weighty textbooks that overwhelm the reader with mind-numbing details presented in a chronological sequence. The end result is that students see little relevance of what they learn in history class to the real world, and many simply struggle to stay awake. Compared to other subjects taught at the secondary level, history is frequently judged to be the most boring. This is largely because it is viewed as an intellectually lifeless subject that presents few opportunities for active engagement. Questioning History is a book built around 16 essential questions designed to challenge this common assumption. Each question is broad, open-ended and subject to vigorous debate. By examining the historical background behind each question and by analyzing the ways in which the question can be answered, the reader will come away with a deeper understanding of the past and a new appreciation for history as a cognitively dynamic subject. In addition, by using each chapter as a platform for engaging discussions and Socratic seminars, the reader will be able to refine the decision-making skills necessary for effective citizenship in a democratic society. Depending on the classroom or the setting in which it is being used, Questioning History can either take the place of the more traditional textbook or at least be used as a supplement to make it come more alive. The best way to learn and to appreciate a subject is through active engagement. Questioning History provides a shot of adrenalin to the study of history.

Confessions and Declarations of Multicolored Men

Frederick Douglass Alcorn, University of Puget Sound

This book is a culturally situated study of the experiences and perspective garnered from of a group of post-secondary Black African American, bi-multi-racial male students aged 19-37. The undergirding interest was to see if there was an awareness of the group's manly inclinations, tendencies and predispositions and understand how such awareness projects and influences their quest and discipline for learning and to academically achieve. The sociological construct of "habitus", as conveyor of dispositions, inclinations, and tendencies, provides an analytical framework permitting an appreciation of interactions between personal identity, social belonging and approaches to learning and education. The result is an original and powerful account of the ways in which unspoken dominant mainstream intergroup cultural relationships, involving social-political attitudes, decision making, and behavioral reactions and responses, interact with internalized self-in-group or in ascription with group, oppression, repression, intellectual-cognitive-physical strategies, determination, and work, that have brought men of Black African American, bi-multi-racial descent, in the U.S., to their current social position. Unlike some public discourse in U.S. society, this is not a blame game, nor is it one of relinquishing self or group responsibility, but one based upon and motivated by a deeper understanding of complex facts. The prose can be best described as an ethnographical narrative, synthesizing a wealth of original observations with insights from scholarly and popular literature and media. Its original and engaging style may appeal to a broad audience including postsecondary educators and students, researchers studying the sociology of gender, African American identity, intercultural relational communications, student services, social work, and social psychology as well as mental and physical healthcare practitioners.