Lazy Porcupine wastes away his summer enjoying the lazy warm air, while his friends prepare for winter, never realizing what the fuss is about, until it is too late. Fortunately, this time, he has good friends to save the day. The porcupine learns a lesson never to be forgotten. Always plan ahead and never put off what can be done today. A story with bright illustrations, and values. Easy reading. What they look like: The porcupine is a medium-sized rodent, which is related to mice, rats and beavers. An adult porcupine is about 50 cm long (20 inches), not counting the tail. They can weigh from 4.5 to 13 kg (10 to 28 pounds). Long black and brown guard hairs and quills cover its body. The sharp stiff quills are actually modified hairs. Where they live: Porcupines live throughout most of the western United States and parts of the Northeast. They are also found throughout forests in Canada. Found from sea level to tree line, in the forested areas of every county except San Juan and Island. In the unfrosted areas, they are found along riparian corridors with trees or large shrub growth, including lush sagebrush. It needs trees or shrubs large enough to provide bark and cambium for winter feeding. What they eat: Porcupines like munching on a variety of trees including fir, hemlock, and pine, as well as maple, beech, birch, oak, elm, cherry and willow. They also eat several kinds of woody shrubs. Nesting: When not in trees, porcupines prefer the protection of a den. The dens can be found in rock crevices, caves, hollow logs, or under houses and barns. Behavior: Porcupines are nocturnal, which means they are active primarily at night. Porcupines like to sit quietly in trees, so if you spot one, you're should be able to get a good look at the animal. When porcupines are on the ground, they shuffle and waddle along. The long sharp quills provide protection from predators. The fisher is the most formidable predator of the porcupine. Great horned owls, coyotes, bobcats, cougars, and wolves also prey on porcupines.

A simple approach to developing an assessment-based writing process: begin with the end. Discover how to use success criteria to provide descriptive feedback to students as a guide as they set goals and revise, rewrite, or rework their writing.

Mistreated his whole life, Courage wanted nothing more than to be excepted by his older brother, Speedy the Turtle and all the animals in Forest Bay. Everyone made fun of little Courage because he was born without a shell and look different from all the other turtle. All the animals in the Forest Bay were mean to him that make Courage sad, but soon, everyone will see that Courage is trusty different but in a special way. Will Courage gain everyone's friendship?

..". an exceptionally rich source for all those interested in symbolic, religious or social studies." -- Tribus ..". an excellent book... fascinating to read." -- Research in African Literatures ..". a volume that establishes the standards by which future works on the masked festivals of the Yoruba and other Sub-Saharan African peoples will be judged." -- African Arts ..". the most sophisticated art historical analysis of a single African aesthetic tradition." -- Tribal Arts Review

What are the fundamental aims and values underlying education? What values should education try to promote in a world of value pluralism? What is morality, and should schools teach it? In a secular society, how should schools treat the links between morality and religion? How should values enter into professional education and educational leadership? This book, an updated edition of Teaching about Values, will help the reader to think about these questions and many others concerning values in education. Drawing on philosophy without assuming knowledge of the subject, it is for teachers, students of education and anyone who recognises the importance of values in education.

Meyers (philosophy, U. of Connecticut, Storrs) presents a collection of essays exploring how to live a life that expresses one's own unique personality and distinctive values; nine of the 13 essays were previously published between 1987 and 2003. Coverage includes autonomous action and its bearing on gender, women's subordination, and women's resis

This book reflects and extends the great debates that schools, colleges, and universities are having in response to the profound moral conflicts and personal questions facing professionals today: What should we teach our students? What values should we communicate and nurture? What should be the role of the traditional liberal arts in professional education? How should schools and colleges respond to the demands of women and minorities for a more inclusive curriculum? The authors explore ongoing theoretical and practical considerations of graduate professional education through the ethical and social issues facing professionals in public service. Administrators, teachers, counselors, nurses, or lawyers are recognizing that they face similar questions about their personal and professional lives: Is it possible to sustain a set of fully human values as a practicing professional? As a member of a public organization, how does one deal with dilemmas involving conflicting priorities and ambiguous goals? The authors responses to these questions are presented as themes, describing connections between curriculum and pedagogy. They have designed an approach to ethical and social questions respectful of the contributions of adult learners and the need to provide diverse perspectives.