Covers computer technology, multiculturalism, tracking, race relations, the canon, as well as specific aspects of African American culture, such as signifying and receiver-centered discourse, and the ways in which they affect learning.

On December 7, 2017, life changed at Aztec High School, Aztec, New Mexico. Life was normal at 8:00 a.m. with students and staff arriving, but little did we know that in fifteen minutes, our lives would be changed forever. As a school, we were very lucky! This is one teacher's perspective on what happened that day. No matter where you are in the school, this affects you. Social media plays into this because all kinds of reports are going over media immediately with untruths about the situation, m

Whether you are currently an instructor or want to be one, this is your guide! Mike Seeklander has been instructing professionally for more than fifteen years and has taken his success and blueprinted a set of processes that will help anyone who teaches anything become better at it. This book will teach you those processes. While Mike's primary experience is in firearms, tactics, and defensive tactics instruction, the system he uses and teaches is applicable in any instructional environment. No matter where and what you teach, these universal principles apply to you, and this book breaks them down into actionable components. If you are a new or aspiring instructor, this book is a must read for you! "A melting pot of lessons learned in reaching our most precious asset, our students!" "Inspirational! A testament to a man who has risen to the top of his profession, .....this book is a must read for anyone who wishes to teach, mentor, coach, or lead others." "Mike Seeklander is truly one of the most professional voices in the training community today. Not only is he personally an articulate communicator, but he also has an ability to help others convey information effectively to their own audiences." Included in the book is: SECTION I: WHY WE INSTRUCT CHAPTER 1: MY GREATEST RESOURCE15 CHAPTER 2: WHAT MAKES A GOOD INSTRUCTOR 21 SECTION II: THE ART OF INSTRUCTION CHAPTER 3: HOW WE LEARN27 CHAPTER 4: THEY WANT TO LEARN FROM YOU IF... (INSTRUCTOR CREDIBILITY)37 CHAPTER 5: BARRIERS TO LEARNING (THEORY OF A MISS) 47 CHAPTER 6: E.D.I.P. (WHAT-WHY-HOW)75 CHAPTER 7: P.E.S.O.S. AND THE REAL SECRET TO INSTRUCTING ... (SELLING 101)85 CHAPTER 8: THEY WANT TO CONNECT TO YOU IF... (COMMUNICATION 101)97 CHAPTER 9 THEY'LL WANT TO EAT NAILS IF... (ENERGY IS EVERYTHING) 109 CHAPTER 10: LEADERSHIP IN THE CLASSROOM by BRAD DELAUTER 115 CHAPTER 11: INSTRUCTIONAL TOOLS (LESSON PLANS, INSTRUCTOR GUIDES, ETC.)127 SECTION III: MANAGING A RANGE CHAPTER 12: SAFETY IS KEY145 CHAPTER 13: TRAUMA MANAGEMENT FOR THE ARMED CIVILIAN 149 CHAPTER 14: MANAGING THE RANGE ENVIRONMENT 159 CHAPTER 15: WHEN IN CHARGE, BE IN CHARGE (CONTROLLING THE LINE)163 CHAPTER 16: LEADING OTHER INSTRUCTORS169 CHAPTER 17: CHALLENGING YOUR STUDENTS171 SECTION IV: INSTRUCTOR DEVELOPMENT AND TIPS CHAPTER 18: INSTRUCTOR DEVELOPMENT177 And much more! For more training related products, please visit www.shooting-performance.com

Describes an enrichment program developed for fifth and sixth grade boys at a public elementary school in Harlem. Discusses the need for such a program among the student body and describes a basketball-centered curriculum designed to provide both academic and social support.

Combat Shooting with Massad Ayoob is written by America's best-known combat pistol shooter, Massad Ayoob, who is credited with the idea of "stress fire." In this book, Massad speaks about mindset and jumps right into the aspects of learning combat shooting. Next, he highlights three gunfighters—Wyatt Earp, Colonel Charles Askins and Jim Cirillo—and the lessons we can learn from each. Lastly, Ayoob shares his perspective on the importance of competition as training before closing with a discussion of the choices involved in being responsibly armed.

"Ranging from Reconstruction to the Black Power period, this thoroughly and creatively researched book effectively challenges long-held beliefs about the Black Freedom Struggle. It should make it abundantly clear that the violence/nonviolence dichotomy is too simple to capture the thinking of Black Southerners about the forms of effective resistance."—Charles M. Payne, University of Chicago The notion that the civil rights movement in the southern United States was a nonviolent movement remains a dominant theme of civil rights memory and representation in popular culture. Yet in dozens of southern communities, Black people picked up arms to defend their leaders, communities, and lives. In particular, Black people relied on armed self-defense in communities where federal government officials failed to safeguard activists and supporters from the violence of racists and segregationists, who were often supported by local law enforcement. In We Will Shoot Back: Armed Resistance in the Mississippi Freedom Movement, Akinyele Omowale Umoja argues that armed resistance was critical to the efficacy of the southern freedom struggle and the dismantling of segregation and Black disenfranchisement. Intimidation and fear were central to the system of oppression in Mississippi and most of the Deep South. To overcome the system of segregation, Black people had to overcome fear to present a significant challenge to White domination. Armed self-defense was a major tool of survival in allowing some Black southern communities to maintain their integrity and existence in the face of White supremacist terror. By 1965, armed resistance, particularly self-defense, was a significant factor in the challenge of the descendants of enslaved Africans to overturning fear and intimidation and developing different political and social relationships between Black and White Mississippians. This riveting historical narrative relies upon oral history, archival material, and scholarly literature to reconstruct the use of armed resistance by Black activists and supporters in Mississippi to challenge racist terrorism, segregation, and fight for human rights and political empowerment from the early 1950s through the late 1970s. Akinyele Omowale Umoja is Associate Professor and Chair of the Department of African-American Studies at Georgia State University, where he teaches courses on the history of the Civil Rights, Black Power, and other social movements.