Achieving success is a process, and each step in the process can be learned. Lots of resources are available to help you. The Internet is an easy, reliable guide for identifying the resources that best speak to you. For books and CDs, www. Make learning about success one of your life goals.
If you work at it, your capacity to be successful will expand and grow. You might even surprise yourself at what you can achieve. And who knows? When I was sitting in your seat, I could never have imagined I would someday write a book like this one. I assume you want to be successful. But just wanting to be successful is not enough. Everyone wants to be successful.
But what do the students mean when they indicate they want to be successful? Are they all thinking about the same thing? Probably not. Success is making money.
Success is having control over your life. But almost always one or more students will give the correct answer: Success is the achievement of goals. Unfortunately, many students lack a clear goal and commitment to that goal necessary for success. Identifying a clear goal and developing a strong commitment to that goal are the essential first two steps in the process of achieving success. What does each of these words mean to you? Does success bring happiness?
Can people be happy if they are not successful? Do you usually get what you want? Do you usually want what you get? What insights can you derive by contemplating the relationship between success and happiness?
That is, setting goals — having specific ideas of what you want to accomplish in the short and long term — is a key requirement to becoming an effective student and professional. Only when you set goals will you have something to strive for and something against which to measure your progress. One student is extremely unhappy and resolves to study much harder for the next exam.
These different responses results from the different expectations these two students have , based on their goals. Goals Give Your Life Direction. I hope you realize by now that they were trying to help you. They were trying to alert you to the importance of setting directions for your life.
They probably even realized intuitively that the more reluctant you were to grapple with this question, the more important it was that you of all people do so. Setting goals may not be easy, but the payoff is definitely worth the effort, as the stories of many successful people indicate. Following is but one such story. Astronaut Franklin Chang-Diaz Dr. A veteran of six space missions, he has logged nearly 1, hours in space.
Chang-Diaz was born and raised in Costa Rica. As a child he was enamored by U. They would then go through a countdown and lift-off and pretend to travel to distant planets. When he finished high school, he worked for a year and saved enough money to buy a one-way airplane ticket to Hartford, Connecticut, where he had some distant relatives.
In Hartford he repeated his senior year of high school, learned English, and was admitted to the University of Connecticut, where he majored in engineering. After graduating with honors, he began graduate study at MIT, eventually receiving his Ph. He then applied for the astronaut program, was accepted, and became the U.
To learn more about Dr. Chang-Diaz and his career as a U. The point that the story of Dr. Chang-Diaz drives home so convincingly is the need to have goals. His story makes me wonder what I might have accomplished had I set such lofty goals. Right now your primary goal should be to graduate with your degree in engineering.
But what else would you like to accomplish? Become president of your own company? Become a multimillionaire? Become a college professor? And what about your more immediate goals? Maybe you want to make a 3. A good exercise would be for you to write down your short-term, intermediate-term, and long-term goals. Consider what you want to accomplish in the next week, in the next month, in the next year, in the next five years.
Review and update these lists regularly. Start by making graduation in engineering one of your primary life goals. What distinguishes each? Do you have goals?
What does it take to convert a dream into a goal? Perhaps because you were good in math and science, one of your high school teachers or counselors recommended that you study it. Few students do. Regardless of your reasons for electing engineering, it is critically important that you develop a strong motivation to succeed.
Engineering is a demanding field of study. Even a student with excellent preparation and strong ability will not succeed without a high level of commitment. What does it mean to clarify your goals? And by better understanding their value, you will become more committed to achieving them. As noted earlier, many students know very little about engineering and what engineers do.
In particular, they tend not to know about the tremendous rewards and opportunities that an engineering degree offers. Learning about these rewards and opportunities, as we will do in Chapter 2, will figure significantly into clarifying your personal goals.
You have a feel for what accountants do if you have had to manage your personal finances. You have seen lawyers at work on TV shows such as Law and Order. Through your coursework, you have developed some feel for what mathematicians, chemists, and physicists do. It is doubtful, however, that you have had much exposure to engineering.
The exposure you have had has probably been indirect, through contact with the products that engineers design. Learning about engineering is a lifelong process, but it should begin now. Take advantage of every opportunity that presents itself. You can start by studying Chapter 2 of this text thoroughly. Explore some of the many Internet websites referred to there, particularly those whose purpose is to help students learn about engineering.
Attend seminars on career opportunities, go on field trips to industry, and talk with company representatives at career day programs. Browse the resource library in your career center. Become active in the student chapter of the professional engineering society for your major. Talk to your professors. Read biographies of successful engineers [3, 4, 5, 6, 7].
If you land a summer job in industry, be curious and inquisitive. Look around. Talk to the engineers there and find out what they do. Over time, these efforts will pay off and your understanding of engineering will increase. Increased knowledge brings increased motivation. We tend to like things we know a lot about.
Each time you reached the next higher level, you were able to handle it, even excel at it. How did you do it? By taking lots of little steps, each one building on previous steps. And if you can pass these calculus requirements, you can pass the junior engineering courses. If you can pass the junior engineering courses, you can pass the senior engineering courses. So you see, succeeding in your engineering program is a process of taking one little step after another.
Progressing through the engineering curriculum is just an extension of what you have already demonstrated you can do. Lay out a plan of what you will need to take each semester or quarter. Having a step-by-step road map to follow will increase your confidence and strengthen your commitment to achieve your ultimate goal: that B.
Highly successful football coach, ESPN sports analyst, and motivational speaker Lou Holtz notes a primary difference between people who succeed and people who fail. People who succeed are people who, when they get knocked down by some adversity, get up; whereas, people who fail are people who, when they get knocked down, stay down.
Or you can hear from Coach Holtz by watching his minute University of Portland commencement speech at www. The most likely reason you will fail to graduate in engineering is that you will encounter adversity and give up.
You will have difficulty with a course or a professor. You might have a personal problem. Whatever adversity you are bound to experience, you will be tempted to use it as an excuse or justification for quitting. By strengthening your commitment following the steps outlined in the previous three sections, you will develop determination.
You must be determined to persist, particularly in the face of adversity. A Personal Story I dropped out of college early in my sophomore year. When I attempted to register for my second year, I learned I had lost my full tuition scholarship because of poor grades.
Faced with having to take out a massive student loan and having broken my leg playing intramural football, I dropped out. I had always wanted to be a jet pilot, so as soon as my leg healed, I went directly to the local Air Force Recruiting Office. To my chagrin I was told a college degree was required for acceptance into flight training. Soon I was back in school with newfound determination. That experience was a significant lesson to me that doors would be shut without a college education.
Adopt the view that you are going to achieve your goal and that nothing is going to stop you. And how do you keep adversity from stopping you? How can you keep failures from discouraging you? I find this age-old saying to be very helpful as a philosophical basis for overcoming adversity: We learn more from our failures than we do from our successes.
Think about it. I was the best in the class on the pommel horse. So when we had a competition at the end of the term, everyone expected I would win that event.
But when I began performing, I was so nervous I felt as if needles were pricking my skin all over. I came in last place. I was terribly embarrassed and ashamed. It took me a long time to get over that failure. But that experience showed me that if I take myself too seriously and want to win too much, I can actually perform much worse than I am capable of. That experience has helped me deal effectively with high-pressure situations ever since.
Learning to overcome adversity as a student will also benefit you during your professional career. Joseph J. I encourage you to read Mr. If you are determined to graduate in engineering, if you persist even in the face of adversity, if you take the view that you will not allow anything to stop you, the chances are very good that you will succeed. Believe in yourself. You can do it! Have you ever experienced a significant failure? What was it? What did you learn from that experience?
The real challenge remains — achieving the goal. This means that you base your day-to-day decisions and choices on whether a particular action supports your goal i.
The same applies to attitudes you hold. Or do you believe that people succeed because of their effort? Dweck [10]. The second belief — that people succeed because of their effort — is empowering because the amount of effort you put in is in your direct control.
You can choose to put in more effort and in doing so significantly affect your success. Think about the way you deal with challenges and obstacles. What is your view about effort? How do you deal with criticism? Which mindset do you think would bring a person more success and more happiness in life?
If you see some of the fixed mindset traits in yourself, what could you do to change your mindset? The relative importance of ability and effort was perhaps best explained by the famous American inventor Thomas Edison: Genius is one percent inspiration and 99 percent perspiration.
Does the following dialogue sound familiar to you? Student: Fine! Student: Physics: Electricity and Magnetism. Landis: How are you doing in that course? Landis: What score did you make on the last exam? Student: Forty-three. Landis: What grade is that? Student: No. Student: Probably not. Student: Maybe. How many hours are you putting into your physics course? Student: About 15 hours a week. Landis: How many hours have you studied today?
Landis: How many hours did you study yesterday? Student: None. Landis: How about over the weekend? Student: I meant to, but just never got to it. In my experience, poor academic performance can usually be traced to insufficient effort. It is using energy, particularly mental power, to get something done.
In later sections, we will consider how much time is sufficient, what is the best use of that time, and when to put in that time if you want to be an effective and efficient student. The important point here is that your success in studying engineering is largely in your control. How well you perform will depend, in large measure, on how much effort you put in.
Accomplishing an academic task, like completing a homework assignment, will require you to devote adequate time and to focus your mental energy. These are things that you can choose to do or choose not do. In large measure, your approach to your engineering studies depends on the ideas we have already discussed. It assumes that: You know why you want to be an engineer and appreciate the value of a technical education. You have clarified your goals and developed a road map to lead you to them.
You have a strong commitment to achieving your goals, even in the face of adversity. You have gotten your life situation in order, so that you are not overburdened with problems and distractions.
To understand what I mean by becoming a master student, consider the following analogy. If you were to take up chess, what would you do?
Learn the basic objectives, rules, and moves and then begin to play? So you might read a book, take a lesson, or watch experts play. You would realize that to become a chess master, you need to spend time both playing the game and learning how to play it. Your approach to the study of engineering can be likened to a game.
To become a master student, you must not only play the game i. The first step in playing the game of becoming a master engineering student is to get a clear picture of what is required to earn your B.
Earlier, when discussing what it means to prepare a road map for yourself, I gave a brief synopsis of what you need to do to graduate in engineering. Let me give you a related description here. You become an engineer when you pass a set of courses required for an engineering degree. What is required to pass each course in the set?
Primarily passing a series of tests and exams. To pass the series of tests, you must pass each test one at a time. So by breaking down the education process this way, you can see that to become an engineer, you must become a master at preparing for and taking tests. Of course, this is easier said than done, because many other factors are involved. As you read the subsequent chapters in this book, you will discover different ideas and perspectives on how best to approach your studies.
Learning to be a master engineering student will be a tremendously rewarding and beneficial experience. It will enhance your immediate success as a student, while developing important skills you will later need as a practicing professional engineer. Are you aware of the role attitude plays in your success? What do you think of the following statement? Positive attitudes produce positive results.
Negative attitudes produce negative results. Do any of the items describe you? If so, in what ways could you see that particular attitude interfering with your success in engineering study?
Do you know why you hold this attitude? Are you willing to try to change the attitude? What would be a more positive attitude that you could adopt? One of the primary purposes of this book is to help you become conscious of and change any negative attitudes you may hold that will impede your success in engineering study. You will learn the process for this change when you study Chapter 6: Personal Growth and Student Development. Step 1: Setting Do I want to be an engineer?
Step 4: Changing What do I need to do differently to non-productive achieve my goal of becoming an behaviors engineer? This book will help you navigate this process.
Chapter 2 will help you firm up your goal of becoming an engineer and deciding which discipline to specialize in. Chapter 2 will help you strengthen your commitment to becoming an engineer by providing knowledge about the field of engineering, while exposing you to the rewards and opportunities of an engineering career. For example, you might schedule Saturdays from noon to p. Or you could devote another block of time to figuring out what behaviors you need to change to be a more effective student.
Consider the saying: No deposit, no return. Your education represents a major deposit, or investment, you are making in yourself. Your return will be in direct relation to what you put in. You must realize that whenever you take the easiest instructor, avoid a tough course, or cut a class, you are hurting yourself. Whenever you make a conscious choice to avoid learning, growing, or developing, you are not getting away with something: You are working against yourself. Having a model from which to view your education will assist you in getting the most out of it.
Earlier in this chapter, I gave simplified explanations of the engineering curriculum in order to demystify it for you. First, I described it as a required set of courses you must take. Later, I broke down each course as a series of exams you must pass. It is time now to broaden your view of your engineering studies because a quality education involves much more. The purpose of the next three sections is to give you three models from which to view your education.
These models will assist you in answering such important questions as: What is the purpose of my education? What should I know when I graduate? How do I know if I am getting an excellent education? How can I enhance the quality of my education? Will I have the knowledge and skills to get a job and be a successful engineering professional? These models are also useful for all kinds of personal assessment or self-evaluation.
My suggestion is that you measure yourself against each item presented in these models. In other words, ask yourself on a scale of zero to ten ten being highest : How would I rate myself on this item? In areas you feel you are strong, just keep doing what you have been doing. In areas you need to improve, map out a plan to strengthen them. Personal assessment and development plans will be discussed in more detail in Chapter 6. Institutions are being asked to establish educational objectives desired results and student outcomes achieved results , demonstrate how they plan to achieve these objectives and outcomes.
This process is called institutional assessment. It is not unlike what happens to you in your classes. Your professor sets course objectives and has expectations of how well you should do in achieving these objectives.
At the end of the term, the degree to which you meet these expectations is measured and translated in the form of a final grade. One way engineering programs are held accountable is through the accreditation process administered by the Accreditation Board for Engineering and Technology ABET.
Understanding the accreditation process discussed in more detail in Chapter 8 will help you better understand the engineering education you are receiving. An ability to apply knowledge of mathematics, science, and engineering b. Now the woman caught on tape has been arrested.
Show More. Part 2 of 2: Pinellas Co. The Week 10 matchup between the Seattle Seahawks and Green Bay Packers could set up as a battle of legendary quarterbacks.
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Thomas Commercial Rank Chambers, St. George's Tor- 7 Oct. William Charles Excelsior-avenue. Raulkham Hills 27 Oct. Temora 25 June. Sydney 8 Sept. Foster A1 bury 7 Oct. George Hubbard so Pifr-street, Sydney Feb. Inverell 20 Feb. James Rlcnard Mondge 43 A mid la-road. Glebe Point. Coote, Audley 44 Maelea. Neutral Bay 19 Oct.
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George Dcniliquin North 8 Oct.. Myalla 25 April, Evans. Consequently, emphasis has been placed on the development of skills necessary for academic success, including building academic vocabulary. The purpose of Advanced Reading Power is to develop students' awareness of their own reading and thinking processes so that they can be successful in reading college-level texts. To accomplish this, the book addresses the various reading skills in a direct manner, calling students' attention to how they think as they read.
Many students have a conceptualization of reading as translating, and that can interfere with their ability to read well in English. In Advanced Reading Power, students acquire an accurate understanding of what it means to read in English and gain confidence in their ability to deal with college-level reading assignments.
In order to allow students to focus on the process of reading, the lexical and syntactic content of some exercises has been controlled.
In other exercises, however, students practice working with authentic texts of different types, including excerpts from college textbooks. Student awareness of reading and thinking processes is further encouraged in many parts of the book by exercises that require them to work in pairs or small groups.
In discussions with others, students formulate and articulate their ideas more precisely and thus acquire new ways of talking and thinking about a text. When students are asked to write sentences or paragraphs, they are also asked to exchange their work with others and discuss it so they can experience the connections between reading and writing.
The success of a reading class depends to a large extent on the teacher. Note: A rationale for the approach taken in Advanced Reading Power, specific suggestions for using it in the classroom, and a Sample Syllabus can be found in the Answer Key booklet. Mikulecky Addison-Wesley, To the Student Using Advanced Reading Power Since this book is different from other reading textbooks, it must be used in a different way. Advanced Reading Power is divided into four parts.
Instead of working on one part at a time, as you would in most books, you should work regularly on all four parts of the book. Part 1: Extensive Reading. The more you read, the better you read. In Part 1, you will have an opportunity to develop the habit of reading extensively—that is, reading many books that you choose for yourself.
This will help improve your reading fluency, increase your comprehension and expand your vocabulary. Part 2: Vocabulary Building. Research has shown that a strong vocabulary is an essential aspect of reading ability. In this part, you will develop strategies for expanding your knowledge of vocabulary, particularly words used often in academic texts.
Part 3: Comprehension Skills. Reading is a complex activity that involves a wide variety of skills. Your ability to understand and remember what you read depends in large part on your ability to apply these skills to your reading. Each unit in Part 3 focuses on an essential reading skill for you to explore and practice.
In the Focus on Vocabulary section at the end of each skills unit, you will also have the opportunity to learn some of the academic words from the unit. Part 4: Reading Faster. Reading rate speed is a crucial factor in academic performance, but one that is often overlooked.
Reading faster allows you to save time on reading assignments. It also makes reading more enjoyable so you are likely to read more, and it leads to better comprehension. In this part of the book, you will work on improving your reading rate.
Reading questionnaires What is your experience as a reader? What do you know about reading? It is always necessary to read every word of a passage. It is a good idea to say the words aloud when you read. Reading more slowly improves comprehension. Knowing every word is necessary for comprehension.
As you read, you should always look up the meaning of words you do not know. To read well, you need to know the pronunciation of every word. Learning vocabulary is the only way to improve reading ability.
Learning grammar is the only way to improve reading ability. You can read all kinds of texts books, newspapers, etc. Reading in different languages requires some different reading methods.
It is always necessary to read every word of a passage 2. Were your answers the same in both questionnaires? Compare your answers with those of another student.
Do you agree? You should have written F for every question in both questionnaires! If you marked some answers T, then you may need to learn more about reading. In Advanced Reading Power, you will discover more about the reading process and will have opportunities to re-evaluate your ideas about reading. Then form a group of two to four students and compare your answers.
Looking back at your childhood, what do you remember as your first reading experiences? What kinds of reading material did your parents have in the house when you were young?
Do you remember having books or other materials read to you as a child? If so, what did you like best? When you were able to read on your own, what did you enjoy reading? Did your parents or other members of the family like to read? If so, what did they read? What kind of reading is important in your life today? For example, do you read a lot for school or for your job? About how many hours a week do you usually read materials of your own choice magazines, newspapers, novels, nonfiction?
Do you have a favorite writer in your first language? A favorite book? What books have you read in English? If you could easily read anything in English, what would you like to read? Would you like to. If you answered yes to these questions, then extensive reading is for you. You will benefit most from extensive reading if you follow these three essential rules: Rule 1: Enjoy! Rule 2: Enjoy! Rule 3: Enjoy!
Source: "Rules" adapted from J. Bamford and R. Cambridge: Cambridge University Press, , p. This is the cycle of positive reinforcement that leads to the positive effects on comprehension and general language skills listed on page 2. What the experts say about extensive reading "Extensive reading is the most efficient way to help students change old habits and become confident second language readers. Stephen Krashen, University of Southern California "Extensive reading may play a role in developing the capacity for critical thinking so important for success in higher education.
Richard R. Day, University of Hawaii and Prof. Julian Bamford, Bunkyo University, Japan "It is clear from these studies that extensive reading can be a major factor in success in learning another language. Then go to a bookstore or library to see what is available. How to Choose a Book 1. Choose a book that interests you.
Your teacher and classmates may have good suggestions, but choose the book that is best for you, not for them. Choose a full-length book, not a collection of articles or stories. Reading a whole book by a single author allows you to become comfortable with the writer's style and vocabulary.
Avoid a book whose story you are already familiar with because you have read it in another language or have seen the movie made from it. Knowing what will happen may make it less interesting for you. Evaluate the book. To find out about the author and the genre type of book , read the front and back covers.
Read the first few pages, to find out about the style and subject. Check the level of difficulty. If a book is too easy, it may be boring; if it is too difficult, you may become discouraged and stop reading. To find out how difficult the book is for you, count the number of unknown key words on a typical page. A key word is a word you must know in order to follow the general meaning. Five unknown key words on one page means the book is difficult for you. No unknown key words means the book is easy.
Decide how many books you would like to read during the semester. Set a time and place for reading. Read for at least thirty minutes at a time so that you can become involved in your book. Write about your reactions to the book or any thoughts that are stimulated by your reading. Then make an appointment with your teacher for a book conference to share your thoughts and reactions to it.
What matters most is that you find a book at an appropriate level that interests you. Note: The number of pages is included to give you an idea of the approximate length. Other editions may be of slightly different length. Achebe, Chinua. A classic African novel about how a Nigerian faces conflict within his society, as well as the effects of British colonialism. Alcott, Louisa May. A talented New York musician is falsely accused of a crime and put in prison. His girlfriend is determined to free him.
Bruchac, Joseph. A novel about a young Native American woman in the early nineteenth century who helped two explorers find a safe route across North America to the Pacific Ocean.
Coetzee, J. Cormier, Robert. Fielding, Helen. Fitzgerald, F. The American Revolution and life in Boston in the s, as seen through the experiences of a youth. Gaines, Ernest J. The moving story of an unusual friendship between a young teacher and a man in prison for murder, waiting to be executed. Godwin, Gail. A young woman's search for an understanding of the mother who left her when she was six years old and died soon after. Guterson, David. Hemingway, Ernest.
Hentoff, Nat. Hornby, Nick. The hilarious account of a friendship between an adolescent and a thirty-six-year-old man. Through their relationship, they both grow up and learn to cope with their lives. Hosseini, Khalid.
Narrated by a young Afghani, this novel gives a vivid picture of contemporary Afghanistan and the conflict and hardships endured by the Afghan people. Ishiguro, Kazuo. A novel that reflects the author's own experience as a Japanese person in England. Kafka, Franz. The story of a young man who wakes up one morning to discover that he has turned into a beetle-like insect.
Keyes, Daniel. A sad tale of a mentally challenged man who is given an experimental drug. For a short time, he becomes normal. Kingsolver, Barbara. A woman gives her a little girl. The touching story of how they grow to love each other. Kosinski, Jerzy. A simple gardener inherits a fortune, becomes adviser to the U. Lahiri, Jhumpa. Lee, Harper. Racism in the southern United States in the s, as viewed by a young white girl, whose lawyer father defends a black man unjustly accused of a crime.
Lessing, Doris. A novel about racism and the inability to accept another culture in white South Africa during the s. In his daydreams, a boy becomes a cat and then the dreams seem to become real. Monk, Sue Ellen. An orphan girl is accepted into a loving family and small community on Prince Edward Island, Canada. Myers, Walter Dean. An African-American family's history from the time of slavery. Their farm unites them in this story of pride, determination, struggle, and love. The story of two young people who struggled against racist policies in South Africa under apartheid.
Patchett, Ann. Plath, Sylvia. In a semiautobiographical novel, a brilliant young woman slides into a depression that almost takes her life. Remarque, Erich Maria. A classic antiwar novel that describes the horrors of trench warfare in Europe during World War I. Smith, Betty. The dreams and trials of a girl growing up in Brooklyn, New York, in a poor, but proud family.
Can a pearl bring happiness to his family? Steinbeck, John. Tan, Amy. Tyler, Anne. Wharton, Edith. Wilde, Oscar. Dorian Gray remains handsome and young, but his portrait, hidden in the attic, shows his age and the effects of his evil. Brown, Dan. Christie, Agatha. All they have in common is a secret, evil past. One by one, they die. Follett, Ken. Greene, Graham. One man trades his wealth for his life— and then has to pay. Grisham, John. Released from prison by the American president, he flees to Europe and begins a new life in order to stay alive.
King, Stephen. Le Cane, John. Paretsky, Sara. Warshawsky finds a prominent attorney's wife dead in her office while a homeless family disappears. She finds that these events are connected. Rendell, Ruth. A victim's belongings are found in an antiques shop and everyone who knew her is a suspect. Tartt, Donna. As a new student at Hampden College, Richard is accepted by a circle of friends who share a terrible secret.
Asimov, Isaac. Includes the "three laws of robotics. Bradbury, Ray. LeGuin, Ursula K. This poses a challenge to an explorer from planet Earth. A story that reflects any place where freedom is attacked. Rowling, J. Tolkien, J. A small creature with hairy feet has a gold ring that belongs to a creature called Gollum. Books about history, biography, and science are examples of nonfiction.
Reading nonfiction can help develop your vocabulary and knowledge in a specialized area. Angelou, Maya. A prize-winning American poet writes about her childhood experiences and how she survived violence and racism. The true story in diary form of how a fifteen-year-old girl became addicted to drugs.
Baker, Russell. Tolkien's life experiences as an orphan, a scholar, a soldier, and a professor and how they helped him to create his famous trilogy. The funny and sometimes shocking childhood and school experiences of this famous writer of children's books. Dillard, Annie. Dinesen, Isak. The author's experiences from to running a coffee plantation in Kenya, first with her husband and later alone. Fadinan, Ann. A Hmong family settles in California and comes into conflict with American doctors.
The diary kept by a thirteen-year-old Jewish girl hidden in an apartment with her family for two years in Amsterdam, Holland, during World War II. The author's childhood in China and the dramatic escape of her family at the time of the Chinese Cultural Revolution. Hillenbrand, Laura. The story of a racehorse named Seabiscuit who became a winner, and the people who believed in him.
Kidder, Tracy. Paul Farmer, who has dedicated himself to the idea that "the only real nation is humanity. Krakauer, Jon. Malcolm X with Alex Haley. The dramatic life story of an important figure in African-American history, as told by Malcolm X himself. Mandela, Nelson. Mandela's life story, written while he was in a South African prison.
Parks, Rosa, with Jim Haskins. A key figure in the civil rights movement tells how she refused to give up her seat to a white man on a bus. This is the life story of one of the most successful writers of our time. Kung Woman.
Shostak, Marjorie. The remarkable story of an African woman and her people in the Kalahari Desert, as told by an anthropologist. Sparks, Beatrice. White, M. A biography of Stephen Hawking, the English scientist who is often considered the smartest man alive. Helen Keller became deaf and blind when she was a small child. This is the story of her success as a student, a writer, and a lecturer. Clear explanations of scientific principles, with references to mythology and literature by this famous writer.
Fonseca, Isabel. A striking portrait of the life and history of the Roma Gypsies in Eastern Europe. Gore, Al. Pictures and text showing the consequences of climate change are accompanied by personal essays. Gore makes a complex and serious issue easy to understand. Hickham, Homer. How Hickham and his friends were inspired in by Sputnik, the Russian satellite, to spend their lives working on rockets for space launches.
Kolbert, Elizabeth. This book brings the science of climate change to life. The author describes how global warming threatens the traditional way of life in a small Alaskan village. Mowat, Farley. Orwell, George. Pollan, Michael. Pollan follows the journey of four meals from farm to table, weaving together literature, science, and hands-on investigation.
This book shows the serious consequences of the way we eat. Rothenberg, David. This book explores the tweets, squawks, and flute-like songs of birds to investigate the scientific mysteries of bird song and how it sparks the human imagination. Read the first paragraph. Can you tell what the article will be about?
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