By Robin Hobb
From a rare new voice in fable comes the beautiful end to the Farseer trilogy, as FitzChivalry confronts his future because the catalyst who holds the destiny of the dominion of the Six Duchies...and the area itself.
King smart is useless by the hands of his son Regal. As is Fitz--or so his enemies and associates think. yet with assistance from his allies and his beast magic, he emerges from the grave, deeply scarred in physique and soul. the dominion additionally teeters towards destroy: Regal has plundered and deserted the capital, whereas the rightful inheritor, Prince Verity, is misplaced to his mad quest--perhaps to dying. merely Verity's return--or the inheritor his princess carries--can shop the Six Duchies.
But Fitz won't wait. pushed by way of loss and sour thoughts, he undertakes a quest: to kill Regal. the adventure casts him into deep waters, as he discovers wild currents of magic inside him--currents that might both drown him or make him whatever greater than he was....
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Extra info for Assassin's Quest (The Farseer Trilogy, Book 3)
Both principals understood the model well. Both had a strong conviction that the model—appropriately implemented—would address the needs they identified. Both undertook change toward defensible differentiation as a second-order change, ensuring focus on the initiative and long-term persistence in pursuing it. Both were—and remain—attentive to the personal and professional needs of faculty throughout the change process. Thus, despite dramatic differences in virtually all key school characteristics, the principals of the two schools adhered in common to the traits of leaders for second-order change.
One of those relates to the vision for differentiation; the second relates to the leader as a model for differentiation. Examining these two elements sets the stage for looking at two leaders for change toward differentiation and for much of what follows in the book. A Vision for Differentiation As will become evident in the final section of the chapter, leaders who envision a particular change will envision it somewhat differently. ” Nonetheless, there are important components of a philosophy of differentiation that merit a brief exploration here.
These components are both visionary and practical in their scope and are a worthy engine for energizing change in a particular school—and in schools in general. Among the underpinnings of differentiation are the following beliefs: • Human beings differ as learners as a result of factors such as prior experiences, culture, interests, approaches to learning, adult support, maturity, and heredity. • Such differences are normal and should be dealt with as normal in classroom settings. • When students are separated out because of learning differences, all students receive important, and often negative, messages about the worth of individuals.