By Loren L. Coleman
Within the bleak northlands, Grimnir, the residing god of the plundering Vanir, is top his hordes throughout Cimmeria. stories of Grimnir's fury unfold as refugees scatter during the land to flee his wrath.
In the village of Gaud, the younger warrior Kern, the "Wolf-Eye," has been exiled, an outcast from extended family and relations. it really is he who's fated to confront the scary Grimnir. yet as unswerving buddies and determined combatants rally to his facet, even Kern doesn't be aware of even if he leads his humans to deliverance, or sure dying.
Read or Download Blood of Wolves (Age of Conan-Hyborian Adventures: Legends of Kern, Volume 1) PDF
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Extra info for Blood of Wolves (Age of Conan-Hyborian Adventures: Legends of Kern, Volume 1)
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.