Jim Anderson – författare

For those who own a cherished but dilapidated fiberglass runabout, or for those who want a boat but are turned off by the high prices and often poor quality of today's offerings, this book explains everything there is to know about turning a rundown runabout into a real showpiece for a fraction of the cost of a new model. Author Jim Anderson, a runabout renovator from Minnesota's Land of Ten Thousand Lakes, leads readers through the whole renovation process.

For those who think a project like this may be more than they can handle, renovating an old runabout is actually less complicated and expensive than adding on a deck or redoing a room--two of the most popular projects for home handymen. And Anderson's sense of humor and gift for providing simple solutions make Runabout Renovation as fun to read as it is easy to understand.

The backyards of North America house literally millions of rundown runabouts ripe for renovation. With Jim Anderson's help, you can own a better boat than you can buy new, for a quarter of the price or less. And like a beautifully restored '57 Chevy, it'll have class.

Low-cost alternatives for the powerboater on a budget.

Although more people own boats ranging in length from 14 to 24 feet than all others combined, most books published about boat repair and restoration are directed at the "big boat" or yacht owner. In addition, many marine dealers and technicians never seem to have the right answers or the time to spend on people who own "little boats." Hence Runabout Renovation, a complete guide to finding and fixing up old fiberglass speedboats.

You'll learn how to:

. . . and much more. There's even a section on repairing aluminum boats, and one on installing and repairing horns, lights, bilge pumps, live wells, and other speedboat accessories.

"Considering the tens of thousands of fiberglass powerboats that exist today, one wonders why Jim Anderson's Runabout Renovation is so late in coming. Whether you're shopping for a used or new boat, or trying to maintain the value of a boat you already own, this book will prove indispensable."--Richard Lebowitz, Editor, Boating World

After the mysterious death of his grandfather, 11-year-old Lindsay Armstrong and his family leave England for a new life in New South Wales. Property is bought in remote Billarooby, a small settlement on the Lachlan River. It is 1942. The war is far away, but a stranger the boy chases from the farm, turns out to be a young Japanese soldier escaped from a nearby POW camp. His witness of the brutal recapture of the prisoner, triggers the horrific memory of a festering family secret involving both himself and his tyrannical father. The trouble in Billarooby has just begun. Lindsay acquires a picture book about ancient samurai warriors and their Code of Bushido. He comes to believe that the prisoners wish for nothing but to re-join the Emperor and regain their honour, something he feels is lacking in the local world that surrounds him. Lindsay is not the only one obsessed with the prisoners. The district's paranoid fantasies of mass escape are decidedly blacker than Lindsay's imaginings. Racial tensions erupt as the great drought grips and threatens to destroy the once flourishing farm. Vigilantism combined with inability to tackle the truth about the Armstrong family's darkest past, drive Lindsay's parents to desperate measures and bouts of madness. For Lindsay, it's a coming-of-age of great poignancy as the story reaches its climax on the dried-up river bed of the Lachlan.

This edited volume addresses the pressing imperative to understand and attend to the needs of the fast-growing population of minority students who are increasingly considered "superdiverse" in their cultural, linguistic, and racial backgrounds. Superdiverse learners—including native-born learners (Indigenous and immigrant families), foreign-born immigrant students, and refugees—may fill multiple categories of "diversity" at once. This volume helps pre- and in-service teachers and teacher educators to move beyond the demographic backgrounds of superdiverse learners to consider not only their ways of being, motivations, and social processes, but also the ongoing systemic issues of marginalization and inequity that confront these learners.

Challenging existing teaching and learning paradigms in the K-12 North American context, this volume provides new methods and examples for supporting superdiverse learners in a range of settings. Organized around different conceptual underpinnings of superdiversity, contributors identify the knowledge gaps and effective practices in engaging superdiverse learners, families and communities. With cutting-edge research on this growing topic, this text will appeal to researchers, scholars, educators, and graduate students in multilingual education, literacy education, teacher education, and international education.

This edited volume addresses the pressing imperative to understand and attend to the needs of the fast-growing population of minority students who are increasingly considered "superdiverse" in their cultural, linguistic, and racial backgrounds. Superdiverse learners—including native-born learners (Indigenous and immigrant families), foreign-born immigrant students, and refugees—may fill multiple categories of "diversity" at once. This volume helps pre- and in-service teachers and teacher educators to move beyond the demographic backgrounds of superdiverse learners to consider not only their ways of being, motivations, and social processes, but also the ongoing systemic issues of marginalization and inequity that confront these learners.

Challenging existing teaching and learning paradigms in the K-12 North American context, this volume provides new methods and examples for supporting superdiverse learners in a range of settings. Organized around different conceptual underpinnings of superdiversity, contributors identify the knowledge gaps and effective practices in engaging superdiverse learners, families and communities. With cutting-edge research on this growing topic, this text will appeal to researchers, scholars, educators, and graduate students in multilingual education, literacy education, teacher education, and international education.

This novel contribution examines the lived experiences of migrants in education in various international contexts, exploring common school system features that promote students’ inclusion and challenge their exclusion.

With a range of international contributions and case studies from Canada, the US, Hong Kong, Japan and Europe, the book offers critical, theoretically innovative understandings examining national policies and practices to develop reforms, focusing on agency, heterogeneity and systems of relational spaces for migrant youth. Chapters engage with discussions around differentiated needs of marginalised and vulnerable groups, as well as the importance of superdiversity in studying and developing inclusive systems for migrant youth in education.

Offering unique insights, the book outlines a framework for the promotion of inclusive school systems that ultimately look to create quality learning environments that prevent discrimination, and support students’ holistic needs. It will be of great interest to researchers, academics and postgraduate students in the fields of sociology of education, philosophy of education, psychology of education, teacher education and social policy.

Chapter 4 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license. This work was supported by an Economic and Social Research Council [grant number ES/S015752/1].

This novel contribution examines the lived experiences of migrants in education in various international contexts, exploring common school system features that promote students’ inclusion and challenge their exclusion.

With a range of international contributions and case studies from Canada, the US, Hong Kong, Japan and Europe, the book offers critical, theoretically innovative understandings examining national policies and practices to develop reforms, focusing on agency, heterogeneity and systems of relational spaces for migrant youth. Chapters engage with discussions around differentiated needs of marginalised and vulnerable groups, as well as the importance of superdiversity in studying and developing inclusive systems for migrant youth in education.

Offering unique insights, the book outlines a framework for the promotion of inclusive school systems that ultimately look to create quality learning environments that prevent discrimination, and support students’ holistic needs. It will be of great interest to researchers, academics and postgraduate students in the fields of sociology of education, philosophy of education, psychology of education, teacher education and social policy.

Chapter 4 of this book is freely available as a downloadable Open Access PDF at http://www.taylorfrancis.com under a Creative Commons Attribution (CC-BY) 4.0 license. This work was supported by an Economic and Social Research Council [grant number ES/S015752/1].

Designed to stimulate debate and critical thinking and to draw readers'' attention to the ideological nature of literacy education across a broad range of literacy contexts, this book crosses traditional boundaries between the study of family, community, and school literacies to offer a unique global perspective on multiple literacies, from theory to case studies of various settings. These examples suggest ways that literacy practices should be created by simultaneously shaping relationships and identity, and by privileging particular literacy practices in particular situations. The dialogue within the book among chapter authors writing across traditionally distinct fields highlights the interconnections among diverse literacy sites and stimulates the pursuit of a more integrated and interdisciplinary approach to literacy education. The critical and dialogic approach serves to challenge and extend many conventional notions surrounding literacy education in communities, schools, and families.Portraits of Literacy Across Families, Communities, and Schools: Intersections and Tensions is particularly relevant for scholars and students in the area of literacy, broadly speaking, including family literacy, community literacy, adult literacy, critical language studies, multiliteracies, youth literacy, English as a second language, language and social policy, and global literacy. Additionally, the inclusion of studies derived from a variety of research methods and designs makes this is a useful text in research methodology courses that aim to present and analyze real-life examples of literacy research designs and methods.

Designed to stimulate debate and critical thinking and to draw readers'' attention to the ideological nature of literacy education across a broad range of literacy contexts, this book crosses traditional boundaries between the study of family, community, and school literacies to offer a unique global perspective on multiple literacies, from theory to case studies of various settings. These examples suggest ways that literacy practices should be created by simultaneously shaping relationships and identity, and by privileging particular literacy practices in particular situations. The dialogue within the book among chapter authors writing across traditionally distinct fields highlights the interconnections among diverse literacy sites and stimulates the pursuit of a more integrated and interdisciplinary approach to literacy education. The critical and dialogic approach serves to challenge and extend many conventional notions surrounding literacy education in communities, schools, and families.Portraits of Literacy Across Families, Communities, and Schools: Intersections and Tensions is particularly relevant for scholars and students in the area of literacy, broadly speaking, including family literacy, community literacy, adult literacy, critical language studies, multiliteracies, youth literacy, English as a second language, language and social policy, and global literacy. Additionally, the inclusion of studies derived from a variety of research methods and designs makes this is a useful text in research methodology courses that aim to present and analyze real-life examples of literacy research designs and methods.