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"A few weeks shy of her twenty-third birthday, Jaouad received a diagnosis of leukemia, with a 35 percent chance of survival. She would spend much of the next four years in a hospital bed, fighting for her life and chronicling the saga in a column for 'The New York Times'. After countless rounds of chemo, a clinical trial, and a bone marrow transplant she learned that a cure is not where the work of healing ends; it's where it begins. How could she reclaim what had been lost? Jaouad embarked on a 100-day, 15,000-mile road trip across the country. This is her inspiring exploration of what it means to begin again"

"ABSTRACTThis research examines the parallels between children'sunderstanding about economic reality and the nature ofeconomic information that is available in theirenvironments. Previous studies» conducted mostly within aPiagetian's framework» found that children had a restrictedrange of accounts about economic reality and this wasattributed by cognitive developmental theorists to thechildren’s immature or infantile cognitive structures.This thesis argues that children acquire understanding abouteconomic inequality through social transmission. Piaget haslargely neglected the role of social-cultural factors inchildren's cognitive development» while Vygotsky emphasisesthe social origins of cognition. One set of potentialsources of economic information for children is fairy talesand reading books. It was hypothesised that economicinformation communicated in children's literature waslimited and simplified, and that different cultures werelikely to present different economic ideas. Older and highSES children were predicted to be more stereotyped in theirreasoning about economic issues because of their presumedgreater exposure to» and familiarity with this literature.Three cross-cultural studies were carried out in Britainand Indonesia. In the first study, children aged between 5 to 11 years were interviewed about their understanding ofeconomic inequality. There was evidence that children'srestricted range of accounts of economic reality was areflection of society’s scripts. Analysis of children’sfairy tales and reading books in the second study revealedthat limited and stereotyped information about economicreality was presented in this literature. Parallels betweenchildren*s reasoning about economic reality and the economicinformation communicated in their books were indicated inthe third study.The implications of the research findings were discussed interms of each culture’s idiosyncrasies and in relation toPiaget's cognitive developmental theory as well asVygotsky* s sociohistorical approach."