By Jonathan Bender
An grownup LEGO fan's twin quest: to construct with bricks and construct a family
There are sixty two LEGO bricks for everyone on this planet, and at age 30, Jonathan Bender discovered that he didn't have a unmarried one in every of them. whereas reconsidering his adolescence dream of turning into a grasp version builder for The LEGO workforce, he discovers the boys and girls who're skewing the averages with collections of millions of LEGO bricks. what's it concerning the ubiquitous, brightly coloured toys that makes them so challenging for everybody to place down?
In seek of solutions and event, Jonathan Bender units out to discover the quirky global of grownup enthusiasts of LEGO (AFOLs) whereas turning into a builder himself. As he participates in demanding situations at fan conventions, searches for the biggest inner most assortment within the usa, and visits LEGO headquarters (where he was once allowed into the head mystery set vault), he unearths his LEGO trip twinned with a moment artistic endeavor—to have a baby. His worlds intertwine as he awaits the end result: Will he win a construct festival or deliver a brand new fan of LEGO into the realm? like any very good love tale, this one has surprises—and a contented ending.
*Explores the area of grownup fanatics of LEGO, from rediscovering the youth joys of establishing with LEGO to comparing LEGO's position in tradition and art
*Takes an inside of examine LEGO conventions, neighborhood taboos, and construct demanding situations and is going behind-the-scenes at LEGO headquarters and LEGOLAND
*Tells a hot and private tale in regards to the try to construct with LEGO and construct a family
Whether you're an avid LEGO freak or a onetime fan who now stocks LEGO bricks along with your childrens, this publication will attract the internal builder in you and reignite a love for all issues LEGO.
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Extra info for LEGO: A Love Story
The University of the Past was associated with elitism, exclusion and inequalities (Morley, 2010a). The University of Today is diversified, expanded, globalised, borderless/edgeless, marketised, technologised, neo-liberalised and potentially privatised. Dominant discourses and imagined policy futures focus on excellence, innovation, digitisation, globalisation, teaching and learning, employability and economic impact (BIS, 2009). It is unclear whether these recent and current policy discourses are generating creative thinking about the future of universities, or whether they are limiting it.
The university of today is part of a national system of “higher education” composed of many types of institutions subject to contradictory tendencies. One promotes greater cooperation between colleges and universities, a fuller sharing of resources and commitments in the interests of the greater good. The other encourages competition, rankings, hyperbola and the exploitation of multifarious markets. Yet taken as a whole and with all of its perceived drawbacks, this world holds great possibilities for intellectual discovery, for social betterment and—to return to Newman—for teaching.
No one model prevails, and in some nations the participation of central government has been milder than in others. Historically, universities were accustomed to setting their own curricular and degree standards, with external examining in Britain assuring that standards across a particular segment of higher education were reasonably uniform. The system worked well when universities were few in number and polytechnics were linked to a central validating body, the Council for National Academic Awards.