While medical language is soaked in metaphor, and thinking with metaphor is central to diagnostic work, medicine – that is, medical culture, clinical practice and medical education – outwardly rejects metaphor for objective, literal scientific language. This thought-provoking book argues that this is a misstep, and critically considers what embracing the use of metaphors and similes might mean for shaping medical culture, and especially the doctor–patient relationship, in a healthy way. Thinking With Metaphors in Medicine explores: how metaphors inhabit medicine – sometimes for the better and sometimes for the worse – and how these metaphors can be revealed, appreciated and understood; how diagnostic work utilizes thinking with metaphors; how patient–doctor communication can be better understood and enhanced as a metaphorical exchange; how the landscape of medicine is historically shaped by leading or didactic metaphors, such as ‘the body as machine’ and ‘medicine as war’, which may conflict with other values or perspectives on healthcare, for instance, person-centred care. Outlining the kinds of metaphors and resemblances that inhabit medicine and how they shape practices and identities of doctors, colleagues and patients, this book demonstrates how the landscape of medicine may be reshaped through metaphor shift. It is an important work for all those interested in the use of language and rhetoric in medicine, whether hailing from a humanities, social science or healthcare background.
This ground-breaking book sets out a fresh vision for a future medical education by providing a radical reconceptualisation of the purposes of medical humanities through a lens of critical health psychology and liberatory pedagogy. The medical humanities are conceived as translational media through which reductive, instrumental biomedicine can be raised in quality, intensity, and complexity by embracing ethical, aesthetic, political, and transcendental values. This translation occurs through innovative use of metaphor. A note of caution is offered – that the medical humanities too can be instrumental and reductive if not framed well. Drawing on major theorists such as Michel Foucault and Jacques Rancière and bringing together insights from diverse but inter-related fields, Bleakley focuses on the "ills" of contemporary biomedicine and medical education, and the need for reconceptualisation, which – it is argued – the translational medical humanities have the potential to accomplish. Current instrumental approaches to medical humanities, embracing communication skills training and narrative-based medicine, have failed to address the chronic symptoms suffered by medicine. These include resort to closed, functional systems thinking rather than embracing dynamic, complex, open, and adaptive systems thinking; lack of democratic habits in medical culture, compromising patient safety and care; the production of insensibility rather than deepening of sensibility in medical education; a lack of attention to ethics, aesthetics, and politics where the instrumental is privileged; and a lack of critical reflexivity in revisioning habitual practices. Through persuasive argument, Bleakley sets out a more radical manifesto for the role the arts and humanities might play in medical/healthcare education and offers a new approach based on curriculum process rather than syllabus content, to recuperate aesthetic sensibilities, discernment, and affect in medicine. The book will appeal to medical and healthcare educators, medical and health humanities scholars, engaged clinicians, social scientists drawing on critical theory, and arts and humanities practitioners engaging with medical and healthcare themes.
This book critically analyses how politics and power affect the ways that medicine is taught and learned. Challenging society’s historic reluctance to connect the realm of politics to the realm of medicine, Medical Education, Politics and Social Justice: The Contradiction Cure emphasizes the need for medical students to engage with social justice issues, including global health crises resulting from the climate emergency, and the health implications of widening social inequality. Arguing for an increased focus on community-based learning, rather than acute care, this innovative text maps the territory of medicine’s contradictory engagement with politics as a springboard for creative curriculum design. It demonstrates why the socially disempowered - such as political and climate refugees, the homeless, or those without health insurance should be primary subjects of attention for medical students, while exploring how political engagement can be refined, sharp, cultivated and creative, engaging imagination and demanding innovation Exploring how the medical humanities can promote engagement with politics to improve medical education, this book is a ground-breaking and inspiring contribution. It is an essential read for all those with a focus on medical education and medical humanities, as well as medical and healthcare students with an interest in the social determinants of health.
The field of the medical humanities is developing rapidly, however, there has also been parallel concern from sceptics that the value of medical humanities educational interventions should be open to scrutiny and evidence. Just what is the impact of medical humanities provision upon the education of medical students? In an era of limited resources, is such provision worth the investment? This innovative text addresses these pressing questions, describes the contemporary territory comprising the medical humanities in medical education, and explains how this field may be developed as a key medical education component for the future. Bleakley, a driving force of the international movement to establish the medical humanities as a core and integrated provision in the medical curriculum, proposes a model that requires collaboration between patients, artists, humanities scholars, doctors and other health professionals, in developing medical students’ sensibility (clinical acumen based on close noticing) and sensitivity (ethical, professional and humane practice). In particular, this text focuses upon how medical humanities input into the curriculum can help to shape the identities of medical students as future doctors who are humane, caring, expressive and creative – whose work will be technically sound but considerably enhanced by their abilities to communicate well with patients and colleagues, to empathise, to be adaptive and innovative, and to act as ‘medical citizens’ in shaping a future medical culture as a model democracy where social justice is a key aspect of medicine. Making sense of the new wave of medical humanities in medical education scholarship that calls for a ‘critical medical humanities’, Medical Humanities and Medical Education incorporates a range of case studies and illustrative and practical examples to aid integrating medical humanities into the medical curriculum. It will be important reading for medical educators and others working with the medical education community, and all those interested in the medical humanities.
This book challenges functional models for more aesthetic and ethical models, where communication is grounded in values systems of cultures. Here, communication is treated as a distributed phenomenon involving networks of persons, activities and artifacts, and extends beyond doctor-patient relationships to working in and across teams around patients. The purpose of the book is to stimulate thinking about how patient care and safety may be improved through a focus upon the ‘non-technical’ work of doctors – interpersonal communication, teamwork and situation awareness in teams. The focus is then not on the personality of the doctor, but on the dynamics of relationships which form doctors’ multiple identities.
How Do I Look? Educating Doctors’ Senses Through the Medical Humanities uses the medical diagnostic method to identify a chronic symptom in medical culture: the unintentional production of insensibility through compulsory mis-education. This book identifies the symptom and its origins and offers an intervention: deliberate and planned education of sensibility through the introduction of medical humanities to the core undergraduate medicine and surgery curriculum. To change medical culture is an enormous challenge, and this book sets out how to do this by answering the following questions: How has a compulsory mis-education for insensibility developed in medical culture and medical education? How is sensibility capital generated, who ‘owns’ it, and how is it distributed, mal-distributed and re-distributed? What is the place of resistance (or ‘dissensus’) in this process? How can the symptom of a ‘developed’ insensibility be addressed pedagogically through introduction of the medical humanities as core and integrated curriculum provision? How can both the identity constructions of doctors and doctor-patient relationships be tied up with education for sensibility? How can artists work with clinicians, through the medical humanities in medical education, to better educate sensibility? The book will be of interest to all medical educators and clinicians, including those health and social care professionals outside of medicine who work with doctors.
Alchemy is popularly viewed as a secret way of turning worthless base metal into gold, and then a precursor to modern chemistry. This is often taken as a metaphor for psychological development. This book describes an innovative "third way" for both the education and exercise of an alchemical imagination that embraces both material matters and psychological insight: alchemy as lyrical poetics, or the intensive production of embodied metaphor. Alchemy here is viewed as an immanent set of metaphor-driven "best practices" for indwelling complex and contradictory earthly matters in a sensual, artistic and humane manner. Or, again, it describes best psychotherapeutic practice. Alchemy is read not as a medium for "personal growth", but optimal co-existence with the natural world. It is an eco-logical rather than ego-logical project with deep aesthetic concerns (education of the senses in close noticing) and political intentions (a democracy of worldly things). The book echoes post-Freudian developments in psychoanalysis that avoid the mysticism of symbol systems to work rather with everyday signs and linguistic registers such as embodied metaphors, keeping the focus on known and sensed phenomena rather than abstractions.
This persuasive volume develops a novel approach to medical education and the medical humanities, making a case for the integration of the two to explore the ways in which ‘warm’ humanism and ‘cold’ technologies can come together to design humane posthumanist futures in medicine. There are many problems with conventional medical education. It can be overly technocratic, dehumanizing, and empathy-eroding, introducing artefacts that lead to harm and reproduce inequality and injustice. Use of the arts, humanities, and qualitative social sciences have been pursued as an antidote or balance to these problems. Arguing against the purely instrumentalist use of medical humanities in this way, this book addresses the importance of a genuine and open-ended engagement with humanities approaches in medicine. It discusses the impact of artificial intelligence and emerging theoretical frameworks and posthumanist perspectives, such as object-oriented ontology, on meaning making in medicine. It demonstrates how the key to such a transition is the recovery of the intrinsic art and humanity of metaphor-heavy biomedical science, in turn framed by models of dynamic complexity rather than static linearity. This book is an important contribution to debates around the medical humanities and its role in medical education. It is an essential read for scholars with an interest in these areas, as well as those working in science and technology studies and the sociology of health and illness.
This book explores previously unexamined overlaps between the poetic imagination and the medical mind. It shows how appreciation of poetry can help us to engage with medicine in more intense ways based on ‘de-familiarising’ old habits and bringing poetic forms of ‘close reading’ to the clinic. Bleakley and Neilson carry out an extensive critical examination of the well-established practices of narrative medicine to show that non-narrative, lyrical poetry does different kind of work, previously unexamined, such as place eclipsing time. They articulate a groundbreaking ‘lyrical medicine’ that promotes aesthetic, ethical and political practices as well as noting the often-concealed metaphor cache of biomedicine. Demonstrating that ambiguity is a key resource in both poetry and medicine, the authors anatomise poetic and medical practices as forms of extended and situated cognition, grounded in close readings of singular contexts. They illustrate structural correspondences between poetic diction and clinical thinking, such as use of sound and metaphor. This provocative examination of the meaningful overlap between poetic and clinical work is an essential read for researchers and practitioners interested in extending the reach of medical and health humanities, narrative medicine, medical education and English literature.
The purpose of medical education is to benefit patients by improving the work of doctors. Patient centeredness is a centuries old concept in medicine, but there is still a long way to go before medical education can truly be said to be patient centered. Ensuring the centrality of the patient is a particular challenge during medical education, when students are still forming an identity as trainee doctors, and conservative attitudes towards medicine and education are common amongst medical teachers, making it hard to bring about improvements. How can teachers, policy makers, researchers and doctors bring about lasting change that will restore the patient to the heart of medical education? The authors, experienced medical educators, explore the role of the patient in medical education in terms of identity, power and location. Using innovative political, philosophical, cultural and literary critical frameworks that have previously never been applied so consistently to the field, the authors provide a fundamental reconceptualisation of medical teaching and learning, with an emphasis upon learning at the bedside and in the clinic. They offer a wealth of practical and conceptual insights into the three-way relationship between patients, students and teachers, setting out a radical and exciting approach to a medical education for the future. “The authors provide us with a masterful reconceptualization of medical education that challenges traditional notions about teaching and learning. The book critiques current practices and offers new approaches to medical education based upon sociocultural research and theory. This thought provoking narrative advances the case for reform and is a must read for anyone involved in medical education.” - David M. Irby, PhD, Vice Dean for Education, University of California, San Francisco School of Medicine; and co-author of Educating Physicians: A Call for Reform of Medical School and Residency "This book is a truly visionary contribution to the Flexner centenary. It is compulsory reading for the medical educationalist with a serious concern for the future - and for the welfare of patients and learners in the here and now." Professor Tim Dornan, University of Manchester Medical School and Maastricht University Graduate School of Health Professions Education.
Returning to Homer’s Iliad and Odyssey for inspiration, this book uses these epics as a medium through which we might think imaginatively about key issues in contemporary medicine and medical education. These issues include doctors as heroes, and the legacy of heroic medicine in an age of clinical teamwork, collaboration and a more feminine medicine. The authors challenge ingrained habits in medical education, such as the way we characteristically “train” medical students to communicate with patients and colleagues; the reduction of compassion to the “skill” of empathy; the rote recital of the medical history as a “song”; and the new vogue for “resilience” as response to increasing levels of stress and burnout in the profession. A Homeric lens also shows new ways of thinking about translation of medical lingo into patients’ understanding, the relatively high levels of anger and error shown in clinical interactions, and modern phenomena such as “whistleblowing” in the face of unacceptable error or misbehaviour. While exhaustion and burnout are becoming more common in medicine, the authors ask if a more lyrical, rather than epic and tragic stance, might benefit medical work. Drawing on a wealth of experience in the field, the book promotes a new kind of medicine and medical education fit for the 21st century, but envisages these through the ancient lens of Homer’s two epics. In the heroic glory elaborated in the Iliad and the themes of homecoming and hospitality set out in the Odyssey, Homer provides a narrative arc that is a blueprint of modern medicine’s development from a heroic endeavour to a contemporary collaborative provision of hospitality, where the hospital remains true to its name and doctors engage in work of care rather than “fighting” disease with the hospital as battleground.
The ultimate enrichment and survival guide for Foundation Programme doctors, Staying Human During the Foundation Programme and Beyond provides time-tested advice and the latest information on every aspect of a junior doctor's life – from clinical transitions, to coping with stress, enhancing self-care and protecting personal and professional relationships. Already acknowledged in its original Canadian edition as an invaluable resource by thousands of doctors working across North America, this UK adaptation – with a host of new material and features – offers evidence-based practical advice to junior doctors on how to cope with a wide-range of challenges including working in teams, sleep deprivation, time pressures and ethical issues, while at the same time maintaining a high level of patient care and safety. The authors also address subjects such as sexuality, equality and social justice.
While modernity aspired to “fix” radical alienation through aesthetics by assigning an ethical value to narratives, contemporary literature and the arts are no longer immune to the impact of commodity culture amplified by globalization. In the world of commodity, corporate logic, and cyborgs, the very notion of identity is frequently turned into a spectacle. Yet, it is also simultaneously mobilized by the search for what Jean Baudrillard describes as the “ecstatic” form that materializes aesthetics. Ecstatic Consumption: The Spectacle of Global Dystopia in Contemporary American Literature investigates not only how these transformations affect gender, racial, and class relations, as well as how they impact the representation of historical events. Pop culture media and discourses of multiculturalism, both important venues of and vehicles for globalization, have had an extensive effect on contemporary writers like Don DeLillo, Marge Piercy, and Jane Smiley, as have the discourses of terrorism and assimilation on the works of Diana Abu-Jaber, Chang-Rae Lee, Shalom Auslander, and Alissa Torres. As the works of these authors show, the tendency to unify the world as a global village has been frequently complicit in perpetuating oppressive, neo-colonial ideologies. As these writers reveal, literature no longer provides a solid cure for the somnambulist culture of instant gratification. On the global stage, the body becomes the ultimate commodity: the fetish of ecstatic consumption, as it is persistently mobilized by the search for ecstatic avatar (anti)forms. Whether these forms provide an escape into a utopian space or further enhance the dystopian ecstasy is a crucial query framing this book. As it shows, the works of DeLillo, Smiley, Piercy, Abu-Jaber, Lee, Auslander, and Torres provide important and challenging commentaries on the ecstatic gaze of global dystopia, particularly its appetite for alterity and the tragic, often disguised as interchangeable metaphors of Otherness, fear, anxiety, terror, pain, and pleasure, titillation, exoticism, and ecstasy. Consequently, the book sheds light on the ways in which the culture of spectacle is ever-evolving, manipulating and affecting the global dependence on the ecstasy of consumption and its many different forms.
Human-animal relations are not confined to the literal animal, but extend to psychological, textual and conceptual animal presences. Drawing from a wide range of disciplines, including contemporary cultural events, this book tracks the significance of the animal for human thinking, imagination, religion and aesthetic life. Where humanity can be seen to have defined itself through difference from animal life, Alan Bleakley argues that a restoration to the animal commonwealth is essential in an era of ecological crisis, and this has opened up ecocriticism as a new arena of study.
From New York Times bestselling author Alan Moore-one of the most influential writers in the history of comics-"a wonderful collection, brilliant and often moving" (Neil Gaiman) which takes us to the fantastical underside of reality. In his first-ever short story collection, which spans forty years of work, Alan Moore presents a series of wildly different and equally unforgettable characters who discover--and in some cases even make and unmake--the various uncharted parts of existence. In "A Hypothetical Lizard," two concubines in a brothel of fantastical specialists fall in love with tragic ramifications. In "Not Even Legend," a paranormal study group is infiltrated by one of the otherworldly beings they seek to investigate. In "Illuminations," a nostalgic older man decides to visit a seaside resort from his youth and finds the past all too close at hand. And in the monumental novella "What We Can Know About Thunderman," which charts the surreal and Kafkaesque history of the comics industry's major players over the last seventy-five years, Moore reveals the dark, beating heart of the superhero business. From ghosts and otherworldly creatures to theoretical Boltzmann brains fashioning the universe at the big bang, Illuminations is exactly that--a series of bright, startling tales from a contemporary legend that reveal the full power of imagination and magic.
Alchemy is popularly viewed as a secret way of turning worthless base metal into gold, and then a precursor to modern chemistry. This is often taken as a metaphor for psychological development. This book describes an innovative "third way" for both the education and exercise of an alchemical imagination that embraces both material matters and psychological insight: alchemy as lyrical poetics, or the intensive production of embodied metaphor. Alchemy here is viewed as an immanent set of metaphor-driven "best practices" for indwelling complex and contradictory earthly matters in a sensual, artistic and humane manner. Or, again, it describes best psychotherapeutic practice. Alchemy is read not as a medium for "personal growth", but optimal co-existence with the natural world. It is an eco-logical rather than ego-logical project with deep aesthetic concerns (education of the senses in close noticing) and political intentions (a democracy of worldly things). The book echoes post-Freudian developments in psychoanalysis that avoid the mysticism of symbol systems to work rather with everyday signs and linguistic registers such as embodied metaphors, keeping the focus on known and sensed phenomena rather than abstractions.
This ground-breaking book sets out a fresh vision for a future medical education by providing a radical reconceptualisation of the purposes of medical humanities through a lens of critical health psychology and liberatory pedagogy. The medical humanities are conceived as translational media through which reductive, instrumental biomedicine can be raised in quality, intensity, and complexity by embracing ethical, aesthetic, political, and transcendental values. This translation occurs through innovative use of metaphor. A note of caution is offered – that the medical humanities too can be instrumental and reductive if not framed well. Drawing on major theorists such as Michel Foucault and Jacques Rancière and bringing together insights from diverse but inter-related fields, Bleakley focuses on the "ills" of contemporary biomedicine and medical education, and the need for reconceptualisation, which – it is argued – the translational medical humanities have the potential to accomplish. Current instrumental approaches to medical humanities, embracing communication skills training and narrative-based medicine, have failed to address the chronic symptoms suffered by medicine. These include resort to closed, functional systems thinking rather than embracing dynamic, complex, open, and adaptive systems thinking; lack of democratic habits in medical culture, compromising patient safety and care; the production of insensibility rather than deepening of sensibility in medical education; a lack of attention to ethics, aesthetics, and politics where the instrumental is privileged; and a lack of critical reflexivity in revisioning habitual practices. Through persuasive argument, Bleakley sets out a more radical manifesto for the role the arts and humanities might play in medical/healthcare education and offers a new approach based on curriculum process rather than syllabus content, to recuperate aesthetic sensibilities, discernment, and affect in medicine. The book will appeal to medical and healthcare educators, medical and health humanities scholars, engaged clinicians, social scientists drawing on critical theory, and arts and humanities practitioners engaging with medical and healthcare themes.
Returning to Homer’s Iliad and Odyssey for inspiration, this book uses these epics as a medium through which we might think imaginatively about key issues in contemporary medicine and medical education. These issues include doctors as heroes, and the legacy of heroic medicine in an age of clinical teamwork, collaboration and a more feminine medicine. The authors challenge ingrained habits in medical education, such as the way we characteristically “train” medical students to communicate with patients and colleagues; the reduction of compassion to the “skill” of empathy; the rote recital of the medical history as a “song”; and the new vogue for “resilience” as response to increasing levels of stress and burnout in the profession. A Homeric lens also shows new ways of thinking about translation of medical lingo into patients’ understanding, the relatively high levels of anger and error shown in clinical interactions, and modern phenomena such as “whistleblowing” in the face of unacceptable error or misbehaviour. While exhaustion and burnout are becoming more common in medicine, the authors ask if a more lyrical, rather than epic and tragic stance, might benefit medical work. Drawing on a wealth of experience in the field, the book promotes a new kind of medicine and medical education fit for the 21st century, but envisages these through the ancient lens of Homer’s two epics. In the heroic glory elaborated in the Iliad and the themes of homecoming and hospitality set out in the Odyssey, Homer provides a narrative arc that is a blueprint of modern medicine’s development from a heroic endeavour to a contemporary collaborative provision of hospitality, where the hospital remains true to its name and doctors engage in work of care rather than “fighting” disease with the hospital as battleground.
The ultimate enrichment and survival guide for Foundation Programme doctors, Staying Human During the Foundation Programme and Beyond provides time-tested advice and the latest information on every aspect of a junior doctor's life – from clinical transitions, to coping with stress, enhancing self-care and protecting personal and professional relationships. Already acknowledged in its original Canadian edition as an invaluable resource by thousands of doctors working across North America, this UK adaptation – with a host of new material and features – offers evidence-based practical advice to junior doctors on how to cope with a wide-range of challenges including working in teams, sleep deprivation, time pressures and ethical issues, while at the same time maintaining a high level of patient care and safety. The authors also address subjects such as sexuality, equality and social justice.
While medical language is soaked in metaphor, medicine – that is, medical culture, clinical practice, and medical education – outwardly rejects metaphor for objective, literal scientific language. Arguing that this is a misstep, this book critically considers what embracing the use of metaphors, similes and aphorisms might mean for shaping medical culture, and especially the doctor-patient relationship, in a healthy way. It demonstrates how the landscape of medicine may be reshaped through metaphor shift and is an important work for all those interested in the use of language in medicine.
This book critically analyses how politics and power affect the ways that medicine is taught and learned. Challenging society’s historic reluctance to connect the realm of politics to the realm of medicine, Medical Education, Politics and Social Justice: The Contradiction Cure emphasizes the need for medical students to engage with social justice issues, including global health crises resulting from the climate emergency, and the health implications of widening social inequality. Arguing for an increased focus on community-based learning, rather than acute care, this innovative text maps the territory of medicine’s contradictory engagement with politics as a springboard for creative curriculum design. It demonstrates why the socially disempowered - such as political and climate refugees, the homeless, or those without health insurance should be primary subjects of attention for medical students, while exploring how political engagement can be refined, sharp, cultivated and creative, engaging imagination and demanding innovation Exploring how the medical humanities can promote engagement with politics to improve medical education, this book is a ground-breaking and inspiring contribution. It is an essential read for all those with a focus on medical education and medical humanities, as well as medical and healthcare students with an interest in the social determinants of health.
Alan Lomax (1915-2002) began working for the Archive of American Folk Song at the Library of Congress in 1936, first as a special and temporary assistant, then as the permanent Assistant in Charge, starting in June 1937, until he left in late 1942. He recorded such important musicians as Woody Guthrie, Muddy Waters, Aunt Molly Jackson, and Jelly Roll Morton. A reading and examination of his letters from 1935 to 1945 reveal someone who led an extremely complex, fascinating, and creative life, mostly as a public employee. While Lomax is noted for his field recordings, these collected letters, many signed "Alan Lomax, Assistant in Charge," are a trove of information until now available only at the Library of Congress. They make it clear that Lomax was very interested in the commercial hillbilly, race, and even popular recordings of the 1920s and after. These letters serve as a way of understanding Lomax's public and private life during some of his most productive and significant years. Lomax was one of the most stimulating and influential cultural workers of the twentieth century. Here he speaks for himself through his voluminous correspondence.
This book is about the rise of a new ethos in British mountaineering during the late nineteenth century. It traces how British attitudes to mountains were transformed by developments both within the new sport of mountaineering and in the wider fin-de-siècle culture. The emergence of the new genre of mountaineering literature, which helped to create a self-conscious community of climbers with broadly shared values, coincided with a range of cultural and scientific trends that also influenced the direction of mountaineering. The author discusses the growing preoccupation with the physical basis of aesthetic sensations, and with physicality and materiality in general; the new interest in the physiology of effort and fatigue; and the characteristically Victorian drive to enumerate, codify, and classify. Examining a wide range of texts, from memoirs and climbing club journals to hotel visitors’ books, he argues that the figure known as the ‘New Mountaineer’ was seen to embody a distinctly modern approach to mountain climbing and mountain aesthetics.
British comics writer Alan Moore (b. 1953) has a reputation for equal parts brilliance and eccentricity. Living hermit-like in the same Midlands town for his entire life, he supposedly refuses contact with the outside world while creating his strange, dense comics, fiction, and performance art. While Moore did declare himself a wizard on his fortieth birthday and claims to have communed with extradimensional beings, reticence and seclusion have never been among his eccentricities. On the contrary, for long stretches of his career Moore seemed to be willing to chat with all comers: fanzines, industry magazines, other artists, newspapers, magazines, and personal websites. Well over one hundred interviews in the past thirty years serve as testimony to Moore's willingness to be engaged in productive conversation. Alan Moore: Conversations includes ten substantial interviews, beginning with Moore's first published conversation, conducted by V for Vendetta cocreator David Lloyd in 1981. The remainder cover nearly all of his major works, including Watchmen, V for Vendetta, Swamp Thing, Marvelman, The League of Extraordinary Gentlemen, Promethea, From Hell, Lost Girls, and the unfinished Big Numbers. While Moore's personal life and fraught business relations are discussed occasionally, the interviews chosen are principally devoted to Moore's creative practices and techniques, along with his shifting social, political, and philosophical beliefs. As such, Alan Moore: Conversations should add to any reader's enjoyment and understanding of Moore's work.
This compact and accessible reference work provides all the essential facts and figures about major aspects of modern Irish history from the passing of the Act of Union to the premiership of Bertie Ahern. Offering a full chronology , this book gives the reader a full insight on major aspects of modern Irish history. The book explores population, education, social structure and religion; economic statistics covering agriculture, trade, prices and wages, transport and unemployment and a further wealth of material on Irish women's history, treaties, elections, law, communications, a glossary and biographical information.
Over sixty percent of all infectious human diseases, including tuberculosis, influenza, cholera, and hundreds more, are shared with other vertebrate animals. Arresting Contagion tells the story of how early efforts to combat livestock infections turned the United States from a disease-prone nation into a world leader in controlling communicable diseases. Alan Olmstead and Paul Rhode show that many innovations devised in the fight against animal diseases, ranging from border control and food inspection to drug regulations and the creation of federal research labs, provided the foundation for modern food safety programs and remain at the heart of U.S. public health policy. America’s first concerted effort to control livestock diseases dates to the founding of the Bureau of Animal Industry (BAI) in 1884. Because the BAI represented a milestone in federal regulation of commerce and industry, the agency encountered major jurisdictional and constitutional obstacles. Nevertheless, it proved effective in halting the spread of diseases, counting among its early breakthroughs the discovery of Salmonella and advances in the understanding of vector-borne diseases. By the 1940s, government policies had eliminated several major animal diseases, saving hundreds of thousands of lives and establishing a model for eradication that would be used around the world. Although scientific advances played a key role, government interventions did as well. Today, a dominant economic ideology frowns on government regulation of the economy, but the authors argue that in this case it was an essential force for good.
This book is unique in recording the history of all the Protestant churches in Ireland in the twentieth century, though with particular focus on the two largest - the Presbyterian and the Church of Ireland. It examines the changes and chances in those churches during a turbulent period in Irish history, relating their development to the wider social and political context. Their structures and beliefs are examined, and their influence both in Ireland and overseas is assessed.
This book investigates the socio-political implications of bioethics discourse and practices in relation to a range of controversial developments. It will be of interest to policymakers, clinicians, scholars, and others who are looking for new ways of making sense and evaluating recent developments in the field of bioethics.
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