Grounded (adjective): used to describe a person who has a good understanding of what is really important in life. This book is your entry into a world that spins slowly and draws its inspiration from the earth, the ocean, the sun and the sky. Each turn of the page through projects organized into chapters for the four seasons will lead to discover a new way to practice slow living and weave nature into your everyday life. Build a garden bed and plant seeds. Watch your vegetable garden grow, and pluck a tomato or two to make a salad. Go on a walk in the woods, build a campfire and then read the moon. Rediscover a childlike joy of nature through over 20 projects to cook, make or do outside. Grounded is the ideal way to put down your devices and spend time in natural surrounds with your friends, your family and, of course, yourself.
Permanent exclusion from school and institutional prejudice Creating change through critical bureaucracy Anna Carlile This book tells the story of permanent exclusion from school from within an urban children's services department. It focuses on two areas: what contributes to instances of permanent exclusion from school, and what the effects are of its existence as a disciplinary option. The book questions how and why local government officers make particular decisions about children and young people. Rather than focussing on what children and young people 'did' behaviourally to 'get excluded', the book adopts a Foucauldian analysis to concentrate on their place within a larger policy-community which includes professionals and policy makers. It adopts a critical-bureaucratic exercise in ‘studying up’ on powerful organisations: an informed approach to ameliorating social inequity. The findings described here suggest a broad, deep and opaque seam of institutional prejudice: permanent exclusion from school can be understood to be both caused by this and to intensify its effects. This has implications for the ‘voices’ of young people subject to or at risk of permanent exclusion from school, and the final chapter outlines a Foucauldian/Freirian ‘student voice’ project, offering ideas about how schools might tackle this.
Whether you live in a flat or a mansion, have a small patch of urban greenery or an expansive back garden, '365 Nature' is committed to ensuring you are able to connect to the great outdoors. It reveals the ways we can weave creativity, the environment and 'wild' fun into our everyday lives through 52 inspiring projects and activities one for every week of the year from sprouting your own seeds and building a birdhouse, to fashioning a dreamcatcher or making your own herbal teas.
In its analysis of gender and class relations and their political forms, in giving voice to the many who have left only a fleeting trace in the historical record, Clark's study is a pioneering classic. . . . It also has a salience for many of our present social and political dilemmas."—Leonore Davidoff, Editor, Gender and History "Deeply researched, scholarly, serious, important. This is a big book that develops a significant new line of inquiry on a classic story in modern history—the making of the English working class. Clark shows in great and persuasive detail how we might read this tale through the lens of gender."—Thomas Laqueur, author of Making Sex
Permanent exclusion from school and institutional prejudice Creating change through critical bureaucracy Anna Carlile This book tells the story of permanent exclusion from school from within an urban children's services department. It focuses on two areas: what contributes to instances of permanent exclusion from school, and what the effects are of its existence as a disciplinary option. The book questions how and why local government officers make particular decisions about children and young people. Rather than focussing on what children and young people 'did' behaviourally to 'get excluded', the book adopts a Foucauldian analysis to concentrate on their place within a larger policy-community which includes professionals and policy makers. It adopts a critical-bureaucratic exercise in ‘studying up’ on powerful organisations: an informed approach to ameliorating social inequity. The findings described here suggest a broad, deep and opaque seam of institutional prejudice: permanent exclusion from school can be understood to be both caused by this and to intensify its effects. This has implications for the ‘voices’ of young people subject to or at risk of permanent exclusion from school, and the final chapter outlines a Foucauldian/Freirian ‘student voice’ project, offering ideas about how schools might tackle this.
This work brings together key texts drawn from the history of suffrage advocacy and agitation. The whole issue of voting rights and representation is shown to be anchored firmly in the wider political culture of Britain and Ireland as well as the Empire as a whole. Volume 6 covers texts from 1860 to 1873.
This six-volume collection brings together key documents on women’s suffrage from Britain and the Empire in the century between 1767 and 1867. With a particular focus on voting rights and political representation, the collection includes excerpts of works from renowned writers such as Edmund Burke and John Stuart Mill, as well as rare and insightful texts from less prominent authors. This collection provides a valuable reference to students of various disciplines, including British and imperial history, gender studies, literature, politics, and the history of feminism.
This book is nonfiction, autobiographical, and based on a true story. It begins with nine-year-old Anna, who sang and played guitar for her father, an itinerant preacher with a large family, throughout many of the southern states. Each chapter is an episodic slice of Little Annas life as she dealt with constant change and unusual trauma. Andrews, North Carolina, is a town where Anna sang as a child on city sidewalks along Main Street. Murphy, North Carolina, holds many memories on Peachtree Street and Valley River Avenue at the town square. These are among the places where Anna sang in sidewalk street scenes for her preacher father. But these are only two towns among dozens of towns stretched from Charlotte, North Carolina; Gastonia and Bryson City to Atlanta including dozens of Georgia and Tennessee towns. The travels also included Cumberland, Kentucky and into West Virginia. The later story includes South Carolina and Florida.
When three of Britain's best-loved and best-selling authors each publish at least two novels with a historical rebellion theme, there might be an interesting pattern worth examining. This is a long overdue study of the previously overlooked rebellion novel genre, with a close look at the works of Sir Walter Scott (Waverly and Rob Roy), Charles Dickens (A Tale of Two Cities and Barnaby Rudge), and Robert Louis Stevenson (Kidnapped and The Young Chevalier). The linguistic and structural formulas that these novels share are presented, along with a comparative study of how these authors individualized the genre to adjust it to their needs. Scott, Dickens and Stevenson were led to the rebellion genre by direct radical interests. They used the tools of political literary propaganda to assist the poor, disenfranchised and peripheral people, with whom they identified and hoped to see free from oppression and poverty.
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