The amazing true story of Brenda Gunn, who finally wills herself away from her abusive husband only to find she has enraged him beyond control. When she discovers his elaborate plan for murder, she takes matters into her own hands, and the results are deadly. photos.
The amazing true story of Brenda Gunn, who finally wills herself away from her abusive husband only to find she has enraged him beyond control. When she discovers his elaborate plan for murder, she takes matters into her own hands, and the results are deadly. photos.
About the woman, her journey through career, marriage, children, often leading to "let go" of our interests and friendships. Identifies the issue and helps readers create a plan to rediscover themselves through nurturing friendships.
The subject of colonialism encompasses a multitude of analytic concerns about the nature and extent of political controls, economic inequalities, and social hierarchies. Underlying the varied conditions of power and subordination are the diverse, sometimes contested representations of human difference that motivate, support, or question colonial practices and projects. Unstable Images concentrates a critical gaze on this discursive side of colonialism through close readings of a series of Western texts on the people of New Ireland from the 1870s to the 1930s. When the status of New Ireland was granted, New Britain region changed from precolonial to German control and finally to a League of Nations mandated by Australian administration.
Through war, love affairs, children and old age, the Duracks' creative lives were always shaped by the enduring power of the Kimberley region. With unprecedented access to hundreds of private family letters, unpublished memoirs, diaries and papers, Brenda Niall gets to the heart of a uniquely Australian story.
Contains three early examples of the genre of New Woman writing, each portraying women in ways wholly different to those which had gone before. This title includes "Kith and Kin" (1881), "Miss Brown" and "The Wing of Azrael".
Class Voice: Fundamental Skills for Lifelong Singing is a unique undergraduate textbook which can be adapted to needs of any potential voice user, including music education students, voice students who are not majoring in music, and adult learners. By explaining the basics of singing using practical skills and examples, this text is accessible to students with a wide range of talents, interests, and expertise levels. With chapters devoted to skills for singing solo and in groups, instructors can tailor the included materials to encourage students to become thoroughly familiar with their own voices and to identify and appreciate the gifts of others. Learning to sing is a process of trial and error. The warm-ups and other in-class performance opportunities contained in this textbook can raise student confidence and minimize anxiety. The chapters about age and size-appropriate repertoire and issues of vocal health provide vital information about preserving the vocal instrument for a lifetime of singing. Key Features * Warm-up and cool-down exercise routines, including strategies for relaxing and breath management * Repertoire topics divided by language and genre and suggestions about how to use the repertoire to develop specific skills * Issues of diversity, gender, and inclusivity covered in Chapter 9 entitled “The Singing Life” * Suggestions for comparative listening and questions for discussion to encourage deeper learning * Adaptable materials which can be tailored to fit interests in choral music, musical theater, folksong, as well as Classical vocal repertoire * Assignments, evaluation criteria, and assessment forms for midterm and final presentations * A glossary of key terms * A bibliography with resources for research and learning * Information on basic musicianship skill training for those who need it Disclaimer: Please note that ancillary content (such as documents, quizzes, PowerPoints, etc.) may not be included as published in the original print version of this book.
The sequel to "The Playa's Handbook" finds relationship expert and playa Lance Montgomery determined to get back the woman who found her way into his heart.
Focusing on representations of women's literary celebrity in nineteenth-century biographies, autobiographical accounts, periodicals, and fiction, Brenda R. Weber examines the transatlantic cultural politics of visibility in relation to gender, sex, and the body. Looking both at discursive patterns and specific Anglo-American texts that foreground the figure of the successful woman writer, Weber argues that authors such as Elizabeth Gaskell, Fanny Fern, Mary Cholmondeley, Margaret Oliphant, Elizabeth Robins, Eliza Potter, and Elizabeth Keckley helped create an intelligible category of the famous writer that used celebrity as a leveraging tool for altering perceptions about femininity and female identity. Doing so, Weber demonstrates, involved an intricate gender/sex negotiation that had ramifications for what it meant to be public, professional, intelligent, and extraordinary. Weber's persuasive account elucidates how Gaskell's biography of Charlotte Brontë served simultaneously to support claims for Brontë's genius and to diminish Brontë's body in compensation for the magnitude of those claims, thus serving as a touchstone for later representations of women's literary genius and celebrity. Fanny Fern, for example, adapts Gaskell's maneuvers on behalf of Charlotte Brontë to portray the weak woman's body becoming strong as it is made visible through and celebrated within the literary marketplace. Throughout her study, Weber analyzes the complex codes connected to transatlantic formations of gender/sex, the body, and literary celebrity as women authors proactively resisted an intense backlash against their own success.
The Boyd family is Australia's most remarkable artistic dynasty. This work traces the emergence of an extraordinary artistic tradition. It places the Boyds in their historical and personal contexts, tells the interwoven stories of their brilliant careers, and analyses the shaping influences on their lives.
Western liberal democracy has a dual foundation of limited government implementing the will of the majority and protecting individual autonomy within a sphere of fundamental rights. Under the rubric of universal human rights Western societies take for granted that they tolerate all religions and treat all persons equally. However, through globalization and immigration Western societies are increasingly finding non-Christian people in their midst. This pluralism is causing polities to rethink fundamental notions of the boundaries of religious freedom, equality, and state neutrality. Three countries whose systems are based on the Western liberal democratic philosophy and which are religiously pluralist—the United States, France, and the Netherlands—are reacting in different ways. The politics of the hijab and burqa lie at the intersection of the political and legal spheres. Consequently, the political and legal spheres have each attempted to enforce differing versions of the concepts of equality and neutrality. A cross-cultural and cross-national survey of judicial decisions and legislative action in these countries demonstrates how each is balancing individual rights and communal bonds, and adhering to or retreating from previously accepted human rights norms for women and religious practices.
Helping vulnerable children develop their full potential is an attractive idea with broad common-sense appeal. However, child well-being is a broad concept, and the legislative mandate for addressing well-being in the context of the current child welfare system is not particularly clear. This volume asserts that finding a place for well-being on the list of outcomes established to manage the child welfare system is not as easy as it first appears. The overall thrust of this argument is that policy should be evidence-based, and the available evidence is a primary focus of the book. Because policymakers have to make decisions that allocate resources, a basic understanding of incidence in the public health tradition is important, as is evidence that speaks to the question of what works clinically. The rest of the book addresses the evidence. Chapter 2 integrates bio-ecological and public health perspectives to give the evidence base coherence. Chapters 3 and 4 combine evidence from the National Child Abuse and Neglect Data System, the Multistate Foster Care Data Archive, and the National Survey of Child and Adolescent Well-Being to offer an unprecedented profile of children as they enter the child welfare system. Chapters 5 and 6 address the broad question of what works. A concluding chapter focuses on policy and future directions, suggesting that children starting out, children starting school, and children starting adolescence are high-risk populations for which explicit strategies have to be formed. This timely volume offers useful insights into the child welfare system and will be of particular interest to policymakers, academics with an interest in Child Welfare Policy, Social Work educators, and Child Advocates.
Occurring alongside the Women's Rights, Gay Rights, Civil Rights, and other identity movements of the 1960s, the Vietnam War was part of an era that rescripted gender and other social identity roles for many, if not most, Americans. This book examines the ways in which the war and its accompanying movements greatly altered traditional American conceptions of masculinity, as reflected in discourses ranging from fictional narratives to memoirs, films, and military recruiting advertisements. Analysis of two canonical fiction texts--John Del Vecchio's The 13th Valley and Bobbie Ann Mason's In Country--illustrates the interrelatedness of race, sexuality, disability and masculinity, an approach appearing in no other book-length study. The text illustrates how, decades later, the masculine anxieties of the Vietnam era persist.
This book is open access and available on www.bloomsburycollections.com. It is funded by Knowledge Unlatched. Perfect for students of English Literature, Theatre Studies and American Studies at college and university, The Theatre of Tennessee Williams provides a lucid and stimulating analysis of Willams' dramatic work by one of America's leading scholars. With the centennial of his birth celebrated amid a flurry of conferences devoted to his work in 2011, and his plays a central part of any literature and drama curriculum and uibiquitous in theatre repertoires, he remains a giant of twentieth century literature and drama. In Brenda Murphy's major study of his work she examines his life and career and provides an analysis of more than a score of his key plays, including in-depth studies of major works such as A Streetcar Named Desire, The Glass Menagerie, Cat on a Hot Tin Roof and others. She traces the artist figure who features in many of Williams' plays to broaden the discussion beyond the normal reference points. As with other volumes in Methuen Drama's Critical Companions series, this book features too essays by Bruce McConachie, John S. Bak, Felicia Hardison Londré and Annette Saddik, offering perspectives on different aspects of Williams' work that will assist students in their own critical thinking.
This book is motivated by our experiences in working with students and their families in urban communities. We are particularly concerned about the urgent imperative to address the endemic educational and societal challenges that pervade the lives of urban students, particularly those who live in poverty, are of minority and immigrant backgrounds, and are otherwise marginalized within the current educational discourses and practices. In spite of the fact that over the last 3 decades policy makers, educators and communities across the globe have called for in depth structural changes, this is rarely evidenced in the discourses, practices, and structures within academic and practitioner spheres. This reluctance, despite articulations to the contrary, can be directly linked to normative theoretical and practical perspectives that are defined by assumptions that constrain urban students within restrictive boundaries. These narrow outsider worldviews based on notions of what ought to be, combined with ignorance of the realties of students’ lives focus on deviance and deficits. They blind prospective change agents to the strengths and richness that students bring, and they delimit the transformative potential of social justice praxis within urban environments. The resulting discourse, in the form of deficit beliefs, thoughts, actions, and dialogues shapes urban research, theory, and practice. We contend that in order to counteract the debilitating impacts of these harmful constructions of urban and social justice, it is important to clarify this terminology.
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