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How do poems communicate moral ideas? Can they express concepts in ways that are unique and impossible to replicate in other forms of writing? This book explores these questions by turning to two of the late twentieth century's most important poets: Seamus Heaney and Geoffrey Hill. Their work shows that a poem can act as an example of a moral concept, rather than simply a description or discussion of it. Exploring these two poets via their shared preoccupation with poetry's moral exemplarity opens up new perspectives on their work. The concept of exemplarity is shown to play an important role in these poets' most significant preoccupations, from moral complicity to the nature of lyric speech to literary influence to memorialisation, responsibility, and aesthetic autonomy. Through this new analysis of poetry, critical prose, drama, and archival materials, this book offers a major new study of ethics in the later period of these two writers—including recent underexplored posthumous works. In turn, the book also makes an important intervention in larger debates about literature and morality, and about the field of ethical criticism itself: this is the first book-length study to expand ethical criticism beyond its customary narrative focus. The ethical criticism of fiction is often an exercise in methodological advocacy, urging the use of more literary examples in moral philosophy. As this book shows, including poetry among these examples introduces new, lyric-inflected caveats about the use of literature as a form of moral example: caveats which remain invisible in narrative-centred ethical criticism.
Learn how to develop and sustain multimodal, project-based learning (PBL) instruction in secondary English Language Arts classrooms. National standards encourage authentic forms of reading, writing, and communication that can support college and career readiness, and this book highlights PBL as a powerful way to harness students’ interests and engage them in academically rigorous learning. The authors provide specific, research-informed curricular approaches and instructional guidance for classroom teachers, as well as an overview of the dimensions of PBL that are often overlooked in the broad expectations of inquiry-based teaching. Instead of “quick fix” lessons, Compose Our World explores how core dimensions of equitable teaching—such as social and emotional support, universal design for learning, and cultivating classroom community—function as the bedrock for student success in PBL contexts and beyond. Book Features: Based on the authors’ extensive experience developing and studying a PBL curriculum.Brings PBL to life through classroom vignettes and teacher and student voices.Provides classroom resources that facilitate customization to unique contexts. Shares ideas for developing teacher communities around PBL practices.Offers additional curriculum materials online.Appropriate for ELA teachers new to PBL, as well as veterans.
Had B.G. MacCarthy's criticism been available, Showalter's A Literature of Their Own would have been a very different kind of book...In some ways, contemporary could be ten years ahead if we had started the climb from MacCarthy's groundwork." —Maggie Humm, University of East London Back in print for the first time since the 1940's, this classic work of pre-feminist literary criticism is a challenging and authoritative assessment of women's contributions to English literature. B. G. MacCarthy, widely praised for the originality of her scholarship, challenges the dominant picture of mascaline literary history created by T. S. Eliot and F. R. Leavis. Written with crisp humor and irony, her exploration of women's writing. Focusing on a wide range of authors including Lady Mary Wroath, Eliza Hayward, Aphra Behn, Maria Edgeworth, Mary Wollstonecraft, Elizabeth Inchbald, Margaret Cavendish and Jane Austen- illustrates that these women attempted almost every genre of fiction, enriched many, and initiated some of the most important. Often savagely witty, The Female Pen discusses a vast array of fictional forms, including picturesque, moralistic, oriental, domestic, and gothic novels.
English sheds new light on death and dying in twentieth- and twenty-first century Irish literature as she examines the ways that Irish wake and funeral rituals shape novelistic discourse. She argues that the treatment of death in Irish novels offers a way of making sense of mortality and provides insight into Ireland’s cultural and historical experience of death. Combining key concepts from narrative theory—such as readers’ competing desires for a story and for closure—with Irish cultural analyses and literary criticism, English performs astute close readings of death in select novels by Joyce, Beckett, Kate O’Brien, John McGahern, and Anne Enright. With each chapter, she demonstrates how novelistic narrative serves as a way of mediating between the physical facts of death and its lasting impact on the living. English suggests that while Catholic conceptions of death have always been challenged by alternative secular value systems, these systems have also struggled to find meaningful alternatives to the consolation offered by religious conceptions of the afterlife.
Fully revised and updated with over 100 beautiful maps, charts and graphs, and a narrative packed with facts this outstanding book examines the main changes that have occurred in Ireland and among the Irish abroad over the past two millennia.
Research evidence on bully-victim problems has accumulated rapidly in recent years. From this, there is little doubt that prolonged involvement in bullying, as a perpetrator, victim, or, not uncommonly, as both a perpetrator and target of bullying, conveys risk for many aspects of development. As in many emerging areas of psychological science, diverse research efforts evolved more or less independently, producing a very large and rich body of knowledge, but making it difficult to gain a comprehensive, integrated view of the overall evidence base. Preventing and Treating Bullying and Victimization looks across the sometimes disparate perspectives from school, clinical, and developmental researchers and professionals with an eye towards describing and integrating current knowledge into a guide for evidence-based practices and further research. The authors offer new directions for understanding this complex problem and for enhancing intervention approaches. This edited book is comprised of three sections: Theoretical Perspectives, Assessment and Intervention, and Recommendations for Policy, Practice, and Research. It is of interest to a number of professions and disciplines including clinical, developmental, counseling, and school psychologists, social workers, school administrators and educators, and public officials involved in setting policies.
Available Open Access under CC-BY-NC licence. 50 years after the establishment of the Runnymede Trust and the Race Relations Act of 1968 which sought to end discrimination in public life, this accessible book provides commentary by some of the UK’s foremost scholars of race and ethnicity on data relating to a wide range of sectors of society, including employment, health, education, criminal justice, housing and representation in the arts and media. It explores what progress has been made, identifies those areas where inequalities remain stubbornly resistant to change, and asks how our thinking around race and ethnicity has changed in an era of Islamophobia, Brexit and an increasingly diverse population.
The contribution of successive generations of immigrants is reflected in the variety of places of worship and cultural centres, from chapels to synagogues and mosques, while a century of social housing has produced innovative planning and architecture, now itself of historic interest." "This volume covers the boroughs of Barking and Dagenham, Havering, Newham, Redbridge, Tower Hamlets, and Waltham Forest. For each area there is a detailed gazetteer and historical introduction. A general introduction provides an historical overview. Numerous maps and plans, over one hundred specially taken photographs and full indexes make this volume invaluable as both reference work and guide."--Jacket.
Offender-focused prosecution concentrates attention to the actions, decisions, choices, and motivations of the offender. Crimes of intimate violence tend to compel investigators, prosecutors, and defense attorneys to fixate on the victim’s behavior to prove or disprove a case. Prosecutors can become helpless when faced with uncooperative victims, challenging facts, or attacks on the victims’ credibility. However, when the prosecution can rely on evidence and offender-focused interviewing, investigation, and case construction, there is a greater chance of success. This book will offer investigators and prosecutors concrete information and techniques to construct and present offender-focused cases in crimes of intimate violence. First, we will challenge the reader’s biases and assumptions about intimate violence, providing information that will dispel pervasive myths and misinformation we maintain. We will explain the motivations and techniques that offenders use on their victims to ensure the victims’ silence, compliance, and resistance to prosecution. The second section will address specific steps that investigators and prosecutors can take for offender-focused prosecution, including interviewing practices, conducting evidence-based investigations, selecting and preparing a jury, and building an offender-focused prosecution through the case. The reader will be offered practical and attainable practices and skills. This book will be primarily intended for investigators or prosecutors. However, it will be accessible to paralegals, victim advocates, judges, and others involved in the criminal justice system to utilize.
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