Can we have more teacher/intellectuals in our classrooms? This book demonstrates that we can. But many things have to change before intellectual standards appear again in public schools. David Owen attempts to show, but not in outline form, how we can revise our schools. Can we escape the rut in which public education finds itself, dominated by the inane (tests), the stifling (reduction of school to job training), and the insane (transformation of a life-affirming odyssey of the mind to clichés, information gathering, and slogans)? We can reclaim the beauty of an education if we join David and re-vise our classrooms. Education is uncertain, risky, wonderously adventurous—yet schooling has become stale. No—tediously dreadful. There is a need to revise. Reject standardized tests! Repeal pay for performance! Eject No Child Left Behind before no child has a thoughtful mind left. It is time to revise, and David’s book explains why. Are we still interested in the mind, soul, and substance of the individual? Does it matter who we are and become, or just what we do? If these questions still matter, dwell carefully with David’s ideas and transform yourself, your students, school, community, state, nation, and world. It is time to revise them all. John A. Weaver, Georgia Southern University
Fireflies is a book about how writing poetry can help us explore memory and identity, and it is also a book of poetry that explores memory and identity. This work is an example of the “liminal” scholarship advocated in The Need for Revision (2011, by the same author), occupying a space in the academic world’s “windows and doorways,” not exactly in any one field but rather in the “spaces-between where the inside and outside commingle”; it seeks to trouble the boundaries between teacher and writer, critic and artist, writer and reader, and teacher and student in a way from which all parties might benefit. Fireflies aims for a different kind of scholarship, and hopes to offer new ways for teachers to be professional and academic. The second section of the book is a full-length poetry text— the author’s own exploration of the notions that people who teach writing should also be writers, and that poetry is more something you do than something you are. The book says we should write poems not because of some inborn gift for it, but because the act of writing poetry is good for us, and helps us understand ourselves better; it is a book written in the hopes that other books will be written. Maybe by you. “David Owen has taken his understanding of currere, the root of curriculum, to a new level with his demonstration of the value of reading and writing poetry. He argues that writing poetry develops an ‘attitude of adventure’ into everydayness. As his first chapter ‘Songs of Ourselves’ suggests, we all can be Whitman’s if we take up our pens to celebrate what lives around us as well as in us. Owen demonstrates this theory with a calendar of poems he wrote that share small frozen moments of the seasons of a year. Connecting his memories with forays into night skies and fireflies and ‘the fractals that God makes,’ David Owen’s poetic images suggest that our deep connection with Earth can be recovered if we let a little more ‘oak in the voice’ of our words.” – Mary Aswell Doll, author of The Mythopoetics of Currere
Any healthcare professional with, or developing an interest in, clinical nutrition will be able to use this textbook, first published in 2001, as a source of information for the formation of a clinical nutrition support service of excellence. The first three parts of the book will enable a clear perspective of the metabolism and physiology of clinical nutrition to be related to the practical application of support techniques. The fourth part of the book highlights the role of nutrition support in specific disease groups. A number of additional chapters have been added for this second edition, and modifications made to the content of chapters from the first edition to cover newer areas or areas of omission.
This textbook provides a concise overview of malignant haematology, including reviews of cell and molecular biology, and implications for new trends in treatment.
An authoritative guide to understanding and treating depression in the medically ill Depression in Medical Illness is based on the fact that depression and medical illness are inextricably bound together and must be viewed through a single lens in order to truly understand, diagnose, and treat them. Throughout the book, the authors emphasize not simply a critical distillation and balanced summary of the available empirical data, but equally important, an active synthesis, formulation, and analysis of that evidence.This informs a contemporary biomedical understanding, as well as diagnostic and therapeutic approaches. All of the chapters are authored by members of the Department of Psychiatry at the world-renowned Brigham and Women’s Hospital. In chapters devoted to specific medical disorders, psychiatrists with particular expertise in those areas have been joined by other eminent Brigham medical and surgical specialists or subspecialists. This makes these chapters valuable not just to psychiatrists and other mental health professionals, but to a wide range of medical specialists as well. Logically Organized Into Five Sections: Core Concepts – provides a conceptual and intellectual framework for understanding depressive illness in the context of medical illness Assessment and Treatment of Depression in Medically Ill Patients – discusses the general principles of depression diagnosis and treatment Depression in Medical Illness – Assesses what we know about depression when it is comorbid with the full range of major medical disorders Special Populations and Settings – Is devoted to special patient populations and the importance of the settings in which care is delivered New Directions – A fascinating glimpse into the future of the care of medically ill patients who are depressed
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