Considering issues such as pain and fertility, and exploring both the language of medical discourse and the silence of personal mystery, she reveals the numerous ways in which giving birth is narrated in the contemporary U.S. Pollock draws on cultural criticism, performance studies, and narrative theory to unpack this long-ignored genre.
Birth stories, Della Pollock tells us, "are everywhere and nowhere," permeating and haunting our everyday lives. In this remarkable volume Pollock explores the myriad ways in which men and women recount the ritual performance of giving birth. Many of these stories, Pollock observes, rise out of the depths of terror, flirting with disaster only to end with a profound sense of relief at what medical discourse calls a "good outcome." Others represent pain, make counterclaims on reproductive technologies, and suggest complex associations between maternity, sexuality, and body politics in the contemporary United States. Pollock retells stories about some of the injustices that structure giving and telling birth––finding there a reckoning with the unknown and unknowable. Focusing on the performances of birth stories, Pollock writes an intimate ethnography: an account of listening "body to body" to stories that press the borders of cultural critique with virtuosity, possibility, desire, and risk. She draws on cultural criticism, performance studies, and narrative theory to unpack this long-ignored practice. Most striking, however, are the stories presented here: unsanctioned, bold, fragmentary, and often furtive, they both unnerve and inspire even as they realize and resist cultural norms.
Femina has spent a lifetime meeting extraordinary people, watching her father's businesses flourish, and working in his famous restaurant on Long Island. From her rarified perspective, she has fashioned a novel about what she knows best.
What has colour been created with? And which meanings has it assumed through the time and for the many different artistic movements? Questions which may spontaneously arise in many people while observing a painting; questions, however, which do not easily find an answer in the traditional texts of the history of art; promted by the same curiosity, the author has tried to share with all those who have asked themselves the same questions, the results of her studies and her passionate researches, through easy reading, that is suitable for anyone who wants to know more about both the material and the spiritual aspect of colour in painting art.
A clear introduction to a daunting philosopher, Spinoza is the ideal starting point for anyone coming to his thought for the first time and essential reading for any student or scholar of the seventeenth century.
Galvano Della Volpe was the dominant philosopher of Italian Marxism for twenty years after the Liberation. His most important book was a work of aesthetic theory—Critique of Taste. Della Volpe, proponent of a robust materialism in all his writings, was concerned to rehabilitate the inherently rational and intellectual nature of art. Opposing both the sociological reductionism of Plekhanov or Lukács, and the formalist irrationalism of Croce or New Criticism, Della Volpe’s aim was to demonstrate that conceptual meaning is always inseparable from aesthetic effect. Whether he is discussing Pindar or Góngora, Cleanth Brooks or Roland Barthes, Goethe or Mallarmé, Della Volpe is always challenging, always illuminating. Critique of Taste represents one of the major crossroads of twentieth-century aesthetics.
This book is written by two eminent educators and clinicians in medicine, and provides a wealth of information and food for thought for those who have responsibility for curriculum development." Journal of Orthodontics What are the contemporary problems facing curriculum designers and developers? What are the key questions that ought to be addressed with regard to curriculum design for medical practice? How might a curriculum for practice in medical education be developed? Medical Education offers a detailed response to these questions and shows what form a curriculum for practice should take and how one can be developed. These ideas are presented in a highly practical and readable account that is essential reading for those involved in educating the doctors of the future and for policy makers in the field of medical education. It also offers useful advice for those in related fields of health care. The authors show that recent developments of curricula for postgraduate doctors have been founded on the misguided view (promoted by politicians and policy makers) that medical practice is routine, straightforward and able to be reduced to simple protocols that professionals must learn and follow. In this view, doctors are technicians who need merely to be trained through a simple curriculum. In contrast, this book shows that the practice of medicine as experienced by working doctors is complex, uncertain and unpredictable. This requires a curriculum that provides the opportunity to learn to exercise professional judgement and make decisions based on practical wisdom.
In her new book, nationally known professional development consultant and literacy expert Socorro Herrera and her colleagues provide a theoretical foundation for culturally responsive teaching that will accelerate literacy development for all students, and particularly for English language learners. Aligned with Common Core State Standards (CCSS), this volume incorporates current research and best practices for developing a classroom community that takes into account students' languages, cultures, and individual biographies. This resource provides proven-effective strategies, tools, and ideas that can be adapted and modified for any grade level and content area. This book features; a demonstration DVD showing the books strategies in action in real classrooms; classroom strategies that align with CCSS and Response to Intervention; guidance to help teachers use grouping configurations to build classroom community and maximize students assets; and a quick-glance overview and an in-depth exploration of each strategy that illustrates each step of implementation. 208 page book and 1-hour DVD
This first extensive study of Spinoza's philosophy of mind concentrates on two problems crucial to the philosopher's thoughts on the matter: the requirements for having a thought about a particular object, and the problem of the mind's relation to the body. Della Rocca contends that Spinoza's positions are systematically connected with each other and with a principle at the heart of his metaphysical system: his denial of causal or explanatory relations between the mental and the physical. In this way, Della Rocca's exploration of these two problems provides a new and illuminating perspective on Spinoza's philosophy as a system.
Until recently, Spinoza's standing in Anglophone studies of philosophy has been relatively low and has only seemed to confirm Friedrich Heinrich Jacobi's assessment of him as "a dead dog." However, an exuberant outburst of excellent scholarship on Spinoza has of late come to dominate work on early modern philosophy. This resurgence is due in no small part to the recent revival of metaphysics in contemporary philosophy and to the increased appreciation of Spinoza's role as an unorthodox, pivotal figure - indeed, perhaps the pivotal figure - in the development of Enlightenment thinking. Spinoza's penetrating articulation of his extreme rationalism makes him a demanding philosopher who offers deep and prescient challenges to all subsequent, inevitably less radical approaches to philosophy. While the twenty-six essays in this volume - by many of the world's leading Spinoza specialists - grapple directly with Spinoza's most important arguments, these essays also seek to identify and explain Spinoza's debts to previous philosophy, his influence on later philosophers, and his significance for contemporary philosophy and for us.
Working interprofessionally is an essential part of successful health and social care provision in the twenty-first century. This engaging and easy-to-follow new text highlights the need for collaboration between practitioners from all branches of health and social care. It offers an indispensable guide to learning and working better together, and shows what being interprofessional really means. The book encourages students to sharpen their understanding of concepts and theories surrounding collaborative practice, with a clear emphasis on theory, policy and practice. Chapter-by-chapter, the book takes readers through the most important and relevant issues in contemporary health and social care, including working in teams, learning from others, policy issues, working with children and adults, and specialist practice. Through student-friendly case studies and thoughtful learning exercises, it also considers ways of applying these ideas to the real world. It covers work across the statutory, voluntary and community sectors, drawing on the insights and experiences of a wide range of service users, carers and a variety of practitioners. Being Interprofessional will be essential reading for students and practitioners in all branches of health and social care, such as nursing, social work, midwifery and youth work. Whatever their background, it will inspire readers to find new ways of working together to meet the needs of patients and clients.
My dear," said the gypsy queen gazing at Lena's palm, "I see many troubles in the past. I see powerful upheavals. I see death. Terrible scenes of death." By now Lena was trembling in fear. Was her own death written in her palm? The queen continued. "Wait! There is something else! Yes, I see a rainbow. The rainbow stretches over a great body of water. You are sliding down the rainbow into the - - - I cannot continue." "Please," said Lena. "Tell me what you see!" "I cannot see through the water. It is too deep. Too murky. Beware!" In 1895, a sixteen year old Polish girl escapes a wretched life in Poland to care for a rich, aging uncle in Romania, only to be sabotaged by her seemingly worthless cousin. Facing the gallows, her only hope is to escape to America where the horrors of the past can be erased. Or can they? The story of Lena will tear at your heart strings until the last page of the book. Lena is unforgettable.
Previous edition published: New York: Teachers College, Columbia University, 2013, under title Accelerating literacy for diverse learners: strategies for the common core classrooms, K-8.
High mountains, polar expanses, volcanic peaks are exciting and special environments. 13 leading international geographers explore different aspects of these environments - disorientation, exploration, native knowledge, polar research. This is the first book to do this.High places - be they mountain peaks or the vast expanses of the polar latitudes - have always captured the human imagination. Inaccessible, extreme, they are commonly invested with awe and reverence, as places of physical challenge, intense experience. Increasingly, they are also treated as unique locations for science."High Places" explores the fascinating geographies of these special environments, revealing how senses are challenged, objectivities exposed, cultural assumptions laid bare. Whether walking the summit of Pico de Orizaba, the fourth highest volcano in the northern hemisphere; recounting the tale of the American explorer Charles Wilkes, charged with 'immoral mapping' in Antarctica; or exploring the 200,000 year old Greenland ice core; the international contributors reveal the richness and significance of these unique locations. Embracing Europe, Asia, North and Central America, Antarctica and the Arctic, "High Places" will interest geographers, historians of science, and those interested in polar/mountain studies, landscape, culture and environment.
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