In the summer of 1411, the ageing Donald of Isla, Lord of the Isles, invaded mainland Scotland with a huge, battle-hardened army, only to be fought to a bloody standstill on the plateau of Harlaw, fifteen miles from Aberdeen, a town he had threatened to sack. One of the greatest battles in Scottish history, described by hardened mediaeval chroniclers as 'atrocious', 'Reid Harlaw' left some 3,000 dead and wounded. Dismissed by Scott as a 'Celt v. Saxon' power struggle, it has faded from historical memory, other than in the north-east of Scotland. Written records in Latin, Scots, Gaelic and English are presented in their original form, and with transcriptions and translations. Two major ballads are analysed, one contemporary, and one fabricated over 350 years later - which is still sung. Lowland views dominate, because of the loss and destruction of Highland records, notably those of the Lords of the Isles themselves. The histories themselves fall into two groups - those written at or around the time, and those composed some 300 years later.These later accounts form the basis of most modern descriptions of the battle, but they tend to be romantic and highly imaginative, creating noble order where chaos once existed.
In the past European scholars have tended to treat both Madhyamaka and Yogācāra as separate and fundamentally opposed trends in Mahāyāna Buddhist thought. Drawing heavily on early textual evidence this work questions the validity of such a "Mahāyāna schools" hypothesis. By down-playing the late commentorial traditions, the author attempts a general reappraisal of the epistemological and ontological writings of Nagarjuna, Asanga and Vasubandhu. He concludes that the overlap in all areas of doctrine is significant, but particularly with respect to the teachings on the levels of truth, the enlightened and unenlightened states, the status of language and the nature of reality. It is hoped that such investigations may provide the basis for a new theory on the proliferation of Indian Mahāyāna Buddhism as an organic process of assimilation to new audiences, and specific contemporary problems, rather than in the more schismatic manner favoured by past researchers.
In Upsetting Composition Commonplaces, Ian Barnard argues that composition still retains the bulk of instructional practices that were used in the decades before poststructuralist theory discredited them. While acknowledging that some of the foundational insights of poststructuralist theory can be difficult to translate to the classroom, Barnard upends several especially intransigent tenets that continue to influence the teaching of writing and how students are encouraged to understand writing. Using six major principles of writing classrooms and textbooks—clarity, intent, voice, ethnography, audience, and objectivity—Barnard looks at the implications of poststructuralist theory for pedagogy. While suggesting some evocative poststructuralist pedagogical practices, the author focuses on diagnosing the fault lines of composition's refusal of poststructuralism rather than on providing "solutions” in the form of teaching templates. Upsetting Composition Commonplaces addresses the need to more effectively engage in poststructuralist concepts in composition in an accessible and engaging voice that will advance the conversation about relations between the theory and teaching of writing.
Written by respected academics in neuropsychology, this sixth edition guides students on a comprehensive journey of discovery through the realm of contemporary human neuropsychology. The book has a clinical focus throughout.
An Introduction to Ministry is a comprehensive and ecumenical introduction to the craft of ministry for ministers, pastors, and priests that make up the mainline denominations in the United States. Ecumenically-focused, It offers a grounded account of ministry, covering areas such as vocation, congregational leadership, and cultivation of skills for an effective ministry. Covers the key components of the M.Div. curriculum, offering a map and guide to the central skills and issues in training Explores the areas of vocation, skills for ministry, and issues around congregational leadership Each topic ends with an annotated bibliography providing an indispensable gateway to further study Helps students understand both the distinctive approach of their denomination and the relationship of that approach to other mainline denominations Advocates and defends a generous understanding of the Christian tradition in its openness and commitment to broad conversation
The Hanford History Project held the “Legacies of the Manhattan Project at 75 Years” conference in March 2017. Its Richland, Washington, meeting venue was a stone’s throw from the southern-most edge of the Hanford Nuclear Site--the place where workers produced the plutonium that fueled the “Fat Man” nuclear bomb dropped on Nagasaki on August 9, 1945. The symposium’s appeal extended well beyond local interest. Professionals from a broad array of backgrounds--working scientists, government employees, retired health physicists, downwinders, representatives from community groups, impassioned lay people, as well as scholars working in a host of different academic fields--attended and gave presentations. The diverse gathering, with its wide range of expertise, stimulated a genuinely remarkable exchange of ideas. In Legacies of the Manhattan Project, Hanford Histories series editor Michael Mays combines extensively revised essays first presented at the conference with newly commissioned research. Together, they provide a timely reevaluation of the Manhattan Project and its many complex repercussions, as well as some beneficial innovations. Covering topics from print journalism, activism, nuclear testing, and science and education to health physics, environmental cleanup, and kitsch, the compositions delve deep into familiar matters, but also illuminate historical crevices left unexplored by earlier generations of scholars. In the process, they demonstrate how the Manhattan Project lives on.
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