From an unexpected twist on a classic Christmas tale and a soldier returning home from war to a pair of girls waiting for an unlikely Christmas wish to come true and a creepy evening in a museum, fill your briefest moments with this collection of 18 flash fiction stories. p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; text-indent: 28.8px; font: 12.0px 'Times New Roman'} Commuting to work? Grabbing a quick coffee? Each story tells a complete tale in but a few short minutes with the added promise of a lifelong introduction to new indie writers. You never know, you might just find your next favorite author. Christmas in Love, the third anthology in the Flash Flood series, is a hand-picked selection of master works in romance, science fiction and fantasy themed for Christmas and guaranteed to keep you engaged.
Moving Lessons is an insightful and sophisticated look at the origins and influence of dance in American universities, focusing on Margaret H'Doubler, who established the first university courses and the first degree program in dance (at the University of Wisconsin). Dance educator and historian Janice Ross shows that H'Doubler (1889–1982) was both emblematic of her time and an innovator who made deep imprints in American culture. An authentic "New Woman," H'Doubler emerged from a sheltered female Victorian world to take action in the public sphere. She changed the way Americans thought, not just about female physicality but also about higher education for women. Ross brings together many discourses—from dance history, pedagogical theory, women's history, feminist theory, American history, and the history of the body—in intelligent, exciting, and illuminating ways and adds a new chapter to each of them. She shows how H'Doubler, like Isadora Duncan and other modern dancers, helped to raise dance in the eyes of the middle class from its despised status as lower-class entertainment and "dangerous" social interaction to a serious enterprise. Taking a nuanced critical approach to the history of women's bodies and their representations, Moving Lessons fills a very large gap in the history of dance education.
In the 1980s, Soviet evidence suggests, the Reagan arms buildup delayed rather than hastened the accommodation Gorbachev desired for internal political reasons. Both nations, the authors argue, expended lives and resources out of all reasonable proportion to their legitimate security interests, with destabilizing consequences that persist today.
From an unexpected twist on a classic Christmas tale and a soldier returning home from war to a pair of girls waiting for an unlikely Christmas wish to come true and a creepy evening in a museum, fill your briefest moments with this collection of 18 flash fiction stories. p.p1 {margin: 0.0px 0.0px 0.0px 0.0px; text-indent: 28.8px; font: 12.0px 'Times New Roman'} Commuting to work? Grabbing a quick coffee? Each story tells a complete tale in but a few short minutes with the added promise of a lifelong introduction to new indie writers. You never know, you might just find your next favorite author. Christmas in Love, the third anthology in the Flash Flood series, is a hand-picked selection of master works in romance, science fiction and fantasy themed for Christmas and guaranteed to keep you engaged.
Recent feminist research has demonstrated how women have been neglected or misrepresented in virtually every discipline in the humanities and social sciences. The most exciting research growing out of this body of work is the attempt to see what kinds of changes are required in the assumptions, results, and even the methods of these disciplines to
Problems and Perspectives- Studies in the Modern French Language looks at a number of interesting or problematic areas in the phonology, morphology, syntax and lexis of the French language and encourages the reader to think critically about different ways of approaching, describing and explaining these issues or data. The book is divided into two parts- the first section is a preliminary to, and contextualises, the discussion of the more specialised topics of the second part. Part two presents problematic and controversial areas in the description and analysis of the contemporary language. Where appropriate historical and sociolinguistic issues are also integrated into the discussion of modern French. Aimed primarily at advanced students and researchers in French linguistics, the introductory sections of part one also make this book accessible to undergraduates beginning their study of French linguistics, and to less specialised readers.
Detterence is the most basic concept in American foreign policy today. But past practice indicates it often fails to work - and may increase the risk of war. Psychology and Deterrence reveals this stratgy's hidden and generally simplistic assumptions about the nature of power and aggression, threat and response, and calculation and behavior in the international arena. Most current analysis, the authors, note, ignore decisionmakers' emotions, preceptions, and domestic political needs, assuming instead that people repond to crisis in highly rational ways. Examining the historical evidence from a psychological perspective, Psychology and Deterrence offers case studies on the origins of World War I, the 1973 Arab-Israeli conflict, and the Falklands Wars as seen by the most important participants. These case studies reveal national leaders to be both more cautious and more reckless than theory would predict. They also show how deterrence strategies often backfire by aggravating a nation's sense of insequrity, thereby calling forth the very behavior they seek to prevent. The authors' conclusions offer important insights for superpower bargaining and nuclear deterrence.
This text traces the development of special educational provision and goes on to concentrate on some of the key issues relevant to professionals currently working in the field. It looks at the recent drive towards inclusion and the implication this has for schools. In the present market-oriented context in education, there are a number of dilemmas facing schools that attempt to include all pupils and at the same time respond to the current focus on academic achievement in a national climate of competition and accountability. The book offers practical examples of ways to resolve these dilemmas at the level of the LEA, the school, the classroom and the individual child. Part One gives an overview of special and inclusive education, current thinking around issues related to equal opportunities, and how this affects schools. It also illustrates how one Local Education Authority has tried to promote a policy of inclusion in its schools. Part Two includes a discussion of the challenges facing teachers in schools who attempt to put current national policies related to inclusion into practice and provides practical examples of whole-school and classroom initiatives to support the learning of groups of pupils and individuals within them. Included are chapters on professional development for teachers of special educational needs, classroom strategies for teacher and pupil support teachers and advice on differentiation, OFSTED and inclusive schools, the SENCO in the secondary school, and equal opportunities for all. This book will appeal to all teachers, SENCOs, head teachers and governors in every sector of the education system, parents, academics and course members on teachers' continuing professional development courses.
This book examines the alternation between accusative-dative and dative-accusative order in Old Florentine clitic clusters and its decline in favor of the latter. Based on an exhaustive analysis of data collected from medieval Florentine and Tuscan texts we offer a novel analysis of the rise of the variable order, the transition from one order to the other, and the demise of the alternation that relies primarily on iconicity and analogy. The book employs exophoric pragmatic iconicity, a language-external iconic relationship based on similarity between linguistic structure and the speaker/writer's conceptualization of reality, and endophoric iconicity, a language-internal iconic relationship where the iconic ground is construed between linguistic signs and structures. Analogy is viewed as a productive process that generalizes patterns or extends grammatical rules to formally similar structures, and obtains the form of the analogical relationship between the masculine singular definite article and the third person singular accusative clitic, which shared the same phonotactically constrained distribution patterns. The data indicate that exophoric pragamatic iconicity exploits and maintains the alternation, whereas endophoric iconicity and analogy conspire to end it.
This title was first published in 2000: Women in the 19th century have long been presented as the angel in the house. The author re-writes this history by investigating the life and working conditions of a number of middle-class women who sought to establish themselves as professional artists in Scotland. Contrary to the orthodox view preoccupied with oppression and difficulty, the author demonstrates that women artists of the period were independent producers, teachers and travellers, alert to changes in taste and fashion. They derived great pleasure from their work, and enjoyed the benefits of women working together, forming their own and joining existing professional associations. The book is not biographical but elaborates on the life and working conditions of middle-class artists by discussing their work in terms of economic and social history.
Newton argues that socialist women and their concerns posed a radical challenge to the male-dominated left. Early socialist women fought to be treated as equals and actively debated popular women's issues, including domestic work, women in industry, sexuality, and women's suffrage. They provided a unique and vibrant perspective on these issues and challenged the middle-class bias inherent in the women's movement. Broadening our understanding of Canadian social history, Newton analyses the intersection of two important social movements - the labour/socialist and the turn-of-the-century feminist movements - and draws conclusions that are essential for understanding the class and gender characteristics of social criticism and activism in this period.
Throughout the nineteenth century poor relief in Quebec was private and sectarian. In Montreal bourgeois Protestant women responded by establishing institutional charities for destitute women and children. Their Benevolent Design delves into the inner workings of two of these charities (the Protestant Orphan Asylum and the Montreal Ladies’ Benevolent Society), sheds light on little-known aspects of the community’s response to social inequality, and examines the impact of liberalism on changing attitudes to poverty and charity. Seeing charity as a class duty, elite women structured their benevolent design around the protection, religious salvation, and social regulation of poor children. Janice Harvey explores how these philanthropists overcame the constraints of social conventions for women in polite society, how charity directors devised and implemented institutional aid, and how that aid was used by families and experienced by children. Following the development of the charities through the end of the nineteenth century and into the early twentieth, the book explores the conflict that arose between these institutions and other social services, including those that advocated for foster care and so-called scientific charity. The 1920s marked a major social shift in how child poverty was understood and managed in Protestant Montreal. Despite the gendered obstacles facing women in charity organization, Their Benevolent Design celebrates the remarkable ingenuity and independence of a group of Canadian women in shaping social aid and improving the grim realities of child poverty.
This book tells a remarkable story that begins in classical antiquity with ecphrasis, the art of describing the world so vividly that the audience could become imaginative eyewitnesses, and the events that caused an ideal of immediacy to be transformed into nearly its opposite, a preoccupation with representation of representation.
How did Victorians, as creators and viewers of images, visualize the politics of franchise reform? This study of Victorian art and parliamentary politics, specifically in the 1840s and 1860s, answers that question by viewing the First and Second Reform Acts from the perspectives offered by Ruskin's political theories of art and Bagehot's visual theory of politics. Combining subjects and approaches characteristic of art history, political history, literary criticism and cultural critique, Picturing Reform in Victorian Britain treats both paintings and wood engravings, particularly those published in Punch and the Illustrated London News. Carlisle analyzes unlikely pairings - a novel by Trollope and a painting by Hayter, an engraving after Leech and a high-society portrait by Landseer - to argue that such conjunctions marked both everyday life in Victorian Britain and the nature of its visual politics as it was manifested in the myriad heterogeneous and often incongruous images of illustrated journalism.
This book enables practitioners to reflect critically upon the choices available to them in assessing and supporting students who experience difficulties in literacy development. Includes analysis of common barriers such as dyslexia and bilingualism.
The contemporary organization of global violence is neither timeless nor natural, argues Janice Thomson. It is distinctively modern. In this book she examines how the present arrangement of the world into violence-monopolizing sovereign states evolved over the six preceding centuries.
It's here: the latest edition of the one text you need to master assistive strategies, make confident clinical decisions, and help improve the quality of life for people with disabilities. Based on the Human Activity Assistive Technology (HAAT) model, Assistive Technologies: Principles and Practice, 4th Edition provides detailed coverage of the broad range of devices, services, and practices that comprise assistive technology, and focuses on the relationship between the human user and the assisted activity within specific contexts. Updated and expanded, this new edition features coverage of new ethical issues, more explicit applications of the HAAT model, and a variety of global issues highlighting technology applications and service delivery in developing countries. Human Activity Assistive Technology (HAAT) framework demonstrates assistive technology within common, everyday contexts for more relevant application. Focus on clinical application guides you in applying concepts to real-world situations. Review questions and chapter summaries in each chapter help you assess your understanding and identify areas where more study is needed. Content on the impact of AT on children and the role of AT in play and education for children with disabilities demonstrates how AT can be used for early intervention and to enhance development. Coverage of changing AT needs throughout the lifespan emphasizes how AT fits into people's lives and contributes to their full participation in society. Principles and practice of assistive technology provides the foundation for effective decision-making. NEW! Global issues content broadens the focus of application beyond North America to include technology applications and service delivery in developing countries. NEW! Ethical issues and occupational justice content exposes you to vital information as you start interacting with clients. NEW! More case studies added throughout the text foster an understanding of how assistive technologies are used and how they function. NEW! Updated content reflects current technology and helps keep you current. NEW! Explicit applications of the HAAT model in each of the chapters on specific technologies and more emphasis on the interactions among the elements make content even easier to understand.
In a climate of increasing emphasis on testing, measurable outcomes, competition and efficiency, the real lives of children and their teachers are often neglected or are too messy and intricate to legislate and quantify. As such, curricula are designed without including the very people that compose the identities of schools. Here Clandinin takes issue with this tendency, bringing together a collection of narratives from seven writers who spent a year in an urban school, exploring the experiences and contributions of children, families, teachers and administrators. These stories show us an alternative way of attending to what counts in schools, shifting away from the school as a business model towards an idea of schools as places to engage citizenship and to attend to the wholeness of people’s lives. Articulating the complex ethical dilemmas and issues that face people and schools every day, this fascinating study puts school life under the microscope raises new questions about who and what education is for.
“Arguably the most common sense, and certainly the most informative, contemporary text onliteracy… Glynn, Wearmouth and Berryman bring a wealth of experience to the field of literacy,culture and family/school collaboration. We are indebted to the authors for putting together such aninformative and groundbreaking text that has overarching relevance in today’s multicultural society.” Dr Gavin Reid, University of Edinburgh, UK “A much needed text to counter the overly psychological approach to teaching literacy. It emphasizes asocio-cultural approach which puts the focus on the interactive, responsive and social elements of thechild learning to read in relation to the world around them.” Wally Penetito, Victoria University, New Zealand In many countries, school populations are becoming increasingly socially and culturally diverse, and delivering effective literacy programmes is becoming more challenging and complex. This book shows schools how to address difficulties with literacy learning experienced by students of diverse backgrounds, by employing strategies that respond to and affirm difference. This ‘responsive approach’ actively engages with students’ prior knowledge and experiences and ensures that these are fully validated in the literacy activities of the classroom. The responsive approach includes members of students' homes and communities collaborating to facilitate their participation in defining and delivering literacy programmes. This book illustrates ways in which teachers and other adults can create responsive social contexts at school and at home, to enable all children to participate fully in reading, writing and oral language activities in the classroom. It offers effective strategies for overcoming barriers to literacy learning, including: Reading tutoring that promotes comprehension and independence Writing partnerships that respond to children’s messages Responsive feedback strategies Interactive contexts that promote student responsibility for learning Community and school collaboration to develop authentic learning tasks Supporting Students with Literacy Difficulties: A Responsive Approach is key reading for teacher education students, practising teachers and parents.
The authors of this comprehensive text discuss the root causes of disruptive behaviour, tackle assessment issues and develop effective intervention strategies that will be of practical use to teachers and other educators. Whilst theorising behaviour management from a range of perspectives: psychodynamic, behavioural and socio-cultural, the authors remain firmly focused on practical issues of policy making, assessment and intervention, and address a wide range of related issues, such as: policy in relation to behaviour in schools at local authority, national and international level cultural concerns, race, gender, school discipline and exclusion medical perspectives of topical interest such as ADHD, autism and diet assessment at district, community, classroom and individual level, and how these underpin theory. This book will appeal to anyone for whom behaviour in schools is a key concern, such as student teachers, teacher educators, senior school managers and practising teachers undertaking further study in the field.
This thought-provoking discourse on the unquestioned pursuit of efficiency reveals how the discussion of efficiency in the delivery of public goods, such as education and health care, has risen to prominence in postindustrial society. Stein's provocative argument, reminiscent of the thinking of Lewis Mumford, demonstrates that efficiency can too often be a cloak for political agendas, and that pressure for efficiency can actually be a detrimental rather than a positive force. Citizens in public schools, community clinics, and hospitals are shown engaging directly with such agendas, redrawing the face of the state as they impose new ways of delivering public goods. Stein demonstrates how they are calling not only for efficiency but for accountability and choice as they confront the dilemmas of democratic processes in a global age.
The leading figure in qualitative health research (QHR), Janice M. Morse, asserts that QHR is its own separate discipline—distinct from both traditional health research and other kinds of qualitative research—and examines the implications of this position for theory, research, and practice. She contends that the health care environments transform many of the traditional norms of qualitative research and shape a new and different kind of research tradition. Similarly, the humanizing ethos of qualitative health research has much to teach traditional researchers and practitioners in health disciplines. She explores how the discipline of QHR can play out in practice, both in the clinic and in the classroom, in North America and around the world. A challenging, thought-provoking call to rethink how to conduct qualitative research in health settings.
Civilizing Women is a riveting exploration of the disparate worlds of British colonial officers and the Muslim Sudanese they sought to remake into modern imperial subjects. Focusing on efforts to stop female circumcision in the Anglo-Egyptian Sudan between 1920 and 1946, Janice Boddy mines colonial documents and popular culture for ethnographic details to interleave with observations from northern Sudan, where women's participation in zâr spirit possession rituals provided an oblique counterpoint to colonial views. Written in engaging prose, Civilizing Women concerns the subtle process of "colonizing selfhood," the British women who undertook it, and those they hoped to reform. It suggests that efforts to suppress female circumcision were tied to the continuation of slavery and the rise of commercial cotton growing in Sudan, as well as to concerns about infant mortality and maternal health. Boddy traces maneuverings among political officers, teachers, missionaries, and medical personnel as they pursued their elusive goal, and describes their fraught relations with Egypt, Parliament, the Foreign Office, African nationalists, and Western feminists. In doing so, she sounds a cautionary note for contemporary interventionists who would flout local knowledge and belief.
Exploring both the essential skills and the key issues of infant teaching, this book offers student and practising teachers a range of exercises and activities which are designed to promote their own professional development. The skills covered include coping with play, the teaching of number, pre-reading and early reading, and raising early scientific awareness. Issues in the management of learning are also discussed, such as classroom organization, making effective use of ancillary help, and the aims of a curriculum.
Changing the Boundaries explores gender relations with respect to education, reproductive health services, and agricultural resources -- three factors that are widely recognized as being central to the struggle for gender equity, population control, and environmental sustainability. As well as defining the role of women in the population-environment quandary, author Janice Jiggins explains how that role is the key to understanding issues of population and environment. Throughout the volume, she makes extensive use of research, experience, and documentation that draws on the views and publications of women in the global South, much of which is available to development practitioners but is rarely found in academic libraries. Data, arguments, concepts, and analysis from a wide and varied range of sources are woven together to link the experience of women's daily lives with population policies and global environmental politics.
The emergence of open unemployment is an unavoidable consequence of postcommunist transition. Some countries-notably in the former Soviet Union-initially slowed economic contraction. But in the longer run slower reformers have generally sustained deeper and more prolonged recessions than faster reforming central European countries. Moreover, the initially low unemployment rates in the former Soviet Union are now rising, and may stabilise at higher post-transition equilibrium rates than in Central Europe.
A 35-year-old woman arrives on the labour ward complaining of abdominal pain and vaginal bleeding at 36 weeks 2 days' gestation. The pain started 2 hours earlier while she was in a cafe and is not relieved by lying still or walking around. The bleeding is bright red. You are the medic on duty... 100 Cases in Obstetrics and Gynaecology presents 100 obstetric- or gynaecology-related scenarios commonly seen by medical students and junior doctors in the emergency department, outpatient clinic, or on the ward. A succinct summary of the patient's history, examination, and initial investigations—including photographs where relevant—is followed by questions on the diagnosis and management of each case. The answer includes a detailed discussion on each topic, with further illustration where appropriate, providing an essential revision aid as well as a practical guide for students and junior doctors. Making speedy and appropriate clinical decisions, and choosing the best course of action to take as a result, is one of the most important and challenging parts of training to become a doctor. These true-to-life cases will teach students and junior doctors to recognize important obstetric and gynaecological conditions, and to develop their diagnostic and management skills.
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