Five scholars met as writers at a workshop at the 2007 International Congress of Qualitative Inquiry and made a commitment to write over the following year to, for and with each other. It became an experiment in the craft of autoethnography, exploring questions of intimacy and connection manifested through collaborative writing. Each year since then, the authors have returned to the Congress to read a small anthology of the year’s writing—and to decide whether or not to continue. This book covers the first two years of that writing, offering stories of how writing touches, how it writes bodies into being and in between. It is an affecting, radical work, exploring love and intimacy as scholarly, messy, complex methodology—writing that often affirms and sometimes disturbs.
Madness as Methodology begins with the following quotation from Deleuze and Guattari, ‘Madness need not be all breakdown. It may also be breakthrough.’ This quotation firmly expresses the book’s intention to provide readers with radical and innovative approaches to methodology and research in the arts, humanities and education practices. It conceptualises madness, not as a condition of an individual or particular being, but rather as a process that does things differently in terms of creativity and world making. Through a posthuman theorising as practice, the book emphasises forms of becoming and differentiation that sees all bodies, human and nonhuman, as acting in constant, fluid, relational play. The book offers a means of breaking through and challenging the constraints and limitations of Positivist approaches to established research practice. Therefore, experimentation, concept making as event and a going off the rails are offered as necessary means of inquiry into worlds that are considered to be always not yet known. Rather than using a linear chapter structure, the book is constructed around Deleuze and Guattari’s use of an assemblage of plateaus, providing the reader with a freedom of movement via multiple entry and exit points to the text. These plateaus are processually interconnected providing a focal emphasis upon topics apposite to this madness as methodology. Therefore, as well as offering a challenge to the constraining rigours of conventional research practices, these plateaus engage with topics to do with posthuman thinking, relationality, affect theory, collaboration, subjectivity, friendship, performance and the use of writing as a method of inquiry.
The Chicago Gale chronicles a baseball season in the life of Moses Gallagher Green, a 36-year-old, Jewish-Irish, knuckleball pitcher from Chicago. This marathon-running, banjo-picking loner with a bad shoulder, glasses, and a law degree earns a spot on the hometown Gales, a perennial National League also-ran. Moses tries to the lead the Gales to baseball's Promised Land, the World Series. Along the way, he is assisted by a Japanese pitcher, who instills in him a fighting spirit, and a hypnotherapist, who helps him overcome emotional barriers to success. Green helps the team owner's wife discover her Jewish roots. And Green falls in love with the Gales' publicity director. In the final play of the season, Green grabs a handful of dirt to get a better grip on his bat. He remembers digging a hole at the beach when he was a little boy. When he dug deep enough, the hole filled with water from Lake Michigan. The feeling that he is going to come through fills him from some deep source, seemingly remote but immediate and limitless....
Gale Researcher Guide for: The Global Justice Movement is selected from Gale's academic platform Gale Researcher. These study guides provide peer-reviewed articles that allow students early success in finding scholarly materials and to gain the confidence and vocabulary needed to pursue deeper research.
Writing and Immanence is a book that is attentive to the unabatingly potent, sometimes agonistic, forces at play in the continuing unfoldings of crises of representation. As immanent doing, the writing in the book writes to destabilise the orthodoxies, conventions and unquestioned givens of writing in the academy and, in so doing, is troubled by the ontogenetic uncertainties of its own writing coming into being. In the always active processualism of presencing, the fragility of word and concept creation animates, what Meillassoux has described as ‘the absolute necessity of the contingency of everything’. In working to avoid the formational and structural linearities of a series of numbered consecutive chapters, the book is constructed in and around the movements of the always actualising capaciousness of Acts. In offering engagements with education research and pedagogy and always sensitive to the dynamics of multiplicity, each Act emanates from and feeds into other en(Act)ments in the unfolding emergence of the book. Hence, in agencement, the book offers multiple points of entry and departure. Deleuze has said that a creator is ‘someone who creates their own impossibilities, and thereby creates possibilities...it’s by banging your head on the wall that you find a way through.’ Therefore, the writing of this book writes to the writing, pedagogic and qualitative research practices of those in education and the humanities who are writing to the creation of such impossibilities.
In this unique work, Ken Gale and Jonathan Wyatt bring together three areas of scholarship: collaborative writing as method of inquiry, the philosophical approaches of the French philosopher, Gilles Deleuze, and the performativity of both writing and the “self”. The book is a reflexive exploration into the theory and practice of collaborative writing, with their between-the-twos—sequences of exchanged writings using a variety of forms and genres—at the book’s heart. Their collaboration offers an experimental, transgressive and nomadic inquiry into subjectivity. Based upon the authors’ joint doctoral dissertation, the book draws for its theoretical base primarily from the work of Deleuze, from both his philosophical “figures” and the insights that he offers into his collaborations with others. It also tells a story, conveying a sense of a relationship developing over time. This book will interest both academics and postgraduate students in the field of qualitative inquiry, including those involved in narrative inquiry, cultural, communication and performance studies, and autoethnography.
Gale Researcher Guide for: Christianity in the United States Today is selected from Gale's academic platform Gale Researcher. These study guides provide peer-reviewed articles that allow students early success in finding scholarly materials and to gain the confidence and vocabulary needed to pursue deeper research.
Gale Researcher Guide for: Sociology of Religion Overview is selected from Gale's academic platform Gale Researcher. These study guides provide peer-reviewed articles that allow students early success in finding scholarly materials and to gain the confidence and vocabulary needed to pursue deeper research.
Gale Researcher Guide for: World Religions: Judaism, Christianity, and Islam is selected from Gale's academic platform Gale Researcher. These study guides provide peer-reviewed articles that allow students early success in finding scholarly materials and to gain the confidence and vocabulary needed to pursue deeper research.
Written specifically for education studies students, this accessible text offers a clear introduction to philosophy and education. It skilfully guides readers through this challenging and sometimes complex area bringing key philosophical ideas and questions to life in the context and practice of education. There is also a companion website to accompany the book, featuring live weblinks for each activity which can be visited at www.routledge.com/cw/haynes. The authors consider the implications of educational trends and movements through a variety of philosophical lenses such as Marxism, utopianism, feminism and poststructuralism. The book explores enduring themes such as childhood and contemporary issues such as the teaching of critical thinking and philosophy in schools. Features include: a range of individual and group activities that invite questioning and discussion case studies and examples from a variety of formal and informal education settings and contexts reference to philosophically informed practices of research, reading, writing and teaching suggestions for further reading in philosophy and education overviews and - and key questions for each chapter Drawing on readers’ experiences of education, the book reveals the connections between philosophical ideas and educational policy and practice. Part of the Foundations in Education Studies series, this timely textbook is essential reading for students coming to the study of philosophy and education for the first time.
Melodies, Rhythm and Cognition in Foreign Language Learning is a collection of essays reflecting on the relationship between language and music, two unique, innate human capacities. This book provides a clear explanation of the centrality of melodies and rhythm to foreign language learning acquisition. The interplay between language music brings to applied linguists inquiries into the nature and function of speech melodies, the role of prosody and the descriptions of rhythmical patterns in verbal behaviour. Musical students seem to be better equipped for language learning, although melodies and rhythm can benefit all types of students at any age. In fact, in this book melodies and rhythm are considered to be a springboard for the enhancement of the learning of foreign languages.
Covered by four networks, allowing every game to be televised, "March Madness" has become an American phenomenon. This is the story of the tournament, from its beginnings seventy-three years ago as an eight-team bracket to today's sixty-eight-team format--from Cinderella teams, to perennial powerhouses, to buzzer-beaters, upsets, and dynasties.
The English navy inflicted a narrow defeat on the Armada, but it was the Irish coast that encompassed its downfall. 'Heed that coast!' The Duke of Medina Sidonia wanted only to guide La Felissima Armada home safely. In the North Sea he issued sailing instructions, which, if they had been followed, would have given the Armada a safety margin of at least 300 miles. He particularly ordered them to '...take great heed lest you fall upon the island of Ireland for fear of the harm that may happen unto you upon that coast.' They were in no doubt that Ireland was to be avoided. His words proved to be more than a warning: they were a prophecy, which was inexorably fulfilled. A siren of alluring beauty, the Irish coast also conceals deadly danger. Destiny was to conspire to transform it into an instrument of terrible destruction and tragic loss of life. In the Atlantic the Armada encountered continuous southerly winds and unknown ocean currents. It was two centuries before it became possible to calculate longitude at sea, and they were unaware that they had not sailed far enough westwards to give themselves the prescribed safety margin. They became separated and lost, and when they at last turned southwards, scattered groups unintentionally descended on Ireland, arriving at fourteen different locations from Donegal to Kerry. Many found shelter, but a few were lost. But on 21 September 1588 fourteen ships were destroyed by hurricane force winds: the only occasion during the entire voyage when ships were completely destroyed by the weather. 'A most extreme and cruel storm' the Irish described it. The Spanish recorded that 'in the morning it began to blow from the west with a most terrible fury, bright and with little rain.' Ships that had stayed at sea survived. In Donegal Bay the galleass Girona had sheltered with about 1,000 men. In October, Don Alonso de Leyva arrived with almost 1,000 more. His entourage included young men from all the noble families of Spain. After being repaired, the Girona departed for Scotland at the end of October, overloaded with 1,300 survivors. She so nearly got there, but foundered near the Giant's Causeway with the loss of de Leyva and the flower of Spanish nobility. In all, 24 Spanish ships were lost in Ireland and about 5,000 men died, far greater losses than had been suffered in the English Channel. The English navy inflicted a narrow defeat on the Armada, but it was the Irish coast that encompassed its downfall. Long before it had been surveyed and charted, when it was almost as unknown to mariners as the surface of the moon, for a few brief months in the autumn of 1588, the Irish coast was caught in the headlights of history.
A leading exponent of the new moderate Calvinism that brought new life to many Baptists, John Rippon (1751-1836) helped unite Baptists during his lifetime. Reared in the West Country and trained at Bristol Academy, Rippon served for over sixty years at the London church where John Gill had been minister. Through his 'A Selection of Hymns from the Best Authors', Rippon exerted a powerful influence on Baptist worship and devotional life. Through his Baptist Annual Register (1790-1802), the denomination's first periodical, Rippon recorded the denomination's growing maturity, encouraged a strong missionary commitment, and promoted links between Baptists in Britain and America. With a keen sense of English Protestant history, which he helped preserve, and an active leadership in many Baptist organizations, Rippon helped conserve the heritage of Old Dissent and stimulated the evangelicalism of the New Dissent.
THE GOAL IS OSTIA! After his students were scattered to the wind, Negi knows he needs to get stronger before once more facing his nemesis, Fate Avernucus. Rakan, a mysterious man with ties to Negi's father, tells him of black magic created by Eva herself. Dare he try to master this forbidden art? Meanwhile, Chachamaru and Kazumi head out to search for their missing classmates. Can everyone make it to Ostia before time runs out? Contains Negima! volumes 22-23-24!
Playing for Real is a problem-based textbook on game theory that has been widely used at both the undergraduate and graduate levels. This Coursepack Edition will be particularly useful for teachers new to the subject. It contains only the material necessary for a course of ten, two-hour lectures plus problem classes and comes with a disk of teaching aids including pdf files of the author's own lecture presentations together with two series of weekly exercise sets with answers and two sample final exams with answers. There are at least three questions a game theory book might answer: What is game theory about? How is game theory applied? Why is game theory right? Playing for Real is perhaps the only book that attempts to answer all three questions without getting heavily mathematical. Its many problems and examples are an integral part of its approach. Just as athletes take pleasure in training their bodies, there is much satisfaction to be found in training one's mind to think in a way that is simultaneously rational and creative. With all of its puzzles and paradoxes, game theory provides a magnificent mental gymnasium for this purpose. It is the author's hope that exercising on the equipment provided by this Coursepack Edition will bring the reader the same kind of pleasure that it has brought to so many other students.
There was a lust for fame and fortune. Only then would he become the biggest pull on the planet. But the closer he got to his fortune, the more he became disillusioned with the value of money, as he discovered a world full of greed, evil and corruption. He falls in love and realises that's what he's been looking for all his life, but there is work to do. He is now Don Quixote, the character Cervantes saw four hundred years ago, and he must slay the evil giants before he is worthy of the fair Dulcinea. But they are many. Though Don Quixote is not alone - there have been forces guiding him, giving him strength all his life, way outside our comprehension, and they're getting stronger... ...and so is he.
Strategy as Action presents an action plan for how firms can build, improve, and defend their competitive advantage at every stage of their life cycle. For start-up firms entering a market, it provides a model for exploiting competitive uncertainty and blind spots; for growth firms who have established some market advantages, it provides an action plan for exploiting relative resources; for mature firms, it explains how to exploit market position; finally, for firms that have no decisive resource advantage, it provides an action plan based on firm co-operative reactions.
Ken Binmore's previous game theory textbook, Fun and Games (D.C. Heath, 1991), carved out a significant niche in the advanced undergraduate market; it was intellectually serious and more up-to-date than its competitors, but also accessibly written. Its central thesis was that game theory allows us to understand many kinds of interactions between people, a point that Binmore amply demonstrated through a rich range of examples and applications. This replacement for the now out-of-date 1991 textbook retains the entertaining examples, but changes the organization to match how game theory courses are actually taught, making Playing for Real a more versatile text that almost all possible course designs will find easier to use, with less jumping about than before. In addition, the problem sections, already used as a reference by many teachers, have become even more clever and varied, without becoming too technical. Playing for Real will sell into advanced undergraduate courses in game theory, primarily those in economics, but also courses in the social sciences, and serve as a reference for economists.
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