Discusses life at court and town and country life of seventeenth-century England from the reign of James I through the period following the Restoration.
This biography tells the story of the two eldest sons of George V - David and Bertie - who became King Edward VIII and King George VI. The browbeaten young boys emerge into adulthood, one confident and self-indulgent, the other insecure and hesitant. They marry, respectively, Wallis Simpson and Elizabeth Bowes-Lyon, two strong and fiercely opposed women shaping the fate of their husbands and the monarchy. Focusing on the interplay of the four main protagonists, this biography probes the heart of the family itself, exploring how the two brothers became emotionally scarred and crippled by their mother and father and how the vestiges of brotherly love were eventually destroyed in the vicious feud between Wallis and Elizabeth.
This collection interrogates relationships between court architecture and social justice, from consultation and design to the impact of material (and immaterial) forms on court users, through the lenses of architecture, law, socio-legal studies, criminology, anthropology, and a former senior federal judge. International multidisciplinary collaborations and single-author contributions traverse a range of methodological approaches to present new insights into the relationship between architecture, design, and justice. These include praxis, photography, reflections on process and decolonising practice, postcolonial, feminist, and poststructural analysis, and theory from critical legal scholarship, political science, criminology, literature, sociology, and architecture. While the opening contributions reflect on establishing design principles and architectural methodologies for ethical consultation and collaboration with communities historically marginalised and exploited by law, the central chapters explore the textures and affects of built forms and the spaces between; examining the disjuncture between design intention and use; and investigating the impact of architecture and the design of space. The collection finishes with contemplations of the very real significance of material presence or absence in courtroom spaces and what this might mean for justice. Courthouse Architecture, Design and Social Justice provides tools for those engaged in creating, and reflecting on, ethical design and building use, and deepens the dialogue across disciplinary boundaries towards further collaborative work in the field. It also exists as a new resource for research and teaching, facilitating undergraduate critical thought about the ways in which design enhances and restricts access to justice.
This book presents a framework for a new kind of thinking about student mobilities and belonging, which foregrounds the everyday and rhythmic dimensions of students' experiences. Using case studies from a variety of UK higher education contexts, this book develops the concepts of everyday mobilities and mobile belongingness. The authors draw on key ideas about the changing characteristics of UK higher education and of student belonging, exploring the central themes of the sensory, affective and emotional aspects of student mobilities; contested and mobile belongings; and the significance of everyday life, to bring a new dimension to the literature on inter and intra-national student mobilities. This is achieved through an examination of the innovative ways in which social science methods have been (re)imagined through mobility, with a specific focus on youth and education. Kirsty Finn and Mark Holton bring together theory and research from the fields of education studies, geography and sociology, and combine this with a discussion of rich empirical data from three UK-based research projects to set out an explicitly mobility-centred approach to 21st-century student experiences. The findings can be recognised globally because they synthesise debates about travel and transport, students' sense of place and feelings of belonging, and the interrelationship between physical, social and virtual mobilities that higher education brings together. In doing so, this text offers a coherent and grounded campaign for theory and research within studies of higher education that foreground multiple mobilities and diverse feelings of belonging.
This practical book enables those already practicing or joining social work to consider the various ways that people can be supported to live well with dementia. Areas focused on include how the personalisation agenda is changing services through self-directed support, re-enablement and telecare, how risk can be managed while choice and independence are maintained, and how safeguarding of people with dementia can be positively practiced. The authors present information on essential new developments in the field of dementia care including changes in legislation and Government policy as well as providing examples of positive practice from around the country.
The experience of higher education in the UK has become an increasingly common phenomenon in the 21st century. This book explores the emotional and moral significance of the relationships young women develop at university, such as friends, family and housemates, by using a seven-year qualitative longitudinal study of the transitional period.
Writing Galicia explores a part of Europe’s cultural and social landscape that has until now remained largely unmapped: the exciting body of creative work emerging since the 1970s from contact between the small Atlantic country of Galicia, in the far north-west of the Iberian peninsula, and the Anglophone world. Unlike the millions who participated in the mass migrations to Latin America during the 19th century, those who left Galicia for Northern Europe in their hundreds of thousands during the 1960s and 1970s have remained mostly invisible both in Galicia and in their host countries. This study traces the innovative mappings of Galician cultural history found in literary works by and about Galicians in the Anglophone world, paying particular attention to the community of ‘London Galicians’ and their descendants, in works by artists (Isaac Díaz Pardo), novelists (Carlos Durán, Manuel Rivas, Xesús Fraga, Xelís de Toro, Almudena Solana) and poets (Ramiro Fonte, Xavier Queipo, Erin Moure). The central argument of Writing Galicia is that the imperative to rethink Galician discourse on emigration cannot be separated from the equally urgent project to re-examine the foundations of Galician cultural nationalism, and that both projects are key to Galicia‘s ability to participate effectively in a 21st-century world. Its key theoretical contribution is to model a relational approach to Galician cultural history, which allows us to reframe this small Atlantic culture, so often dismissed as peripheral or minor, as an active participant in a network of relation that connects the local, national and global.
This book is a musical ethnography of the Duna people of Papua New Guinea. A people who have experienced extraordinary social change in recent history, their musical traditions have also radically changed during this time. New forms of music have been introduced, while ancestral traditions have been altered or even abandoned. This study shows how, through musical creativity, Duna people maintain a connection with their past, and their identity, whilst simultaneously embracing the challenges of the present.
Discusses life at court and town and country life of seventeenth-century England from the reign of James I through the period following the Restoration.
Bertolt Brecht's silent Kattrin in Mother Courage, or the disability performance lessons of his Peachum in The Threepenny Opera; Tennessee Williams' limping Laura Wingfield in The Glass Menagerie and hard-of-hearing Bodey in A Lovely Sunday for Creve Coeur; Samuel Beckett's blind Hamm and his physically disabled parents Nagg and Nell in Endgame – these and many further examples attest to disability's critical place in modern drama. This Companion explores how disability performance studies and theatre practice provoke new debate about the place of disability in these works. The book traces the local and international processes and tensions at play in disability theatre, and offers a critical investigation of the challenges its aesthetics pose to mainstream and traditional practice. The book's first part surveys disability theatre's primary principles, critical terms, internal debates and key challenges to theatre practice. Examining specific disability theatre productions of modern drama, it also suggests how disability has been re-envisaged and embodied on stage. In the book's second part, leading disability studies scholars and disability theatre practitioners analyse and creatively re-imagine modern drama, demonstrating how disability aesthetics press practitioners and scholars to rethink these works in generative, valuable and timely ways.
The only book you need to understand the who, what, why and how of coaching in schools, with relevance for all teachers whatever their age phase or setting. Coaching is becoming an increasingly hot topic in education, with ideas and principles from sport and business coaching producing successful outcomes for teachers and trainees. This book looks at how coaching works within a school setting and how it can be applied in practice. It discusses a new TEACHER coaching model to develop a coaching culture that improves both teaching and learning, resulting in increased staff happiness and ultimately better support and outcomes for pupils. Packed with research on coaching, happiness and mindset, it focuses on simple lessons for teachers who have limited coaching knowledge as well as information for more experienced teacher-coaches. Reflective exercises are included throughout to encourage a deeper understanding of the relationship between coaching and education.
What did the Edwardians know about Spain and what was that knowledge worth? This book explores a vast store of largely unstudied primary source material to trace Spain's transformation in the British popular and economic imagination during the decades either side of the turn of the twentieth century.
More than Bombs and Bandages exposes the false assumption that military nurses only nursed. Based on author Kirsty Harris’ CEW Bean Prize-winning PhD thesis, this is a book that is far removed from the ‘devotion to duty’ stereotyping offering an intriguing and sometimes gut-wrenching insight into the Australian Army Nursing Service (AANS) during World War I. More than Bombs and Bandages provides rich pickings for all those interested in nursing history, women in the Australian military the application of medical treatments and World War I. What I enjoyed most about is Dr Kirsty Harris’s ability to reflect those nurses voices in a way that was so real – one could be there, the settings were so well understood from her research and the language kind of made a time warp in the reading. Very satisfying. As you know I have that Peter Rees book, but I could not get into it after reading the historical one. It was like comparing a great documentary to Facebook trivia!!! Rev’d Dr Barbara Oudt
This important book offers an introduction to the theory and the varying types of assessment for health care professionals. The book includes information on such topics as Where have work based assessments come from?; Why do we have different parts to the same exam like MCQs and OSCEs?; How do colleges decide who has passed or not?; Why can people pick their own assessors for their MSF?; The role of formative assessment Portfolios and their value. The book avoids jargon, is clear and succinct, and gives the pros and cons of the different assessment processes.
Between 1803 and 1853, some 80,000 convicts were transported to Van Diemen’s Land. Revising established models of the colonies, which tend to depict convict women as a peculiarly oppressed group, Gender, crime and empire argues that convict men and women in fact shared much in common. Placing men and women, ideas about masculinity, femininity, sexuality and the body, in comparative perspective, this book argues that historians must take fuller account of class to understand the relationships between gender and power. The book explores the ways in which ideas about fatherhood and household order initially informed the state’s model of order, and the reasons why this foundered. It considers the shifting nature of state policies towards courtship, relationships and attempts at family formation which subsequently became matters of class conflict. It goes on to explore the ways in which ideas about gender and family informed liberal and humanitarian critiques of the colonies from the 1830s and 1840s and colonial demands for abolition and self-government.
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