Class Dynamics in Later Life examines the extent that older persons, despite their estrangement from the productive process, are still dynamically engaged in class structuring and action. It argues that class remains a key differentiating factor in older people's lives. Contrary to conventional assumptions which presuppose that class mobility cannot occur unless retirees re-enter the labour market, the book argues that class formation is truly alive and kicking in later life.
This first truly comprehensive interdisciplinary, international critique of theory and practice in lifelong learning as it relates to later life is an absolute tour de force. Alexandra Withnall, Universities of Warwick and Leicester, UK. This is a book that needed to be written: it provides a most thorough and skilful analysis of a comprehensive range of contemporary literature about learning in later life from many localities and countries of the world. Peter Jarvis, Professor Emeritus, University of Surrey Impressive in its scope this handbook seeks to describe older learning critically within the lifelong learning literature at the same time that it makes a strong and persuasive case for taking older learning seriously in our postmodern world. Kenneth Wain, University of Malta Lifelong learning in later life is an essential handbook for a wide range of people who work alongside older adults in varied contexts. This handbook brings together both orthodox approaches to educational gerontology and fresh perspectives on important emerging issues faced by seniors around the globe. Issues discussed include the social construction of ageing, the importance of lifelong learning policy and practice, participation in later life learning, education of marginalised groups within older communities, inter-generational learning, volunteering and ‘active ageing’, the political economy of older adulthood, learning for better health and well-being, and the place of seniors in a learning society. Brian Findsen is a professor of adult education, Faculty of Education, University of Waikato, Hamilton, New Zealand. His writings are usually constructed within a social justice framework such as The Fourth Sector: Adult and Community Education in Aotearoa New Zealand (edited with John Benseman and Miriama Scott in 1996) and Learning later (2005). Marvin Formosa is a lecturer in the European Centre for Gerontology, University of Malta, Msida, Malta. In addition to various articles focusing on critical educational gerontology, recent and forthcoming books include Social Class Dynamics in Later Life (2009) and Social Class in Later Life: Power, Identity and Lifestyle (with Paul Higgs, 2012).
Malta has an extensive formal care provision. In the field of ageing there is a wide range of services available for the elderly and for their carers aimed at improving the quality of life of the elderly while maintaining them in their own homes, community and environment. However, the majority of care for the elderly is still provided by the family members. This publication is the first nation-wide report concerning the state of family members taking care of older relatives in the Maltese Islands. It investigates the socio-economic conditions of these carers while analysing their changing role and status, their needs and problems resulting from the various changes which Maltese society and family are passing through.
This is the first book to interpret the African dimension of contemporary Hispanic literature. Equatorial Guinea, a former Spanish colony, is the only African country in which Spanish is an official language and which has a tradition of literature in Spanish. This is a study of the literature produced by the nation’s writers from 2007 to 2013. Since its independence in 1968, Equatorial Guinea has been ruled by dictators under whom ethnic differences have been exacerbated, poverty and violence have increased, and critical voices have been silenced. The result has been an exodus of intellectuals—including writers who express their national and exile experiences in their poems, plays, short stories, and novels. The writers discussed include Juan Tomás Ávila Laurel, Donato Ndongo-Bidyogo, and Guillermina Mekuy, among others.
First Published in 2002. This guide introduces students and scholars to the literature on Palestrina as well as the complicated history of the publication of his works. This bibliography is divided into four primary sections: historical background on musical, social, and cultural life; biographical literature; studies of sources, music, and style; and reception history. They are divided roughly into the periods dating from Palestrina's lifetime to about 1750; from about 1750 to about 1914; from 1914 to the present. This title also contains historical research on performance conditions and practices as they would have applied in Palestrina's time.
This general history, based on archival and monographic sources, some of which were not available to earlier writers, is designed to be a balanced and comprehensive synthesis. Seldom does a historian come upon a richer mix of colorful personalities, dramatic action, Byzantine intrigue, and momentous historical issues." "The impact of Americans on China during the war was enormous. Much of U.S. activity in China, because of inadequate knowledge of China's culture, government, and military capabilities, was harmful to China and Chiang's regime. Moreover, U.S. efforts to induce Chiang to make reforms designed to improve his regime's war effort and chances for post-war survival were ineffective." "The sulfurous American General Joseph Stilwell, assigned to serve as Chiang's chief of staff, underestimating the fighting ability of the Japanese and disregarding Chiang's advice, followed a strategy in the first Burma campaign that contributed to the loss of Chiang's best divisions and the chance of holding north Burma. Stilwell's obsessive demand for a new Burma campaign involved him in bitter controversies with Chiang, the British, and U.S. Air Commander Claire Chennault." "When the British demanded that Stilwell be removed from Burma, he, with Roosevelt's support, demanded that Chiang turn over to him the command of China's armed forces, which was equivalent to control of China. But Americans could not enforce this demand on Chiang, who expelled Stilwell from China. Ambassador Patrick Hurley then attempted to arrange a coalition government between Chiang and the Communists, a proposal Chiang rejected." "At Roosevelt's insistence, Chiang allowed America to send U.S. personnel, the "Dixie Mission," to the Communist headquarters at Yennan. Mao Tse-Tung convinced Foreign Service Officer John Service and others that he sought a cooperative relationship with America (in order, among other reasons, to reduce his dependence on Russia). Before Stilwell's dismissal Americans had decided to arm the Communists, but the removal of Stilwell defeated that purpose, and U.S. aid continued to go exclusively to Chiang. It appeared that the ideological preferences of Americans brought about a postponement of cooperation with the ultimately victorious Chinese Communists, despite an eventual common interest in keeping Soviet influence in East Asia in check." "This comprehensive study is illustrated and includes a chronology, glossary, bibliography and index."--BOOK JACKET.Title Summary field provided by Blackwell North America, Inc. All Rights Reserved
The closeness of family and the nurturing of friendships are an inevitable part in any person's development as well as a myriad of different characters one meets during one's lifetime, which can bode well or have unforeseen consequences. So it was with our protagonist. John Michael Morgan's thirst for a Catholic universe burned within him in which he envisioned a better world as he entered the sacred calling of priesthood. The intelligence he conveyed to his congregants earned him their love and was noticed by the church hierarchy which catapulted him to Rome and the Vatican. But doubts began to pervade his faith when answers to his uncertainties could not be reasonably given. His world of God and church came tumbling down and changed his life forever. Without his white collar that defined him, he entered into a new persuasion of thought and purpose which propelled him to heights he could never have anticipated. Filled with a new resolve, John Michael Morgan changed the unchangeable but not without significant life altering events. He is thrown into a world of intrigue, conspiracy, murder, political power and love.
This book outlines the lives and achievements of one hundred entertainers and athletes, mostly Americans, who served their nations well, both in times of war and in times of peace. It spans the period from the Spanish American War, 1898, up to 2020, but concentrates most heavily on World War II. The book was initiated in response to an apparent difference noted between the reactions of entertainers and athletes to the events of September 11, 2001, and those following the attack on Pearl Harbor on December 7, 1941. It began as an effort to understand who those earlier people were, what they did, and why; to identify the one hundred who did the most during World War II; and to rank them in accordance with their achievements. This proved to be an impossible task since there was no way to identify the one hundred, and there was no common basis for comparison: some were truly heroic, some were wounded and some killed, while others simply served to the best of their abilities. The best that could be done was to categorize the men and women selected and subjectively rank them with their peers. Over time, this effort expanded to be more inclusive: touching lightly upon the Spanish American War, World War I, the Korean War, Vietnam, the war on terror, and upon more recent events. Some of those presented herein served before becoming famous, some after; some volunteered and some were drafted, while others served as civilians in their chosen fields. Two became presidents of the United States. Three won the Congressional Medal of Honor. Aside from their service, however, these were truly remarkable men and women whose stories deserve to be told if for no other reason than to give us a glimpse into the kinds of people who made the United States the greatest nation in the history of the world.
Traumatized as a child, Marty Wilkens struggles to come to grips with himself and to understand the dark forces driving his life. He may have been seen as living a normal childhood. But inwardly, Marty lived in a world of his own creation. It was a dark and dangerous world which influenced everything he thought and did and which ultimately framed his perception of himself—small, weak, not very bright, and always a failure. Fortified by one misadventure after another, that perception was firmly implanted in his mind. All that changed, however, when Marty joined the US Navy where, removed from his childhood environment, he was able to gauge himself against other boys his own age. And he found that he wasn’t what he thought he was. Instead, he was a strong, confident, popular, successful, and typical young sailor— that is, until his childhood trauma came back to haunt him, this time with a vengeance that all but destroyed his life. Returning home after his service, he found that nothing had changed and soon was again the boy he once was but now driven to succeed, if for no other reason than to prove to himself that he could do it. Faced with a choice of majors, he chose electronic engineering because it was thought to be the most difficult course of study. Later, sensing that something was wrong with him emotionally, and deeming it psychological, he embarked on a private journey, hoping to unearth the root cause of his problems. After reading several books on psychology, he attempted self-analysis. The effects were devastating. He became paranoid and began having thoughts of suicide. Ultimately, an unexpected event forced him to confront the truth, and his childhood trauma was finally brought into the light of day.
This survey text presents the Western intellectual tradition within a chronology of political history. Known for its accessible writing style, Western Civilization appeals to students and instructors alike for its brevity, clarity, and careful selection of content. New technology resources, including Houghton Mifflin's Eduspace course management system, make learning more engaging and instruction more efficient.In the Eighth Edition, several new pedagogical features support students throughout the term. Chapter-opening focus questions direct students to important themes, while a glossary reinforces key terms and concepts. New icons in the text direct students to online resources such as maps, primary sources, and practice test questions. In addition, the new edition retains many popular features, including comparative timelines, full-color maps with physical geography essays, and primary source excerpts.
This will help us customize your experience to showcase the most relevant content to your age group
Please select from below
Login
Not registered?
Sign up
Already registered?
Success – Your message will goes here
We'd love to hear from you!
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.