This book features an in-depth analysis of the world’s most popular movie, The Shawshank Redemption, delving into issues such as: the significance of race in the film, its cinematic debt to earlier genres, the gothic influences at work in the movie, and the representation of Andy’s poster art as cross-gendered signifiers. In addition to exploring the film and novella from which it was adapted, this book also traces the history of the Ohio State Reformatory in Mansfield, Ohio, which served as the film’s central location, and its relationship to the movie’s fictional Shawshank Prison. The last chapter examines why this film has remained both a popular and critical success, inspiring diverse fan bases on the Internet and the evolution of the Shawshank Trail, fourteen of the film’s actual site locations that have become a major tourist attraction in central Ohio.
This book features an in-depth analysis of the world’s most popular movie, The Shawshank Redemption, delving into issues such as: the significance of race in the film, its cinematic debt to earlier genres, the gothic influences at work in the movie, and the representation of Andy’s poster art as cross-gendered signifiers. In addition to exploring the film and novella from which it was adapted, this book also traces the history of the Ohio State Reformatory in Mansfield, Ohio, which served as the film’s central location, and its relationship to the movie’s fictional Shawshank Prison. The last chapter examines why this film has remained both a popular and critical success, inspiring diverse fan bases on the Internet and the evolution of the Shawshank Trail, fourteen of the film’s actual site locations that have become a major tourist attraction in central Ohio.
Reflective Practice for Teachers explores a range of key issues that you will need to engage with during your teacher preparation and early career in the classroom in order to deepen your understanding of teaching practice. Case studies and ‘What does this mean for you?’ boxes in every chapter take ideas from research and show how they can apply to the real world of teaching. This second edition has been updated with: a new chapter on assessment extended discussion of metacognition in the classroom critical perspective on what we really know about brain-based learning further coverage models of reflective practice
When Handbook of Normative Data for Neuropsychological Assessment was published in 1999, it was the first book to provide neuropsychologists with summaries and critiques of normative data for neuropsychological tests. The Second Edition, which has been revised and updated throughout, presents data for 26 commonly used neuropsychological tests, including: Trailmaking, Color Trails, Stroop Color Word Interference, Auditory Consonant Trigrams, Paced Auditory Serial Addition, Ruff 2 and 7, Digital Vigilance, Boston Naming, Verbal Fluency, Rey-Osterrieth Complex Figure, Hooper Visual Fluency, Design Fluency, Tactual Performance, Wechsler Memory Scale-Revised, Rey Auditory-Verbal learning, Hopkins Verbal learning, WHO/UCLA Auditory Verbal Learning, Benton Visual Retention, Finger Tapping, Grip Strength (Dynamometer), Grooved Pegboard, Category, and Wisconsin Card Sorting tests. In addition, California Verbal learning (CVLT and CVLT-II), CERAD ListLearning, and selective Reminding Tests, as well as the newest version of the Wechsler Memory Scale (WMS-III and WMS-IIIA), are reviewed. Locator tables throughout the book guide the reader to the sets of normative data that are best suited to each individual case, depending on the demographic characteristics of the patient, and highlight the advantages associated with using data for comparative purposes. Those using the book have the option of reading the authors' critical review of the normative data for a particular test, or simply turning to the appropriate data locator table for a quick reference to the relevant data tables in the Appendices. The Second Edition includes reviews of 15 new tests. The way the data are presented has been changed to make the book easier to use. Meta-analytic tables of predicted values for different ages (and education, where relevant) are included for nine tests that have a sufficient number of homogeneous datasets. No other reference offers such an effective framework for the critical evaluation of normative data for neuropsychological tests. Like the first edition, the new edition will be welcomed by practitioners, researchers, teachers, and graduate students as a unique and valuable contribution to the practice of neuropsychology.
This book discusses the educational systems into which students with refugee backgrounds are placed when relocated into many of their new homelands. It discusses the current climate of neo liberalism which pervades schooling in many western countries and the subsequent impact on curriculum focus and teaching strategies. It proposes ways in which these students, who are currently the most vulnerable students in school, can be educated with policies and perspectives which respect the diversity and uniqueness that characterises the world today as the result of the global unrest and subsequent diaspora. The impact of power, politics, people and pedagogies on the prospects of these is investigated and a model for holistic education, which includes the wisdom and care of pedagogical love is discussed as way in which a more human and compassionate approach to education for these and all students of difference can be integrated into school communities despite neo liberal imperatives in education. Research indicates that schools which are spaces of safety and belonging, through leadership of care and empathy, can provide successful educational opportunities for students who have asylum seeker and refugee backgrounds and experiences.
The persons in America who were the most opposed to Great Britain had also, in general, distinguished themselves by being particularly hostile to Catholics." So wrote the minister, teacher, and sometime-historian Jonathan Boucher from his home in Surrey, England, in 1797. He blamed "old prejudices against papists" for the Revolution's popularity - especially in Maryland, where most of the non-Canadian Catholics in British North America lived. Many historians since Boucher have noted the role that anti-Catholicism played in stirring up animosity against the king and Parliament. Yet, in spite of the rhetoric, Maryland's Catholics supported the independence movement more enthusiastically than their Protestant neighbors. Not only did Maryland's Catholics embrace the idea of independence, they also embraced the individualistic, rights-oriented ideology that defined the Revolution, even though theirs was a communally oriented denomination that stressed the importance of hierarchy, order, and obligation. Catholic leaders in Europe made it clear that the war was a "sedition" worthy of damnation, even as they acknowledged that England had been no friend to the Catholic Church. So why, then, did "papists" become "patriots?" Maura Jane Farrelly finds that the answer has a long history, one that begins in England in the early seventeenth century and gains momentum during the nine decades preceding the American Revolution, when Maryland's Catholics lost a religious toleration that had been uniquely theirs in the English-speaking world and were forced to maintain their faith in an environment that was legally hostile and clerically poor. This experience made Maryland's Catholics the colonists who were most prepared in 1776 to accept the cultural, ideological, and psychological implications of a break from England.
This text offers a comprehensive portfolio of approaches to support young children with refugee backgrounds. It covers trauma-informed pedagogies, transitioning to school, authentic inclusion, play, social and emotional learning, and intergenerational trauma. In early childhood centres around the world, teachers and directors can be uncertain of how to meet the needs of newly arrived children. Based on empirical research in five countries, this book offers insights from early childhood educators who are working hard to support families and young children with refugee and asylum-seeker experiences. It illustrates the link between theory and practice and the importance of developing culturally sensitive classroom strategies to effectively support the emotional and cognitive needs of multilingual, multicultural students whose common experiences may only include displacement, trauma, and loss. Rather than offering a measure for ‘success,’ this book shares the knowledge and experience of practitioners who understand the work and the very particular circumstances of these children’s lives. The authors bring these perspectives together in order to inspire other professionals who face this challenging work, encouraging the reader to reflect, to consider how relevant some of the ideas may be in their own contexts, and to contemplate the principles which allow their professional actions to make a difference. This book is an essential resource for early childhood educators and leaders who want to ‘open the door’ to genuinely inclusive, empathetic, and supportive practice. It will be of great interest to researchers and postgraduate students in the fields of early childhood and primary education.
Mind Over Bladder is a trusted and informative guidebook for bladder control, written with respect and humor by a nationally known urogynecologist, revised and expanded for the 21st century woman. Urinary Incontinence plagues millions of women worldwide, vastly more women than men. The reasons for this are many, including we have children, go through menopause and our anatomy is pretty different. Since these issues affect approximately 30-40% or greater of all women, can include issues with prolapsing organs (bladder, uterus, rectum) and can limit a woman’s freedom and ability to live a full and active life, an actual guidebook seemed not only necessary but overdue. Mind Over Bladder answers this need. Informative, respectful and written with humor by a leading urogynecologist, Mind Over Bladder asks and answers the question of “What is incontinence and what can I do about it?”. This unique approach begins at the beginning takes women through basic bladder and pelvic plumbing to getting a diagnosis and formulating a treatment plan. Mind Over Bladder arms women with information and practical solutions to help lead better, drier and happier lives.
This book engages mind and body, with its narrative and beautiful, visual imagery of the landscape, which is located in an English, un-commercialised, seaside town. The two central character's Anna and Jo meet at dawn on a coastal cliff path, after a sonic boom has woken them both from sleep. This 'bang' ricochets and has a ripple effect, not only on these two women, but also the other main characters that witness their 'meeting' and become drawn into their worlds. The imaginative mystery, becomes a multi-layered riddle, wherein the lives of the characters are each given room to lap in and out of one another, creating windows that lead into dreams and reality as if everything is in some way connected. The repercussions of the 'bang' in these peoples lives is significant and fundamentally changes their own journey, as each individual experiences the turning tide within themselves. This is not a single story, but several or more stories each being spun concurrently.
UNITED STATES OF AMERICA, 2041 A.D. Eustace Fargo’s new justice system has been in effect for eight years. The old days of waiting times and backlogs are over: judgement is quick, and sentencing is instantaneous. The old police academies have all shut down, and the new order is triumphant. But are things any better? Unrest is worse than ever. Criminals are more likely to kill rather than be caught. There’s a war coming for the streets…
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