This book outlines the history of rickets, a disease commonly associated with childhood, and studies its association with race and its long-reaching effects on childbirth. For centuries, the condition was poorly understood. For females, rickets could pose a double jeopardy: suffering in childhood and severe danger in adulthood when giving birth. The disease could result in a contracted pelvis that obstructs the birth canal. Medical researchers were faced with two distinct challenges: unravelling the etiology of rickets and ensuring the safety of women giving birth--both proved especially difficult. Thought variously to be a disease of industrial cities and children of the poor, grounded in lack of exercise or sunlight, or the of product racial difference, the condition defied analysis until the discovery of vitamin D early in the 20th century. The dangers of rickets radically diminished. Medical intervention in childbirth continued, and childbirth increasingly shifted from the home to the hospital. Medical practitioners justified intervention by emphasizing the dangers of pelvic disproportion, continually enlarging the definition to gain full control of birth. Often conditioned by racial assumptions, surgical experimentation promoted common use of anesthesia and a radical increase in caesarean sections, and birth became a colder, more clinical experience.
The key purpose of school leadership is to improve learning. What Works in School Leadership? examines research evidence and leadership models that focus on learning and provides resources that will help readers to understand their school’s culture and develop strategies to change and improve their schools. It introduces and explains contemporary research, leadership theories and real-world examples to identify what works (and doesn’t work) in school leadership. Recognising that leadership occurs at all levels in schools, this book addresses factors that underpin successful distributed, middle and team leadership. Chapters identify how leaders can effectively recruit, retain and motivate their staff, as well as the ways in which professional development can be supported. Key aspects of inclusive leadership that address diversity and equity are also considered in depth. Each school is unique and there is no magic formula that will guarantee instant results in every school; with this in mind, What Works in School Leadership? provides readers with a range of research evidence and resources to enable them to select strategies that will create a positive learning environment for staff and pupils at their own school. This is essential reading for school leaders, those aspiring to leadership and anyone studying or researching school leadership.
Thoreau in his early career did not consider nature a worthy subject for his pen. Beginning with only a superficial knowledge of nature--even while living at Walden Pond--he later began to study the subject more intensely in 1849. Over the next dozen years, he applied himself especially to botany and ornithology, seeking to integrate knowledge into the larger patterns of life. Independently deriving what today would be considered an ecological worldview, Thoreau devoted the last years of his writing career to nature studies, written in his own distinctive voice. In this revised edition of a standard study of Thoreau and nature, the author traces the origins and development of Thoreau's shift in viewpoint and his painstaking efforts thereafter.
Sherlock Holmes Mystery Magazine #30 is back with a special fiction issue featuring 6 Sherlock Holmes stories and a Mr. Moto story! FEATURES: FROM WATSON’S NOTEBOOKS, by John H Watson ASK MRS HUDSON, by (Mrs) Martha Hudson SCREEN OF THE CRIME, by Kim Newman I’LL TAKE A PASS ON THE CURRIED MUTTON, THANK YOU, by O’Neill Curatolo BARTITSU, THE REVIVED MIXED-MARTIAL ART OF SHERLOCK HOLMES, by Elizabeth Crowens FICTION: THE PARIS BARGAINS, by Hal Charles THE ADVENTURE OF THE BOOBY-TRAPPED BOOTS, by Jeffrey A. Lockwood THE SIGN OF THE THREE, by MYCROFT HOLMES AND THE BLACK HEART OF LONDON, by J.G. Grimmer THE LAST COLONEL MORAN STORY, by Rafe McGregor THE PROBLEM AT THE MUSÉE DU LOUVRE, by Gary Lovisi ONE MEDIUM, WELL DONE, by Frank Emerson MR. MOTO AT MANZANAR, by George Zebrowski
Does where you have lived help shape who you become? A book that will tug at the heart strings and make you smile... In this unique anthology of memories, famous faces from the worlds of television, music, film and books reveal insightful, sometimes surprising and often funny stories about places from their pasts. Touching on childhood, love, loss and happiness, the deeply personal memories have never been shared before. With original contributions from: Fearne Cotton, Nigel Havers, Cherie Blair, Jo Brand, Deborah Moggach, Sir Tony Robinson, Bill Oddie, Lembit Opik, Rowan Coleman, Fenella Fielding, Lorraine Kelly and many more...
The author discusses how thinking programmes, learning activities and teachers' pedagogy in the classroom can fundamentally affect the nature of pupils' thinking, and considers the effects of the learning environment created by peers and teachers.
The purchase of this ebook edition does not entitle you to receive access to the Connected eBook on CasebookConnect. You will need to purchase a new print book to get access to the full experience including: lifetime access to the online ebook with highlight, annotation, and search capabilities, plus an outline tool and other helpful resources. Designed primarily for the international lawyer and international law student, this one-of-a-kind text introduces readers to legal analysis and communications used in the U.S. With customized exercises, examples, and illustrations, the authors, who together have more than seven decades of experience teaching legal writing, provide detailed instruction on the types of legal writing that international lawyers are most likely to engage in with U.S. lawyers. Organized for optimizing skills-building, the text begins with a contextual overview of the court system and the civil litigation process in the U.S., and then moves to structuring and communicating an objective analysis, briefing a case, and doing statutory analysis. The text delivers practical guidance on writing client letters, demand letters, office memos, and electronic correspondence. The authors emphasize structure, planning, and ethics in educating about the legal writing process. New to the Third Edition: New co-author Katrina Lee, Clinical Professor of Law, Director of LL.M. Legal Writing, Director of Program on Dispute Resolution, The Ohio State University Moritz College of Law; and former President of the Association of Legal Writing Directors Reorganized and streamlined chapters for a stronger and more concise presentation Expanded coverage of legal writing skills related to how to structure and formulate an objective legal analysis; how to write a formal office memo, client letters, and demand letters; and how to write professional emails and e-memos New mini TOCs at the start of each chapter that provide a handy "roadmap" of topics covered Updated material throughout Professors and students will benefit from: Detailed and summary table of contents, plus chapter roadmaps Glossary of terms for international readers Overviews of the U.S. government and court system, the common law system, and the civil litigation process Clear exposition supported by numerous exercises that cover the types of legal writing international lawyers are most likely to use Emphasis on an ethical, thorough, and structured writing process
In this social history of the development of modern gynecology in the mid-19th century, McGregor (history, women's studies, U. of Illinois-Springfield) reflects the attitudes and practices of the day through the controversial career of J. Marion Sims, the father of gynecology. Includes illustrations of early medical practitioners and establishments (in particular, New York's Woman's Hospital). Annotation copyrighted by Book News, Inc., Portland, OR
Many young people failed by the school system are those who face a range of social and economic challenges due to multiple forms of injustice. This book provides an insight into the educational practices that work to re-engage young people who have become disenchanted with traditional schooling. It examines the lives of students and workers who participate in education sites on the fringes of mainstream education, and includes a rich tapestry of personal experiences from those who have been failed by their schooling experiences. The book draws upon research of international relevance conducted in a range of ‘Flexible Learning Centres’ and ‘democratic schools’ in Australia and the UK; it suggests that improving the retention levels of young people in formal education will require schooling practices to change. Students who have become disengaged from mainstream schooling do re-engage in the learning process of many alternative schools, indicating that teaching practices and forms of organisation which work in alternative sites can also provide lessons for mainstream schooling, thereby encouraging a more socially just education system. Included in the book: contexts of contemporary schooling who chooses flexible learning centres and why democratic schools: students and teachers working together teaching in ‘the margins’ case studies: ‘oppositional alternatives’. All young people have the capacity to learn and to enjoy learning; they do not ‘fail school’, rather, schools fail them. The teachers, workers and students who have shared their stories provide significant insights into how we might change this situation, and the book will be invaluable reading for postgraduates and researchers in the fields of education, the sociology of education, school reform and social work.
Two Degrees reviews the current science and predictions for global warming and looks at what steps can be taken to design the built environment to mitigate the extent of global warming and to adapt to inevitable changes in climate.
The word kua‘âina translates literally as "back land" or "back country." Davianna Pômaika‘i McGregor grew up hearing it as a reference to an awkward or unsophisticated person from the country. However, in the context of the Native Hawaiian cultural renaissance of the late twentieth century, kua‘âina came to refer to those who actively lived Hawaiian culture and kept the spirit of the land alive. The mo‘olelo (oral traditions) recounted in this book reveal how kua‘âina have enabled Native Hawaiians to endure as a unique and dignified people after more than a century of American subjugation and control. The stories are set in rural communities or cultural kîpuka—oases from which traditional Native Hawaiian culture can be regenerated and revitalized. By focusing in turn on an island (Moloka‘i), moku (the districts of Hana, Maui, and Puna, Hawai‘i), and an ahupua‘a (Waipi‘io, Hawai‘i), McGregor examines kua‘âina life ways within distinct traditional land use regimes. The ‘òlelo no‘eau (descriptive proverbs and poetical sayings) for which each area is famous are interpreted, offering valuable insights into the place and its overall role in the cultural practices of Native Hawaiians. Discussion of the landscape and its settlement, the deities who dwelt there, and its rulers is followed by a review of the effects of westernization on kua‘âina in the nineteenth century. McGregor then provides an overview of social and economic changes through the end of the twentieth century and of the elements of continuity still evident in the lives of kua‘âina. The final chapter on Kaho‘olawe demonstrates how kua‘âina from the cultural kîpuka under study have been instrumental in restoring the natural and cultural resources of the island.
How can you unlock your own creativity to help children learn science creatively? How do you bring the world of ‘real science’ into the classroom? Where does science fit in a creative curriculum? This second edition of Teaching Science Creatively has been fully updated to reflect new research, initiatives and developments in the field. It offers innovative starting points to enhance your teaching and highlights curiosity, observation, exploration and enquiry as central components of children’s creative learning in science. Illustrated throughout with examples from the classroom and beyond, the book explores how creative teaching can harness children’s sense of wonder about the world around them. With easily accessible chapters, it offers a comprehensive introduction to the core elements of creative science learning, supporting both teacher and child in developing scientific concepts and skills. The book explores key issues such as: • the links between scientific and creative processes • how to teach creatively, and for creativity • the role of play in early scientific learning • developing scientific understanding through drama (new) • using the outdoors in science • how theories of learning relate to children’s creative development • teaching science topics in innovative and creative ways – games, drama, role play, puppets, mini-safaris and welly walks! Stimulating and accessible, with contemporary and cutting-edge practice at the forefront, Teaching Science Creatively introduces fresh ideas to support and motivate both new and experienced primary teachers. It is an essential purchase for any professional who wishes to incorporate creative approaches to teaching science in their classroom.
It started with a cartoon--"Forgotten," by Tom May--in which a poor child, too young and innocent to understand why she had not received a Christmas present from Santa, weeps over an empty stocking. It ran on Christmas Day in 1908 in the Detroit Journal, where it caught the attention of key Detroit businessmen. Deeply moved, they entered into a solemn pact to do all within their power to prevent any Detroit child from being "forgotten." In 1914, under the leadership of James J. Brady, himself a former newsboy, the Old Newsboys' Goodfellow Fund of Detroit was formed. This year, the fund celebrates 100 years of making sure there is "no kiddie without a Christmas." One such fortunate kiddie was retired Detroit News columnist Pete Waldmeir, a longtime Goodfellow who generously agreed to write the introduction to this book, Old Newsboys' Goodfellow Fund of Detroit: 100 Years.
The author discusses how thinking programmes, learning activities and teachers' pedagogy in the classroom can fundamentally affect the nature of pupils' thinking, and considers the effects of the learning environment created by peers and teachers.
Aggression is a complex issue, not least because what one person sees as an acceptable form of expressing anger or frustration may be seen by others as an aggressive act. This practical book explores the difference between positive and pathological expressions of anger, and explains how to transform your approach to dealing with aggression, both yours and other people’s. Packed full of strategies for handling relations with others, it will help transform your dealings with aggressors as you go about everyday life. Topics discussed include: - the nature of anger - passive aggression and how to recognise it - covert aggression - open aggression and outright hostility - cyber and online bullying - useful conversational gambits - empathy and why our culture needs it
This volume, companion to John Olsen: Teeming With Life (2005) which contained this artist's complete printmaking oeuvre of more than 900 editions, presents a selection of several hundred paintings and drawings created over more than four decades. Perhaps more than any other post-war artists, John Olsen and Fred Williams have helped Australians see their unique landscape and its features with fresh vision. The several hundred glorious reproductions, accompanied by an historical overview and comments drawn from the artist's diaries, is certain to provide the viewer with an unique vision of Australia and particularly the spectacular 'outback' - as well as honour the artist in his eightieth year.
“Chevonne invites you to walk with her through part of her life-journey, with all its wretchedness and heartaches and all its thrills (the saving power of the Holy Spirit)! Praise the Lord!” ~ Fr Marshall F., former parish priest of Church of the Immaculate Conception ________________________________________________________ The Wise Preacher (King Solomon) says in Ecclesiastes 1: 9 that there is nothing new under the sun. That which has been, is what will be, that which is done is what will be done; yet all of us go through the vagaries of life and it can trouble us, place us in a position of despair and hopelessness, a hell on earth. However, Chevonne McGregor’s life experience in this book can offer us hope as she has finally found her ‘Heaven on Earth’ and it begins with a relationship with this wonderful God who revealed Himself to us through his son Jesus Christ. 1 Corinthians 2:9-10 9 That is what the Scriptures mean when they say, “No eye has seen, no ear has heard, and no mind has imagined what God has prepared for those who love him.”[a] 10 But[b] it was to us that God revealed these things by his Spirit. For his Spirit searches out everything and shows us God’s deep secrets. ~Asher Ang – KCC Ministry Acts 20:24 New Living Translation (NLT) 24 But my life is worth nothing to me unless I use it for finishing the work assigned me by the Lord Jesus—the work of telling others the Good News about the wonderful grace of God.
A book on management. This title describes management styles and practices to nurture leadership ability, create effective management teams, provide better feedback, achieve high performance, and cultivate a value-driven workplace.
This is the print edition of the Answer Key for Linguistics: An Introduction by William B. McGregor. It features a full set of answers to the questions in the main textbook and supports lecturers in their teaching from the book. It is fully illustrated and features two appendices covering tasks that students can take on as independent projects.
From a back garden near Liverpool to the borders of Afghanistan, from Moscow to New York, author Paul L. McGregor takes us on a journey of discovery through fiction and journalism. A son of the working class, he presents narratives that combine fictional portraits of those who today would be called underprivileged with journalistic pieces whose countercultural commentaries offer a reminder of long-lost and much-maligned cultural, spiritual, and personal values. In these tales, McGregor recalls his parents, his childhood home, and his working-class neighbourhood in England; the collapse of the workers paradise in Russia; and meeting the saintly Fr. Ho Lung in Kingston, Jamaica. Riding a bus to the Mexican border an ex-convict gives him a lesson in dignity, and centuries-old frescoes in Italy lead him to reflect on what future awaits the Western world. By turns poetic and whimsical, this insightful collection of stories describes one mans quest to sail off into the world and share the adventure.
This book presents an unprecedented analysis of the dynamics of cultural representation and interpretation in film criticism. It examines how French critical reception of Australian cinema since the revival period of the 1970s has evolved as a narrative of perpetual discovery, and how a clear parallel can be drawn between French critics' reading of Australian film and their interpretation of an exotic Australian national identity. In French critical writing on Australian cinema, Australian identity is frequently defined in terms of extremes of cultural specificity and cultural anonymity. On the one hand, French critics construct a Euro-centric orientalist fantasy of Australia as not only a European Antipodes, but the antithesis of Europe. At the same time, French critics have tended to subordinate Australian cultural identity within the framework of a resented Anglo-American filmic and cultural hegemony. The book further explores this marginalisation by examining the influence of the French auteur paradigm, particularly in reference to the work of Jane Campion, as well as by discussing the increasingly problematic notion of national identity, and indeed national cinemas, within the universal framework of international film culture.
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