Arab Modernism as World Cinema explores the radically beautiful films of Moroccan filmmaker Moumen Smihi, demonstrating the importance of Moroccan and Arab film cultures in histories of world cinema. Addressing the legacy of the Nahda or “Arab Renaissance” of the nineteenth and early twentieth century—when Arab writers and artists reenergized Arab culture by engaging with other languages and societies—Peter Limbrick argues that Smihi’s films take up the spirit of the Nahda for a new age. Examining Smihi’s oeuvre, which enacts an exchange of images and ideas between Arab and non-Arab cultures, Limbrick rethinks the relation of Arab cinema to modernism and further engages debates about the use of modernist forms by filmmakers in the Global South. This original study offers new routes for thinking about world cinema and modernism in the Middle East and North Africa, and about Arab cinema in the world.
Through a shrewd analysis of the historical experience of imperialism and settler colonialism, Limbrick draws new conclusions about their effect on cinematic production, distribution, reception and filmic discourse.
We have constant reminders of how hospitals, schools, care homes, GPs, social services, etc damage service users by failing to work together. People who run commercial organisations take collaboration in their stride and do it well, but many managers of public services wrongly assume it is impossible.As UK public services are downgraded by the coalition government in favour of social enterprises and private bodies, a formula for joint working becomes ever more essential. Peter Limbrick takes up the challenge, contrasting vertical organisations, characterised by top-down power, with the horizontal landscapes that must be cultivated between them. Here skilled leadership replaces hierarchical authority and space is created for the user's voice to be heard loud and clear. Horizontal teamwork in a vertical world explores why agencies do not collaborate and offers a guide to managers for creating coherent support for the multitude of people who need help from two or more agencies at the same time.
Arab Modernism as World Cinema explores the radically beautiful films of Moroccan filmmaker Moumen Smihi, demonstrating the importance of Moroccan and Arab film cultures in histories of world cinema. Addressing the legacy of the Nahda or “Arab Renaissance” of the nineteenth and early twentieth century—when Arab writers and artists reenergized Arab culture by engaging with other languages and societies—Peter Limbrick argues that Smihi’s films take up the spirit of the Nahda for a new age. Examining Smihi’s oeuvre, which enacts an exchange of images and ideas between Arab and non-Arab cultures, Limbrick rethinks the relation of Arab cinema to modernism and further engages debates about the use of modernist forms by filmmakers in the Global South. This original study offers new routes for thinking about world cinema and modernism in the Middle East and North Africa, and about Arab cinema in the world.
This book was conceived as an attempt to bring together from as many English sources as survive a comprehensive account of emigration to the New World from its beginnings to 1660"--Introduction.
Making a sharp break with dominant contemporary readings of David Hume's scepticism Peter S. Fosl offers an original and radical interpretation of Hume as a thoroughgoing sceptic on epistemological, metaphysical and doxastic grounds. He does this by first situating Hume's thought historically in the sceptical tradition and goes on to interpret the conceptual apparatus of his work - including the Treatise, Enquiries, Essays, History, Dialogues and letters.
The book highlights alternatives beyond psychiatry, current possibilities for self-help for individuals experiencing madness or depression, and strategies toward implementing humane treatment. Sixty-one authors (ex-) users and survivors of psychiatry, therapists, psychiatrists, lawyers, social scientists and relatives from all five continents report about their alternative work, their objectives and successes, and their individual and collective experiences. +++ These are the main questions addressed by the 61 authors from all five continents: What helps me if I go mad or depressive? / How can I find trustworthy help for a relative or a friend in need? / How can I protect myself from coercive treatment? / As a family member or friend, how can I help? / What should I do if I can no longer bear to work in the mental health field? / What are the alternatives to psychiatry? / How can I get involved in creating alternatives? / Assuming psychiatry would be abolished: what do you propose. instead of psychiatry?
If you enjoy the occasional pub meal, a drink at the bar, or if you're interested in Lancashire's social history, you're sure to find something entertaining in Peter Thomas's introduction to the county's pubs. It opens with a round-up of the history of brewing, pubs and ale-selling, and a section on Lancashire's pub signs, though most of the book is dedicated to an A-Z of over fifty of the most interesting inns. Their history, architecture, ghosts and associated legends are all featured, as well as the exploits of their famous and infamous landlords and landladies. Peter's exhaustive research has resulted in a gem of a book which brings together the proud history, traditions and customs associated with Lancashire hostelries; from ale tasting at the Plough at Eaves to the Britannia Coconut Dancers at the Crown Inn at Bacup. A fascinating journey, with plenty of refreshment stops along the way, this will appeal to anyone with an interest in local history, and those who'd like to know more about the convival surroundings in which they might enjoy a pint.
Few subjects in European welfare history attract as much attention as the nineteenth-century English and Welsh New Poor Law. Its founding statute was considered the single most important piece of social legislation ever enacted, and at the same time, the coming of its institutions – from penny-pinching Boards of Guardians to the dreaded workhouse – has generally been viewed as a catastrophe for ordinary working people. Until now it has been impossible to know how the poor themselves felt about the New Poor Law and its measures, how they negotiated its terms, and how their interactions with the local and national state shifted and changed across the nineteenth century. In Their Own Write exposes this hidden history. Based on an unparalleled collection of first-hand testimony – pauper letters and witness statements interwoven with letters to newspapers and correspondence from poor law officials and advocates – the book reveals lives marked by hardship, deprivation, bureaucratic intransigence, parsimonious officialdom, and sometimes institutional cruelty, while also challenging the dominant view that the poor were powerless and lacked agency in these interactions. The testimonies collected in these pages clearly demonstrate that both the poor and their advocates were adept at navigating the new bureaucracy, holding local and national officials to account, and influencing the outcomes of relief negotiations for themselves and their communities. Fascinating and compelling, the stories presented in In Their Own Write amount to nothing less than a new history of welfare from below.
What does it actually mean to teach an inclusive mixed-ability class? From the author of the classic teacher text Commonsense Methods for Children with Special Needs this new book from Peter Westwood fully acknowledges what is feasible and useful to teachers in today’s inclusive classroom. This insightful teaching resource promotes a fully inclusive approach to teaching the common curriculum to all, while acknowledging differences among learners in relation to intelligence, gender, socioeconomic background, cultural background, language skills and disabilities. Drawing on the underlying principles of inclusive education, and on curriculum and learning theories, Westwood discusses in detail the challenge of diversity in the classroom. The author presents in practical terms an adaptive approach to teaching that can respond, when necessary, to differences among students. Accessible chapters in this book present: sound pedagogical practice linked with adapting curriculum content; helpful teaching methods; a range of resource materials; useful assessment procedures; support for learning. The writer draws appropriately on international research and current learning theories to support this approach, whilst each chapter contains an up-to-date list of online and print resources easily available to teachers who wish to pursue topics in greater depth. This book will be of interest to both practising and trainee teachers and teaching assistants, as well as school principals, school counsellors and educational psychologists.
What are learning disorders? How can schools endeavour to address these disorders in today’s inclusive classrooms? This book answers these important questions in practical terms and discusses in detail the instructional needs of students with dyslexia, dysgraphia, dyscalculia, dyspraxia and other significant disorders that affect learning. Peter Westwood draws on international research literature to provide supporting evidence of best practices. The book is unique in linking the teaching methods recommended for overcoming learning problems directly to each of the three tiers of support in the Response-to-Intervention Model. It presents examples of effective whole-class teaching, intensive small group instruction and individual tutoring, as well as addressing key topics such as: educational progress of students with learning disorders; principles for teaching dyslexic students; difficulties with writing and spelling; developing students’ numeracy skills; specific intervention strategies; nonverbal learning disabilities. Learning Disorders will be of interest to practising teachers, trainee teachers, teaching assistants, educational psychologists, school counsellors and parents. It will also provide valuable insights for any school planning to upgrade its support system for students with special educational needs.
What does it actually mean to teach an inclusive mixed-ability class? From the author of the classic teacher text Commonsense Methods for Children with Special Needs this new book from Peter Westwood fully acknowledges what is feasible and useful to teachers in today’s inclusive classroom. This insightful teaching resource promotes a fully inclusive approach to teaching the common curriculum to all, while acknowledging differences among learners in relation to intelligence, gender, socioeconomic background, cultural background, language skills and disabilities. Drawing on the underlying principles of inclusive education, and on curriculum and learning theories, Westwood discusses in detail the challenge of diversity in the classroom. The author presents in practical terms an adaptive approach to teaching that can respond, when necessary, to differences among students. Accessible chapters in this book present: sound pedagogical practice linked with adapting curriculum content; helpful teaching methods; a range of resource materials; useful assessment procedures; support for learning. The writer draws appropriately on international research and current learning theories to support this approach, whilst each chapter contains an up-to-date list of online and print resources easily available to teachers who wish to pursue topics in greater depth. This book will be of interest to both practising and trainee teachers and teaching assistants, as well as school principals, school counsellors and educational psychologists.
Tertiary economics and business education started early in Australia but was not organised on a faculty basis until the 20th century. Commerce and business teaching at Sydney University began in 1906, and from 1920 was taught in the Faculty of Economics, together with public administration and accounting. Its progress for the next 80 years is chronicled in this comprehensive history of the Faculty of Economics.
This book is a guide to teaching reading more effectively to a wide range of children. It presents various research-supported approaches to teaching, explains why learning problems sometimes occur, and what can be done to prevent or overcome these difficulties.-- back cover, ed.
The sixth edition of this comprehensive yet concise Rosen & Barkin’s 5 Minute Emergency Medicine Consult pulls together up-to-date and evidence-based practice guidelines for easy use in a busy emergency department. In just two brief, bullet-friendly, clutter-free pages, you can quickly decipher the information you need to confirm your diagnosis, order tests, manage treatment and more!
Bringing together case studies from Europe, Africa and North and South America, this book makes a fresh assessment of the role of the individual and the state in land development. It discusses a range of issues related to land reform, land development and land management, providing a unique reflection of the current state of research. Particular emphasis is laid on the implementation of sustainable processes of land development as an integrated principle of land management. The book examines the rights of the land users and addresses a number of issues relating to sustainability and land development, ranging from emerging land markets and environmental issues, through to natural resource development. The case studies provide practical examples of the application of land reform and land development to land management.
First Published in 2005. All teachers recognise how crucial is the acquisition of good reading skills. This book will help teachers understand how pupils learn and will help them to meet those pupils' different needs through appropriate intervention. It includes: Clear explanation of different learning difficulties; Guidelines on types of assessment; Advice on how to select the best type of intervention and support. For teachers, TAs, Numeracy Co-ordinators and SENCOs.
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