When strong-headed and fiercely independent Brooke Thompson gets a call from her estranged mother Kim, her world is turned upside down. Kim has cancer. So Brooke leaves the life she knows and loves in New York City to move in with her mother in the small, oceanside town of Sansville, Georgia. Determined to keep everyone at a distance, Brooke continues her partying ways that she had in New York City. But with the help and support of friends, Brooke's icy heart begins to melt as she falls for local boy Logan Meadows. Through his unwavering faith and gentle heart, Brooke sees a new side in herself and begins to understand what God's love and forgiveness truly is.
Now in its second edition, Britain since 1688 is an accessible and comprehensive introduction to British History from 1688 to the present day that assumes no prior knowledge of the subject. Chronological in structure yet thematic in approach, the book guides the reader through major events in British history from the Glorious Revolution of 1688, offering extensive coverage of the British Empire and continuing through to recent events such as Britain’s exit from the European Union. Fully revised and updated using the most recent historical scholarship, this edition includes discussion of the Brexit referendum and Britain’s subsequent exit from the European Union, along with increased coverage of Britain’s imperial past and its legacy in the present. New sidebars on themes such as race, immigration, religion, sexuality, the presence of empire and the experience of warfare are carried across chapters to offer students current and relevant interpretations of British history. Written by a team of expert North American university professors and supported by textboxes, timelines, bibliographies, glossaries and a fully integrated companion website, this textbook provides students with a strong grounding in the rich tapestry of events, characters and themes that encompass the history of Britain since 1688.
Contributing to the growing debates on children and media worldwide, Little Friends explores the pervasive presence of film culture in the lives of children in China. The book also introduces the work of the little-known Children's Film Studio and the Film Course, a reform-period attempt by Chinese filmmakers and policy leaders to control the media to which schoolchildren were exposed. Stephanie Donald uses expansive firsthand interviews, children's drawings, and film history to tell a compelling cinematic story before it is forgotten in the onrush of globalized culture. She is especially careful to bring in the interests and experiences of children themselves. The book follows the trajectory of contemporary media analysis in privileging the use as well as the content of media. The author's "turn" to the end-user enriches her discussion of media literacy, cultural competencies, and--perhaps especially in the Chinese case--consideration of the desired uses of media in relation to state priorities and social expectations. This is a trend that belongs to an era of digital experimentation and commercial development; in interactive television, streamed news and entertainment, and the multiple, unintended uses of Internet and mobile technologies. Notwithstanding the contemporary context, Donald's arguments consider a range of media deployment that, although not especially new in technological terms, offer new insights into a formalized Chinese media system for children. Scholars and students of Asian and children's film and education will find this unique work a fascinating window into Chinese culture and society and a provocative exploration of media culture.
Choice Outstanding Academic Title 2018 The Wizard of Oz brought many now-iconic tropes into popular culture: the yellow brick road, ruby slippers and Oz. But this book begins with Dorothy and her legacy as an archetypal touchstone in cinema for the child journeying far from home. In There's No Place Like Home, distinguished film scholar Stephanie Hemelryk Donald offers a fresh interpretation of the migrant child as a recurring figure in world cinema. Displaced or placeless children, and the idea of childhood itself, are vehicles to examine migration and cosmopolitanism in films such as Le Ballon Rouge, Little Moth and Le Havre. Surveying fictional and documentary film from the post-war years until today, the author shows how the child is a guide to themes of place, self and being in world cinema.
Stand on Guard provides a nuanced explanation of Canadian national security threats such as violent extremism, espionage, and clandestine foreign influence, emphasizing trust and empathy in developing national security policies to counter them.
The story of how the country house, historically a site of violent disruption, came to symbolize English stability during the eighteenth century. Country houses are quintessentially English, not only architecturally but also in that they embody national values of continuity and insularity. The English country house, however, has more often been the site of violent disruption than continuous peace. So how is it that the country how came to represent an uncomplicated, nostalgic vision of English history? This book explores the evolution of the country house, beginning with the Reformation and Civil War, and shows how the political events of the eighteenth century, which culminated in the reaction against the French Revolution, led to country houses being recast as symbols of England’s political stability.
Despite unsubstantiated claims of best practice, the division of language-teaching professionals on the basis of their categorization as ‘native-speakers’ or ‘non-native speakers’ continues to cascade throughout the academic literature. It has become normative, under the rhetorical guise of acting to correct prejudice and/or discrimination, to see native-speakerism as having a single beneficiary – the ‘native-speaker’ – and a single victim – the ‘non-native’ speaker. However, this unidirectional perspective fails to deal with the more veiled systems through which those labeled as native-speakers and non-native speakers are both cast as casualties of this questionable bifurcation. This volume documents such complexities and aims to fill the void currently observable within mainstream academic literature in the teaching of both English, and Japanese, foreign language education. By identifying how the construct of Japanese native-speaker mirrors that of the ‘native-speaker’ of English, the volume presents a revealing insight into language teaching in Japan. Further, taking a problem-solving approach, this volume explores possible grounds on which language teachers could be employed if native-speakerism is rejected according to experts in the fields of intercultural communicative competence, English as a Lingua Franca and World Englishes, all of which aim to replace the ‘native-speaker’ model with something new.
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