All too frequently, clinical practice consists of repeating year after year the methods learned in graduate training, occasionally seasoned by a technique learned in a continuing-education workshop. Bereavement Groups and the Role of Social Support gives clinicians what they’ve been missing in other volumes: practical techniques that have a solid contemporary empirical basis. Deftly weaving together theory, research, and practice, this volume is a compendium of the latest practical thinking about bereavement support groups. Readers will learn when well-loved practices make sense and are supported by sound evidence, as well as which practices should possibly be discontinued. The book also contains the results of a qualitative study bringing together the best practices of experienced bereavement group leaders from around the world.
It is difficult to present a great battle with sufficient detail to please both the student of tactics and the average reader. If the visitor is not satisfied with the brief outline here presented, he is recommended to read further in the books listed, and especially to employ a guide, without whose trained and supervised services the best manual is inadequate. The reader in search of romance is recommended to the successive Incidents of the Battle as herein presented. According to official records, the Gettysburg campaign of 1863 began on June 3rd and ended on August 1st. No effort will be made to describe the movements, counter-movements, and fifty minor engagements that occurred before the armies crossed the Mason and Dixon’s line and finally concentrated at Gettysburg, where they engaged in battle on July 1st, 2nd, and 3rd. It is necessary, however, that the visitor should understand the approach to the field. On June 3rd the Union Army, called the Army of the Potomac, lay at Falmouth, Va., on the north side of the Rappahannock River, Major-General Joseph Hooker in command. The Confederate Army, called the Army of Northern Virginia, occupied the south bank, with headquarters at Fredericksburg, General Robert E. Lee in command. Both armies were resting after the major engagement at Chancellorsville, in which the Confederates were victorious. The Army of the Potomac was made up of seven infantry and one cavalry corps. It numbered at the time of the battle approximately 84,000. The Army of Northern Virginia was made up of three infantry corps and one division of cavalry. It numbered at the time of the battle about 75,000. Following the text is a roster of officers, which should be consulted, both for an understanding of the battle and because of the obligation to honor brave men. During the month of May, General Lee visited Richmond to discuss with the Confederate government various plans involving political and military considerations. Up to this time, the South had won the major victories, but her resources, both in men and sinews of war, were diminishing, and a prolonged conflict would be disastrous. It was decided that the army should invade the North via the Shenandoah and Cumberland valleys, with Harrisburg as an objective. This route not only afforded a continuous highway but put the army in a position to threaten Baltimore, Philadelphia, and Washington from the north. The Blue Ridge Mountains to the east would screen the advance, and the rich agricultural section would furnish supplies of food and forage. The time was propitious. General Lee’s army was in the prime of condition. The North was discouraged by losses, distrustful of Lincoln, weary of war. The South believed that one great victory would assure her the friendliness of the leading powers of Europe. Her independence once acknowledged, she could import the materials of war and the necessities of life which she lacked. It was thought certain that at the prospect of invasion the North would withdraw troops from the siege of Vicksburg then being conducted by General Grant. With high hopes the march was begun. On June 3rd Lee put his army in motion northward, with Ewell’s Corps, preceded by Jenkins’ and Imboden’s Cavalry, in the advance, followed by Longstreet and lastly by Hill. Longstreet moved on the east side of the Blue Ridge in order to lead Hooker to believe that Washington would be threatened. On reaching Snicker’s Gap, he crossed the Ridge into the Shenandoah Valley and followed Hill, who was now in advance. The great army was strung out from Fredericksburg, Va., on the south to Martinsburg, W. Va., on the north, with the cavalry division under Stuart guarding the gaps along the Blue Ridge. Since 1863 the population of Gettysburg has increased from 2,000 to 5,500 After driving out Union forces stationed at Winchester under Milroy, Lee’s Army crossed the Potomac at Williamsport and Shepherdstown on June 23rd, 24th, and 25th, and advanced northward, unopposed, through the Cumberland Valley, toward Harrisburg.
One was called "a tin can on a shingle"; the other, "a half-submerged crocodile." Yet, on a March day in 1862 in Hampton Roads, Virginia, after a five-hour duel, the U.S.S. Monitor and the C.S.S. Virginia (formerly the U.S.S. Merrimack) were to change the course of not only the Civil War but also naval warfare forever. Using letters, diaries, and memoirs of men who lived through the epic battle of the Monitor and the Merrimack and of those who witnessed it from afar, William C. Davis documents and analyzes this famous confrontation of the first two modern warships. The result is a full-scale history that is as exciting as a novel. Besides a thorough discussion of the designs of each ship, Davis portrays come of the men involved in the building and operation of America's first ironclads-John Ericsson, supreme egoist and engineering genius who designed the Monitor; John Brooke, designer of the Virginia; John Worden, the well-loved captain of the Monitor; Captain Franklin Buchanan of the Virginia; and a host of other men on both Union and Confederate sides whose contributions make this history as much a story of men as of ships and war.
On the basis of a close reading of Milton's major published political prose works from 1644 through to the Restoration, William Walker presents the anti-formalist, unrevolutionary, illiberal Milton. Walker shows that Milton placed his faith not so much in particular forms of government as in statesmen he deemed to be virtuous. He reveals Milton's profound aversion to socio-political revolution and his deep commitments to what he took to be orthodox religion. He emphasises that Milton consistently presents himself as a champion not of heterodox religion, but of 'reformation'. He observes how Milton's belief that all men are not equal grounds his support for regimes that had little popular support and that did not provide the same civil liberties to all. And he observes how Milton's powerful commitment to a single religion explains his endorsement of various English regimes that persecuted on grounds of religion. This reading of Milton's political prose thus challenges the current consensus that Milton is an early modern exponent of republicanism, revolution, radicalism, and liberalism. It also provides a fresh account of how the great poet and prose polemicist is related to modern republics that think they have separated church and state.
The midnight sun had set, but in a crotch between two snow-peaks it had kindled a vast caldron from which rose a mist of jewels, garnet and turquoise, topaz and amethyst and opal, all swimming in a sea of molten gold. The glow of it still clung to the face of the broad Yukon, as a flush does to the soft, wrinkled cheek of a girl just roused from deep sleep. Except for a faint murkiness in the air it was still day. There was light enough for the four men playing pinochle on the upper deck, though the women of their party, gossiping in chairs grouped near at hand, had at last put aside their embroidery. The girl who sat by herself at a little distance held a magazine still open on her lap. If she were not reading, her attitude suggested it was less because of the dusk than that she had surrendered herself to the spell of the mysterious beauty which for this hour at least had transfigured the North to a land all light and atmosphere and color. Gordon Elliot had taken the boat at Pierre's Portage, fifty miles farther down the river. He had come direct from the creeks, and his impressions of the motley pioneer life at the gold-diggings were so vivid that he had found an isolated corner of the deck where he could scribble them in a notebook while still fresh. But he had not been too busy to see that the girl in the wicker chair was as much of an outsider as he was. Plainly this was her first trip in. Gordon was a stranger in the Yukon country, one not likely to be over-welcome when it became known what his mission was. It may have been because he was out of the picture himself that he resented a little the exclusion of the young woman with the magazine. Certainly she herself gave no evidence of feeling about it. Her long-lashed eyes looked dreamily across the river to the glowing hills beyond. Not once did they turn with any show of interest to the lively party under the awning. From where he was leaning against the deckhouse Elliot could see only a fine, chiseled profile shading into a mass of crisp, black hair, but some quality in the detachment of her personality stimulated gently his imagination. He wondered who she could be. His work had taken him to frontier camps before, but he could not place her as a type. The best he could do was to guess that she might be the daughter of some territorial official on her way in to join him. A short, thick-set man who had ridden down on the stage with Elliot to Pierre's Portage drifted along the deck toward him. He wore the careless garb of a mining man in a country which looks first to comfort.
Developed with the beginner in mind, this Grammar uses abundant examples and extensive cross-referencing to present the language in an engaging and accessible manner. Features include: core vocabulary for each unit a Dutch-English glossary three short stories further reading and resources. This is an ideal companion to a classroom-based course, helping to further explain and reinforce the grammar content of any chosen textbook. It is also an invaluable tool for independent learners.
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