In a postfactual world in which claims are often held to be true only to the extent that they confirm pre-existing or partisan beliefs, this book asks crucial questions: how can we identify the many forms of untruthfulness in discourse? How can we know when their use is ethically wrong? How can we judge untruthfulness in the messiness of situated discourse? Drawing on pragmatics, philosophy, psychology, and law, All Bullshit and Lies? develops a comprehensive framework for analyzing untruthful discourse in situated context. TRUST, or Trust-related Untruthfulness in Situated Text, sees untruthfulness as encompassing not only deliberate manipulations of what is believed to be true (the insincerity of withholding, misleading, and lying) but also the distortions that arise from an irresponsible attitude towards the truth (dogma, distortion, and bullshit). Chris Heffer discusses times when truth is not "in play," as in jokes or fiction, as well as instances when concealing the truth can achieve a greater good. The TRUST framework demonstrates that untruthfulness becomes unethical in discourse, though, when it unjustifiably breaches the trust an interlocutor invests in the speaker. In addition to the theoretical framework, this book provides a clear, practical heuristic for analyzing discursive untruthfulness and applies it to such cases of public discourse as the Brexit "battle bus," Trump's tweet about voter fraud, Blair and Bush's claims about weapons of mass destruction, and the multiple forms of untruthfulness associated with the Skripal poisoning case. In All Bullshit and Lies? Chris Heffer turns a critical eye to fundamental questions of truthfulness and trust in our society. This timely and interdisciplinary investigation of discourse provides readers a deeper theoretical understanding of untruthfulness in a postfactual world.

In 1604, when Frenchmen landed on Saint Croix Island, they were far from the first people to walk along its shores. For thousands of years, Etchemins--whose descendants were members of the Wabanaki Confederacy-- had lived, loved and labored in Down East Maine. Bound together with neighboring people, all of whom relied heavily on canoes for transportation, trade and survival, each group still maintained its own unique cultures and customs. After the French arrived, they faced unspeakable hardships, from "the Great Dying," when disease killed up to 90 percent of coastal populations, to centuries of discrimination. They never abandoned Ketakamigwa, their homeland. In this book, anthropologist William Haviland relates the history of hardship and survival endured by the natives of the Down East coast and how they have maintained their way of life over the past four hundred years.

'My name Mbu is a short version of Mbuyiseli, which in isiXhosa means something like "the one who returns something."? I once asked my mom why she gave me this name. She said: "I never got anything from life; I hope to get something back from my children one day ... maybe from you."' In this moving and gripping tale of his life, Mbu recounts his childhood growing up in the shacks of some of the poorest townships in the Eastern and Western Cape; the battle to survive hunger, neglect and sleeping on the streets; the beloved older brother who took care of him as a toddler; the unwavering dream of education that kept him going; and the search for values and dignity in a world of alcohol, drugs, crime and few positive role models. Mbu's story is the story of countless other young men and women in South Africa, born into similar situations of hardship, growing up abandoned or neglected by parents themselves in need of parenting. What makes his story different is that it is a journey not of despair but transformation, lit by the kindness of friends and strangers, and Mbu's own determination not to stop hoping for a better life. Mbu Maloni lives in HOKISA Children's Home in Masiphumelele Township, Cape Town South Africa. He is currently in Grade 11, and plans to matriculate next year. This book is dedicated to a dear friend of his and serves to provide hope for the many 'street children' out there who, if they believe strongly enough in something positive, can achieve more than they are often led to believe. Lutz van Dijk is an internationally acclaimed writer, who, amongst other books, has published the bestseller "Stronger than the Storm," the novels "Romeo and Jabulile" and "Themba" (made into a movie in 2010) and "A History of Africa" (preface by Archbishop Tutu).

Over the past several decades, postmodernist and postcolonial challenges to traditional theories and methods have revolutionized the social sciences. The discipline of religious studies, however, has been relatively slow to confront these developments, continuing to rely heavily on textual methods and a framework that privileges belief over practice, doctrine over performance, text over context, and inner emotion over public ritual. Recently, however, developments in social theory have begun to transform the study of religion. In this book, Manuel Vasquez maps out the dynamics of this paradigm shift, exploring systematically the epistemological and methodological challenges contemporary social theory poses for traditional approaches to religious studies. Offering a panoramic view of key debates on identity, culture, and society across the social sciences, he assesses the impact of these debates on the study of religion, offering specific examples of how they are shaping the study of particular religious traditions. He concludes by proposing a robust yet flexible materialist approach to the study of religion that will be capable of addressing the increasing complexity of religious life.

A guide to the intersection of trauma and special needs, featuring strategies teachers can use to build resilience and counter the effects of trauma on learning and behavior. Childhood trauma is a national health crisis. As many as two out of every three children in any classroom across the country have experienced some form of trauma. Meanwhile, a recent study in Washington State showed that 80 percent of the children eligible for special education services were exposed to early childhood trauma, which has been linked to developmental disabilities. Add in the fact that Black children are four times more likely to be classified with intellectual disabilities and five times more likely than white students to be classified with an emotional or behavioral disorder, and the already daunting complexity of effectively serving kids with an individualized education program (IEP) becomes overwhelming.This is a whole school problem that requires a whole school solution. All educators in both general and special education should learn how trauma affects the brain and how any resulting atypical neurological and psychological development affects learning and behavior. In Trauma-Informed Teaching and IEPs, trauma expert Melissa Sadin presents strategies for supporting the most vulnerable students in general or special education settings, across grade levels, and across the curriculum. You'll learn to * Understand the effects of childhood trauma on the brain, learning, and behavior. Weave caring into trauma-informed instruction. Apply a trauma-informed lens to crafting IEPs. Conduct trauma-informed functional behavior assessments. Once you understand the effects of trauma on learning and development, you will explore classroom strategies and IEP goals and modifications that can actually help to heal your students.With rich examples and helpful strategies, Trauma-Informed Teaching and IEPs gives teachers the most effective tools to help build resilience for every student, no matter their needs.

Plato is the best known and most widely studied of all the ancient Greek philosophers. Malcolm Schofield, a leading scholar of ancient philosophy, offers a lucid and accessible guide to Plato's political thought, enormously influential and much discussed in the modern world as well as the
ancient. Schofield discusses Plato's ideas on education, democracy and its shortcomings, the role of knowledge in government, utopia and the idea of community, money and its grip on the psyche, and ideological uses of religion.

Among the most infamous U.S. Supreme Court decisions is Dred Scott v. Sandford. Despite the case's signal importance as a turning point in America's history, the lives of the slave litigants have receded to the margins of the record, as conventional accounts have focused on the case's judges and lawyers. In telling the life of Harriet, Dred's wife and co-litigant in the case, this book provides a compensatory history to the generations of work that missed key sources only recently brought to light. Moreover, it gives insight into the reasons and ways that slaves used the courts to establish their freedom.
A remarkable piece of historical detective work, Mrs. Dred Scott chronicles Harriet's life from her adolescence on the 1830s Minnesota-Wisconsin frontier, to slavery-era St. Louis, through the eleven years of legal wrangling that ended with the high court's notorious decision. The book not only recovers her story, but also reveals that Harriet may well have been the lynchpin in this pivotal episode in American legal history.
Reconstructing Harriet Scott's life through innovative readings of journals, military records, court dockets, and even frontier store ledgers, VanderVelde offers a stunningly detailed account that is at once a rich portrait of slave life, an engrossing legal drama, and a provocative reassessment of a central event in U.S. constitutional history. More than a biography, the book is a deep social history that freshly illuminates some of the major issues confronting antebellum America, including the status of women, slaves, Free Blacks, and Native Americans.

- Directly relevant to the needs of teachers and researchers in music, musicology, ethnomusicology and social anthropology. This book examines the significance of music in the construction of identities and ethnicities, and suggests ways to understand music as social practice. The authors focus on the role of music in the construction of national and regional identities; the media and 'postmodern identity'; concepts of authenticity; aesthetics; meaning; performance; 'world music'; and the use of music as a focus for discursive evocations of 'place'. The chapters tackle a wide range of subjects including 16th century etiquette, Celtic music and Chopin. The volume will be of interest to social anthropologists, and those working in the fields of cultural studies, politics, gender studies, musicology and folklore.

Bullying is frequently identified as an urgent challenge facing schools today. This title sets out to provide guidelines for school communities on how to: identify bullying in schools; take action to deal with bullying; develop a common approach to deal with bullying; develop positive relationships in the school; promote active learning strategies in the school. Beat bullying is based on the belief that every child and young person has the right to learn in a safe, supportive and respectful environment. The title is divided in two parts? one for teachers and parents, and the other for learners.

Students and travelers can instantly create hundreds of sentences for communication in French. This 6 page laminated guide provides template sentences and a color coded bank of words that can be plugged into those sentences. To change the sentence, pick a different color-coded noun, verb or adjective for a wide range of sentences for communication. Categories follow those of a French 1 course which are the same categories helpful to a world traveler. 6-page laminated guide includes: Greetings (les salutations) Social Courtesies (la politesse) Numbers (les nombres) French Pronunciation (la prononciation) Basic Statements Questions (les questions) Expressing Opinions (les opinions) Negatives (la negation) Measurements (les dimensions) Colors (les couleurs) Money (l'argent) Time (l'heure) Days of the Week (les jours de la semaine) Months of the Year (les mois de l'annee) Seasons (les saisons) Errands & Shopping (les courses) Directions (les directions) The Family (la famille) Weather (le temps) & Climate (le climat) Personal Information (les renseignements personnels) Food (la nourriture) Habitat (l'habitation) Entertainment (le divertissement) Media & Communication (la communication) Travel (le voyage) Transportation (le transport) Workplace (le travail) Technology (la technologie) Health (la sante) Emergency situations (en cas d'urgence)

The diffusion and rapid evolution of new communication technologies has reshaped media and politics. But who are the new power players? Written by a leading scholar in the field, The Hybrid Media System is a sweeping and compelling new theory of how political communication now works. Politics is increasingly defined by organizations, groups, and individuals who are best able to blend older and newer media logics, in what Andrew Chadwick terms a hybrid system. Power is wielded by those who create, tap, and steer information flows to suit their goals and in ways that modify, enable, and disable the power of others, across and between a range of older and newer media. Chadwick examines news making in all of its contemporary "professional" and "amateur" forms, parties and election campaigns, activist movements, and government communication. He presents compelling illustrations of the hybrid media system in flow, from American presidential campaigns to WikiLeaks, from live prime ministerial debates to hotly-contested political scandals, from the daily practices of journalists, campaign workers, and bloggers to the struggles of new activist organizations. This wide-ranging book maps the emerging balance of power between older and newer media technologies, genres, norms, behaviors, and organizational forms. Political communication has entered a new era. This book reveals how the clash of older and newer media logics causes chaos and disintegration but also surprising new patterns of order and integration.

The literature on methodological individualism is characterized by a widely held view that if the doctrine were stated with sufficient care it would be seen to be trivially true. Professor Bhargava questions this view. He begins by carefully disentangling the various formulations of the doctrine, identifies its most plausible version, and finally locates the principal assumption underlying it, namely that beliefs are attitudes individuated entirely in terms of what lies within the individual mind. Bhargava argues that once this individualist assumption is challenged it is possible to rehabilitate a non-individualist methodology which permits a contextual study of beliefs and actions, and even a study of social context relatively independent of the beliefs and actions of individuals.

This book is based on the first edition titled Historical Dictionary of Mozambique - with new entries, updating of information, some reorganisation, and the correction of a few minor errors of fact and interpretation in the earlier work; it is aimed primarily at a South African readership.

The purpose of bringing out this revised edition is to make information on Mozambique more easily available and affordable for students and others in southern Africa who are interested in the history of one of South Africa's closest neighbours. Over several centuries, relations between the two emerging territories have been complex and sometimes troubled, and despite the fact that the economies of the two countries have more recently become historically interdependent, the simple fact that Mozambique is officially – at least, a Portuguese-speaking country has perhaps functioned as a barrier to understanding.

The emphasis in focus is on contemporary history from the middle of the twentieth century onwards, with perhaps one-third of all entries dealing with topics and personalities from that period. However, the dictionary includes many entries covering both the period before the arrival of the Portuguese in the late fifteenth century, as well as on the five centuries of their presence – often precarious – in Mozambique.

This second edition of International Environmental Law, Policy, and Ethics revises and expands this groundbreaking study into the question of why the environment is protected in the international arena. This question is rarely asked because it is assumed that each member of the international community wants to achieve the same ends. However, in his innovative study of international environmental ethics, Alexander Gillespie explodes this myth. He shows how nations, like individuals, create environmental laws and policies which are continually inviting failure, as such laws can often be riddled with inconsistencies, and be ultimately contradictory in purpose. Specifically, he seeks a nexus between the reasons why nations protect the environment, how these reasons are reflected in law and policy, and what complications arise from these choices. This book takes account of the numerous developments in international environmental law and policy that have taken place the publication of the first edition, most notably at the 2002 World Summit on Sustainable Development and the 2012 'Rio + 20' United Nations Conference on Sustainable Development. Furthermore, it addresses recent debates on the economic value of nature, and the problems of the illegal trade in species and toxic waste. The cultural context has also been considerably advanced in the areas of both intangible and tangible heritage, with increasing attention being given to conservation, wildlife management, and the notion of protected areas. The book investigates the ways in which progress has been made regarding humane trapping and killing of animals, and how, in contrast, the Great Apes initiative, and similar work with whales, have failed. Finally, the book addresses the fact that while the notion of ecosystem management has been embraced by a number of environmental regimes, it has thus far failed as an international philosophy.

Join local scholar Cyndy Bittinger on a journey through the forgotten tales of the roles that Native Americans, African Americans and women-often overlooked-played in Vermont's master narrative and history. Bittinger not only shows where these marginalized groups are missing from history, but also emphasizes the ways that they contributed and their unique experiences.

In this first comprehensive treatment of the subject, Stephen Kohn presents an accessible, clearly written survey of draft resistance in America and its implications for constitutional democracy, domestic and foreign policy, social change, and the movement for world peace. The author explores the roots of the pacifist view and the first expressions of resistance that surfaced during the colonial period. He describes the incidence of draft resistance through the time of the Civil War and how it related to abolitionism. Following the modern conscientious objector through two world wars, Kohn comments on the view of pacifists during popular wars as little better than traitors and on their brutal treatment. Examining the growth of the movement during the Cold War, he addresses the major shift in public attitude that expanded the movement's base of popular support and swelled the ranks of resisters. Draft resistance was to have its greatest impact, however, during the Vietnam War and its aftermath, in influencing public feeling about the war, thwarting the Selective Service's induction efforts, and creating a climate of opinion that contributed to the government's decision to abandon the draft early in the 1970s.

The secret to every positive learning environment? Belonging. When students feel that they belong in their school and classroom, commitment to learning goes up and behavioral disruptions subside. And when teachers embrace an SEL-infused approach to classroom management that helps every student feel valued, safe, and competent, belonging soars. We Belong offers 50 targeted strategies to increase students' sense of belonging and reinforce the habits that support classroom harmony and learning success. Authors and award-winning educators Laurie Barron and Patti Kinney explore the dynamic partnership of belonging and classroom management and share specific ways to * Build authentic, positive relationships with students and among students * Create spaces that feel physically and emotionally safe for all * Teach and foster social-emotional competence * Increase student engagement and motivation * Foster a sustaining sense of communityCovering a range of key topics-from behavioral expectations to conflict resolution to more effective collaboration-this practical guide for elementary and secondary teachers includes downloadable forms and templates to support strategy implementation. Use it to revisit your priorities and reshape your practices so that all students in your classroom can say of themselves and their peers, "We belong.

Copywriter: include this in European/French History rather than British This is a comparative study of national labour movements in France and Britain during the First World War. Historians of labour in this period have concentrated on pacifism, and on the post-war radicalism and emergent communism to which that contributed. John N. Horne focuses instead on the majorities in both the French and the British labour movements which continued to support the war to its end. He examines the terms of their support, and the broader working-class experience which this reflected, showing how a critical programme of socialist reforms was gradually developed. Labour at War is a genuinely comparative analysis, based on intensive primary research in both countries. It is an important contribution both to labour history, and to the social and political history of the First World War.

Some psychological phenomena can be explained by identifying and describing the processes that constitute them. Others cannot be explained in that way. In Attention is Cognitive Unison Christopher Mole gives a precise account of the metaphysical difference that divides these two categories and shows that, when current psychologists attempt to explain attention, they assign it to the wrong one.
Having rejected the metaphysical approach taken by our existing theories of attention Mole then develops a new theory. According to this theory the question of whether someone is paying attention is not settled by the facts about whichprocesses are taking place. It is settled by the facts about whether the processes that serve that person's task-- whichever processes those happen to be--are processes that operate in unison. This theory gives us a new account of the problems that have dogged debates about the psychology of attention since the middle of the twentieth century. It also gives us a new way to understand the explanatory importance of cognitive psychology's empirical findings. The book as whole shows that metaphysical questions have a foundational role to play in the explanatory project of cognitive psychology.
This volume is of interest to anyone engaged in current debates in the philosophy of mind and perception, and in cognitive science generally.

Human beings are adapted for group living. Groups have a wide range of adaptive functions for individuals, including both material benefits of mutual aid and collective action, and subjective psychological benefits of affiliation and social identity. Recent development of cultural psychology, however, has uncovered that culture plays crucial roles in group processes: patterns of group behavior and underlying psychological processes are shaped within specific cultural contexts, and cultures emerge in group-based interactions. Culture and Group Processes, the inaugural volume of the Frontiers of Culture and Psychology series, is the first edited book on this rapidly emerging research topic. The eleven chapters included in this volume, all authored by distinguished scientists in the field, reveal the role of culture in group perceptions, social identity, group dynamics, identity negotiation, teamwork, intergroup relations, and intergroup communication, as well as the joint effect of cultural and group processes in interpersonal trust and creativity.

An accessible overview of the fourth industrial revolution (4IR) and the impact it is set to have on various sectors in South Africa and Africa. It explores the previous industrial revolutions that have led up to this point and outlines what South Africa’s position has been through each one.

With a focus on artificial intelligence as a core concept in understanding the 4IR, this book uses familiar concepts to explain artificial intelligence, how it works and how it can be used in banking, mining, medicine and many other fields.

Written from an African perspective, Closing the Gap addresses the challenges and fears around the 4IR by pointing to the opportunities presented by new technologies and outlining some of the challenges and successes to date.

This practical resource helps students build essential skills for managing the typical math scenarios they encounter every day. Through high-interest lessons, guided activities, and reproducible independent pages, students practice standards-based math skills, such as estimating prices, calculating discounts, reading schedules, evaluating nutrition labels, and more. Scenarios take place at a diner, movie theater, amusement park, sporting event, and many other kid-pleasing, realistic settings. For use with Grades 3-5.