This new edition covers each of the current issues concerning the development of the EU - for example, enlargement, EMU, security and defence policy, the Treaty of Nice, the European Charter of Fundamental Rights, Justice and Home Affairs and relations with countries outside Europe. Jargon-free and accessible, this substantial textbook opens with an introduction to the historical and theoretical perspectives on European integration. The book then examines the EUs institutional machinery and policy processes. The final section provides a wide-ranging review of the main EU policies, seeking to enhance understanding of the main issues and controversies surrounding development of the EU. Intended for students undertaking courses in European integration and as a supplementary book for other courses, this textbook is useful for anyone seeking a concise yet authoritative introduction to the institutions and policies of the EU. Robert Jones has drawn on his wide teaching experience to produce a text which students will find both accessible and stimulating.

This book explores the gap in knowledge which exists around the social composition and informal social practices of Canadian university boards, despite them playing a significant role in the bicameral model of governance in Canadian higher education. By examining rich empirical data from a sociological perspective, it offers unique insight into the structures, practices, and norms which determine the work of Canadian university boards and their role in the strategic management and societal integration of universities. A structural-functionalist approach is taken to understanding how boards, institutions, and individual board members perceive the board’s responsibilities in relation to university policy, accountability, and public interest. Comparison is also drawn to emergent structures of governance in European higher education. The authors draw on and synthesis the work of Jones as others to provide an interpretative historical summary of governance over the last century, with the addition of a unique sociological gaze. An important and original contribution to the field which paves the way for future and much-needed research around understanding of how Canadian university boards work, it will appeal to scholars and researchers with interests across higher education, international and comparative education, and the sociology of education.

Soviet Jewish Aliyah 1989-92 provides new insights into a period of fundamental change in Israel and the Middle East. It explains how the Israeli government failed to effectively handle the integration of new emigres from the Soviet Union, and how it alienated traditional Likud supporters among Oriental Jews in Israel. Clive Jones's argument is that, by placing its ideological commitment to the retention of the West Bank above other priorities, the Likud leadership made itself beholden to the United States for financial assistance which was then denied. The resulting fundamental change in the composition and orientation of the Israeli political leadership has had a major influence on the course of the Arab-Israeli peace process.

This new edition covers each of the current issues concerning the development of the EU - for example, enlargement, EMU, security and defence policy, the Treaty of Nice, the European Charter of Fundamental Rights, Justice and Home Affairs and relations with countries outside Europe. Jargon-free and accessible, this substantial textbook opens with an introduction to the historical and theoretical perspectives on European integration. The book then examines the EUs institutional machinery and policy processes. The final section provides a wide-ranging review of the main EU policies, seeking to enhance understanding of the main issues and controversies surrounding development of the EU. Intended for students undertaking courses in European integration and as a supplementary book for other courses, this textbook is useful for anyone seeking a concise yet authoritative introduction to the institutions and policies of the EU. Robert Jones has drawn on his wide teaching experience to produce a text which students will find both accessible and stimulating.

Making the decision to help in an emergency situation is often a difficult choice. Be prepared for emergencies with the help of our CPR & Lifesaving QuickStudy (R) guide. Packed with quickly accessible information on different aspects of lifesaving, this go-to reference will help you respond effectively in an emergency until professional help arrives. Learn how to evaluate a scene, the steps in CPR and AED use, standard precautions, and other essential elements in the chain of survival. This durable, laminated guide also includes illustrations for easy understanding. Keep a copy in your home, with your camping gear, at your office, in your car, etc., so that you will always be prepared.

Culturally Responsive Teaching and Reflection in Higher Education explores how postsecondary educators can develop their own cultural awareness and provide inclusive learning environments for all students. Discussing best practices from the Cultural Literacy Curriculum Institute at Lesley University, faculty and administrators who are committed to culturally responsive teaching reflect on how to create an inclusive environment and how educators can cultivate the skills, attitudes, and knowledge necessary for implementing culturally responsive curriculum and pedagogy. Rather than a list of "right answers," essays in this important resource integrate discussion and individual reflection to support educators to enhance skills for responding effectively to racial, cultural, and social difference in their personal and professional contexts. This book is as an excellent starting point or further enrichment resource to accompany program or institutional diversity and inclusion efforts.

In Narratives of Individuation, Raya A. Jones and Leslie Gardner present 12 cutting-edge essays that bridge Jungian and narrative approaches to self-understanding, and offer critical appraisal of both approaches. Exploring the Jungian concept of individuation and the related interest in dreams, as well as the premise of the narrative self and the related interest in life-stories, this innovative volume interprets the topic in unique and unprecedented ways. An outstanding selection of contributors cover several overarching themes to provide a comprehensive understanding of these two powerful narratives. The contributors explore historical and conceptual issues concerning the narrative self, as well as applying it, including to Jung's autobiography. Chapters also examine how Jung developed his theory of individuation, and engage with contemporary thinking in anthropology, psychology (including the dialogical self) and Jungian psychotherapy, towards refiguring how people arrive at self-understanding. Written by leaders in the field, Narratives of Individuation is a valuable interdisciplinary resource that illuminates a multitude of perspectives on individuation and self-realisation. Owing to its original ideas and breadth of scope, Narratives of Individuation will appeal to academics and students of Jungian and post-Jungian studies, anthropology, psychology, literary studies and anyone examining concepts of selfhood and the significance of narrativity. It will also be of great interest to Jungian analysts and psychotherapists, and analytical psychologists.

In Narratives of Individuation, Raya A. Jones and Leslie Gardner present 12 cutting-edge essays that bridge Jungian and narrative approaches to self-understanding, and offer critical appraisal of both approaches. Exploring the Jungian concept of individuation and the related interest in dreams, as well as the premise of the narrative self and the related interest in life-stories, this innovative volume interprets the topic in unique and unprecedented ways. An outstanding selection of contributors cover several overarching themes to provide a comprehensive understanding of these two powerful narratives. The contributors explore historical and conceptual issues concerning the narrative self, as well as applying it, including to Jung's autobiography. Chapters also examine how Jung developed his theory of individuation, and engage with contemporary thinking in anthropology, psychology (including the dialogical self) and Jungian psychotherapy, towards refiguring how people arrive at self-understanding. Written by leaders in the field, Narratives of Individuation is a valuable interdisciplinary resource that illuminates a multitude of perspectives on individuation and self-realisation. Owing to its original ideas and breadth of scope, Narratives of Individuation will appeal to academics and students of Jungian and post-Jungian studies, anthropology, psychology, literary studies and anyone examining concepts of selfhood and the significance of narrativity. It will also be of great interest to Jungian analysts and psychotherapists, and analytical psychologists.

First published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.

Universities are under increasing pressure to help promote socio-economic growth in their local communities. However until now, no systematic, critical attention has been paid to the factors and mechanisms that currently make this process so daunting. In Universities and Regional Development, scholars from Europe, the Americas, Africa, and Asia critically address this knowledge gap, focusing on policy, organization, and the role of individual actors to uncover the challenges facing higher education institutions as they seek to engage with their regions. In a systematic and comparative manner, this book shows internal and external audiences why, how, and when the institutionalization of universities' "third missions" should take place, and also: challenges conventional wisdom about the role of universities in society and the economy demonstrates how institutions in different nations and regions cope with local engagement combines the latest national, regional and local research with international perspectives integrates diverse conceptual and disciplinary frameworks Universities and Regional Development is a key resource for researchers and students of higher education and territorial development, educational policy makers, and university managers seeking to engage with the world beyond their university.

Jung and the Question of Science brings to the foreground a controversial issue at the heart of contemporary Jungian studies. The perennial debate echoes Jung's own ambivalence. While Jung defined his analytical psychology as a science, he was aware that it did not conform to the conventional criteria for a scientific study in general psychology. This ambivalence is carried into twenty-first century analytical psychology, as well as affecting perceptions of Jung in the academia. Here, eight scholars and practitioners have pooled their expertise to examine both the history and present-day ramifications of the 'science' issue in the Jungian context. Behind the question of whether it is scientific or not there lie deeper issues: the credibility of Jung's theory, personal identity as a 'Jungian', and conceptions of science, wisdom, and truth. The book comprises a collection of erudite essays (Part I) and linked dialogues in which the authors discuss each other's ideas (Part II). The authors of Jung and the Question of Science share the conviction that the question of science is important, but differ in their understanding of its applicability. Drawing upon their different backgrounds, the authors integrate Jung's insights with bodies of knowledge as diverse as neuroscience, literary theory, theology, and political science. Clinical practitioners, psychoanalysts, psychologists, scholars and students interested in the Jungian perspective and the philosophy of science will find this book to be insightful and valuable.

This book explores and compares the systems of doctoral education in twelve higher education systems, consisting of four systems in East Asia, four in Europe and four Anglo-American systems. The emphasis placed on doctoral education and training has increased dramatically in many higher education systems in response to the global competition for highly skilled human resources to serve the needs of knowledge societies. Doctoral education is a key element within the research and development infrastructure, and doctoral students support university research and represent the next generation of the professoriate. While doctoral education has received considerable attention within national higher education systems, there has been surprisingly little international or comparative research on the structure of doctoral education and the nature of contemporary reforms.

Universities are under increasing pressure to help promote socio-economic growth in their local communities. However until now, no systematic, critical attention has been paid to the factors and mechanisms that currently make this process so daunting. In Universities and Regional Development, scholars from Europe, the Americas, Africa, and Asia critically address this knowledge gap, focusing on policy, organization, and the role of individual actors to uncover the challenges facing higher education institutions as they seek to engage with their regions.

In a systematic and comparative manner, this book shows internal and external audiences why, how, and when the institutionalization of universities "third missions" should take place, and also:

Universities and Regional Development is a key resource for researchers and students of higher education and territorial development, educational policy makers, and university managers seeking to engage with the world beyond their university.

Studies of immigration to the United States have traditionally focused on a few key states and urban centers, but recent shifts in nonwhite settlement mean that these studies no longer paint the whole picture. Many Latino newcomers are flocking to places like the Southeast, where traditionally few such immigrants have settled, resulting in rapidly redrawn communities. In this historic moment, Jennifer Jones brings forth an ethnographic look at changing racial identities in one Southern city: Winston-Salem, North Carolina. This city turns out to be a natural experiment in race relations, having quickly shifted in the past few decades from a neatly black and white community to a triracial one. Jones tells the story of contemporary Winston-Salem through the eyes of its new Latino residents, revealing untold narratives of inclusion, exclusion, and interracial alliances. The Browning of the New South reveals how one community’s racial realignments mirror and anticipate the future of national politics.

Many new approaches to school improvement are being proposed in the current climate of assessment and school accountability. This book explores one of these approaches, a new model of leadership training known as Learner-Centered Leadership (LCL). It is built around the fundamental idea that learning and learning communities are natural processes that, when properly harnessed, can lead to the highest levels of professional engagement and problem solving. Key features of this exciting new approach to school leadership include the following: Broad-based and Generative-The book's narratives vividly illustrate the extraordinary ability of LCL to generate new approaches to leadership development. For example, encouraging and assisting school leaders to reflect on their own leadership attributes relative to the implementation of the school mission to ensure high teacher efficacy and student learning. In this respect the volume contributes significantly to the field of school leadership and professional development by extending above and beyond a narrow focus on instructional leadership. Practice Oriented-By creating communities that encourage conversation and analysis the new data-driven models of school improvement are more likely to be successfully implemented. Without analytical discourse, the process of interpreting school data and transforming it into practice would be largely lost. Conceptually Appropriate-The realization that everyone within a school (students, teachers, administrators) belongs to the same learning community minimizes status differences and encourages teamwork. The LCL administrator is much less likely to be authoritarian and power-oriented and much more likely to be transformative and student outcome focused. This book is appropriate for master's level courses and certification seminars, and for inservice workshops dealing with school leadership.

How does music manifest through time and, simultaneously, how does time manifest through music? For the experimental psychologist, the experience of time during music listening or performance is something that may be studied empirically. For philosophers, fundamental questions of time continue to be the subject of ongoing debate in philosophy: is time linear? What are past, present and future? What is duration and what makes a perceptual present, or moment? For the performer, musical time can exist as a subjective vehicle of expression. Although any of the three could be chosen as a starting point, the order presented in the text's structure offers a journey from empiricism to application, via contemplation. This volume deals with the complex relationship between music and time. It presents a staunchly interdisciplinary perspective defined by the terms Psychology, Philosophy and Practice. The text is divided into sections concerning "experience", "enactment" and "meaning", as points of intersection between the three primary methodologies of the title. As such, this is a book for the scholar, the student of music, and the interested reader. For the scholar, it offers new interconnections and comparisons. For the student, its pluralistic approach presents the most comprehensive overview available to date regarding the topic. For the interested reader, the volume offers answers to questions which concern us as listeners and audiences at concerts, gigs, and festivals.

This book presents the most comprehensive analysis of higher education in Canada ever published. Since there is no national system, the contributors describe and analyze the development of higher education in Canada since 1945 using the provincial/territorial jurisdiction as the unit of analysis. Each of the core chapters discusses the evolution of postsecondary education within the context of the political, cultural, and social dimensions of a particular jurisdiction. Each chapter is written by a leading scholar in the field with particular expertise on a specific jurisdiction. The resultant portrait of Canadian higher education illustrates the unusual ways in which higher education has evolved in the Canadian federation, and the enormous differences between jurisdictions. For example, the challenges associated with the development of postsecondary education within the socio-political context of Quebec differ markedly from those of the huge, sparsely populated Northwest Territories. While there are many similarities between Canadian and American higher education, including similar rates of participation, Canada's geography, cultural diversity, and its highly decentralized approach to education policy have led to the development of a unique combination of different systems and different perspectives.

This book provides new insights into a period of fundamental change in Israel and the Middle East. It explains how the Israeli government failed to effectively handle the integration of new emigres from the Soviet Union, and how it alienated traditional Likud supporters among Oriental Jews in Israel. Clive Jones's argument is that, by placing its ideological commitment to the retention of the West Bank above other priorities, the Likud leadership made itself beholden to the United States for financial assistance which was then denied. The resulting fundamental change in the composition and orientation of the Israeli political leadership has had a major influence on the course of the Arab-Israeli peace process.

Technology is only beginning to catch up with the public demand for foods that are low in fat and taste good. An extensive number of ingredients are under development for the sole purpose of fat replacement, using a variety of approaches and base materials. The Handbook of Fat Replacers describes in detail, for the first time in a single volume, the science and application of fat replacers in food products, including the multiplicity of technological, legislative, sensory, nutritional, and marketing issues involved. Part I of the Handbook is an overview of fundamental issues, including historical analyses and critical assessments of technological strategies, in the development of low-fat foods and the ingredients used as fat replacers. Part II discusses individual fat replacers and their properties in detail. The compounds are organized by their composition-starch-derived, fiber-based, protein-based, gums, emulsifiers, bulking agents, combination systems comprised of interactive blends, low-calorie fats, and synthetic fat substitutes, are all examined in detail.

Jung and the Question of Science brings to the foreground a controversial issue at the heart of contemporary Jungian studies. The perennial debate echoes Jung's own ambivalence. While Jung defined his analytical psychology as a science, he was aware that it did not conform to the conventional criteria for a scientific study in general psychology. This ambivalence is carried into twenty-first century analytical psychology, as well as affecting perceptions of Jung in the academia. Here, eight scholars and practitioners have pooled their expertise to examine both the history and present-day ramifications of the 'science' issue in the Jungian context. Behind the question of whether it is scientific or not there lie deeper issues: the credibility of Jung's theory, personal identity as a 'Jungian', and conceptions of science, wisdom, and truth. The book comprises a collection of erudite essays (Part I) and linked dialogues in which the authors discuss each other's ideas (Part II). The authors of Jung and the Question of Science share the conviction that the question of science is important, but differ in their understanding of its applicability. Drawing upon their different backgrounds, the authors integrate Jung's insights with bodies of knowledge as diverse as neuroscience, literary theory, theology, and political science. Clinical practitioners, psychoanalysts, psychologists, scholars and students interested in the Jungian perspective and the philosophy of science will find this book to be insightful and valuable.

Cultures and Identities in Transition returns to the roots of analytical psychology, offering a thematic approach which looks at personal and cultural identities in relation to Jung 's own identity and the identities of contemporary Jungians.

The book begins with two clinical studies, representing a meeting point between the traditional praxis of Jungian analysis, on the one side, and the current zeitgeist, world events and collective anxieties as impacting on persons in therapy, on the other.

An international range of expert contributors go on to discuss topics including:

• issues of national and personal identity looking back to a shared history and forward to novel applications of Jungian ideas.
• Jung 's cross-disciplinary dialogues with Victor White.
• what the designation "Jungian" actually means.

Based on papers given at the joint IAAP and IAJS conference held in Zurich in 2008, this book will be essential reading for all Jungians.