The first major synthesis of African archaeobotany in decades, this book focuses on Paleolithic archaeobotany and the relationship between agriculture and social complexity. It explores the effects that plant life has had on humans as they evolved from primates through the complex societies of Africa, including Egypt, the Buganda Kingdom, southern African polities, and other regions. With over 30 contributing scholars from 12 countries and extensive illustrations, this volume is an essential addition to our knowledge of humanity's relationship with plants.

The first major synthesis of African archaeobotany in decades, this book focuses on Paleolithic archaeobotany and the relationship between agriculture and social complexity. It explores the effects that plant life has had on humans as they evolved from primates through the complex societies of Africa, including Egypt, the Buganda Kingdom, southern African polities, and other regions. With over 30 contributing scholars from 12 countries and extensive illustrations, this volume is an essential addition to our knowledge of humanity's relationship with plants.

How interwoven are the lives of children, families, teachers and school leaders?
In this important new book seven authors bring together stories and questions about the lives of children, families, teachers and administrators. Lives are seen up close, in all their particularity, and explored in terms of the contexts that shape the experiences of students and staff. These stories provide an alternative view of what counts in schools, with a shift away from viewing the school as a business model towards an idea of schools as places to engage citizenship.
Building upon Jean Clandinin's 20 years of narrative inquiry where she worked and learned alongside school practitioners for extended periods of time, this book uses a narratively-constructed theoretical background of personal practical knowledge, professional knowledge landscapes, and stories to live by to provide both a language and a storied framework for understanding lives in school. In two urban multicultural schools in western Canada, the co-authors of this book engaged in narrative inquiries alongside children, teachers, families and principals. As these narrative inquiries were negotiated at each site the co-authors lived in the school, for the most part in particular classrooms alongside a teacher where, as relationships developed, children as well as some family members were invited to participate in the inquiry. Articulating the complex ethical dilemmas and issues that face people in schools every day, this fascinating study of school life and lives in school raises new questions about who and what education is for and provokes the re-imagining of schools as places to attend to the wholeness of people's lives.
Thecomplexities and possibilities of the meeting of diverse teachers', children's, families' and school leaders' lives in schools shape new insights about the interwoven lives of children and teachers, and raise important, lingering questions about the impact of these relationships on the unfolding lives ofchildren.

This text outlines eight major perspectives on behaviour and their implications for the classroom: biological, behavioural, cognitive-behavioural, social learning, psychodynamic, humanist, ecosystemic and ecological.;The biological perspective is included solely for information, particularly with reference to ADD/ADHD. The other seven perspectives are examined through the use of case studies, examples of interventions along with the presentation of instruments and photocopiable materials.

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

This book is a practical guide to the following eight perspectives on behaviour: biological - focusing on biological and biochemical processes in accounting for behaviour; behavioural (or behaviourist) - focusing on overt, observable and measurable behaviours and their reinforcement in accounting for behaviour; cognitive (or cognitive-behavioural) - focusing on cognitive processes (beliefs, attitudes, expectations and attributions) in accounting for behaviour; combines both the cognitive and the behavioural perspective; social learning - focusing on observational learning, perceived self-efficacy and expectancies in accounting for behaviour; psychodynamic - focusing on unconscious conflicts in early childhood as accounting for current behaviour; humanistic - focusing on low self-esteem and problems in coping with and exploring feelings in accounting for behaviour; ecosystemic - focusing on positive and negative interactions between teachers and students within the school and those that externally affect the school; these interactions are seen as accounting for behaviour; ecological - focusing on the influence of systems and the environment in accounting for behaviour.The aim of the book is to enable the reader to develop a structured approach to emotional and behavioural problems by drawing on one or more of the above perspectives.

This book examines the confrontational war pictures of Otto Dix (1891–1969) and explores their role in shaping the memory of World War I in Germany from 1914 to 1936. Dix’s thirty-eight months on the World War I battlefields profoundly influenced his post-war artistic career, saw him produce some of the most enduring images of the conflict and establish himself as one of Europe’s leading modernists. Offering substantial new research and presenting numerous primary sources to an English readership for the first time, the book examines Dix’s war pictures within the broader visual culture of war in order to assess how they functioned alternatively as cutting-edge modernist art and transgressive war commemoration. Each chapter provides a case study of the first public display of one or more of Dix’s war pictures at key exhibitions and explores how their reception was subjected to changing socio-political and cultural conditions as well as divergent attitudes to the lost war. Bringing a unique perspective and original scholarship to Dix’s war works, this book is essential reading for art historians of World War I and the visual culture of Weimar Germany.

This collection provides a transnational, interdisciplinary perspective on artistic responses to war from 1914 to the present, analysing a broad selection of the rich, complex body of work which has emerged in response to conflicts since the Great War. Many of the creators examined here embody the human experience of war: first-hand witnesses who developed a unique visual language in direct response to their role as victim, soldier, refugee, resister, prisoner and embedded or official artist. Contributors address specific issues relating to propaganda, wartime femininity and masculinity, women as war artists, trauma, the role of art in soldiery, memory, art as resistance, identity and the memorialisation of war.

How interwoven are the lives of children, families, teachers and school leaders?
In this important new book seven authors bring together stories and questions about the lives of children, families, teachers and administrators. Lives are seen up close, in all their particularity, and explored in terms of the contexts that shape the experiences of students and staff. These stories provide an alternative view of what counts in schools, with a shift away from viewing the school as a business model towards an idea of schools as places to engage citizenship.
Building upon Jean Clandinin's 20 years of narrative inquiry where she worked and learned alongside school practitioners for extended periods of time, this book uses a narratively-constructed theoretical background of personal practical knowledge, professional knowledge landscapes, and stories to live by to provide both a language and a storied framework for understanding lives in school. In two urban multicultural schools in western Canada, the co-authors of this book engaged in narrative inquiries alongside children, teachers, families and principals. As these narrative inquiries were negotiated at each site the co-authors lived in the school, for the most part in particular classrooms alongside a teacher where, as relationships developed, children as well as some family members were invited to participate in the inquiry. Articulating the complex ethical dilemmas and issues that face people in schools every day, this fascinating study of school life and lives in school raises new questions about who and what education is for and provokes the re-imagining of schools as places to attend to the wholeness of people's lives.
Thecomplexities and possibilities of the meeting of diverse teachers', children's, families' and school leaders' lives in schools shape new insights about the interwoven lives of children and teachers, and raise important, lingering questions about the impact of these relationships on the unfolding lives ofchildren.

This collection provides a transnational, interdisciplinary perspective on artistic responses to war from 1914 to the present, analysing a broad selection of the rich, complex body of work which has emerged in response to conflicts since the Great War. Many of the creators examined here embody the human experience of war: first-hand witnesses who developed a unique visual language in direct response to their role as victim, soldier, refugee, resister, prisoner and embedded or official artist. Contributors address specific issues relating to propaganda, wartime femininity and masculinity, women as war artists, trauma, the role of art in soldiery, memory, art as resistance, identity and the memorialisation of war.

Today's preeminent opera singers gather to perform and explain some of Italian opera's greatest arias. This release features the vocal talents of Ann Murray, Angela Gheorghiu, Eva Marton, Joan Sutherland, and many others.

In this serious, often playful, sometimes outrageous volume, Murray draws inspiration from contemporary women’s experimental poetics. The collection recognises female writers’ equivocal relation to forms of the linguistic avant-garde such as L=A=N=G=U=A=G=E poetry, and brings embodiment and affective voicing back into the provocative equation. Yet, this is not a simple return to lyric intimacy. Murray inflects poetry’s familiar inner speech with the sounds and shapes of found materials and engaging cultural noise. In Otherwise Occupied, the seamlessness of the beautiful, expressive poem becomes otherwise under the innovative necessity of the page as an open field of multiple (mis)takes and (mis)givings. Here, a poem is a space of enactment, a process of thinking-writing and performative exploration: idea ↔ body, lyric ↔ language, innovative necessity ↔ enduring convention. And in the end: there is no subject outside language.

A cookery book with a story. Embracing a new life style and a new culture. Seasonal gardening infulencing the recipes and meals that I cook in my kitchen, behind a real door in France.