Of the twenty-five essays in this volume, most were published between 1961 and 2013, but four are printed here for the first time. They represent the work of a great and original scholar in Mediterranean history whose unflagging interest in Frederick II and his world consistently led him out into broader fields, which he always viewed in original ways. In an age often called that of papal monarchy and secular-minded rulers, Powell found popes with complex agendas and extensive pastoral concerns, a rather more Christian Frederick II, the human personnel and mechanics of the Fifth Crusade, the sermons of the devout urban layman Albertanus of Brescia, and Muslims under Christian rule. His studies here assert a continuity between the pontificates of Innocent III and Honorius III as well as the pragmatic necessity that only secular rulers could launch and direct crusading expeditions. His interest in the northern Italian communes relates their devotional culture to the ideals of virtuous government and communal identity. The devotional culture of the communes was to be the subject of his next book, now unfinished; several parts of it could be rescued and are now included here.

The 'learning society' is not a new idea, although its popularity has grown in recent years with the suggestion that lifelong learning is a condition for economic competitiveness in a global economy, replacing the earlier conception of it as a condition for democratic citizenship. This reader, designed to accompany Module E827 of the MA in Education, critically examines the demographic, technological, economic and cultural challenges which have led to interest in the idea of a learning society, and explores their policy and practical implications for lifelong learning. It also explores and evaluates trends in education and training which support the development of a learning society. Overall, the book provides readers with a range of opinions on the learning society within which broad context they can place their own practice.

The last fifteen years have seen much conceptual and methodological innovation in research on education and learning across the lifecourse, bringing both fresh insights and new dilemmas. This innovation was initially fuelled by the growing influence of conceptual framings often named as either post-structural or postmodern. The works of Foucault, Derrida and Lyotard have variously found their way into the canons of educational research, and in more recent years, the influence of the work of Deleuze and Guattari has also grown. This work has proved controversial both in the challenges it has raised for the purposes and practices of education and training but also over the assumptions underpinning such work.

As part of and also in response to the influence of post-structuralism and postmodernism in the social sciences, there have emerged and developed a further range of conceptual and methodological framings which are more relational, system and practice-focussed. Several of these framings work with a non-linear understanding of causality and embrace unpredictability in the world and undecidability in our understanding of it. They also challenge any notion of a strong boundary between the social and natural sciences.

This book explores the most significant four of these framings, how they are being taken up in research in education and learning across the lifecourse, as well as their possibilities and limitations:

• complexity science
• cultural historical activity theory (CHAT)
• actor-network theory (ANT)
• spatiality theories.

Illustrated throughout with examples drawn from educational contexts across the life courses, including schooling, post-compulsory education and training, educational policy, workplace and community-based education in North America, the UK, and Australia this vital guide to understanding fresh ways of conducting and understanding educational research will prove essential reading for everyone undertaking educational research in the modern world.

Teachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification systems, new relationships with welfare professionals, and new technologies which are reconfiguring relationships with pupils.

Cultural-Historical Perspectives on Teacher Education and Development is an international volume which clarifies the purpose of initial (pre-service) teacher education and continuing professional development, and the role of universities and higher education personnel in these processes. An edited collection of chapters by leading researchers from the UK, the US and Europe, it gains coherence from its theoretical orientation and substantive focus on teacher learning. This book:

• demonstrates the contribution of sociocultural and cultural-historical activity theory (CHAT) towards our understandings of teacher learning
• offers a strong exemplification of a research focus on teachers as learners in specific sociocultural settings
• shows what teachers learn, how they learn and where they learn, using specific research examples, in the context of broader interests in the development of professional practice and professional education.

As the only volume now available that applies CHAT principles to teacher education and learning, Cultural-Historical Perspectives on Teacher Education and Development will be highly useful for teachers and teacher educators undertaking postgraduate and doctoral studies, particularly in the area of professional learning and development. It will also be of relevance to the continuing development of teachers and other school-based professionals.

Created as a mechanism for maintaining British influence through a local patron, Jordan's future never looked certain. Nevertheless, under the leadership of the Hashemite monarchy led by Abdullah and then his grandson Hussein, the Kingdom of Jordan became a permanent feature on the map of the modern Middle East.

Under the rule of King Abdullah II, Jordan has remained an influential regional player in the Middle East Peace Process, its strategic position on the borders of Palestine, Israel, Egypt, Saudi Arabia and Iraq ensuring that it cannot be overlooked in the regional and international politics.

Updated and expanded to include recent developments in Jordan and the Middle East, the new edition includes coverage and discussion of:

• the reign of King Abdullah II
• the involvement of the US in the Iraq war and the effect on this on Jordan's alignment with the West
• the country's recent economic growth, with an emphasis on economic liberalisation, privatisation, promotion of tourism and encouragement of foreign investment
• the position of Jordan as a point of continuity in an increasingly unstable Middle East.

This volume, intended for both academic and general readers, offers an overview of the history, politics and economics of this fascinating country and its role in a region disfigured by the Arab-Israeli conflict.

The perceived threat of 'transnational organised crime' to Western societies has been of huge interest to politicians, policy-makers and social scientists over the last decade. This book considers the origins of this crime, how it has been defined and measured, and the appropriateness of governments' policy responses. The contributors argue that while serious harm is often caused by transnational criminal activity - for example, trafficking in human beings - the construction of that criminal activity as an external threat obscures the origins of these crimes in the markets for illicit goods and services within the 'threatened' societies. As such, the authors question the extent to which global crime can be controlled through law enforcement initiatives and alternative policy initiatives are considered. The authors also question whether transnational organised crime will retain its place on the policy agendas of the United Nations and European Union in the wake of the 'war on terror'.

Rethinking Teacher Education is a thorough and critical analysis of the ambivalences and uncertainties that face those in teacher education. The authors draw on their different experiences of teacher education to try to make sense of current practices and where they might lead.
The book analyses past and present constructions of teacher education and offers insights into how a re-evaluation might address teachers' positions in relation to knowledge, learners, economic demands and democratic values.
The issues addressed include:
* political and economic uncertainty and teacher education
* philosophical uncertainty and teacher education
* modernist policy solutions
* psychology: an agent of modernity in teacher education
* sociocultural and other collaborative responses to uncertainty
The book will be of interest to all those involved in teacher education, including sociologists, psychologists and philosophers of education.

Rethinking Teacher Education is a thorough and critical analysis of the ambivalences and uncertainties that face those in teacher education. The authors draw on their different experiences of teacher education to try to make sense of current practices and where they might lead.
The book analyses past and present constructions of teacher education and offers insights into how a re-evaluation might address teachers' positions in relation to knowledge, learners, economic demands and democratic values.
The issues addressed include:
* political and economic uncertainty and teacher education
* philosophical uncertainty and teacher education
* modernist policy solutions
* psychology: an agent of modernity in teacher education
* sociocultural and other collaborative responses to uncertainty
The book will be of interest to all those involved in teacher education, including sociologists, psychologists and philosophers of education.

The 'learning society' is not a new idea, although its popularity has grown in recent years with the suggestion that lifelong learning is a condition for economic competitiveness in a global economy, replacing the earlier conception of it as a condition for democratic citizenship.
This reader, designed to accompany Module E827 of the MA in Education, critically examines the demographic, technological, economic and cultural challenges which have led to interest in the idea of a learning society, and explores their policy and practical implications for lifelong learning. It also explores and evaluates trends in education and training which support the development of a learning society. Overall, the book provides readers with a range of opinions on the learning society within which broad context they can place their own practice.

Created as a mechanism for maintaining British influence through a local patron, Jordan s future never looked certain. Nevertheless, under the leadership of the Hashemite monarchy led by Abdullah and then his grandson Hussein, the Kingdom of Jordan became a permanent feature on the map of the modern Middle East.

Under the rule of King Abdullah II, Jordan has remained an influential regional player in the Middle East Peace Process, its strategic position on the borders of Palestine, Israel, Egypt, Saudi Arabia and Iraq ensuring that it cannot be overlooked in the regional and international politics.

Updated and expanded to include recent developments in Jordan and the Middle East, the new edition includes coverage and discussion of:

• the reign of King Abdullah II
• the involvement of the US in the Iraq war and the effect on this on Jordan s alignment with the West
• the country s recent economic growth, with an emphasis on economic liberalisation, privatisation, promotion of tourism and encouragement of foreign investment
• the position of Jordan as a point of continuity in an increasingly unstable Middle East.

This volume, intended for both academic and general readers, offers an overview of the history, politics and economics of this fascinating country and its role in a region disfigured by the Arab-Israeli conflict.

In 1213, Pope Innocent III issued his letter "Vineam Domini," thundering against the enemies of Christendom--the "beasts of many kinds that are attempting to destroy the vineyard of the Lord of Sabaoth"--and announcing a General Council of the Latin Church as redress. The Fourth Lateran Council, which convened in 1215, was unprecedented in its scope and impact, and it called for the Fifth Crusade as what its participants hoped would be the final defense of Christendom. For the first time, a collection of extensively annotated and translated documents illustrates the transformation of the crusade movement."Crusade and Christendom" explores the way in which the crusade was used to define and extend the intellectual, religious, and political boundaries of Latin Christendom. It also illustrates how the very concept of the crusade was shaped by the urge to define and reform communities of practice and belief within Latin Christendom and by Latin Christendom's relationship with other communities, including dissenting political powers and heretical groups, the Moors in Spain, the Mongols, and eastern Christians. The relationship of the crusade to reform and missionary movements is also explored, as is its impact on individual lives and devotion. The selection of documents and bibliography incorporates and brings to life recent developments in crusade scholarship concerning military logistics and travel in the medieval period, popular and elite participation, the role of women, liturgy and preaching, and the impact of the crusade on western society and its relationship with other cultures and religions.Intended for the undergraduate yet also invaluable for teachers and scholars, this book illustrates how the crusades became crucial for defining and promoting the very concept and boundaries of Latin Christendom. It provides translations of and commentaries on key original sources and up-to-date bibliographic materials.

Práctico y muy ilustrado, Manual de dermatología genital facilita a los clínicos de todos los niveles de experiencia el alcance de un diagnóstico preciso de las lesiones dermatológicas genitales, tanto habituales como infrecuentes. Con más de 500 fotografías a todo color ordenadas por aspecto para una rápida identificación, ofrece una magnífica orientación visual, incluso para afecciones no encontradas previamente. Esta referencia fácil de usar, ya en su 4.ª edición, es ideal para cualquier clínico que atienda a hombres y mujeres con afecciones en los genitales externos, incluidos dermatólogos, ginecólogos, y para urólogos, médicos de atención primaria, personal de enfermería especializado y asistentes médicos. Los libros de texto convencionales casi siempre ordenan y clasifican los trastornos según su causa (p. ej., infecciones) o fisiopatología (p. ej., enfermedades autoinmunes), y aunque esta organización puede ser intelectualmente satisfactoria, los doctores Libby Edwards y Peter J. Lynch la consideran de poca ayuda para los profesionales que se enfrentan a un trastorno desconocido. Por este motivo, han optado por un abordaje menos convencional y han ordenado los trastornos dermatológicos genitales en función de la morfología clínica. De este modo, el profesional puede consultar el capítulo adecuado, elaborar una lista de diagnósticos diferenciales, cotejar las fotografías, revisar la narrativa relacionada y, en casi todos los casos, establecer el diagnóstico más probable.

In July 1897, in a flourish of publicity, Sir Benjamin Stone - Birmingham industrialist, Member of Parliament and passionate, almost obsessive collector, announced the formation of the National Photographic Record Association. Its prime objective was to make a record of England for future generations, to foster "a national pride in the historical associations of the country, or neighbourhood, in family traditions, or in personal associations." Over the next 13 years, Stone and his amateur supporters deposited their photographs at the British Museum. In 2000, these were moved to the V&A. This book examines Stone's central role in the project and presents over 100 of his photographs, many of which have never been published before. It also charts the history of the NPRA and points to its legacies within photography. What is especially striking is the resonance of these pictures in our own age.

Practical and highly illustrated, Genital Dermatology Manual, 4th Edition, by Drs. Libby Edwards and Peter J. Lynch, helps clinicians at all levels of experience arrive at an accurate diagnosis for both common and rare genital dermatologic lesions. More than 500 full-color photographs are arranged by appearance for rapid identification, offering superb visual guidance even for conditions not previously encountered. This easy-to-use reference is ideal for any clinician who sees men and women with disorders of the external genitalia, including dermatologists, gynecologists, urologists, primary care physicians, nurse practitioners, nurse midwives, and physician assistants. Arranges core chapters by disease presentation, such as patches and plaques, papules and nodules, and ulcers Includes variable morphologies, making it easier to arrive at a correct diagnosis even when encountering an atypical appearance of a common condition-for example, herpes simplex virus infection is discussed in chapters on blisters, erosions and ulcers, and special issues of immunosuppressed patients Updates include more clinical photographs throughout; an expanded therapy section including sinus tract un-roofing, vestibulectomy, lysis of adhesions and therapy of clitoral pseudocyst and phimosis; a new chapter on patient education; and new coverage of transgender and cosmetic issues Features chapters on special issues such as symptoms (itching and pain), immunosuppression, and pediatric, psychologic, and geriatric aspects of genital conditions Offers increased information on diagnostic and therapeutic procedures, as well as patient handouts suitable for copying and distribution Enrich Your eBook Reading Experience Read directly on your preferred device(s), such as computer, tablet, or smartphone. Easily convert to audiobook, powering your content with natural language text-to-speech.

The last fifteen years have seen much conceptual and methodological innovation in research on education and learning across the lifecourse, bringing both fresh insights and new dilemmas. This innovation was initially fuelled by the growing influence of conceptual framings often named as either post-structural or postmodern. The works of Foucault, Derrida and Lyotard have variously found their way into the canons of educational research, and in more recent years, the influence of the work of Deleuze and Guattari has also grown. This work has proved controversial both in the challenges it has raised for the purposes and practices of education and training but also over the assumptions underpinning such work. As part of and also in response to the influence of post-structuralism and postmodernism in the social sciences, there have emerged and developed a further range of conceptual and methodological framings which are more relational, system and practice-focussed. Several of these framings work with a non-linear understanding of causality and embrace unpredictability in the world and undecidability in our understanding of it. They also challenge any notion of a strong boundary between the social and natural sciences. This book explores the most significant four of these framings, how they are being taken up in research in education and learning across the lifecourse, as well as their possibilities and limitations: complexity science cultural historical activity theory (CHAT) actor-network theory (ANT) spatiality theories. Illustrated throughout with examples drawn from educational contexts across the life courses, including schooling, post-compulsory education and training, educational policy, workplace and community-based education in North America, the UK, and Australia this vital guide to understanding fresh ways of conducting and understanding educational research will prove essential reading for everyone undertaking educational research in the modern world.

Teachers, both in and beyond teacher education programmes, are continual learners. As society itself evolves, new settings and the challenges they provide require new learning. Teachers must continually adapt to new developments that affect their work, including alterations to qualification systems, new relationships with welfare professionals, and new technologies which are reconfiguring relationships with pupils.

Cultural-Historical Perspectives on Teacher Education and Development is an international volume which clarifies the purpose of initial (pre-service) teacher education and continuing professional development, and the role of universities and higher education personnel in these processes. An edited collection of chapters by leading researchers from the UK, the US and Europe, it gains coherence from its theoretical orientation and substantive focus on teacher learning. This book:

• demonstrates the contribution of sociocultural and cultural-historical activity theory (CHAT) towards our understandings of teacher learning
• offers a strong exemplification of a research focus on teachers as learners in specific sociocultural settings
• shows what teachers learn, how they learn and where they learn, using specific research examples, in the context of broader interests in the development of professional practice and professional education.

As the only volume now available that applies CHAT principles to teacher education and learning, Cultural-Historical Perspectives on Teacher Education and Development will be highly useful for teachers and teacher educators undertaking postgraduate and doctoral studies, particularly in the area of professional learning and development. It will also be of relevance to the continuing development of teachers and other school-based professionals.

The perceived threat of 'transnational organised crime' to Western societies has been of huge interest to politicians, policy-makers and social scientists over the last decade. This book considers the origins of this crime, how it has been defined and measured, and the appropriateness of governments' policy responses. The contributors argue that while serious harm is often caused by transnational criminal activity - for example, the trafficking in human beings - the construction of that criminal activity as an external threat obscures the origins of these crimes in the markets for illicit goods and services within the 'threatened' societies. As such, the authors question the extent to which global crime can be controlled through law enforcement initiatives and alternative policy initiatives are considered. The authors also question whether transnational organised crime will retain its place on the policy agendas of the United Nations and European Union in the wake of the 'war on terror'.

Originally published as parts I and II of Lea's major historical work Superstition and Force, this volume discusses the limitations in the Middle Ages of what modern jurists would term private law, or civil cases, and the concept of imminent justice through divine intervention in determining the verdict.

Reprint of the 1907 ed., with a new introd. by Edward Peters.

F. E. Peters, a scholar without peer in the comparative study of Judaism, Christianity, and Islam, revisits his pioneering work. Peters has rethought and thoroughly rewritten his classic The Children of Abraham for a new generation of readers-at a time when the understanding of these three religious traditions has taken on a new and critical urgency. He began writing about all three faiths in the 1970s, long before it was fashionable to treat Islam in the context of Judaism and Christianity, or to align all three for a family portrait. In this updated edition, he lays out the similarities and differences of the three religious siblings with great clarity and succinctness and with that same remarkable objectivity that is the hallmark of all the author's work. Peters traces the three faiths from the sixth century B.C., when the Jews returned to Palestine from exile in Babylonia, to the time in the Middle Ages when they approached their present form. He points out that all three faith groups, whom the Muslims themselves refer to as "People of the Book," share much common ground. Most notably, each embraces the practice of worshipping a God who intervenes in history on behalf of His people. The book's text is direct and accessible with thorough and nuanced discussions of each of the three religions. Footnotes provide the reader with expert guidance into the highly complex issues that lie between every line of this stunning edition of The Children of Abraham. Complete with a new preface by the author, this Princeton Classics edition presents this landmark study to a new generation of readers.

This book examines the role of the papacy and the crusade in the religious life of the late twelfth through late thirteenth centuries and beyond. Throughout the book, the contributors ask several important questions. Was Innocent III more theologian than lawyer-pope and how did his personal experience of earlier crusade campaigns inform his own vigorous promotion of the crusades? How did the outlook and policy of Honorius III differ from that of Innocent III in crucial areas including the promotion of multiple crusades (including the Fifth Crusade and the crusade of William of Montferrat) and how were both pope's mindsets manifested in writings associated with them? What kind of men did Honorius III and Innocent III select to promote their plans for reform and crusade? How did the laity make their own mark on the crusade through participation in the peace movements which were so crucial to the stability in Europe essential for enabling crusaders to fulfill their vows abroad and through joining in the liturgical processions and prayers deemed essential for divine favor at home and abroad? Further essays explore the commemoration of crusade campaigns through the deliberate construction of physical and literary paths of remembrance. Yet while the enemy was often constructed in a deliberately polarizing fashion, did confessional differences really determine the way in which Latin crusaders and their descendants interacted with the Muslim world or did a more pragmatic position of 'rough tolerance' shape mundane activities including trade agreements and treaties?

Selected by "Choice" magazine as an Outstanding Academic Book for 2001The highly-acclaimed first edition of this book chronicled the rise and fall of witchcraft in Europe between the twelfth and the end of the seventeenth centuries. Now greatly expanded, the classic anthology of contemporary texts reexamines the phenomenon of witchcraft, taking into account the remarkable scholarship since the book's publication almost thirty years ago.Spanning the period from 400 to 1700, the second edition of "Witchcraft in Europe" assembles nearly twice as many primary documents as the first, many newly translated, along with new illustrations that trace the development of witch-beliefs from late Mediterranean antiquity through the Enlightenment. Trial records, inquisitors' reports, eyewitness statements, and witches' confessions, along with striking contemporary illustrations depicting the career of the Devil and his works, testify to the hundreds of years of terror that enslaved an entire continent.Thomas Aquinas, Martin Luther, Thomas Hobbes, and other thinkers are quoted at length in order to determine the intellectual, perceptual, and legal processes by which "folklore" was transformed into systematic demonology and persecution. Together with explanatory notes, introductory essays--which have been revised to reflect current research--and a new bibliography, the documents gathered in "Witchcraft in Europe" vividly illumine the dark side of the European mind.

This remarkable portrayal of Jerusalem has become a favorite of many readers interested in this city's dramatic past. Through a collection of firsthand accounts, we see Jerusalem as it appeared through the centuries to a fascinating variety of observers--Jews, Christians, Muslims, and secularists, from pilgrim to warrior to merchant. F. E. Peters skillfully unites these moving eyewitness statements in an immensely readable narrative commentary. Originally published in 1995. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

You are cordially invited to Argentia, the galaxy’s most exclusive tax haven, to attend the funeral of mining magnate Carlo Mazzini. The memorial service will be followed by music, light refreshments, and murder! Carlo’s heirs have come to say their final goodbyes (and find out how much they’ve inherited) but when a masked killer begins picking them off one by one, Argentia goes into lock-down, closed off behind its own temporal displacement field. Can the Doctor, Nyssa, Tegan and Adric apprehend the murderer before Argentia – and everyone on board - is forever cut off from the rest of the Universe? Big Finish have been producing Doctor Who audios since 1999, starring Tom Baker, Peter Davison, Colin Baker, Sylvester McCoy, Paul McGann, David Tennant and John Hurt. This release's director - Barnaby Edwards - is not only a prolific Big Finish director, but as an actor is the lead Dalek operator on TV's Doctor Who. Peter Davison - the Fifth Doctor on television - is also well known from other TV shows such as The Last Detective, Campion and A Very Peculiar Practice, while more recently he's been a significant presence in many high profile West End musical productions including Legally Blonde. CAST: Peter Davison (The Doctor), Janet Fielding (Tegan Jovanka), Sarah Sutton (Nyssa), Matthew Waterhouse (Adric), Samuel West (The Mazzini Family), Phil Cornwell (Superintendent Galgo / Zaleb 5), Sophie Winkleman (Sofia).