"I always thought I would get into painting, but I got waylaid by rock 'n' roll. Finally, I thought, 'Now's the time.' As soon as I could be alone and paint without any interruptions, I just couldn't stop." – Chrissie Hynde

"These paintings wake me up, show me life, make me want to get up and do something." – Brian Eno

"The fact that Chrissie is a great musician doesn’t undermine her painting; it underpins it…" – Tim Marlow

In 2015, Chrissie Hynde, the singer, songwriter and leader of The Pretenders, produced an oil painting of a ceramic vase. It proved to be the starting point for Chrissie Hynde’s first body of work, nearly 200 canvases in all. These paintings are now shared for the very first time in Adding The Blue.

Beginning with still life studies and culminating in vibrant abstract compositions, Adding The Blue is a beautiful book of paintings that reveals Chrissie Hynde as an artist as passionate about her painting as her music.

With forewords by visionary musician and artist, Brian Eno, and The Royal Academy’s Artistic Director, Tim Marlow, Adding The Blue is captioned throughout with Chrissie Hynde’s thoughts, anecdotes and reflections.

Published in hardback the front cover features the work,'Tuesday Self-Portrait'

"Perspectives on Conceptual Change" presents case study excerpts illustrating the influence on and processes of students' conceptual change, and analyses of these cases from multiple theoretical frameworks.
Researchers in reading education have been investigating conceptual change and the effects of students' prior knowledge on their learning for more than a decade. During this time, this research had been changing from the general and cognitive--average effects of interventions on groups of students--to the specific and personal--individuals' reactions to and conceptual change with text structures. Studies in this area have begun to focus on the social, contextual, and affective influences on conceptual change. These studies have potential to be informed by other discourses.
Hence, this book shows the results of sharing data--in the form of case study excerpts--with researchers representing varying perspectives of analyses. Instances of learning are examined from cross disciplinary views. Case study authors in turn respond to the case analyses. The result is a text that provides multiple insights into understanding the learning process and the conditions that impact learning.

These two companion volumes provide a comprehensive review and critical evaluation of the major DSM-III and DSM-III-R child disorders. Their major goal is to provide diagnostic and assessment guidelines that are based on scientific literature in specific clinical domains. Each chapter contains a discussion of the historical background of a particular diagnosis, definitional issues, a critical but selective review of the literature addressing the diagnosis in question, proposed changes in the diagnostic criteria based on the available literature, and proposed assessment models and methods based on the designated criteria. Given the scientific bases for many of these discussions of diagnostic criteria, these two volumes will serve professionals and graduate students in a wide variety of fields: clinical child psychology, child psychiatry, pediatrics, pediatric and school psychology, special education, social work, and other child mental health specialties.

These two companion volumes provide a comprehensive review and critical evaluation of the major DSM-III and DSM-III-R child disorders. Their major goal is to provide diagnostic and assessment guidelines that are based on scientific literature in specific clinical domains. Each chapter contains a discussion of the historical background of a particular diagnosis, definitional issues, a critical but selective review of the literature addressing the diagnosis in question, proposed changes in the diagnostic criteria based on the available literature, and proposed assessment models and methods based on the designated criteria. Given the scientific bases for many of these discussions of diagnostic criteria, these two volumes will serve professionals and graduate students in a wide variety of fields: clinical child psychology, child psychiatry, pediatrics, pediatric and school psychology, special education, social work, and other child mental health specialties.

This title was first published in 2001. Providing a new methodology to analyze the fundamental interrelationship between the sustainable management of a country's water resources and the formulation of effective strategies for socio-economic development, this book captures the complex nature of water and its effect on a macro economy.

This volume is an attempt to synthesize the understandings we have about reading to learn. Although learning at all ages is discussed in this volume, the main focus is on middle and high school classrooms--critical spaces of learning and thinking.
The amount of knowledge presented in written form is increasing, and the information we get from texts is often conflicting. We are in a knowledge explosion that leaves us reeling and may effectively disenfranchise those who are not keeping up. There has never been a more crucial time for students to understand, learn from, and think critically about the information in various forms of text. Thus, understanding what it means to learn is vital for all educators.
Learning from text is a complex matter that includes student factors (social, ethnic, and cultural differences, as well as varying motivations, self-perceptions, goals, and needs); instructional and teacher factors; and disciplinary and social factors.
One important goal of the book is to encourage practicing teachers to learn to consider their students in new ways--to see them as being influenced by, and as influencing, not just the classroom but the total fabric of the disciplines they are learning. Equally important, it is intended to foster further research efforts--from local studies of classrooms by teachers to large-scale studies that produce generalizable understandings about learning from text.
This volume--a result of the editor's and contributors' work with the National Reading Research Center--will be of interest to all researchers, graduate students, practicing teachers, and teachers in training who are interested in understanding the issues that are central to improving students' learning from text.

This volume is an attempt to synthesize the understandings we have about reading to learn. Although learning at all ages is discussed in this volume, the main focus is on middle and high school classrooms--critical spaces of learning and thinking.
The amount of knowledge presented in written form is increasing, and the information we get from texts is often conflicting. We are in a knowledge explosion that leaves us reeling and may effectively disenfranchise those who are not keeping up. There has never been a more crucial time for students to understand, learn from, and think critically about the information in various forms of text. Thus, understanding what it means to learn is vital for all educators.
Learning from text is a complex matter that includes student factors (social, ethnic, and cultural differences, as well as varying motivations, self-perceptions, goals, and needs); instructional and teacher factors; and disciplinary and social factors.
One important goal of the book is to encourage practicing teachers to learn to consider their students in new ways--to see them as being influenced by, and as influencing, not just the classroom but the total fabric of the disciplines they are learning. Equally important, it is intended to foster further research efforts--from local studies of classrooms by teachers to large-scale studies that produce generalizable understandings about learning from text.
This volume--a result of the editor's and contributors' work with the National Reading Research Center--will be of interest to all researchers, graduate students, practicing teachers, and teachers in training who are interested in understanding the issues that are central to improving students' learning from text.

"Perspectives on Conceptual Change" presents case study excerpts illustrating the influence on and processes of students' conceptual change, and analyses of these cases from multiple theoretical frameworks.
Researchers in reading education have been investigating conceptual change and the effects of students' prior knowledge on their learning for more than a decade. During this time, this research had been changing from the general and cognitive--average effects of interventions on groups of students--to the specific and personal--individuals' reactions to and conceptual change with text structures. Studies in this area have begun to focus on the social, contextual, and affective influences on conceptual change. These studies have potential to be informed by other discourses.
Hence, this book shows the results of sharing data--in the form of case study excerpts--with researchers representing varying perspectives of analyses. Instances of learning are examined from cross disciplinary views. Case study authors in turn respond to the case analyses. The result is a text that provides multiple insights into understanding the learning process and the conditions that impact learning.

These two companion volumes provide a comprehensive review and critical evaluation of the major DSM-III and DSM-III-R child disorders. Their major goal is to provide diagnostic and assessment guidelines that are based on scientific literature in specific clinical domains. Each chapter contains a discussion of the historical background of a particular diagnosis, definitional issues, a critical but selective review of the literature addressing the diagnosis in question, proposed changes in the diagnostic criteria based on the available literature, and proposed assessment models and methods based on the designated criteria. Given the scientific bases for many of these discussions of diagnostic criteria, these two volumes will serve professionals and graduate students in a wide variety of fields: clinical child psychology, child psychiatry, pediatrics, pediatric and school psychology, special education, social work, and other child mental health specialties.

These two companion volumes provide a comprehensive review and critical evaluation of the major DSM-III and DSM-III-R child disorders. Their major goal is to provide diagnostic and assessment guidelines that are based on scientific literature in specific clinical domains. Each chapter contains a discussion of the historical background of a particular diagnosis, definitional issues, a critical but selective review of the literature addressing the diagnosis in question, proposed changes in the diagnostic criteria based on the available literature, and proposed assessment models and methods based on the designated criteria. Given the scientific bases for many of these discussions of diagnostic criteria, these two volumes will serve professionals and graduate students in a wide variety of fields: clinical child psychology, child psychiatry, pediatrics, pediatric and school psychology, special education, social work, and other child mental health specialties.

Throughout Mexico's history, women have been subjected to a dual standard: exalted in myth, they remain subordinated in their social role by their biology. But this dualism is not so much a battle between the sexes as the product of a social system. The injustices of this system have led Mexican women to conclude that they deserve a better world, one worth struggling for.

Published originally in Spanish as Mujeres en Me xico: Una historia olvidada, this work examines the role of Mexican women from pre-Corte s to the 1980s, addressing the interplay between myth and history and the gap between theory and practice. Pointing to such varied prototypes as the Virgin of Guadalupe, La Malinche, and Sor Juana, Tun o n contrasts what these women represent with more realistic but less-exalted counterparts such as Josefa Ortiz de Domi nguez, La Gu era Rodri guez, and Juana Bele n Gutie rrez de Mendoza. She also discusses the identity transformation by which indigenous women come to see themselves as Mexicanas, and analyzes such issues as women's economic dislocation in the labor force, education, and self-image.

In challenging the illusion that historians have created of women in Mexico's history, Tun o n hopes to recover feminism-- with its strengths and weaknesses, its vision of the world that is both intellectual and full of feeling. By examining the social world of Mexico, she also hopes to determine those situations that cause oppression, exploitation, and marginalization of women.

From bestselling author Noel Hynd comes this new series, The Cuban Trilogy, bursting with intrigue and set against the backdrop of Havana, an explosive capital city of faded charm, locked in the past and torn by political intrigue.U.S. Treasury Agent Alexandra LaDuca leaves her Manhattan home on an illegal mission to Cuba that could cost her everything. At stake? Her life ... and the solution to a decades-old mystery, the recovery of a large amount of cash, and the return of an expatriate American fugitive to the United States. After slipping into the country on a small boat, Alex makes her way to Havana. Accompanying her is the attractive but dangerous Paul Guarneri, a Cuban-born exile who lives in the gray areas of the law. Together, they plunge into intrigue and danger in a climate of political repression and organized crime. Without the support of the United States, Alex must navigate Cuban police, saboteurs, pro-Castro security forces, and a formidable network of those loyal to the American underworld. Bullets fly as allies become traitors and enemies become unexpected friends. Alex, recovering from the tragic loss of her fiance a year before, reexamines faith and new love while taking readers on a fast-paced adventure. If you enjoy thrillers such as those by John le Carre, David Baldacci, and Joel Rosenberg, you'll love this series.

When a mysterious relic is stolen from a Madrid museum, people are dying to discover its secrets. Literally. U.S. Treasury agent Alexandra LaDuca returns from Conspiracy in Kiev to track down the stolen artwork, a small carving called The Pieta of Malta. It seems to be a simple assignment, but nothing about this job is simple, as the mysteries and legends surrounding the relic become increasingly complex with claims of supernatural power. As aggressive, relentless, and stubborn as ever, Alex crisscrosses Europe through a web of intrigue, danger, and betrayal, joined by a polished, mysterious new partner. With echoes of classic detective and suspense fiction from The Maltese Falcon to The Da Vinci Code, Midnight in Madrid takes the reader on a nonstop spellbinding chase through a modern world of terrorists, art thieves, and cold-blooded killers."

A shrewd investigator and an expert marksman, Special Agent Alexandra LaDuca can handle any case the FBI gives her. Or can she? While on loan from the U.S. Department of the Treasury, Alex is tapped to accompany a Secret Service team during an American Presidential visit to Ukraine. Her assignment: to keep personal watch over Yuri Federov, the most charming and most notorious gangster in the region. Against her better judgment---and fighting a feeling that she s being manipulated---she leaves for Ukraine. But there are more parts to this dangerous mission than anyone suspects, and connecting the dots takes Alex across three continents and through some life-altering discoveries about herself, her work, her faith, and her future. Conspiracy in Kiev---from the first double-cross to the stunning final pages---is the kind of solid, fast-paced espionage thriller only Noel Hynd can write. For those who have never read Noel Hynd, this first book in The Russian Trilogy is the perfect place to start."

This title was first published in 2001. Providing a new methodology to analyze the fundamental interrelationship between the sustainable management of a country's water resources and the formulation of effective strategies for socio-economic development, this book captures the complex nature of water and its effect on a macro economy.

Nutrition is the key driver of animal health, welfare and production. In agriculture, nutrition is crucial to meet increasing global demands for animal protein and consumers' demands for cheaper meat, milk and eggs and higher standards of animal welfare. For companion animals, good nutrition is essential for quality and length of life. Animal Nutrition examines the science behind the nutrition and feeding of the major domesticated animal species: sheep, beef cattle, dairy cattle, deer, goats, pigs, poultry, alpacas, horses, dogs and cats. It includes introductory chapters on digestion and feeding standards, followed by chapters on each animal containing information on digestive anatomy and physiology, evidence-based nutrition and feeding requirements and common nutritional and metabolic diseases. Clear diagrams, tables and breakout sections make this text readily understandable, and it will be of value to tertiary students of animal nutrition and to practicing veterinarians, livestock consultants, producers and nutritionists.

Not just a method of crime control or individual punishment in Britain’s African territories, the death penalty was an integral aspect of colonial networks of power and violence. Imperial Gallows analyses capital trials from Kenya, Nyasaland and the Gold Coast to explore the social tensions that fueled murder among colonised populations, and how colonial legal cultures and landscapes of political authority shaped sentencing and mercy. It demonstrates how ideas of race, ethnicity, gender and ‘civilization’ could both spare and condemn Africans convicted of murder in colonial courts, and also how Africans could either appropriate or resist such colonial legal discourses in their trials and petitions. In this book, Stacey Hynd follows the whole process of capital punishment from the identification of a murder victim to trial and conviction, through the process of mercy and sentencing onto death row and execution. The scandals that erupted over the death penalty, from botched executions and moral panics over ritual murder, to the hanging of anti-colonial rebels for ‘terrorist’ and emergency offences, provide significant insights into the shifting moral and political economies of colonial violence. This monograph contextualises the death penalty within the wider penal systems and coercive networks of British colonial Africa to highlight the shifting targets of the imperial gallows against rebels, robbers or domestic murderers. Imperial Gallows demonstrates that while hangings were key elements of colonial iconography in British Africa, symbolically loaded events that demonstrated imperial power and authority, they also reveal the limits of that power.