The Mother, the Politician, and the Guerrilla intervenes in discussions on decolonialism and feminism by introducing the example of the Kurdish Women’s Freedom Movement. Üstündağ shows how the practices and the concepts of the movement contribute to debates on how the past, present, and future can be critically rethought in revolutionary ways. In the movement’s images, figures, voices, bodies, and their reverberations Üstündağ elaborates a new political imagination that has emerged in Kurdistan through women’s acts and speech. This political imagination unfolds between flesh, body, voice, language. It is the result of Kurdish women’s desire to find new ways of being and becoming, between the necessary and the possible. Focusing on the figures of the mother, the woman politician and woman guerilla, Üstündağ argues that the Kurdish Women’s Freedom Movement changes what politics consists of, including its matter, relationality, temporality, and spatiality. Although anchored in the specific Kurdish experiences, the book puts the movement into conversation with feminist political theory, psychoanalysis, Black Studies, Queer Studies, and Decolonial Studies. In solidarity with the Kurdish Movement’s tradition of resistance to History with a capital H that Kurds have built through reiterated performance, the book seeks to establish what new entanglements with wide-ranging thought the movement offers as a provocation for contemporary politics.

This book examines the formation of urban neighbourhoods in the Middle East, Africa, and South Asia. It departs from 'neighbourhoods' to consider identity, coexistence, solidarity, and violence in relations to a place. Urban Neighbourhood Formations revolves around three major aspects of making and unmaking of neighbourhoods: spatial and temporal boundaries of neighbourhoods, neighbourhoods as imagined and narrated entities, and neighbourhood as social relations. With extensive case studies from Johannesburg to Istanbul and from Jerusalem to Delhi, this volume shows how spatial amenities, immaterial processes of narrating and dreaming, and the lasting effect of intimacies and violence in a neighbourhood are intertwined and negotiated over time in the construction of moral orders, urban practices, and political identities at large. This book offers insights into neighbourhood formations in an age of constant mobility and helps us understand the grassroots-level dynamics of xenophobia and hostility, as much as welcoming and openness. It would be of interest for both academics and more general audiences, as well as for students of undergraduate and postgraduate courses in Urban Studies and Anthropology.

Books in the Teaching English Language Learners (ELLs) across the Curriculum Series are written specifically for pre- and in- service teachers who may not have been trained in ELL techniques, but still find themselves facing the realities and challenges of today's diverse classrooms and learners. Each book provides simple and straightforward advice on how to teach ELLs through a given subject area, and how to teach content to ELLs who are at different levels of English language proficiency than the rest of their class. Authored by both language and content area specialists, each volume arms readers with practical, teacher-friendly strategies, and subject-specific techniques.

Teaching Science to English Language Learners offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science, offering examples of easy ways to adapt existing lesson plans to be more inclusive. The practical, teacher-friendly strategies and techniques included here are proven effective with ELLs, and many are also effective with all students. The book provides context-specific strategies for the full range of the secondary sciences curriculum, including physical science, life science, earth and space science, science as inquiry, and history and nature of science and more. A fully annotated list of web and print resources completes the book, making this a one volume reference to help science teachers meet the challenges of including all learners in effective instruction.

Special features:

• practical examples of science exercises make applying theory to practice simple when teaching science to ELLs
• an overview of the National Science Education Standards offers useful guidelines for effective instructional and assessment practices for ELLs in secondary grades
• graphs, tables, and illustrations provide additional access points to the text in clear, meaningful ways.

The Mother, the Politician, and the Guerrilla intervenes in discussions on decolonialism and feminism by introducing the example of the Kurdish Women’s Freedom Movement. Üstündağ shows how the practices and the concepts of the movement contribute to debates on how the past, present, and future can be critically rethought in revolutionary ways. In the movement’s images, figures, voices, bodies, and their reverberations Üstündağ elaborates a new political imagination that has emerged in Kurdistan through women’s acts and speech. This political imagination unfolds between flesh, body, voice, language. It is the result of Kurdish women’s desire to find new ways of being and becoming, between the necessary and the possible. Focusing on the figures of the mother, the woman politician and woman guerilla, Üstündağ argues that the Kurdish Women’s Freedom Movement changes what politics consists of, including its matter, relationality, temporality, and spatiality. Although anchored in the specific Kurdish experiences, the book puts the movement into conversation with feminist political theory, psychoanalysis, Black Studies, Queer Studies, and Decolonial Studies. In solidarity with the Kurdish Movement’s tradition of resistance to History with a capital H that Kurds have built through reiterated performance, the book seeks to establish what new entanglements with wide-ranging thought the movement offers as a provocation for contemporary politics.

This book constitutes the refereed proceedings of the Third International Symposium on Information Management in a Changing World, IMCW 2012, held in Ankara, Turkey, in September 2012. The 16 revised full papers presented together with three keynotes were carefully reviewed and selected from more than 30 submissions. The papers are organized in topical sections on e-science and information management; scholarly communication and institutional repositories; information literacy and academic libraries; different perspectives on information management.

"Convergence" is defined as the intertwinement of species or technologies. "Tech- logical convergence," on the other hand, refers to a trend where a single product such as a cell phone, used in the past solely for communication, evolves into a product that functions not only as a communication device but incorporates the distinct function- ities of a number of other technologies, thereby enabling users to take pictures, listen to music, access the Web, send and receive e-mail messages, find their way, and so on, equally successfully. Social networks such as Facebook, YouTube, MySpace and LinkedIn, where users congregate, discuss certain issues, entertain themselves, and share information in t- tual, audio and video formats, are among the most frequented web sites. Social networks having Web 2. 0 features offer personalized services, allowing users to - corporate their own content easily and describe, organize and share it with others, thereby enriching users' experience. More often than not, a capable cell phone is all you need to get access to such social networks and carry out all those tasks. Such tools tend to change our private, social and professional lives and blur the boundaries among them. In other words, our private, social and professional lives are converging, too: someone using a cell phone could be communicating with his/her friend(s), accessing information services, taking an exam using a learning management system, or conducting business.

History books often weave tales of rising and falling empires, royal dynasties, and wars among powerful nations. Here, Maksudyan succeeds in making those who are farthest removed from power the lead actors in this history. Focusing on orphans and destitute youth of the late Ottoman Empire, the author gives voice to those children who have long been neglected. Their experiences and perspectives shed new light on many significant developments of the late Ottoman period, providing an alternative narrative that recognizes children as historical agents. Maksudyan takes the reader from the intimate world of infant foundlings to the larger international context of missionary orphanages, all while focusing on Ottoman modernization, urbanization, citizenship, and the maintenance of order and security. Drawing upon archival records, she explores the ways in which the treatment of orphans intersected with welfare, labor, and state building in the Empire. Throughout the book, she does not lose sight of her lead actors, and the influence of the children is always present if we simply listen and notice carefully as Maksudyan so convincingly argues.

This book examines the formation of urban neighbourhoods in the Middle East, Africa, and South Asia. It departs from 'neighbourhoods' to consider identity, coexistence, solidarity, and violence in relations to a place. Urban Neighbourhood Formations revolves around three major aspects of making and unmaking of neighbourhoods: spatial and temporal boundaries of neighbourhoods, neighbourhoods as imagined and narrated entities, and neighbourhood as social relations. With extensive case studies from Johannesburg to Istanbul and from Jerusalem to Delhi, this volume shows how spatial amenities, immaterial processes of narrating and dreaming, and the lasting effect of intimacies and violence in a neighbourhood are intertwined and negotiated over time in the construction of moral orders, urban practices, and political identities at large. This book offers insights into neighbourhood formations in an age of constant mobility and helps us understand the grassroots-level dynamics of xenophobia and hostility, as much as welcoming and openness. It would be of interest for both academics and more general audiences, as well as for students of undergraduate and postgraduate courses in Urban Studies and Anthropology.

Building upon the book Disappearing Destinations (Jones and Phillips 2010) and its conclusion that promoted the need to recognize problems, meet expectations and manage solutions Global Climate Change and Coastal Tourism explores current threats to, and consequences of, climate change on existing tourism coastal destinations. Part 1 of the book provides a theoretical platform and addresses topics such as sustainability, tourism impacts, governance trade and innovation and how the media addresses climate change and tourism. It also assesses management and policy options for the future sustainability of threatened tourism coastal destinations. Part 2 presents case studies from all regions of the world (Europe, The Americas, Asia, Africa and Australasia) which synthesise findings to make recommendations that can be used to promote strategies that ameliorate projected impacts of climate change on coastal tourism infrastructure and in turn promote the future sustainability of coastal tourism destinations. This is a timely and informative text with appeal to researchers, undergraduate and post graduate students of tourism management, tourism planning, sustainable tourism development and leisure management, coastal tourism/management, environmental management/planning, geography, coastal zone management or climate change studies.

The first English-language book to focus on northeast Sino-Russian border economies, Trust and Mistrust in the Economies of the China-Russia Borderlands examines how trans-border economies function in practice. The authors offer an anthropological understanding of trust in juxtaposition to the economy and the state. They argue that the history of suspicion and the securitised character of the Sino-Russian border mean that trust is at a premium. The chapters show how diverse kinds of cross-border business manage to operate, often across great distances, despite widespread mistrust.

Books in the Teaching English Language Learners (ELLs) across the Curriculum Series are written specifically for pre- and in- service teachers who may not have been trained in ELL techniques, but still find themselves facing the realities and challenges of today's diverse classrooms and learners. Each book provides simple and straightforward advice on how to teach ELLs through a given subject area, and how to teach content to ELLs who are at different levels of English language proficiency than the rest of their class. Authored by both language and content area specialists, each volume arms readers with practical, teacher-friendly strategies, and subject-specific techniques.

Teaching Science to English Language Learners offers science teachers and teacher educators a straightforward approach for engaging ELLs learning science, offering examples of easy ways to adapt existing lesson plans to be more inclusive. The practical, teacher-friendly strategies and techniques included here are proven effective with ELLs, and many are also effective with all students. The book provides context-specific strategies for the full range of the secondary sciences curriculum, including physical science, life science, earth and space science, science as inquiry, and history and nature of science and more. A fully annotated list of web and print resources completes the book, making this a one volume reference to help science teachers meet the challenges of including all learners in effective instruction.

Special features:

• practical examples of science exercises make applying theory to practice simple when teaching science to ELLs
• an overview of the National Science Education Standards offers useful guidelines for effective instructional and assessment practices for ELLs in secondary grades
• graphs, tables, and illustrations provide additional access points to the text in clear, meaningful ways.

An attempt to reveal, recover and reconsider the roles, positions, and actions of Ottoman women, this volume reconsiders the negotiations, alliances, and agency of women in asserting themselves in the public domain in late- and post-Ottoman cities. Drawing on diverse theoretical backgrounds and a variety of source materials, from court records to memoirs to interviews, the contributors to the volume reconstruct the lives of these women within the urban sphere. With a fairly wide geographical span, from Aleppo to Sofia, from Jeddah to Istanbul, the chapters offer a wide panorama of the Ottoman urban geography, with a specific concern for gender roles.

Described by historians as a ""total war,"" World War I was the first conflict that required a comprehensive mobilization of all members of society, regardless of profession, age, or gender. Just as women became heads of households and joined the workforce in unprecedented numbers, children also became actively engaged in the war effort. Adding a new dimension to the historiography of World War I, Maksudyan explores the variegated experiences and involvement of Ottoman children and youth in the war. Rather than simply passive victims, children became essential participants as soldiers, wage earners, farmers, and artisans. They also contributed to the propaganda and mobilization effort as symbolic heroes and orphans of martyrs. Rebelling against their orphanage directors or trade masters, marching and singing proudly with their scouting companies, making long-distance journeys to receive vocational training or simply to find their families, they acquired new identities and discovered new forms of agency. Maksudyan focuses on four different groups of children: thousands of orphans in state orphanages (Daruleytam), apprentice boys who were sent to Germany, children and youth in urban centers who reproduced rivaling nationalist ideologies, and Armenian children who survived the genocide. With each group, the author sheds light on how the war dramatically impacted their lives and, in turn, how these self-empowered children, sometimes described as ""precocious adults,"" actively shaped history.

Pink Molliver is upset. A family history report is due for both school and church that conflicts with an adventure with his rancher dad to chase and lasso Desert Blaze, king of mustangs. Pink, feeling guilty, goes for the wild-horse chase. But he worries. Then, on the range, an old owl tells him how to approach Desert Blaze, a magical mustang capable of flying into space. Astride Desert Blaze, Pink, his sister Molly, and Shep, their dog, sail off into space to the Planet of All-Family Histories, where Pink may yet get his report. But fierce, sharp-toothed, fire-spitting lizards stand in the way. They threaten not only his report but any of them ever getting back.

Edited by Nazan Haydari and Prue Holmes, Case Studies in Intercultural Dialogue focuses on the important and under-investigated concept of intercultural dialogue. It draws on cases of intercultural communication in which there is a dialogue, conflict or misunderstanding, and presents approaches, theories, and analytical tools that can be used to productively understand and/or resolve the issues presented in each case study. This edited collection covers a wide range of research topics drawn from peace building, arts and media, education, anthropology, new communication technologies organizational communication, and more....The format of Case Studies in Intercultural Dialogue encourages readers to engage in discussion from different perspectives through various methodological and theoretical approaches to problems, opportunities, and ethical issues of intercultural communication.

Philip Glass's opera focuses on the final days of the great American icon, Walt Disney. Recorded during its inital run at Madrid's Teatro Real in January 2013, Phelim McDermott's visually vibrant production explores the troubled mind of the director, contrasting his outward public veneer with the turmoil as he confronts his own mortality. Christopher Purves takes the title role, with David Pittsinger as his brother, Roy, and Marie McLaughlin as his wife, Lillian. The conductor is Dennis Russell Davis.

In this study, after the main problems of design studios are put forward; firstly the theories of learning are explained with a linear approach; and then the issue of architecture being an act of problem solving or being an act of creativity had been scrutinized. Within the context of design studio works, it could be possible to decide whether the students are inclined to show skills of problem solving or creativity and thereby to take precautions for the improvement of the weaker aspect. After touching on the basic characteristics of the creative student and the tutor, tips and clues had been searched for the problem of the teaching method and assessment in a design studio. This study focuses on how the differences between the students and the tutor team could be organised to be turned into an advantage in the design studio. To this end, the running of the studio, crits methods, basis of assessment and how they could be shaped had been questioned.

Described by historians as a ""total war,"" World War I was the first conflict that required a comprehensive mobilization of all members of society, regardless of profession, age, or gender. Just as women became heads of households and joined the workforce in unprecedented numbers, children also became actively engaged in the war effort. Adding a new dimension to the historiography of World War I, Maksudyan explores the variegated experiences and involvement of Ottoman children and youth in the war. Rather than simply passive victims, children became essential participants as soldiers, wage earners, farmers, and artisans. They also contributed to the propaganda and mobilization effort as symbolic heroes and orphans of martyrs. Rebelling against their orphanage directors or trade masters, marching and singing proudly with their scouting companies, making long-distance journeys to receive vocational training or simply to find their families, they acquired new identities and discovered new forms of agency. Maksudyan focuses on four different groups of children: thousands of orphans in state orphanages (Daruleytam), apprentice boys who were sent to Germany, children and youth in urban centers who reproduced rivaling nationalist ideologies, and Armenian children who survived the genocide. With each group, the author sheds light on how the war dramatically impacted their lives and, in turn, how these self-empowered children, sometimes described as ""precocious adults,"" actively shaped history.

The Eastern Question, as it was termed by the European Powers in the nineteenth century, was a debate primarily concerned with the issue of "what to do with the Turk?." The Ottoman Empire had become known as the "sick man of Europe" following its gradual decline since the eighteenth century, and its demise would be highly problematic for the crowned heads of Europe. This unique book focuses on the intellectual and political dynamics of the first Ottoman political opposition in the modern sense, the so-called "Young Ottomans." In the process it narrates an alternative version of the Eastern Question as experienced and told by its Eastern observers and critics. Nazan Cicek shows how an important section of the newly-rising semi-autonomous Ottoman Muslim Turkish intelligentsia in the second half of the nineteenth century effectively answered the alternative question of "what to do with the West?."