Drinking has become recognized as one of the most important problems facing today's college student. Even though college drinking has increased only modestly over the past few decades, concern about its health, behavioral, and safety consequences has risen rapidly. This book examines college drinking as a social problem within higher education, based on interviews with many leading figures engaged in addressing the problem. It explains how high-risk drinking is defined, and assesses the evidence about how many students are binge drinkers and what kinds of behavioral and health problems they have as a consequence. The book also answers the crucial questions of why students binge drink and what mixture of personal and environmental factors produce binge drinking. The complex links to campus crime and sexual assault are discussed fully. Key practical questions about effective prevention programs and countermeasures are discussed in detail. Students and parents can take action to lower the risk of binge drinking by following the book's recommendations and by consulting its appendix, which explains how to use institutional data about alcohol violations and crime, which is available for several thousand colleges. Likewise, administrators, trustees, and faculty will find a full discussion of the scope of the problem and what can be done about it.

Living with any kind of phobia must be, at best, inconvenient, and no doubt can become a living hell. It depends what you're phobic about: if it's something that's easy to avoid, like heights, it's not likely to cause too much difficulty; on the other hand, if the object of your phobia is something that is an inescapable part of everyday existence, it must make life difficult to bear. One well-known example is agoraphobia. Less well-known, but apparently very common, is emetophobia, which is narrowly defined as a fear of vomiting, but usually includes the additional fear of seeing other people vomiting, and also extends to a general fear of feeling nauseous. Generally, the effect on the life of an emetophobe is that he or she lives a life dictated by a constant programme of trying to avoid becoming nauseous or being exposed to people who are. For me, and probably for countless other women sufferers, the most profoundly traumatic effect was the impact my phobia had on me during motherhood, which in its early stages is a period which is almost defined by nausea and vomiting. And that was only the beginning. Then comes the fear that my children might get bugs that would cause them to vomit. And of course, they did, leading to crises of anxiety and compulsive preventative and curative behaviour. This has made me to feel that I didn't adequately perform my duties as a mother, despite being so evidently devoted to that role. Aside from my children, there were many other strands of life that this phobia affected. For instance, I am still troubled by guilt that I didn't adequately support friends who were ill (including two who ultimately died from cancer) because of a fear of them vomiting in my presence. More trivially, there was fear of travel sickness which was so bad I avoided travelling by aeroplane for 30 years. I am now a Grandmother to three beautiful children, I live in Southern Spain and my dearest wish is to be able to have them come and visit me for holidays. I want to be able to love them properly and not at arm's length as I did with my own children. My story is a compelling account of life with a near-debilitating fear and how I managed to keep it a secret for 46 years but through my own shame and not without the understanding and love of my 3rd husband have almost managed to overcome it.

Technology and the Stylistic Evolution of the Jazz Bass traces the stylistic evolution of jazz from the bass player's perspective. Historical works to date have tended to pursue a 'top down' reading, one that emphasizes the influence of the treble instruments on the melodic and harmonic trajectory of jazz. This book augments that reading by examining the music's development from the bottom up. It re-contextualizes the bass and its role in the evolution of jazz (and by extension popular music in general) by situating it alongside emerging music technologies. The bass and its technological mediation are shown to have driven changes in jazz language and musical style, and even transformed creative hierarchies in ways that have been largely overlooked. The book's narrative is also informed by investigations into more commercial musical styles such as blues and rock, in order to assess how, and the degree to which, technological advances first deployed in these areas gradually became incorporated into general jazz praxis. Technology and the Jazz Bass reconciles technology more thoroughly into jazz historiography by detailing and evaluating those that are intrinsic to the instrument (including its eventual electrification) and those extrinsic to it (most notably evolving recording and digital technologies). The author illustrates how the implementation of these technologies has transformed the role of the bass in jazz, and with that, jazz music as an art form.

Dowdall's book offers sample documents for candidates as well as for the search committees, and includes a substantive bibliography. From her vantage point outside the institution, Dowdall is able to provide a unique point of view and insightful comments on the complex and often daunting process of the academic executive search. Key selling points include: The eagerness for career advice that exists, both from candidates (Part I of the book) and search committees (Part II of the book); a visible author, who writes a monthly column in the Chronicle of Higher Education and lectures often at leadership seminars; and information on this subject which covers all institutional types, including liberal arts colleges, comprehensive institutions, research universities, and community colleges.

This concise, accessible introduction to understanding agricultural chemicals and public health combines a broad synthesis on a global scale with rich ethnographic narratives on a human scale. Drawing on epidemiology, policy analysis, and social science research on the global commodity chain, the authors describe the system of global agrochemical dependence that constitutes a major threat to human health. Then they draw readers into the lush mountainsides of highland Guatemala, telling personal stories of farmers, their experiences with public health programs, their struggles against agrichemical dependence, and their innovations in sustainable agriculture. Finally, they show how this kind of qualitative, multi-level analysis holds practical lessons for public health. This engaging, brief text is an ideal supplement for courses in global health, introducing students to key concepts with broad coverage and engrossing ethnographic detail.

Drinking is recognised as one of the most important problems confronting students on campus today, with major impacts on health and safety. This book answers crucial questions about why students drink, examines its complex links to campus crime and sexual assault, and offers new insights on how to address the issue. It differs from other studies of college drinking by dispelling the myth that the problem is universal. Dowdall’s research reveals that the incidence of alcohol abuse varies enormously between colleges, and in doing so identifies interventions and policies that have been effective, and those that have failed. His study is also unique in looking “upstream� at the broader cultural, organisational and social forces that shape this behaviour, where most studies focus only on “downstream� behaviours, well after students have selected their college and have started drinking. Students and parents can take action to lower the risk of binge drinking by following the book’s recommendations, and consulting the data it provides about alcohol violations and crime at thousands of colleges. For administrators and student affairs personnel, it both defines and illuminates the issue, and outlines effective interventions.

This edited volume analyses siege warfare as a discrete type of military engagement, in the face of which civilians are particularly vulnerable. Siege warfare is a form of combat that has usually had devastating effects on civilian populations. From the near-contemporary Siege of Sarajevo to the real and mythical sieges of the ancient Mediterranean, this has been a recurring type of military engagement which, through bombardment, starvation, disease and massacre, places non-combatants at the heart of battle. To date, however, there has been little recognition of the effects of siege warfare on civilians. This edited volume addresses this gap. Using a distinctive regressive method, it begins with the present and works backwards, avoiding teleological interpretations that suggest the targeting of civilians in war is a modern phenomenon. Its contributors interrogate civilians' roles during sieges, both as victims and active participants; the laws and customs of siege warfare; its place in historical memory, and the ways civilian survivors have dealt with trauma. Its scope and content ensure that the collection is essential reading for all those interested in the place of civilians in war. Chapter 2 of this book is available open access under a CC BY 4.0 license at link.springer.com

Between 1914 and 1918, the Western Front passed through some of Europe's most populated and industrialised regions. Large towns including Nancy, Reims, Arras, and Lens lay at the heart of the battlefield. Their civilian inhabitants endured artillery bombardment, military occupation, and material hardship. Many fled for the safety of the French interior, but others lived under fire for much of the war, ensuring the Western Front remained a joint civil-military space. Communities under Fire explores the wartime experiences of civilians on both sides of the Western Front, and uncovers how urban communities responded to the dramatic impact of industrialized war. It discusses how war shaped civilians' personal and collective identities, and explores how the experiences of military violence, occupation, and forced displacement structured the attitudes of civilians at the front towards the rest of the nation. Drawing on a vast array of archival sources, letters, diaries, and newspapers in English, French, and German, it reveals the history of the Western Front from the perspective of its civilian inhabitants. From Leningrad to Warsaw, Hamburg, and, more recently, Sarajevo and Donetsk, urban violence has remained a feature of warfare in Europe, turning cities into battlefields. On each occasion, civilian populations were at the heart of military operations, and forced to adapt to life in a warzone. This was also the case between 1914 and 1918, despite the myth that the First World War was predominantly a soldiers' war. The civilian inhabitants of the Western Front were among the first to suffer the full impact of modern, industrialized war in an urban setting. Communities under Fire explains the multiple ways by which these urban residents responded to, were changed by, succumbed to, or survived the enormous pressures of life in a warzone.

Ensure Year 2/P3 children know the National Curriculum 2014 spelling rules and words with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spelling rules and words children find tricky and focus on those. You can use the spelling lists for weekly homework. Practise spelling weekly with 36 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure. Includes homophones, near homophones and common exception words. Photocopiable with a free editable download, you can adapt the tests for your school. SATs style tests with spellings in context help with vocabulary and understanding and prepare children for the KS1 test. Consistent tests every half term help with accountability and moderation. Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

Ensure Year 1/P2 children know the National Curriculum 2014 spelling rules and words with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spelling rules and words children find tricky and focus on those. You can use the spelling lists for weekly homework. Practise spelling weekly with 36 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure. Includes common exception words. Photocopiable with a free editable download, you can adapt the tests for your school. SATs style tests with spellings in context help with vocabulary and understanding as well as showing children what to expect next year in Year 2. Consistent tests every half term help with accountability and moderation. Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

Ensure Year 3/P4 children know the National Curriculum 2014 spelling rules and words with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spelling rules and words children find tricky and focus on those. You can use the spelling lists for weekly homework. Practise spelling weekly with 30 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure. Includes revision of common exception words. Photocopiable with a free editable download, you can adapt the tests for your school. SATs style tests with spellings in context help with vocabulary and understanding. Consistent tests every half term help with accountability and moderation. Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

Ensure Year 4/P5 children know the National Curriculum 2014 spelling rules and words with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spelling rules and words children find tricky and focus on those. You can use the spelling lists for weekly homework. Practise spelling weekly with 30 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure. Includes words from the word lists for Years 3 and 4. Photocopiable with a free editable download, you can adapt the tests for your school. SATs style tests with spellings in context help with vocabulary and understanding. Consistent tests every half term help with accountability and moderation. Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

Ensure Year 6/P7 children know the National Curriculum 2014 spelling rules and words for Years 3, 4, 5 and 6 with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spellings children find tricky and focus on those. You can use the spelling lists for weekly homework. Practise spelling weekly with 30 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure. Perfect for SATs practice as it revises spellings from across KS2. Photocopiable with a free editable download, you can adapt the tests for your school. SATs style tests with spellings in context help with vocabulary and understanding as well as preparing children for the national tests. Consistent tests every half term help with accountability and moderation. Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

Ensure Year 5/P6 children know the National Curriculum 2014 spelling rules and words with half termly spelling tests. With two test options per half term and record sheets, you can quickly find out which spelling rules and words children find tricky and focus on those. You can use the spelling lists for weekly homework. Practise spelling weekly with 30 word lists that follow the spelling rules and words from the National Curriculum 2014 Spelling Appendix. Then test what your children know with mixed up spellings in context every half term to ensure that they are confident and secure. Includes homophones and other easily confused words. Photocopiable with a free editable download, you can adapt the tests for your school. SATs style tests with spellings in context help with vocabulary and understanding. Consistent tests every half term help with accountability and moderation. Available for Years 1-6, you can provide a consistent and systematic way of assessing spelling in your school.

This book aims to share with readers the basic tools, techniques and principles of how to create and maintain a beautiful garden through Spring, Summer, Autumn and Winter. Straightforward, no-nonsense language and advice, along with simple photography showing the practicalities of gardening will advise budding gardeners on how to build their garden from a naked skeleton through to a beautifully garbed wonderland. The book will give people a greater understanding of the part that gardening and nature plays in their lives, in their health and in their general wellbeing. The book is separated into horticultural sections - architectural plants, evergreens, seasonal plants, contrast & textural plants, herbs, fruit & vegetables, and container gardening - so whether the reader is starting their garden from scratch, or merely looking for advice on annuals or the edible garden, they will find what they are looking for easily. Each section is covered from the point of view of choosing the right plant for the right space, the planting itself, and maintaining the plants through the seasons. Each section will also contain boxed-out sections, or sidebars that highlight interesting and useful information for the gardener, e.g. soil science, composting etc. Everything will be laid out in layman's terms and use easy to follow instruction. Each section will be prose - with any step by step detailing separated out into sidebars, boxes or offset paragraphs to give readers an easy to use reference. At the heart of this book lies a DIY ethic that applies not only to the garden, but also to living. We are intrinsically linked to plants and the natural world and the survival of plants and the natural world is intrinsically linked to us. As a gardener I feel it is very important that I leave the planet in a better condition than when I found it. I think it is important for all humans to think like this. With this in mind I feel that gardens should be working hand in hand and symbiotically with nature as opposed to fighting against it. A ten-year battle with cancer gave me an entirely new view on life and living and the vital link between me and the nature around me. It was nature that helped me to heal; from the tree I could see through my hospital room window that taught me to appreciate each passing season, to the herbs that naturally eased my discomfort.

Addressing literacy and disadvantage requires high-quality teaching, first and foremost: there are no quick fixes, simplistic solutions or silver bullets. Both research and professional evidence from schools have revealed a strong association between social disadvantage and achievement in literacy: in fact, it has been a concern for over 70 years. Yet, many trainee teachers, and teachers in general, feel ill-equipped to deal with the issue. This book supports trainee teachers to explore the complex relationships between literacy achievement and social background. It offers practical strategies for teaching and supports trainee teachers to understand that: *children's individual backgrounds need to be valued and drawn upon; *deficit descriptions of disadvantaged children and low expectations must be avoided and challenged; *schools, teachers and classrooms must provider rich literacy environments for learning.

Technology and the Stylistic Evolution of the Jazz Bass traces the stylistic evolution of jazz from the bass player's perspective. Historical works to date have tended to pursue a 'top down' reading, one that emphasizes the influence of the treble instruments on the melodic and harmonic trajectory of jazz. This book augments that reading by examining the music's development from the bottom up. It re-contextualizes the bass and its role in the evolution of jazz (and by extension popular music in general) by situating it alongside emerging music technologies. The bass and its technological mediation are shown to have driven changes in jazz language and musical style, and even transformed creative hierarchies in ways that have been largely overlooked. The book's narrative is also informed by investigations into more commercial musical styles such as blues and rock, in order to assess how, and the degree to which, technological advances first deployed in these areas gradually became incorporated into general jazz praxis. Technology and the Jazz Bass reconciles technology more thoroughly into jazz historiography by detailing and evaluating those that are intrinsic to the instrument (including its eventual electrification) and those extrinsic to it (most notably evolving recording and digital technologies). The author illustrates how the implementation of these technologies has transformed the role of the bass in jazz, and with that, jazz music as an art form.

This edited volume analyses siege warfare as a discrete type of military engagement, in the face of which civilians are particularly vulnerable. Siege warfare is a form of combat that has usually had devastating effects on civilian populations. From the near-contemporary Siege of Sarajevo to the real and mythical sieges of the ancient Mediterranean, this has been a recurring type of military engagement which, through bombardment, starvation, disease and massacre, places non-combatants at the heart of battle. To date, however, there has been little recognition of the effects of siege warfare on civilians. This edited volume addresses this gap. Using a distinctive regressive method, it begins with the present and works backwards, avoiding teleological interpretations that suggest the targeting of civilians in war is a modern phenomenon. Its contributors interrogate civilians' roles during sieges, both as victims and active participants; the laws and customs of siege warfare; its place in historical memory, and the ways civilian survivors have dealt with trauma. Its scope and content ensure that the collection is essential reading for all those interested in the place of civilians in war. Chapter 2 of this book is available open access under a CC BY 4.0 license at link.springer.com

Addressing literacy and disadvantage requires high-quality teaching, first and foremost: there are no quick fixes, simplistic solutions or silver bullets. Both research and professional evidence from schools have revealed a strong association between social disadvantage and achievement in literacy: in fact, it has been a concern for over 70 years. Yet, many trainee teachers, and teachers in general, feel ill-equipped to deal with the issue. This book supports trainee teachers to explore the complex relationships between literacy achievement and social background. It offers practical strategies for teaching and supports trainee teachers to understand that: *children's individual backgrounds need to be valued and drawn upon; *deficit descriptions of disadvantaged children and low expectations must be avoided and challenged; *schools, teachers and classrooms must provider rich literacy environments for learning.