"Utopianism, Modernism, and Literature in the Twentieth Century" considers the links between utopianism and modernism in two ways: as an under-theorized nexus of aesthetic and political interactions; and as a sphere of confluences that challenges accepted critical models of modernist and twentieth-century literary history. An international group of scholars considers works by E. M. Forster, Ford Madox Ford, Wyndham Lewis, Naomi Mitchison, Katharine Burdekin, Rex Warner, Yevgeny Zamyatin, Thomas Pynchon, Elizabeth Bowen, James Baldwin, Toni Morrison, and Ernst Bloch. In doing so, this volume's contributors prompt new reflections on key aspects of utopianism in experimental twentieth-century literature and non-fictional writing; deepen literary-historical understandings of modernism's socio-political implications; and bear out the on-going relevance of modernism's explorations of utopian thought. "Utopianism, Modernism, and Literature in the Twentieth Century" will appeal to anyone with an interest in how deeply and how differently modernist writers, as well as writers influenced by or resistant to modernist styles, engaged with issues of utopianism, perfectibility, and social betterment.

After an unexpected meeting in the forest, two innocent little girls, Eve and Dawn, embark upon a new and lasting friendship that changes their lives forever. This providential encounter plunges them into the epic adventure of a lifetime and beyond. A dark cloud looms over their medieval kingdom of Peacehaven as the girls, who are as different as night and day, suddenly find themselves the unlikely center of attention. Lucian the deceiver has spun a web of lies and destruction in a sinister plot to overthrow Amasa, King of Peacehaven. One thing only stands between him and his treacherous quest for power and glory: capturing the two little girls as they pass through the mysterious dark forest of Wilderland. Join King Amasa's faithful captain, Lord Brin, and the valiant but sometimes overzealous young knight, Johanan, as they lead the girls on a fascinating journey through the forest full of wonderful and unexpected discoveries. Along the way, the lives of these two unassuming young girls impact the destiny of two kingdoms and bring hope to the hopeless throughout their homeland. The Secret Sisters of Finnley Forest is laced with allegories, archetypes, and foreshadowing that reveal simple biblical truths about the deeper meanings of friendship, forgiveness, and sacrificial love.

You are a person of value, a person who possesses unfathomable abilities, talents, skills and blessings. Psalm 139:14, "I will praise you, for I am fearfully and wonderfully made; marvelous are your works, and that my soul knows very well." You have the power to choose whether you want to live a life of survival or a life of abundant living. Are you willing to become more of who you are meant to be? What do you want out of life? What are you willing to give for life? If you are ready to live in the present today, to count your blessings, to forgive and to trust, this book is for you. Each day is a gift from God. Thank Him. Trust that He has allowed you to live this day for a reason. Be willing to examine yourself and see if you are where He wants you to be. Be willing to grow for Him. Be willing to serve Him. Be thankful that He spared you and gave you life this day. I have been encouraged to see myself through the eyes of my son KT III who believes in me no matter what. I thank God for him. God wants us to see His son Jesus. Mark 9:22-24, "Jesus said to him, "If you can believe, all things are possible to him who believes."

This book provides school administrators, school-based mental health professionals, and other educational professionals with the framework and tools needed to establish a comprehensive safe learning environment. The authors identify four necessary phases to achieve this (prevention, preparedness, response, and recovery) and provide numerous examples and tools to help readers create safe environments, while also addressing students' academic, emotional, and social needs. An emphasis is placed on the importance of the balance between physical and psychological safety within a multi-tiered framework - it is not enough for students to know their school is secure; they must also feel they are safe and can turn to their teachers and school-based mental health professionals with their concerns. Aaccompanying downloadable resources contain several valuable resources, such as forms, handouts, articles, and monitoring tools.

Utopianism, Modernism, and Literature in the Twentieth Century considers the links between utopianism and modernism in two ways: as an under-theorized nexus of aesthetic and political interactions; and as a sphere of confluences that challenges accepted critical models of modernist and twentieth-century literary history. An international group of scholars considers works by E. M. Forster, Ford Madox Ford, Wyndham Lewis, Naomi Mitchison, Katharine Burdekin, Rex Warner, Yevgeny Zamyatin, Thomas Pynchon, Elizabeth Bowen, James Baldwin, Toni Morrison, and Ernst Bloch. In doing so, this volume's contributors prompt new reflections on key aspects of utopianism in experimental twentieth-century literature and non-fictional writing; deepen literary-historical understandings of modernism's socio-political implications; and bear out the on-going relevance of modernism's explorations of utopian thought. Utopianism, Modernism, and Literature in the Twentieth Century will appeal to anyone with an interest in how deeply and how differently modernist writers, as well as writers influenced by or resistant to modernist styles, engaged with issues of utopianism, perfectibility, and social betterment.

This book provides school administrators, school-based mental health professionals, and other educational professionals with the framework and tools needed to establish a comprehensive safe learning environment. The authors identify four necessary phases to achieve this (prevention, preparedness, response, and recovery) and provide numerous examples and tools to help readers create safe environments, while also addressing students' academic, emotional, and social needs. An emphasis is placed on the importance of the balance between physical and psychological safety within a multi-tiered framework - it is not enough for students to know their school is secure; they must also feel they are safe and can turn to their teachers and school-based mental health professionals with their concerns. Aaccompanying downloadable resources contain several valuable resources, such as forms, handouts, articles, and monitoring tools.

By age 16, significant - one might even say "alarming" - numbers of students are demonstrating signs of posttraumatic stress disorder (PTSD). Students with PTSD are more likely to develop a range of problems, from delinquent behavior to eating disorders to substance abuse to dropping out. For the school-based professional, the ability to recognize these symptoms and warning signs is essential.

Emphasizing prevention as well as intervention, Identifying, Assessing, and Treating PTSD at School clearly defines PTSD, explains its adverse affects on children's academic and social-emotional skills, and offers expert guidance on how to recognize student needs and provide appropriate services. This volume, designed as a practical, easy-to-use reference for school psychologists and other educational professionals: (1) Makes the case for why school psychologists and their colleagues need to be more prepared, willing, and able to identify and serve students with PTSD. (2) Identifies the causes, prevalence, and associated conditions of PTSD. (3) Provides a review of screening, referral, and diagnostic assessment processes. (4) Reviews appropriate treatments for students with PTSD.

Today's youth live in an increasingly uncertain world, and school psychologists, counselors, social workers, and general and special education personnel will find Identifying, Assessing, and Treating PTSD at School an invaluable resource in their practices.