This book is the first comparative study of English, German, French, Russian and Hungarian anti-proverbs based on well-known proverbs. Proverbs are by no means fossilized texts but are adaptable to different times and changed values. While anti-proverbs can be considered as variants of older proverbs, they can also become new proverbs reflecting a more modern worldview. Anti-proverbs are therefore a lingo-cultural phenomenon that deserves the attention of cultural and literary historians, folklorists, linguists, and general readers interested in language and wordplay.

This book examines stereotypical traits of women as they are reflected in Anglo-American anti-proverbs, also known as proverb transformations, deliberate proverb innovations, alterations, parodies, variations, wisecracks, fractured proverbs, and proverb mutations. Through these sayings and witticisms the author delineates the image of women that these anti-proverbs reflect, her qualities, attributes and behavior. The book begins with an analysis of how women's role in the family, their sexuality and traditional occupations are presented in proverbs, and presents an overview of the genre of the anti-proverb. The author then analyses how this image of women is transformed in anti-proverbs, sometimes subverting, but often reinforcing the sexist bias of the original. This engaging work will appeal to students and scholars of humour studies, paremiology, gender studies, cultural studies, folklore and sociolinguistics alike.

This Edited Volume engages with concepts of gender and identity as they are mobilized in research to understand the experiences of learners, teachers and practitioners of physics. The focus of this collection is on extending theoretical understandings of identity as a means to explore the construction of gender in physics education research. This collection expands an understanding of gendered participation in physics from a binary gender deficit model to a more complex understanding of gender as performative and intersectional with other social locations (e.g., race, class, LGBT status, ability, etc). This volume contributes to a growing scholarship using sociocultural frameworks to understand learning and participation in physics, and that seeks to challenge dominant understandings of who does physics and what counts as physics competence. Studying gender in physics education research from a perspective of identity and identity construction allows us to understand participation in physics cultures in new ways. We are able to see how identities shape and are shaped by inclusion and exclusion in physics practices, discourses that dominate physics cultures, and actions that maintain or challenge structures of dominance and subordination in physics education. The chapters offered in this book focus on understanding identity and its usefulness in various contexts with various learner or practitioner populations. This scholarship collectively presents us with a broad picture of the complexity inherent in doing physics and doing gender.

With a new foreword by Nora Volkow, Director of the National Institute on Drug Abuse, this second edition of Office-Based Buprenorphine Treatment of Opioid Use Disorder provides updated information on evidence-based treatment for opioid use disorder (OUD)-an increasingly important topic as the epidemic of opioid misuse and overdose deaths grows in the United States. Bulleted clinical pearls at the end of each chapter, as well as specific clinical recommendations and detailed case discussions throughout, make it easier for readers to retain knowledge and integrate it into their clinical practice. The guide also features sample documentation and scales, including a treatment contract and a patient consent, that can be used to model documents in practice. This new edition of Office-Based Buprenorphine Treatment has been updated to reflect DSM-5 language, and two additional chapters have been included: one that addresses other pharmacotherapies useful in treating OUD, including methadone and naltrexone, and another that discusses OUD treatment specifically with regard to women's health and pregnancy. Among the numerous other revisions included in the second edition are the following: * Information about new formulations of buprenorphine* A discussion of the Comprehensive Addiction and Recovery Act (CARA)* Changes to induction and maintenance target doses and recommendations for home inductions* Information on diversion control plans* Advice for working with Alcoholics Anonymous and Narcotics Anonymous* A discussion on integrating buprenorphine into residential and inpatient opioid treatment programs This edition can also be used to complete the 8 hours of qualifying training required for the buprenorphine waiver. By a thorough reading of the material covered in the chapters of this book and successful completion of the posttest, physicians can meet the buprenorphine waiver training requirement. Written in a jargon-free style that does not require expertise in substance use disorder treatment, Office-Based Buprenorphine Treatment of Opioid Use Disorder is an accessible, indispensable reference for primary care physicians, psychiatrists, nurse practitioners, residents, medical students, and anyone with an interest in learning about and prescribing buprenorphine.

The perceived value of philosophy to medical education is increasing. But beyond the occasional application of philosophical concepts, what does it mean to be philosophical about medical education and to do philosophy—to create new concepts and ways of thinking about what medical education is? The complex and dynamic nature of academic medicine requires medical educators to reflect on their practices, to question assumptions, and to embrace the ambiguity of a world that cannot be captured by any one model or theory. This volume explores philosophy as a practice in medical education. We use persistent problems that vex medical educators as a starting point to do philosophy, asking fundamental questions to probe them: How are teaching and learning related? How do we educate the value of personal experience relative to scientific evidence? We also challenge the assumptions underlying these problems with alternatives: What if teaching does not cause learning? What if we cannot divide our inner and outer world? We then explore ways forward: If we cannot cause learning, how do we reconceptualize the educational process? How do we help physician trainees critically reflect on medical epistemology throughout their professional development? Each chapter explores one theme in medical education (e.g., education, science, inequality, technology, mortality) from a philosophical perspective, opening it up to fundamental re-examination and inviting readers to continue exploration beyond the printed words. This book is a step towards enabling medical educators to practice philosophy themselves at appropriate moments in their work. In this way, it aims to establish medical education as a mature field with its own philosophy. The chapters in this book were originally published in the journal Teaching and Learning in Medicine.

The expression "to come out of the closet" calls for an analysis of how language and notional as well as social spaces interact and intersect to constitute "queer". This performative book, a product of artistic research, is an exploration of the proverbial closet through linguistics, queer, and postcolonial theory. It is a project in which opacity, minority, and improvisation happen on the levels of content, analysis, and typography. Eleven queer slangs from around the world become part of an exploration of queerness and knowledge from the Periphery through autoethnography, Edouard Glissant's concept of opacity, Jose Munoz's disidentifications, and Gloria Anzaldua's performative writing. Theory, personal accounts, and art are interwoven to offer an interdisciplinary reading of the slangs as queer methods of survival and resistance.

This book is the first comparative study of English, German, French, Russian and Hungarian anti-proverbs based on well-known proverbs. Proverbs are by no means fossilized texts but are adaptable to different times and changed values. While anti-proverbs can be considered as variants of older proverbs, they can also become new proverbs reflecting a more modern worldview. Anti-proverbs are therefore a lingo-cultural phenomenon that deserves the attention of cultural and literary historians, folklorists, linguists, and general readers interested in language and wordplay.

This Edited Volume engages with concepts of gender and identity as they are mobilized in research to understand the experiences of learners, teachers and practitioners of physics. The focus of this collection is on extending theoretical understandings of identity as a means to explore the construction of gender in physics education research. This collection expands an understanding of gendered participation in physics from a binary gender deficit model to a more complex understanding of gender as performative and intersectional with other social locations (e.g., race, class, LGBT status, ability, etc). This volume contributes to a growing scholarship using sociocultural frameworks to understand learning and participation in physics, and that seeks to challenge dominant understandings of who does physics and what counts as physics competence. Studying gender in physics education research from a perspective of identity and identity construction allows us to understand participation in physics cultures in new ways. We are able to see how identities shape and are shaped by inclusion and exclusion in physics practices, discourses that dominate physics cultures, and actions that maintain or challenge structures of dominance and subordination in physics education. The chapters offered in this book focus on understanding identity and its usefulness in various contexts with various learner or practitioner populations. This scholarship collectively presents us with a broad picture of the complexity inherent in doing physics and doing gender.

This book examines stereotypical traits of women as they are reflected in Anglo-American anti-proverbs, also known as proverb transformations, deliberate proverb innovations, alterations, parodies, variations, wisecracks, fractured proverbs, and proverb mutations. Through these sayings and witticisms the author delineates the image of women that these anti-proverbs reflect, her qualities, attributes and behavior. The book begins with an analysis of how women's role in the family, their sexuality and traditional occupations are presented in proverbs, and presents an overview of the genre of the anti-proverb. The author then analyses how this image of women is transformed in anti-proverbs, sometimes subverting, but often reinforcing the sexist bias of the original. This engaging work will appeal to students and scholars of humour studies, paremiology, gender studies, cultural studies, folklore and sociolinguistics alike.

This Is A New Release Of The Original 1886 Edition.