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Endless Love (Blu-ray disc)
Alex Pettyfer, Gabriella Wilde, Joely Richardson, Robert Patrick, Emma Rigby, …
1
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R51
Discovery Miles 510
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Ships in 10 - 20 working days
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American romantic drama directed by Shana Feste and starring Alex
Pettyfer and Gabriella Wilde. The film follows the story of David
Axelrod (Pettyfer) and Jade Butterfield (Wilde), a young couple who
begin a passionate and heady relationship much to the chagrin of
Jade's wealthy mother and father (Joely Richardson and Bruce
Greenwood). Determined to find some dirt on his daughter's new
squeeze, Hugh Butterfield investigates the young man's past and it
isn't long before he finds he has a less than admirable background.
Can the young lovers' relationship bear the attempts to split them
up?
The currency of social capital serves as an important function
given the capacity to generate external access (getting to) and
internal accountability (getting through) for individuals and
institutions alike. Pierre Bourdieu (1986) defines social capital
as "the aggregate of the actual or potential resources which are
linked to possession of a durable network of more or less
institutionalized relationships of mutual acquaintance and
recognition or in other words, to membership in a group" (p. 251).
Social capital contains embedded resources as a tool for
manifesting opportunities and options among individuals and groups.
Inevitably, the aforementioned opportunities and options become
reflective of the depth and breadth of access and accountability
experienced by the individual and institution. As educational
stakeholders, we must consistently challenge ourselves with the
question, "How do K-12 schools and colleges and universities
accomplish shared, egalitarian goals of achieving access and
accountability?" Such goals become fundamental toward ensuring
students matriculating through K-12 and higher education,
irrespective of background, are provided the caliber of education
and schooling experience to prepare them for economic mobility and
social stability. To that end, the volume, Contemporary
Perspectives on Social Capital in Educational Contexts (2019), as
part of the book series, Contemporary Perspectives on Capital in
Educational Contexts, offers a unique opportunity to explore social
capital as a currency conduit for creating external access and
internal accountability for K-12 and higher education. The
commonalities of social capital emerging within the 12 chapters of
the volume include the following: 1) Social Capital as Human
Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social
Capital as Intentional Engagement; and 4) Social Capital as
Culturally-Responsive Leadership. Thus, it becomes important for
institutions of education (i.e. secondary, postsecondary,
continuing) and individuals to assume efforts with intentionality
and deliberateness to promote access and accountability.
A volume in Contemporary Perspectives on Capital in Educational
Contexts Series Editor RoSusan D. Bartee, University of Mississippi
The edited volume, Contemporary Perspectives on Capital in
Educational Contexts, is timely in its unique and appropriate
analyses of the prevailing internal and external dynamics of
capital as indicative of the type of currency within institutional
structures or the currency among individual stakeholders of
education. The intersection of capital and currency emerges
similarly and differently within the American compulsory-based
system of K-12 and the choice-based system of higher education.
More specifically, Contemporary Perspectives on Capital in
Educational Contexts disentangles the broader challenges and
opportunities of the institution of education and the individuals
who comprise. Emerging insights from the analyses provide an
informed basis for ascertaining the rules of engagement and means
of negotiation for the respective constituencies. With that said,
this volume essentially responds to three important questions: 1)
What are the tenets of capital and currency in public schools and
higher education?; 2 ) How do institutions and individuals navigate
those tenets?; and 3) What general and specific implications do
capital hold for the educational pipeline and beyond? These
questions provide a useful framework for engaging critical
conversations about the dynamics of capital while offering
perspectives about how to improve the quality of currency in K-12
or colleges and universities. These questions further serve as a
basis for eliciting more questions toward the consideration capital
as both a conceptual construct and applicable model. Contemporary
Perspectives on Capital in Educational Contexts, too, is an
expansion of the work of School matters: Why African American
students need multiple forms of capital, where Bartee & Brown
(2006) examines how the acquisition and possession of capital
equips African American students in a highperforming,
high-achieving magnet school in Chicago for competitiveness in
school-generated and non-school generated activities. Success
experienced by the students and the school become associated with
the academic rigor and reputation while any shortcomings reflect an
inadequate capacity of the school or the student to appropriately
engage the other. School matters: Why African American students
need multiple forms of capital (2006) further introduces an initial
exploration of different forms of capital as producer (improve the
status quo through inputs), consumer (participant based upon
outputs), and regulator (maintain the status quo through the
process) within the educational system. The multifaceted role of
capital demonstrates its span of influence for institutional and
individual capacities.
Among the surprising events in Eastern Europe in 1989, none
astonished the world more than the nonviolent overthrow of the East
German Communist regime. This book examines the collapse of East
Germany as it unfolded in one city, Leipzig. Analyzing the leading
role of the GDR's second largest city, Bartee combines
chronological and descriptive narration of events with an in-depth
critique of leading actors and groups. Prominent among these are
the Protestant churches and the array of opposition groups
concerned for peace, freedom, human rights, justice, and the
environment.
Bartee focuses in particular on the famous peace prayer services
in St. Nicholas Church and the protest activities of the groups as
they expanded into the mass demonstrations of late 1989. Using
surveys and interviews with participants, as well as Leipzig
archives, this study examines the motivations and methods of the
demonstrators. Bartee concludes that, while the prayer services
provided hope, inspiration, and information, the strong desire for
a free, open society served as the group's chief motivation.
This volume is a thematic study in legal history that uses past
and present landmark court cases to analyze the legal and
historical development of moral regulatory policies in America and
resulting debates. Using a critical variable approach, the book
demonstrates how different elements of the legal process have
historically influenced the litigation of various moral issues.
Five moral policies are included: abortion, sodomy, pornography,
criminal insanity, and the death penalty. The book's framework for
analysis uses examples from English legal history and links them to
American cases, demonstrating how moral regulatory policies are
impacted by the legal process: by laws, by judges and juries, by
legal scholars, and by attorneys.
Following a brief introduction, Chapter 1 examines how
protagonists in the bitter moral and legal controversy over
abortion in America have sought to fortify their positions with the
views of prominent English legal authorities. The authors discuss
the role of English legal scholars in court opinion and oral
arguments in Webster and in Roe v. Wade, and debates Roe's
interpretation of the English legalists. Chapter 2 describes how
attempts to expand a right of privacy under the federal
Constitution to include sodomy failed the test for common law
rights (Rights of Englishmen) in Bowers v. Hardwick (1986), and
includes a history of sodomy in early English and American law.
Chapter 3 discusses pornography standards and laws, highlighting
the history of legal actions taken against Memoirs of a Woman of
Pleasure in both England and the U.S., demonstrating the role of
precedent in American judicial efforts to define pornography. In
Chapter 4, which deals with the criminal insanity defense, the
influential role of the defense attorney on case outcomes is
illustrated in cases such as England's McNaughton case (1843) and
America's Hinckley case (1982). Chapter 5 deals with cruel and
unusual punishment throughout U.S. and English history. The book
ends with an epilogue which ties together the idea of the American
legal process as an inherited English process, reiterating how
decisionmakers continually mine the past to find traditions and
sources of moral values for justifying or criticizing current laws
and policies.
The currency of social capital serves as an important function
given the capacity to generate external access (getting to) and
internal accountability (getting through) for individuals and
institutions alike. Pierre Bourdieu (1986) defines social capital
as "the aggregate of the actual or potential resources which are
linked to possession of a durable network of more or less
institutionalized relationships of mutual acquaintance and
recognition or in other words, to membership in a group" (p. 251).
Social capital contains embedded resources as a tool for
manifesting opportunities and options among individuals and groups.
Inevitably, the aforementioned opportunities and options become
reflective of the depth and breadth of access and accountability
experienced by the individual and institution. As educational
stakeholders, we must consistently challenge ourselves with the
question, "How do K-12 schools and colleges and universities
accomplish shared, egalitarian goals of achieving access and
accountability?" Such goals become fundamental toward ensuring
students matriculating through K-12 and higher education,
irrespective of background, are provided the caliber of education
and schooling experience to prepare them for economic mobility and
social stability. To that end, the volume, Contemporary
Perspectives on Social Capital in Educational Contexts (2019), as
part of the book series, Contemporary Perspectives on Capital in
Educational Contexts, offers a unique opportunity to explore social
capital as a currency conduit for creating external access and
internal accountability for K-12 and higher education. The
commonalities of social capital emerging within the 12 chapters of
the volume include the following: 1) Social Capital as Human
Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social
Capital as Intentional Engagement; and 4) Social Capital as
Culturally-Responsive Leadership. Thus, it becomes important for
institutions of education (i.e. secondary, postsecondary,
continuing) and individuals to assume efforts with intentionality
and deliberateness to promote access and accountability.
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