Bruce Johnson, the author, is a heart attack survivor and he wants to get the word out. While much has been written about the medical side of heart attacks, little has been written about the emotional and human side of heart attacks and cardiovascular disease.

It really doesn't matter what sparks the sudden Coronary Thrombosis (MI), the medical term for a heart attack. This disease is an equal opportunity killer. Men, women, young, old, rich, poor, famous and people who aren't known outside of their families and workplaces Dead is dead and by most accounts the one million people who will have heart attacks this year might have been spared had they made a few lifestyle changes. That's what the country's cardiologists are begging for today.

The author interviewed dozens of candidates but he wanted a diverse group of heart attack survivors who represented a cross section of America. He found them and in some cases, they heard about his project and found him. These are their stories of regaining life after a heart attack

Every entertainer can be creative, and any entertainer can learn to be more creative. Using examples and thought provokers this book guides you through an exploration of the creative process so you can consciously use it more effectively. Writing your own material allows you to express your unique personality, take full advantage of your abilities, and connect more fully with your audience. This process will help you generate more ideas, and then turn them into reality. This book, the first of a trilogy, will help you come closer to achieving your potential as a variety artist.

This book challenges dominant thinking about early career teachers and their work. It offers an in-depth and critical analysis of policies concerning the work of early career teachers and how they are supported during this critical period, when they are highly vulnerable to leaving the profession. Moreover, the book provides examples from actual practice that illustrate how to help early career teachers make a successful transition into the profession. These practices promote early career teachers' development and help the profession as a whole to capitalize on the new knowledge and skills that these teachers bring to their classrooms and their students. The book is divided into two main parts. Part 1 deals with the difficult to define process of retaining early career teachers, and its respective chapters consider this broad issue from an international perspective. They explore how policies and practices have an impact on what happens in schools, and what it means to be a teacher and to teach. In turn, Part 2 focuses on the need to reconsider the policies and practices that create the 'problem' of early career teachers, and offers alternative ways forward. Each chapter addresses a specific aspect of the early career teacher retention issue, contributing to a greater understanding of how we can rethink the work of early career teachers so that they can more successfully transition into the profession.

"Frontiers of Screen History" provides an insightful exploration into the depiction and imagination of European borders in cinema after World War II. While films have explored national and political borders, they have also attempted to identify, challenge, and imagine frontiers of another kind: social, ethnic, religious, and gendered. The book investigates all these perspectives. Its unique focus on the representation of European borders and frontiers via film is groundbreaking, opening up a new field of research and scholarly discussion. The exceptional variety of national and cultural perspectives provides a rewarding investigation of borders and frontiers.

Pedagogies of Possibility for Negotiating Sexuality Education with Young People offers a sustained and critical consideration of the possibilities and politics of engaging with young people in the redevelopment and delivery of contemporary approaches to Sexuality Education. Drawing on research undertaken as part of an Australian Research Council (ARC) Linkage grant, this book explores the affordances, tensions and challenges of participatory methodologies and pedagogies that authorize young people's perspectives and visions for Sexuality Education. Foregrounded are the contradictions between what young people want to learn more about and the risky forms of praxis that are necessary to engage with various understandings of Sexuality Education and the important role of adult allies in supporting young people to navigate these contradictions. Each chapter chronicles and captures both adult allies and young people's experiences of the project by drawing on data produced through visual-arts based methods and various ethnographic techniques, such as participant observation, focus group interviews, and guided conversations.

Earshot: Perspectives on Sound awakens an understanding of the decisive role that sound has played in history and culture. Although beginning with reference to antiquity, the primary focus is the changing status of sound and hearing in Western culture over the last six hundred years, covering the transition from the medieval period to the contemporary world. Since mythic times, sound has been an essential element in the formation of belief systems, personal and community identities and the negotiations between them. The varied case studies included in the book cover major reference points in the changing politics of sound, particularly in relation to the status of the other major conduit of social transactions, vision. Earshot is not a work of cultural theory but is anchored in social practices and material culture and is therefore a valuable resource for conveying sound to both undergraduate students as well as the general reader.

Earshot: Perspectives on Sound awakens an understanding of the decisive role that sound has played in history and culture. Although beginning with reference to antiquity, the primary focus is the changing status of sound and hearing in Western culture over the last six hundred years, covering the transition from the medieval period to the contemporary world. Since mythic times, sound has been an essential element in the formation of belief systems, personal and community identities and the negotiations between them. The varied case studies included in the book cover major reference points in the changing politics of sound, particularly in relation to the status of the other major conduit of social transactions, vision. Earshot is not a work of cultural theory but is anchored in social practices and material culture and is therefore a valuable resource for conveying sound to both undergraduate students as well as the general reader.

This volume is the first book-length account of Yves Montand's controversial tour of the Soviet Union at the turn of the years 1956/57. It traces the mixed messages of this internationally visible act of cultural diplomacy in the middle of the turbulent Cold War. It also provides an account of the celebrated French singer-actor's controversial career, his dedication to music and to peace activism, as well as his widespread fandom in the USSR. The book describes the political background for the events of the year 1956, including the changing Soviet atmosphere after Stalin's death, portrays the rising transnational stardom of Montand in the 1940s and 1950s, and explores the controversies aroused by his plan to visit Moscow after the Hungarian Uprising. The book pays particular attention to Montand's reception in the USSR and his concert performances, drawing on unique archival material and oral history interviews, and analyses the documentary Yves Montand Sings (1957) released immediately after his visit.

A developer's knowledge of a computing system's requirements is necessarily imperfect because organizations change. Many requirements lie in the future and are unknowable at the time the system is designed and built. To avoid burdensome maintenance costs developers must therefore rely on a system's ability to change gracefully-its flexibility. Flexible Software Design: Systems Development for Changing Requirements demonstrates the design principles and techniques that enable the design of software that empowers business staff to make functional changes to their systems with little or no professional IT intervention. The book concentrates on the design aspects of system development, the area with the most flexibility leverage. Divided into four parts, the text begins by introducing the fundamental concepts of flexibility, explaining the reality of imperfect knowledge and how development participants must change their thinking to implement flexible software. The second part covers design guidelines, stable identifiers, stable information structures, the Generic Entity Cloud concept, and regulatory mechanisms that give business staff control over system modifications. Part three relates strategic information systems planning to flexible systems. It examines the elicitation of requirements and the relevance of agile methods in a flexible systems environment. It also discusses practical aspects of stable identifier design and compares the testing of traditional and flexible software. In part four, the book concludes with details of the flexible UniverSIS system and an explanation of the applications and extensions of the Generic Entity Cloud tools. The combination of smart design and smart work offered in Flexible Software Design can materially benefit your organization by radically reducing the systems maintenance burden.

This is a deliberately provocative book. It critiques current student behaviour management practices, seeks to explain the flawed assumptions that justify those practices, and proposes how things could be better for children in our schools if different practices were adopted. It is one of the few books to offer alternative ways of addressing the issues associated with student behaviour at school, and exposes the field to serious and sustained critique from both a research perspective and a children's rights ideological stance. The authors address the following questions: What ideas dominate current thinking on student behaviour at school? What are the policy drivers for current practices? What is wrong with common behaviour approaches? What key ideologies justify these approaches? How can we present ethical alternatives to current approaches? How can a human rights perspective contribute to the development of alternative approaches? In exploring these questions and some ethical alternatives to the status quo, the authors suggest practical ways to 'answer back' to calls for more authoritarian responses to student behaviour within our schools. In doing so, the authors advocate for reforms on behalf of children, and in their interests.

A developer's knowledge of a computing system's requirements is necessarily imperfect because organizations change. Many requirements lie in the future and are unknowable at the time the system is designed and built. To avoid burdensome maintenance costs developers must therefore rely on a system's ability to change gracefully-its flexibility. Flexible Software Design: Systems Development for Changing Requirements demonstrates the design principles and techniques that enable the design of software that empowers business staff to make functional changes to their systems with little or no professional IT intervention. The book concentrates on the design aspects of system development, the area with the most flexibility leverage. Divided into four parts, the text begins by introducing the fundamental concepts of flexibility, explaining the reality of imperfect knowledge and how development participants must change their thinking to implement flexible software. The second part covers design guidelines, stable identifiers, stable information structures, the Generic Entity Cloud concept, and regulatory mechanisms that give business staff control over system modifications. Part three relates strategic information systems planning to flexible systems. It examines the elicitation of requirements and the relevance of agile methods in a flexible systems environment. It also discusses practical aspects of stable identifier design and compares the testing of traditional and flexible software. In part four, the book concludes with details of the flexible UniverSIS system and an explanation of the applications and extensions of the Generic Entity Cloud tools. The combination of smart design and smart work offered in Flexible Software Design can materially benefit your organization by radically reducing the systems maintenance burden.

In Promoting Early Career Teacher Resilience the stories of 60 graduate teachers are documented as they grapple with some of the most persistent and protracted personal and professional struggles facing teachers today. Narratives emerge detailing feelings of frustration, disillusionment and even outrage as they struggle with the complexity, intensity and immediacy of life in schools. Other stories also surface to show exhilarating experiences, documenting the wonder, joy and excitement of working with young people for the first time. This book makes sense of these experiences in ways that can assist education systems, schools, and faculties of teacher education, as well as early career teachers themselves to develop more powerful forms of critical teacher resilience. Rejecting psychological explanations of teacher resilience, it endorses an alternative socio-cultural and critical approach to understanding teacher resilience. The book crosses physical borders and represents experiences of teachers in similar circumstances across the globe, providing researchers and teachers with real-life examples of resilience promoting policies and practices. This book is not written as an account of the failures of an education system, but rather as a provocation to help generate ideas, policies and practices capable of illuminating the experiences of early career teachers in more critical and socially just ways at an international and national level.

In Promoting Early Career Teacher Resilience the stories of 60 graduate teachers are documented as they grapple with some of the most persistent and protracted personal and professional struggles facing teachers today. Narratives emerge detailing feelings of frustration, disillusionment and even outrage as they struggle with the complexity, intensity and immediacy of life in schools. Other stories also surface to show exhilarating experiences, documenting the wonder, joy and excitement of working with young people for the first time. This book makes sense of these experiences in ways that can assist education systems, schools, and faculties of teacher education, as well as early career teachers themselves to develop more powerful forms of critical teacher resilience. Rejecting psychological explanations of teacher resilience, it endorses an alternative socio-cultural and critical approach to understanding teacher resilience. The book crosses physical borders and represents experiences of teachers in similar circumstances across the globe, providing researchers and teachers with real-life examples of resilience promoting policies and practices. This book is not written as an account of the failures of an education system, but rather as a provocation to help generate ideas, policies and practices capable of illuminating the experiences of early career teachers in more critical and socially just ways at an international and national level.

After all the hours of studying, reading and preparation, the nights spent revising and the writing and re-writing of assignments, 'success' for university students can often be represented with a single grade or digit, summing up a wide range of activities. The authors of this timely book ask how fair that assessment is. This book is about a long-ignored determinant of student satisfaction, concerning the perception of how fairly students are judged, marked, ranked and rewarded for demonstrating their capabilities at university. In the high stakes competitive field of higher education, students are increasingly positioned as customers whose views on their university experience are considered vitally important. Yet paradoxically, little research has been undertaken to find out more about how students decide whether they have been treated fairly and what they do about it. This book fills a major gap in our understanding of these issues, responding to four key questions: Why is the assessment of students' capabilities the core business of universities? What are the main sources of student frustration with assessment arrangements? What do students do when they think they have been treated unfairly? What can be done to promote fair assessment at university? In doing so, this book goes beyond the superficial consideration of university assessment as a 'necessary requirement' by unravelling the underlying issues that really count - what is considered fair assessment and what is not. Towards Fairer University Assessment will be of interest to higher education academics, administrators and managers, researchers in the areas of education policy and politics, as well as advanced undergraduate and postgraduate students.

After all the hours of studying, reading and preparation, the nights spent revising and the writing and re-writing of assignments, 'success' for university students can often be represented with a single grade or digit, summing up a wide range of activities. The authors of this timely book ask how fair that assessment is. This book is about a long-ignored determinant of student satisfaction, concerning the perception of how fairly students are judged, marked, ranked and rewarded for demonstrating their capabilities at university. In the high stakes competitive field of higher education, students are increasingly positioned as customers whose views on their university experience are considered vitally important. Yet paradoxically, little research has been undertaken to find out more about how students decide whether they have been treated fairly and what they do about it. This book fills a major gap in our understanding of these issues, responding to four key questions: Why is the assessment of students' capabilities the core business of universities? What are the main sources of student frustration with assessment arrangements? What do students do when they think they have been treated unfairly? What can be done to promote fair assessment at university? In doing so, this book goes beyond the superficial consideration of university assessment as a 'necessary requirement' by unravelling the underlying issues that really count - what is considered fair assessment and what is not. Towards Fairer University Assessment will be of interest to higher education academics, administrators and managers, researchers in the areas of education policy and politics, as well as advanced undergraduate and postgraduate students.

This is a fascinating new account of how diplomacy and politics gave way to military strategy and warfare in the Pacific. Presenting previously unpublished photographs, interviews with veterans, newly commissioned maps and new translations of Japanese sources, this book freshly examines the key events in the fight for the Pacific. Detailing the background to the Japanese attack on Pearl Harbor it shows how the decision-makers in Washington, following consultation with the leaders of Britain, Australia and New Zealand, moved to stop Japan from its drive toward Australia by initiating a counterthrust in the Solomon Islands. It also shows how qualities and character of leadership are crucial to winning wars, detailing how Admiral Ernest J. King managed to commit the Marine Corps to ground action in the South Pacific six months earlier than originally planned, by ignoring the Roosevelt's commitment to defeat Germany prior to fighting Japan, and by outmaneuvering Gen. Douglas MacArthur for leadership. It also explains how Marines under Maj. Gen. A.A. Vandegrift, despite inadequate logistical support, managed to prevail in the Americans' first ground campaign of World War II, making Japan's ultimate defeat inevitable. In addition to recounting these key events, it traces how censorship and patriotism influenced the reporting of the conflict in America, how Hollywood films further shaped public opinion by portraying the significant events in particular ways, and how certain crucial decisions such as the early bombing raid of Tokyo, and giving Douglas MacArthur command of the war effort in Australia, were "political" rather than "strategic," and were made to foster morale rather than to gain any military advantage. This book will be of great interest to all students and scholars of Military History, and to all readers with a general interest in World War II, particularly in the conflicts of the Pacific, Pearl Harbor and Guadalcanal.

This is a fascinating new account of how diplomacy and politics gave way to military strategy and warfare in the Pacific.
Presenting previously unpublished photographs, interviews with veterans, newly commissioned maps and new translations of Japanese sources, this book freshly examines the key events in the fight for the Pacific.
Detailing the background to the Japanese attack on Pearl Harbor it shows how the decision-makers in Washington, following consultation with the leaders of Britain, Australia and New Zealand, moved to stop Japan from its drive toward Australia by initiating a counterthrust in the Solomon Islands.
It also shows how qualities and character of leadership are crucial to winning wars, detailing how Admiral Ernest J. King managed to commit the Marine Corps to ground action in the South Pacific six months earlier than originally planned, by ignoring the Roosevelt's commitment to defeat Germany prior to fighting Japan, and by outmaneuvering Gen. Douglas MacArthur for leadership. It also explains how Marines under Maj. Gen. A.A. Vandegrift, despite inadequate logistical support, managed to prevail in the Americans' first ground campaign of World War II, making Japan's ultimate defeat inevitable.
In addition to recounting these key events, it traces how censorship and patriotism influenced the reporting of the conflict in America, how Hollywood films further shaped public opinion by portraying the significant events in particular ways, and how certain crucial decisions such as the early bombing raid of Tokyo, and giving Douglas MacArthur command of the war effort in Australia, were "political" rather than "strategic," and were made to foster morale ratherthan to gain any military advantage.
This book will be of great interest to all students and scholars of Military History, those with a general interest in World War II, particularly in the conflicts of the Pacific, Pearl Harbor and Guadalcanal.

English pop music was a dominant force on the global cultural scene in the decades after World War II - and it served a key role in defining, constructing and challenging various ideas about Englishness in the period. Kari Kallioniemi covers a stunning range of styles of pop - from punk, reggae and psychedelia to jazz, rock, Brit Pop and beyond - as he explores the question of how various artists (including such major figures as David Bowie and Morrissey), genres and pieces of music contributed to the developing understanding of who and what was English in the transformative post-war years. Publication Forum (Finland) lists this book as a Level 2 publication, where 'the highest-level publications are directed as a result of extensive competition and demanding peer-review'.For Intellect's full listings in this catalogue, please click here.

Memory, Space and Sound presents a collection of essays from scholars in a range of disciplines that together explore the social, spatial and temporal contexts that shape different forms of music and sonic practice. The contributors deploy different theoretical perspectives and methodological approaches from musicology, ethnomusicology, popular music studies, cultural history, media studies and cultural studies as they analyse an array of examples, including live performances, music festivals, audiovisual material and much more. Publication Forum (Finland) lists this book as a Level 2 publication, where 'the highest-level publications are directed as a result of extensive competition and demanding peer-review'. For Intellect's full listings in this catalogue, please click here.

There is no question that celebrities these days are some of the most prominent faces of philanthropic activity - yet their participation raises questions about efficacy, motivations and activism overall. This book presents case studies of celebrity philanthropy from around the globe - including such figures as Shakira, Arundhati Roy, Zhang Ziyi, Bono and Madonna - looking at the tensions between celebrity activism and ground-level work and the relationship between celebrity philanthropy and cultural citizenship.

Jazz Diaspora: Music and Globalisation is about the international diaspora of jazz, well underway within a year of the first jazz recordings in 1917. This book studies the processes of the global jazz diaspora and its implications for jazz historiography in general, arguing for its relevance to the fields of sonic studies and cognitive theory. Until the late twentieth century, the historiography and analysis of jazz were centred on the US to the almost complete exclusion of any other region. The driving premise of this book is that jazz was not 'invented' and then exported: it was invented in the process of being disseminated. Jazz Diaspora is a sustained argument for an alternative historiography, based on a shift from a US-centric to a diasporic perspective on the music. The rationale is double-edged. It appears that most of the world's jazz is experienced (performed and consumed) in diasporic sites - that is, outside its agreed geographical point of origin - and to ignore diasporic jazz is thus to ignore most jazz activity. It is also widely felt that the balance has shifted, as jazz in its homeland has become increasingly conservative. There has been an assumption that only the 'authentic' version of the music--as represented in its country of origin--was of aesthetic and historical interest in the jazz narrative; that the forms that emerged in other countries were simply rather pallid and enervated echoes of the 'real thing'. This has been accompanied by challenges to the criterion of place- and race-based authenticity as a way of assessing the value of popular music forms in general. As the prototype for the globalisation of popular music, diasporic jazz provides a richly instructive template for the study of the history of modernity as played out musically.

Story - Fun information about the world's most popular pet, including some of the special ways dogs help us, such as serving as guide dogs.

Zombies, vampires, and mummies are frequent stars of American horror films. But what does their cinematic omnipresence and audiences' hunger for such films tell us about American views of death? Here, Outi Hakola investigates the ways in which American living-dead films have addressed death through different narrative and rhetorical solutions during the twentieth century. She focuses on films from the 1930s, including "Dracula," "The Mummy," and "White Zombie," films of the 1950s and 1960s such as "Night of the Living Dead "and "The Return of Dracula," and more recent fare like "Bram Stoker's Dracula," "The Mummy," and "Resident Evil." Ultimately, the book succeeds in framing the tradition of living dead films, discussing the cinematic processes of addressing the films' viewers, and analyzing the films' socio-cultural negotiation with death in this specific genre.

Jazz Diaspora: Music and Globalisation is about the international diaspora of jazz, well underway within a year of the first jazz recordings in 1917. This book studies the processes of the global jazz diaspora and its implications for jazz historiography in general, arguing for its relevance to the fields of sonic studies and cognitive theory. Until the late twentieth century, the historiography and analysis of jazz were centred on the US to the almost complete exclusion of any other region. The driving premise of this book is that jazz was not 'invented' and then exported: it was invented in the process of being disseminated. Jazz Diaspora is a sustained argument for an alternative historiography, based on a shift from a US-centric to a diasporic perspective on the music. The rationale is double-edged. It appears that most of the world's jazz is experienced (performed and consumed) in diasporic sites - that is, outside its agreed geographical point of origin - and to ignore diasporic jazz is thus to ignore most jazz activity. It is also widely felt that the balance has shifted, as jazz in its homeland has become increasingly conservative. There has been an assumption that only the 'authentic' version of the music--as represented in its country of origin--was of aesthetic and historical interest in the jazz narrative; that the forms that emerged in other countries were simply rather pallid and enervated echoes of the 'real thing'. This has been accompanied by challenges to the criterion of place- and race-based authenticity as a way of assessing the value of popular music forms in general. As the prototype for the globalisation of popular music, diasporic jazz provides a richly instructive template for the study of the history of modernity as played out musically.