In this increasingly homogenous society, the American Indian Studies Program Guide provides a framework for college educators and administrators to develop degree programs focusing on American Indian studies, with an eye toward creating future leaders for Indian communities. These degree programs are intended to help American Indians gain control of their own educational systems and develop institutions that can help to reverse the alarmingly high dropout rate. This book provides all the tools necessary for college educators and administrators to develop top-notch programs, including: / Diagnostic tests to determine students' level of knowledge / Defined learning goals and objectives / Seminar descriptions / Established grading criteria / Useful outside resources Six courses make up the interdisciplinary curriculum: The North American Indian, American Indian History, American Indian Law and Federal Policy, American Indian Religion and Philosophy, American Indian Literature, and the History of American Indian Education. The American Indian Studies Program Guide offers a proven approach and insights into the problems American Indians have faced in the past and the battles they continue to fight today.

This book addresses new avenues in child abuse prevention research that will expand our capacity to protect children. These new avenues result from the emergence of new research methods made possible through technologic advances, an understanding of the benefits of cross-disciplinary research and learning and the entrance of many young scholars in the field. The book explores what these avenues produce in terms of clarifying the complex problems that continue to limit our progress in addressing child maltreatment and promoting optimal child development. Specifically, the book showcases individual contributions from emerging scholars and show how these scholars use the frameworks and advanced methods to shape their work, apply their findings and define their learning communities. The book highlights the benefits of creating explicit and extended opportunities for researchers to network across disciplines and areas of interest. The primary authors are young scholars from universities across the U.S. who have worked together as Fellows of the Doris Duke Fellowships for the Promotion of Child Well-Being - seeking innovations to prevent child abuse. Through this program, the Fellows have engaged in a robust self-generating learning network designed to create the type of ongoing professional linkages and decision-making style that fosters an interdisciplinary and team planning approach to research design and policy formation.

Series Information:
Studies in Medieval History and Culture: Outstanding Dissertations

This book addresses new avenues in child abuse prevention research that will expand our capacity to protect children. These new avenues result from the emergence of new research methods made possible through technologic advances, an understanding of the benefits of cross-disciplinary research and learning and the entrance of many young scholars in the field. The book explores what these avenues produce in terms of clarifying the complex problems that continue to limit our progress in addressing child maltreatment and promoting optimal child development. Specifically, the book showcases individual contributions from emerging scholars and show how these scholars use the frameworks and advanced methods to shape their work, apply their findings and define their learning communities. The book highlights the benefits of creating explicit and extended opportunities for researchers to network across disciplines and areas of interest. The primary authors are young scholars from universities across the U.S. who have worked together as Fellows of the Doris Duke Fellowships for the Promotion of Child Well-Being – seeking innovations to prevent child abuse. Through this program, the Fellows have engaged in a robust self-generating learning network designed to create the type of ongoing professional linkages and decision-making style that fosters an interdisciplinary and team planning approach to research design and policy formation.

Pestilence in Medieval and Early Modern English Literature examines three diseases--leprosy, bubonic plague, and syphilis--to show how doctors, priests, and literary authors from the Middle Ages through the Renaissance interpreted certain illnesses through a moral filter. Lacking knowledge about the transmission of contagious diseases, doctors and priests saw epidemic diseases as a punishment sent by God for human transgression. Accordingly, their job was to properly read sickness in relation to the sin. By examining different readings of specific illnesses, this book shows how the social construction of epidemic diseases formed a kind of narrative wherein man attempts to take the control of the disease out of God's hands by connecting epidemic diseases to the sins of carnality.

University Of California Publications In Modern Philology, Volume 71.

In this increasingly homogenous society, the American Indian Studies Program Guide provides a framework for college educators and administrators to develop degree programs focusing on American Indian studies, with an eye toward creating future leaders for Indian communities. These degree programs are intended to help American Indians gain control of their own educational systems and develop institutions that can help to reverse the alarmingly high dropout rate. This book provides all the tools necessary for college educators and administrators to develop top-notch programs, including: / Diagnostic tests to determine students' level of knowledge / Defined learning goals and objectives / Seminar descriptions / Established grading criteria / Useful outside resources Six courses make up the interdisciplinary curriculum: The North American Indian, American Indian History, American Indian Law and Federal Policy, American Indian Religion and Philosophy, American Indian Literature, and the History of American Indian Education. The American Indian Studies Program Guide offers a proven approach and insights into the problems American Indians have faced in the past and the battles they continue to fight today.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

Middle English is the name commonly given to the forms of English current from about 1100 to roughly 1500, between pre-Conquest Old English, which is hardly intelligible today without special study, and the early modern English of Shakespeare and his contemporaries. Of course it changed considerably during that period, and different dialects existed in various geographical areas. The form of Middle English used in this translation is for the most part the East Midland and London dialect of writers like Chaucer in the fourteenth century, which is the direct ancestor of our modern standard form of English. It is not hard to read with a little practice, but an extensive glossary has been provided to assist the reader where necessary. Imagining what Londoners of the fourteenth or fifteenth centuries might have made of Lewis Carroll's "Alice's Adventures in Wonderland" provides a historical perspective not only on Chaucer's fourteenth century and Carroll's nineteenth, but on our own time as well. The self-opinionated Victorian child whose delightfully illogical adventures down the rabbit-hole are so contrary to the order and regularity of her life in the waking world receives an education in "otherness" that is both a critique of contemporary society and an enjoyable children's fairytale. Adapting this to a medieval milieu has required changes not only of language but of costume and customs as well. While we have sought to keep both text and illustrations as close as possible to Carroll's and Tenniel's originals, it is probably the differences that will be of most interest. Following Chaucer's practice in his fiction, Carroll's prose has been translated into Middle English verse. In the illustrations Alice wears the sort of clothes a child of roughly equivalent social standing might have worn. Dodos and flamingoes were unknown in medieval England, but Phoenix and swans will do instead. Judges did not wear wigs, but Serjeants at law were distinguished by the coif. Parodies of medieval poetry replace some of Carroll's parodies of poems Alice gets wrong, poems Victorian children may have been taught. Puns on tail and tale are possible in Middle English, but those on tea and on tortoise are not; suitable substitutes have however been found. Carroll's "Laughing and Grief," for "Latin and Greek," have become the "Wlaffyng and Gristbitunge" which seemed to a fourteenth-century author to describe the uncouth dialects of the North which he could not appreciate. The Caterpillar's hookah has become an alembic, for the medieval Catirpel has been turned into an alchemist searching for the philosopher's stone that will change base metals into gold. Notions of physics, geography, and astronomy altered radically between Chaucer's time and Carroll's, to say nothing of our own. A medieval Alice's education would have been rather different from her Victorian counterpart's. She can teach the Duchess something of the Ptolemaic, but not the Copernican, system of astronomy. She has learnt some Latin from her brother's "donat," or elementary textbook written by Aelius Donatus as long ago as the fourth century AD. She may not have lived as much under the sea as the Mokke Se-Tortus has, where the school he went to unnecessarily offered "wasschyng" as an extra, but she can be surprised by his strange versions of the medieval course of education the Trivium and Quadrivium. The so-called "Middle" Ages seemed entirely modern to those who lived in them, but at this distance it may not be easy to appreciate what life and mental attitudes were like so long ago. So how should one read a translation into Middle English of Alice's Adventures in Wonderland? As the King advised the White Rabbit, about to read out, aloud, from a paper picked up on the court room floor, "Begin at the beginning, ... go on till you come to the end: then stop." And if at first sight there does not appear to be "an atom of meaning in it," closer inspection may reveal so

Ohio-raised, singer and songwriter Danielle Peckhas a lot on her plate these days. Her self titled debut album features 11 tracks and was produced by Byron Gallimore, Tommy Lee James and Jeremy Stover. With its raw country heartbreak, “I Don’t,”Danielle’s debut single, became the highest charting single by a new female country artist in the last 12 months. Danielle’s current single, “Findin’ A Good Man,” is destined to become the girls-night-out anthem of 2006.