Although studies of fascism have constituted one of the most fertile areas of historical inquiry in recent decades, more and more scholars have called for a new agenda with more research beyond Italy and Germany, less preoccupation with definition and classification, and more sustained focus on the relationships among different fascist formations before 1945. Starting from a critical assessment of these imperatives, this rigorous volume charts a historiographical path that transcends rigid distinctions while still developing meaningful criteria of differentiation. Even as we take fascism seriously as a political phenomenon, such an approach allows us to better understand its distinctive contradictions and historical variations.

Although studies of fascism have constituted one of the most fertile areas of historical inquiry in recent decades, more and more scholars have called for a new agenda with more research beyond Italy and Germany, less preoccupation with definition and classification, and more sustained focus on the relationships among different fascist formations before 1945. Starting from a critical assessment of these imperatives, this rigorous volume charts a historiographical path that transcends rigid distinctions while still developing meaningful criteria of differentiation. Even as we take fascism seriously as a political phenomenon, such an approach allows us to better understand its distinctive contradictions and historical variations.

This groundbreaking text provides practical, contextualized methods for teaching and discussing topics that are considered "taboo" in the classroom in ways that support students' lived experiences. In times when teachers are scapegoated for adopting culturally sustaining teaching practices and are pressured to "whitewash" the curriculum, it becomes more challenging to create an environment where students and teachers can have conversations about complex, uncomfortable topics in the classroom. With contributions from scholars and K-12 teachers who have used young adult literature to engage with their students, chapters confront this issue and focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, linguicism, and gender identity. Using approaches grounded in socioemotional learning, trauma-informed practices, and historical and racial literacy, this text explores the ways in which books with complicated themes can interact positively with students' own lives and perspectives. Ideal for courses on ELA and literature instruction, this book provides a fresh set of perspectives and methods for approaching and engaging with difficult topics. As young adult literature that addresses difficult subjects is more liable to be considered "controversial" to teach, teachers will benefit from the additional guidance this volume provides, so that they can effectively reach the very students these themes address.

This groundbreaking text provides practical, contextualized methods for teaching and discussing topics that are considered "taboo" in the classroom in ways that support students' lived experiences. In times when teachers are scapegoated for adopting culturally sustaining teaching practices and are pressured to "whitewash" the curriculum, it becomes more challenging to create an environment where students and teachers can have conversations about complex, uncomfortable topics in the classroom. With contributions from scholars and K-12 teachers who have used young adult literature to engage with their students, chapters confront this issue and focus on themes such as multilingualism, culturally responsive teaching, dis/ability, racism, linguicism, and gender identity. Using approaches grounded in socioemotional learning, trauma-informed practices, and historical and racial literacy, this text explores the ways in which books with complicated themes can interact positively with students' own lives and perspectives. Ideal for courses on ELA and literature instruction, this book provides a fresh set of perspectives and methods for approaching and engaging with difficult topics. As young adult literature that addresses difficult subjects is more liable to be considered "controversial" to teach, teachers will benefit from the additional guidance this volume provides, so that they can effectively reach the very students these themes address.

In Righting Health Policy: Bioethics, Political Philosophy, and the Normative Justification of Health Law and Policy, D. Robert MacDougall argues that bioethics does not have adequate tools for justifying its normative recommendations for law and policy. Bioethics' tools are mostly theories about what we owe each other. But justifying laws and policies requires more; at a minimum, it requires explaining the basis on which we may control or influence others to do what they are supposed to do, which lies within the realm of political and not moral philosophy. MacDougall develops an interpretation of Kant's moral and political philosophy and uses this account to show the importance of political philosophy for bioethics. He argues that a theory of political legitimacy is necessary for distinguishing between what is morally required and what is legally enforceable. MacDougall also argues that in some cases, an account of political authority is necessary for settling the content of not only our legal rights and duties but also our moral ones. The Kantian account shows why the content of physicians' duties-legal and moral-to inform patients prior to treatment remain indeterminate outside of a state with authority to conclusively settle what counts as valid consent.

Principles for Principals presents eight great ideas and twelve guidelines for current and future school administrators at all three levels. Within Principles for Principals, readers gain the insight of John D. Roberts' 41 years of experience as a public-school administrator. The great ideas Roberts offers within are suggestions of what to do in specific situations. The twelve guidelines presented in Principles for Principals give new administrators suggested ideas to implement and traps to avoid. These ideas, traps, and guidelines are told through actual events and humorous examples that occurred during Roberts' tenure. Principles for Principals also benefits established administrators with the presentation of new ideas to make them a better administrator.

Good food and trivia and authors who sing-these are a few of our favourite things! Tony-nominated actor Gideon Glick and food writer Adam Roberts have teamed up to write the ultimate cookbook for theatre lovers. This collection of musical-inspired recipes includes dishes like Yolklahoma!, Clafoutis and the Beast, Yam Yankees, Dear Melon Hansen and more. And while readers are sure to be charmed by the names, the recipes themselves will have them sticking around for the food, glorious food! Thoughtfully assembled by two veritable Broadway experts, this book is sure to result in some enchanted eating. Each dish comes with a brief history of the show that inspired it, a summary of the plot and "Listening Notes" chock-full of behind-the-scenes trivia. Complete with lively illustrations from celebrated theatrical illustrator Justin "Squigs" Robertson, Give My Swiss Chards to Broadway makes every meal feel like a night at the theatre.

As the first science-based introduction to the topic, this latest addition to The Psych 101 Series discusses one of the most pivotal new psychological concepts of the twenty-first century: emotional intelligence (EI).

Concise yet comprehensive, it provides a critical but balanced account of this new research area, emphasizing what psychologists can learn from the emerging science of EI and how it may help treat mental illness and delinquency, among other issues. An appropriate text for students and practitioners alike, it presents an even-handed appraisal of EI programs, focusing on both their potential and their limitations. Key Features:
Discusses how EI can improve student learning and enhance key work skills such as communication and teamwork
Covers key research issues, including methods for measuring EI, its overlap with conventional ability and personality traits, and the validity of testing for EI
Reviews applied studies and the contribution that research on EI may make to address real-world personal and societal problems
Examines the main conceptual, measurement, and research issues identified in various lines of research, most conducted within the last ten years

This volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized around five themes - enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in enhancement.Three key issues are addressed: First, although most of the scientific research on intelligence has concerned what it is, this volume attends to the consequential societal and economic issue concerns of whether it can be increased, and how.Second, intellectual enhancement is particularly important when targeted to minorities and the poor, groups that have typically performed relatively less well on intelligence and achievement measures. This volume reflects the education community's ongoing interest in understanding, and attempting to close, achievement or test score gaps.Third, most of the attention to examining intellectual enhancement, and in accounting for and closing the test-score gap, has focused on general cognitive ability. In line with the current emphasis on considering intelligence from a wider perspective, this volume includes constructs such as emotional and practical intelligence in definitions of intellectual functioning.Extending Intelligence: Enhancement and New Constructs is an essential volume for researchers, students, and professionals in the fields of educational psychology, intelligence, educational measurement and assessment, and critical thinking.

This volume presents research from a variety of perspectives on the enhancement of human intelligence. It is organized around five themes - enhancement via instruction; enhancement via development (over the life cycle); enhancement over time; enhancement via new constructs; and new directions in enhancement. Three key issues are addressed:
*First, although most of the scientific research on intelligence has concerned what it is, this volume attends to the consequential societal and economic issue concerns of whether it can be increased, and how.
*Second, intellectual enhancement is particularly important when targeted to minorities and the poor, groups that have typically performed relatively less well on intelligence and achievement measures. This volume reflects the education community's ongoing interest in understanding, and attempting to close, achievement or test score gaps.
*Third, most of the attention to examining intellectual enhancement, and in accounting forand closing the test-score gap, has focused on general cognitive ability. In line with the current emphasis on considering intelligence from a wider perspective, this volume includes constructs such as emotional and practical intelligence in definitions of intellectual functioning.
"Extending Intelligence: Enhancement and New Constructs" is an essential volume for researchers, students, and professionals in the fields of educational psychology, intelligence, educational measurement and assessment, and critical thinking.

By most accounts, people with a borderline personality disorder prove exceptionally difficult to treat. Divergent opinions abound about what, if anything, contributes to a positive outcome. Is it the quality of the relationship with the psychotherapist that is curative, in that the careful attunement of therapist to patient enables the development of a more secure attachment experience? Or is it the technical and structural parameters of the therapy i.e., therapist neutrality, frame issues, and defensive operations combined with skillfully formulated and timely interventions? Taken together, the findings of attachment research and object relations theory offer an integrated understanding of borderline personality disorder as an attachment disorder that relies on a pervasive false self for adaptation and personal connections. A particular corrective relationship experience, therefore, is necessary if positive personality changes and improved adaptive capacities are to result. In Another Chance to Be Real, Donald and Deanda Roberts propose a treatment approach, specific to those suffering from borderline personality disorder, that emphasizes both relational and technical variables as necessary in eliciting a positive treatment outcome."

Combining modern psychiatry with sound biblical theology, three gifted authors examine the causes of fear and anxiety, offering clinical, phychological, and spiritual answers.

This study tackles the problem of the Song of Song's structure by beginning at the bottom, the microstructure of the Song, rather than at the top. By employing a new type of rhetorical method, Professor Roberts defines each of the minimal structural units of the Song by identifying the formal poetic features that mark its opening and closing, coupled with the poetic features that create cohesion within it. Moving up the Song's structural ladder, larger units are identified with the same technique. While this study does not identify an overall structure, it does demonstrate how recognition of these formal structuring devices can help the interpreter define the structural units of the Song with far greater precision. The final chapter presents a catalog of these formal, poetic features that typically mark the opening and closure of structural units in the Song, as well as those that effect cohesion. Within is a catalog that can be refined and enlarged by application of the same method to other poetic texts. Other exegetical insights abound. Professor Roberts demonstrates a more highly structured pattern of the wasfs than has been recognized heretofore, and proposes a new interpretation of the adjuration refrain. He identifies a type of phonological anacrusis employed numerous times in the Song, and addresses almost every text-critical issue in the Song, many of which are resolved by attention to poetic structuring devices.

General editor Lloyd J. Ogilvie brings together a team of skilled and exceptional communicators to blend sound scholarship with life-related illustrations.

The design for the Preacher's Commentary gives the reader an overall outline of each book of the Bible. Following the introduction, which reveals the author's approach and salient background on the book, each chapter of the commentary provides the Scripture to be exposited. The New King James Bible has been chosen for the Preacher's Commentary because it combines with integrity the beauty of language, underlying Hebrew and Greek textual basis, and thought-flow of the 1611 King James Version, while replacing obsolete verb forms and other archaisms with their everyday contemporary counterparts for greater readability. Reverence for God is preserved in the capitalization of all pronouns referring to the Father, Son, or Holy Spirit. Readers who are more comfortable with another translation can readily find the parallel passage by means of the chapter and verse reference at the end of each passage being exposited. The paragraphs of exposition combine fresh insights to the Scripture, application, rich illustrative material, and innovative ways of utilizing the vibrant truth for his or her own life and for the challenge of communicating it with vigor and vitality.

This book provides a comprehensive overview and in-depth analysis of research on psychosocial skills, examining both theory and areas of application. It discusses students' psychosocial skills both as components of academic success and desired educational outcomes in grades K through 12. The book describes an organizing framework for psychosocial skills and examines a range of specific constructs that includes achievement, motivation, self-efficacy, creativity, emotional intelligence, resilience, and the need for cognition. In addition, it reviews specific school-based interventions and examines issues that concern the malleability of psychosocial skills. It addresses issues relating to the integration of psychosocial skills into school curriculum as well as large-scale assessment policies. Topics featured in this book include: Development of psychosocial skills in grades K-12. Assessment of psychosocial skills. Conscientiousness in education and its relation to meaningful educational outcomes. Creativity in schools, including theory, assessment, and interventions. Academic emotions and their regulation through emotional intelligence. Resilience and school-based programs aimed at enhancing it. Psychosocial Skills and School Systems in the 21st Century is a must-have resource for researchers, graduate students, clinicians, mental health professionals, and policymakers in child and school psychology, educational policy and politics, public health, social work, developmental psychology, and educational psychology.

This book provides a comprehensive overview and in-depth analysis of research on psychosocial skills, examining both theory and areas of application. It discusses students' psychosocial skills both as components of academic success and desired educational outcomes in grades K through 12. The book describes an organizing framework for psychosocial skills and examines a range of specific constructs that includes achievement, motivation, self-efficacy, creativity, emotional intelligence, resilience, and the need for cognition. In addition, it reviews specific school-based interventions and examines issues that concern the malleability of psychosocial skills. It addresses issues relating to the integration of psychosocial skills into school curriculum as well as large-scale assessment policies. Topics featured in this book include: Development of psychosocial skills in grades K-12. Assessment of psychosocial skills. Conscientiousness in education and its relation to meaningful educational outcomes. Creativity in schools, including theory, assessment, and interventions. Academic emotions and their regulation through emotional intelligence. Resilience and school-based programs aimed at enhancing it. Psychosocial Skills and School Systems in the 21st Century is a must-have resource for researchers, graduate students, clinicians, mental health professionals, and policymakers in child and school psychology, educational policy and politics, public health, social work, developmental psychology, and educational psychology.

Romanticism and Blackwood's Magazine is inspired by the ongoing critical fascination with Blackwood's Edinburgh Magazine, and the burgeoning recognition of its centrality to the Romantic age. Though the magazine itself was published continuously for well over a century and a half, this volume concentrates specifically on those years when William Blackwood was at the helm, beginning with his founding of the magazine in 1817 and closing with his death in 1834. These were the years when, as Samuel Taylor Coleridge put it in 1832, Blackwood's reigned as "an unprecedented Phenomenon in the world of letters." The magazine placed itself at the centre of the emerging mass media, commented decisively on all the major political and cultural issues that shaped the Romantic movement, and published some of the leading writers of the day, including Coleridge, Thomas De Quincey, John Galt, Felicia Hemans, James Hogg, Walter Scott, and Mary Shelley.

This collection of essays throws vast new light on the most significant literary-political journal of the Romantic age. Its chapters analyze Blackwood's wide-ranging contributions on some of the most topical issues in Romantic studies, including celebrity, British versus Scottish nationalism, and the rise of terror and detective fiction.

An authoritative and up-to-date survey of the fundamental principles, and practice of drug delivery at the cellular level. On the principles side, the authors discuss the broad spectrum of cellular delivery, ranging from coverage of cell-mediated immunity, gene delivery, and protein targeting, to cellular drug transport, cellular drug permeability, and a variety of carrier system related to targeted drug delivery. On the practice side, the authors focus on technological developments in cellular drug delivery, including novel formulations for the delivery of DNA and antisense oligonucleotides, as well as drug targeting with immunoglobulin formulations and antibody-mediated approaches.

Go from the "IT guy" to trusted business partner If you're in IT, quite a lot is expected of you and your team: be technologically advanced, business-minded, customer-focused, and financially astute, all at once. In the face of unforgiving competition, rampant globalization, and demanding customers, business leaders are discovering that it's absolutely essential to have a strong, active partner keeping a firm hand on the decisions and strategies surrounding information technology. Unleashing the Power of IT provides tangible, hard-hitting, real-world strategies, techniques, and approaches that will immediately transform your IT workforce and culture, presenting the new mindset, skill set, and tool set necessary for IT leaders to thrive in today's challenging environment. * Includes new discussion on social media * Offers online access to the IT Skill Builder Competency Assessment Tool * Features top ten lists of tips and techniques, proven frameworks, and practical guidance to help you launch and sustain your IT culture change and professional development initiatives Profiling several world-class organizations that have implemented the principles in this book, Unleashing the Power of IT reveals the best practices to get you on the path to implementation.

The studyofthehealingpowerofchemicalcompounds, present into the known natural active principles and its subsequent use, shall be seen initially as a pseudoscientificprocedure, acontinuationoftheChineseandArabianoccultism, whichwasbased inthepercentagecontentoffire, air, earthandwater, aswellas ontheassociatedqualities: hot-cold, humid-dry. . ., whichthematterwassupposed to be formed by. Themethod, possessingroots in Hippocrates, Dioscoridesand Galen was studied, described and polished by Avicenna, Averrot s, Bacon and Villanova inthe MiddleAge. Italsowasappearingasastudyconstantduringthe renaissance and after. On the other hand, the birthofchemistry asascientific offspring from alchemy propitiated alternative ways ofknowledge in order to solve the same problem. In this manner, in the past century, approximately hundred years from now, Sylvester proposed the first molecular description in numerical discrete form, employing ideas which even in present times can be associated withinthesocalledmoleculartopology. Sylvester'stopologicalmodel can be considered the seed allowing the originofthis big tree, which is now knownastheoreticalchemistry. . During all the past time from the first topological modelofSylvester up to now, the proliferationofnumerical parameters to describe molecular structures has not ceased to grow larger. Some ofthese parameters have played a very important role for the understandingofthe organic molecules behavior and, by extension, for the comprehension and evaluation of their physical as well as biologicalproperties. InthemindofeveryspecialistaretheHammett'scr, theTaft constantsor the octanol-water partition coefficient. Other numerical parameters, suchasthosederivedfromthemodemtopologicalmolecularrepresentationarein aprocessofconstantrevisionandgrowing. Thus, theHosoyaandRandicindices, ortheKier'sconnectivities, amongseveralnotsowellknownnumericaldataare usual reference descriptors. They are putatthe researchers' disposition, andare easily deducible from any molecular representation in form ofordered setsof numerical figures. All ofthem are profusely studied and employed in present times. The main idea consists into the useofthese numerical data in orderto obtaininformationonthemoleculartrendstopossessoracquirecertainproperties and, even better than this, to determine in which degree or intensity molecules presenteverything.

This edited collection explores the notion of agency by tracing the role and activities of consumers from the pre-Internet age into the possible future. Using an overview of the historical creation of consumer identity, Consumer Identities demonstrates that active consumption is not merely a product of the digital age; it has always been a means by which a person can develop identity. Grounded in the acknowledgement that identity is a constructed and contested space, the authors analyse emerging dynamics in contemporary consumerism, ongoing tensions of structure and agency in consumer identities and the ways in which identity construction could be influenced in the future. By exploring consumer identity through examples in popular culture, the authors have created a scholarly work that will appeal to industry professionals as well as academics.