This forward-looking book introduces the concept of Ethical Value Networks, building upon a theoretical exploration with primary evidence of their impacts in the Global South. It moves away from focusing on the consumption section of networks, with grounded impact studies that explore ethicality as a concept, how ethical value is created and how this is distributed through the socio-economy. Framed by theoretical exploration and reflection, the book offers a selection of case studies from Africa, Latin America, the Pacific, and Southeast Asia to highlight the implications of Ethical Value Networks for producers and localities in the Global South. Chapters further analyse and critique the rise of the ethical trade and certification schemes, as well as three ethical trade constellations: social justice through fair trade, sustainability through organic agriculture, and authenticity through geographic indications. The in-depth analysis of ethical trading in wine, coffee, fruit and other key sectors combined with theoretical study will make this an important read for ethical trade researchers as well as policy makers and those responsible for the governance and operation of ethical value networks. It will also be an invigorating read for economic geography, development studies, international development and management studies scholars.

The economic imperative of sustainable tourism development frequently shapes life on small subtropical islands. In Okinawa, ecotourism promises to provide employment for a dwindling population of rural youth while preserving the natural environment and bolstering regional pride. Footprints in Paradise explores the transformation in community and sense of place as Okinawans come to view themselves through the lens of the visiting tourist consumer, and as their language, landscapes, and wildlife are reconstituted as treasured and vulnerable resources. The rediscovery and revaluing of local ecological knowledge strengthens Okinawan or Uchinaa cultural heritage, despite the controversial presence of US military bases amidst a hegemonic Japanese state.

Ever wonder what happens to a young man who is called of God into his ministry? Easy life - Right? Some time in the old west, we meet our new minister and find that he is very much like all the rest of us except - - - - Well, you read the story and decide.

How does ideology in some states radicalise to such an extent as to become genocidal? Can the causes of radicalisation be seen as internal or external? Examining the ideological evolution in the Armenian genocide, the Holocaust and during the break up of Yugoslavia, Elisabeth Hope Murray seeks to answer these questions in this comparative work.

This book provides argues for a compositional, truth-conditional, crosslinguistic semantics for evidentiality, the linguistic encoding of the source of information on which a statement is based. Central to the proposed theory is the distinction between what propositional content is at-issue and what content is not-at-issue. Evidentials contribute not-at-issue content, and can affect the level of commitment a sentence makes to the main proposition, which is contributed by sentential mood. In this volume, Sarah Murray builds on recent work in the formal semantics of evidentials and related phenomena, and proposes a semantics that does not appeal to separate dimensions of illocutionary meaning. Instead, she argues that all sentences make three semantic contributions: at-issue content, not-at-issue content, and an illocutionary relation. At-issue content is presented and made available for subsequent anaphora, but is not directly added to the common ground; not-at-issue content directly updates the common ground; and the illocutionary relation uses a proposition to impose structure on the common ground, which, depending on the clause type, can trigger further updates. The analysis is supported by extensive empirical data from Cheyenne, drawn from the authors own fieldwork, as well as from English and a variety of other languages.

THE MENTAL HEALTH AND WELLBEING OF HEALTHCARE PRACTITIONERS Explore this innovative new volume covering the growing mental health crisis amongst healthcare practitioners In The Mental Health and Wellbeing of Healthcare Practitioners, accomplished researchers and authors Esther Murray and Jo Brown deliver an insightful exploration of the theoretical and practical aspects of implementing mental health improvement within the healthcare system through a range of practical examples and cases. The book also explores the possibilities available to professionals to talk about their mental health using "borrowed" words and concepts, and uncovers structural and social concerns that prevent practitioners from accessing the time and space they need to address their mental health concerns. Readers will also benefit from the inclusion of topics such as: Borrowed words in emergency medicine and how moral injury makes spaces for talking Finding a voice through medical student engagement in creative enquiry Using language and discourse to explore queer identities in medicine Stress and mental wellbeing in emergency medical dispatchers and paramedics Perfect for healthcare students, professionals, and researchers in the fields of medicine, medical education, psychology, and sociology, The Mental Health and Wellbeing of Healthcare Practitioners will also earn a place in the libraries of healthcare management professionals and regulators.

'At school, we believe education should touch the whole child. This includes the physical, emotional, spiritual, social and cognitive aspects of the child's life. We teach children quietness as a skill to reflect and recharge their inner lives. Lorraine Murray helped us on this journey.' -- Sheila Laing, Head Teacher Stress and behavioural disorders are common in children, who are increasingly bombarded by marketing campaigns, faced with school and peer pressure, and able to sense the stress of adults around them. Mindfulness and meditation can help children recognise and cope with these pressures, releasing bad feelings gently and giving them simple tools to deal with tension and stress throughout their lives. In this practical and inspiring book, Lorraine Murray shows parents, teachers and youth workers how to lead fun and peaceful meditation sessions with children. Lorraine explains a variety of different approaches, from meditations around daily activities for busy families, to ideas for group 'quietness' sessions in schools. She provides fun, tactile rhymes for toddlers to help them calm down before bedtime, and suggests ways to help teenagers reduce anxiety. She goes on to explain how these methods can help children with ADHD and those on the autistic spectrum, giving a range of case studies. This book is suitable for complete beginners, or those with some experience of relaxation and meditation techniques. It offers all the advice needed to lead sessions with children, whilst encouraging the reader to adapt and develop their own ways of helping children to feel calmer, happier and more peaceful.

Designed for pre-service and novice teachers in ELT, What English Language Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order to help their students to learn English? Thoroughly revised and updated, the second edition of Volume III explores the contexts for ELT curricula; explains key processes in curriculum design; and sets out approaches to curricula that are linguistic-based, content-based, learner centered, and learning centered. Organized around the three pillars of teaching-planning, instructing, and assessing-chapters in the second edition are updated to include current research and theory to meet the needs of today's teachers, and feature new or revised vignettes and activities. New chapters help teachers understand both the technological and multilingual approaches that learners need to succeed today. The comprehensive texts of this series are suitable resources for teachers across different contexts-where English is the dominant language, an official language, or a foreign language; for different levels-elementary/primary, secondary, university, or adult education; and for different learning purposes-general English, workplace English, English for academic purposes, or English for specific purposes.

Designed for pre-service and novice teachers in ELT, What English Language Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order to help their students to learn English? Thoroughly revised and updated, the second edition of Volume III explores the contexts for ELT curricula; explains key processes in curriculum design; and sets out approaches to curricula that are linguistic-based, content-based, learner centered, and learning centered. Organized around the three pillars of teaching-planning, instructing, and assessing-chapters in the second edition are updated to include current research and theory to meet the needs of today's teachers, and feature new or revised vignettes and activities. New chapters help teachers understand both the technological and multilingual approaches that learners need to succeed today. The comprehensive texts of this series are suitable resources for teachers across different contexts-where English is the dominant language, an official language, or a foreign language; for different levels-elementary/primary, secondary, university, or adult education; and for different learning purposes-general English, workplace English, English for academic purposes, or English for specific purposes.

A unique look at the career of a little-known contemporary of Haydn and Mozart, presented against a fascinating background of court musical life in late eighteenth-century Germany. Today the classical style is defined by the music of a handful of composers, Haydn and Mozart being the most prominent. As a result, the accomplishments of these masters have all but eclipsed the music of most of their contemporaries. In this book, Sterling Murray examines one of the most talented of this group, Antonio Rosetti. Born around 1750 and trained in Bohemia, Rosetti spent most of his creative life in Germany, where he served as music director to the Prince of Oettingen-Wallerstein between 1773 and 1789 and then the Duke of Mecklenburg-Schwerin until his death in 1792. The Career of an Eighteenth-Century Kapellmeister offers the first comprehensive study of Rosetti's life. The events of the composer's biography are unfolded against a vivid picture of musical life at the two small German courts where Rosetti was employed. The second half of the book is devoted to an examination of formand style in Rosetti's music, illustrated with full-score musical examples in the text and on a complementary website. What emerges from this investigation is a portrait of a composer who, having conquered the stylistic languageof his day, challenged those conventions to produce imaginative and highly creative works of great beauty. Sterling E. Murray is professor emeritus of the School of Music at West Chester University in West Chester, Pennsylvania.

The economic imperative of sustainable tourism development frequently shapes life on small subtropical islands. In Okinawa, ecotourism promises to provide employment for a dwindling population of rural youth while preserving the natural environment and bolstering regional pride. Footprints in Paradise explores the transformation in community and sense of place as Okinawans come to view themselves through the lens of the visiting tourist consumer, and as their language, landscapes, and wildlife are reconstituted as treasured and vulnerable resources. The rediscovery and revaluing of local ecological knowledge strengthens Okinawan or Uchinaa cultural heritage, despite the controversial presence of US military bases amidst a hegemonic Japanese state.

In this book Christine Murray carefully weaves her personal experiences as a survivor with her professional expertise as a counselor, community advocate, and researcher into a comprehensive guidebook for survivors of abuse. Moving forward after suffering abuse at the hands of someone who is supposed to love and care for you is no easy feat. And yet, healing and recovering from past abuse is possible, and the journey to get there can be an empowering opportunity for growth. Triumph Over Abuse provides a road map for doing more than simply moving on from the past. Filled with accessible case studies and exercises, the book offers extensive practical guidance on a range of topics, such as building coping skills, surrounding yourself with the right kinds of support, working through traumatic memories, and channeling your experience into helping others and making a difference in the world. The book will inspire and equip survivors of abuse to build full, meaningful lives despite the trauma they have faced, as well as being a tool for clinicians to use to support clients.

In this book Christine Murray carefully weaves her personal experiences as a survivor with her professional expertise as a counselor, community advocate, and researcher into a comprehensive guidebook for survivors of abuse. Moving forward after suffering abuse at the hands of someone who is supposed to love and care for you is no easy feat. And yet, healing and recovering from past abuse is possible, and the journey to get there can be an empowering opportunity for growth. Triumph Over Abuse provides a road map for doing more than simply moving on from the past. Filled with accessible case studies and exercises, the book offers extensive practical guidance on a range of topics, such as building coping skills, surrounding yourself with the right kinds of support, working through traumatic memories, and channeling your experience into helping others and making a difference in the world. The book will inspire and equip survivors of abuse to build full, meaningful lives despite the trauma they have faced, as well as being a tool for clinicians to use to support clients.

This book provides an overview of what aid is, how it has changed over time and how it is practiced, as well as debates about whether aid works, for whom and what its future might be. The text shows how 'aid' is a contested and fluid concept that involves a wide and changing variety of policies, actors and impacts. It equips the reader with an understanding of what aid is, where it comes from and where it goes, how it is delivered and what its impacts are, and whether shortcomings are a result of a fundamental problem with aid, or merely the result of bad practices. It explores the changing political ideologies and conceptions of development that continually reshape how aid is defined, implemented and assessed, and how, despite a global commitment to the Sustainable Development Goals, we are at a point where the very notion of aid is being questioned and its future is uncertain. Each chapter includes case studies, chapter summaries, discussions, weblinks and further reading, to help strengthen the reader's understanding. Aid and Development provides an important resource for students, development workers and policy makers seeking an understanding of how aid works.

The comprehensive theory- and research-based guidelines provided in this text help answer the personal and professional questions therapists have as they provide competent clinical treatment to clients who have experienced family violence. It presents academic, scholarly, and statistical terms in an accessible and user-friendly way, with useful take-away points for practitioners such as clarifying contradictory findings, summarizing major research-based implications and guidelines, and addressing the unique clinical challenges faced by mental health professionals. Both professionals and students in graduate-level mental health training programs will find the presentation of information and exercises highly useful, and will appreciate the breadth of topics covered: intimate partner violence, battering, child maltreatment and adult survivors, co-occurring substance abuse, the abuse of vulnerable populations, cultural issues, prevention, and self-care. Professionals and students alike will find that, with this book, they can help their clients overcome the significant traumas and challenges they face to let their strength and resilience shine through.

Leadership in English Language Education: Theoretical Foundations and Practical Skills for Changing Times presents both theoretical approaches to leadership and practical skills leaders in English language education need to be effective. Discussing practical skills in detail, and providing readers with the opportunity to acquire new skills and apply them in their own contexts, the text is organized around three themes: The roles and characteristics of leaders Skills for leading ELT leadership in practice Leadership theories and approaches from business and industry are applied to and conclusions are drawn for English language teaching in a variety of organizational contexts, including intensive English programs in English-speaking countries, TESOL departments in universities, ESL programs in community colleges, EFL departments in non-English speaking countries, adult education programs, and commercial ELT centers and schools around the world. This is an essential resource for all administrators, teachers, academics, and teacher candidates in English language education.

Provides a wide-ranging survey of the sociolinguistic issues raised by the impact of information technology. The author demonstrates how and in which ways the new technologies both affect human communication and are in turn affected by the way people communicate using the technologies.

Provides a wide-ranging survey of the sociolinguistic issues raised by the impact of information technology. The author demonstrates how and in which ways the new technologies both affect human communication and are in turn affected by the way people communicate using the technologies.

Designed for pre-service teachers and teachers new to the field of ELT, What English Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order for their students to learn English? In the Second Edition of Volume I, Murray and Christison return to this essential question and call attention to emerging trends and challenges affecting the contemporary classroom. Addressing new skills and strategies that EFL teachers require to meet the needs of their shifting student populations who are impacted by changing demographics, digital environments, and globalization, this book, which is grounded in current research, offers a strong emphasis on practical applications for classroom teaching. This updated and expanded Second Edition features: a new chapter on technology in TESOL new and updated classroom examples throughout discussions of how teachers can prepare for contemporary challenges, such as population mobility and globalization The comprehensive texts work for teachers across different contexts-where English is the dominant language, an official language, or a foreign language; for different levels-elementary/primary, secondary, university, or adult education; and for different learning purposes-general English, workplace English, English for academic purposes, or English for specific purposes.

The comprehensive theory- and research-based guidelines provided in this text help answer the personal and professional questions therapists have as they provide competent clinical treatment to clients who have experienced family violence. It presents academic, scholarly, and statistical terms in an accessible and user-friendly way, with useful take-away points for practitioners such as clarifying contradictory findings, summarizing major research-based implications and guidelines, and addressing the unique clinical challenges faced by mental health professionals. Both professionals and students in graduate-level mental health training programs will find the presentation of information and exercises highly useful, and will appreciate the breadth of topics covered: intimate partner violence, battering, child maltreatment and adult survivors, co-occurring substance abuse, the abuse of vulnerable populations, cultural issues, prevention, and self-care. Professionals and students alike will find that, with this book, they can help their clients overcome the significant traumas and challenges they face to let their strength and resilience shine through.

This book provides an overview of what aid is, how it has changed over time and how it is practiced, as well as debates about whether aid works, for whom and what its future might be. The text shows how 'aid' is a contested and fluid concept that involves a wide and changing variety of policies, actors and impacts. It equips the reader with an understanding of what aid is, where it comes from and where it goes, how it is delivered and what its impacts are, and whether shortcomings are a result of a fundamental problem with aid, or merely the result of bad practices. It explores the changing political ideologies and conceptions of development that continually reshape how aid is defined, implemented and assessed, and how, despite a global commitment to the Sustainable Development Goals, we are at a point where the very notion of aid is being questioned and its future is uncertain. Each chapter includes case studies, chapter summaries, discussions, weblinks and further reading, to help strengthen the reader's understanding. Aid and Development provides an important resource for students, development workers and policy makers seeking an understanding of how aid works.

Designed for pre-service and novice teachers in ELT, What English Language Teachers Need to Know Volumes I, II, and III are companion textbooks organized around the key question: What do teachers need to know and be able to do in order to help their students to learn English? In the Second Edition of Volume II, Murray and Christison return to this essential question and cover the three main facets of teaching: planning, instructing, and assessing L2 English instruction. Addressing new skills and strategies that ESL and EFL teachers require to meet the needs of their shifting student populations who are impacted by changing demographics, different learning contexts, and digital environments, this book offers a strong emphasis on practical applications for classroom teaching that is grounded in current research. This updated and expanded Second Edition features: a new section on teacher learning, including a chapter on exploring digital technologies in ELT new and updated classroom examples throughout discussions of how teachers can prepare for contemporary challenges, such as population mobility and globalization. The comprehensive texts work for teachers across different contexts-where English is the dominant language, an official language, or a foreign language; for different levels-elementary/primary, secondary, university, or adult education; and for different learning purposes-general English, workplace English, English for academic purposes, or English for specific purposes.