The Future (and past) is Female: Summer Wheat’s whimsical, often tongue-in-cheek tableaux in rich jewel tones punctuated with bright neons, teem with fantastical figures that memorialize tribes of women hunting, collaborating, celebrating, and ultimately replacing millennia of images of male rulers and warriors. Summer Wheat’s unique formative experiences with art growing up in Oklahoma were shaped by the aesthetic and conceptual drive of Native American art and Indigenous culture. Bridging those early influences with the canon of Western art (from ancient art to medieval tapestries) and popular references such as astrology and comic books, the artist’s work centers female archetypes in her expansive practice of painting, sculpture, and large-scale installation. For the artist’s first monograph, curator Jennifer Sudul Edwards discusses the wide range of subjects that inform Wheat’s work, including the artist’s interest in alchemy. Curator Anne Ellegood in conversation with the artist discusses Wheat’s sculptural work, large-scale installations, and first foray into building a freestanding architectural space. Jennifer Krasinski explores Wheat’s unique approach to painting; her impressive wall works resemble a cross between intricate beadwork and the pixel-like structure of a digital image.

Essays intended as a companion to a reading of the works of the Gawain poet: Sir Gawain and the Green Knight, Pearl, Cleanness and Patience The essays collected here on the Gawain-Poet offer stimulating introductions to Sir Gawain and the Green Knight, Pearl, Cleanness and Patience, providing both information and original analysis. Topics includetheories of authorship; the historical and social background to the poems, with individual sections on particularly important features within them; gender roles in the poems; the manuscript itself; the metre, vocabulary and dialect of the poems; and their sources. A section devoted to Sir Gawain investigates the ideas of courtesy and chivalry found within it, and explores some of its later adaptations from the fifteenth to the twentieth centuries. Afull bibliography completes the volume. DEREK BREWER was Emeritus Professor of English Literature, University of Cambridge; JONATHAN GIBSON has worked as a lecturer in the Universities of Exeter and Durham. Contributors: DEREK BREWER, MALCOLM ANDREW, A.C. SPEARING, JANE GILBERT, MICHAEL J. BENNETT, DAVID AERS, RALPH ELLIOTT, MICHAEL THOMPSON, FELICITY RIDDY, ANNE ROONEY, MICHAEL LACY, A.S.G. EDWARDS, H.N. DUGGAN, ELISABETH BREWER, RICHARD NEWHAUSER, HELEN COOPER, NICHOLAS WATSON, PRISCILLA MARTIN, NICK DAVIS, DEREK PEARSALL, GILLIAN ROGERS, BARRY WINDEATT, DAVID J. WILLIAMS

Delivers complex information in an easy-to-read, step-by-step format. The genomic era encompasses the entire spectrum of DNA - all of the genes, and the interaction and inter-relationship of genes (genome) to the environment. Rapidly changing research has led to numerous advances in genetic testing, diagnosis, and treatments, and it is essential that APRNs be able to integrate genetic risk assessment into clinical care. This quick reference delivers complex information in an easy-to-read, step-by-step format with bitesize info boxes and bulleted information to provide the tools necessary to understand genetics/genomics and identify ""red flags"" that can appear in patient assessments. In an age of personalized and precision medicine, genetic risk assessment has never been more important. Genetics and Genomics in Nursing begins with an overview of genetics and the science behind inheritance. Chapters then break down the processes that make up risk assessment, and walk the reader through data collection and review, identification and calculation of risk, and patient communication. Finally, the last section of this text discusses special populations and key facts nurses need to know about their risk assessment. Key Features: Provides a clear introduction to a complex topic Describes important elements of the genomic risk assessment process for use in clinical settings when evaluating patients Illustrates how to develop a three-generation pedigree Applies commonly-used standardized pedigree symbols and familial patterns to aid in risk interpretation Discusses the challenges and limitations of pedigree interpretation Explains common concepts and includes helpful genomic resources Incorporates genomic risk assessment into patient evaluation

The authors provide a variety of perspectives on the conceptualisation of adult learning, drawing on sociology, psychology, adult education and applied research into how adults experience learning. Bringing together a number of major contributions to current debates about what learning during adulthood is for, what motivates learning, and how best it might be developed, the authors address a range of significant issues: What should be the context of learning programmed for adults, and who should decide? What are the implications in general and for women in particular of the current emphasis on learning for work, at work? How do adults learn and how is learning best facilitated? How might learning be used to empower individuals, communities and organisations?

Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from 'education' to 'learning' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision. This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.

Created in London c. 1340, the Auchinleck manuscript (Edinburgh, National Library of Scotland Advocates MS 19.2.1) is of crucial importance as the first book designed to convey in the English language an ambitious range ofsecular romance and chronicle. Evidently made in London by professional scribes for a secular patron, this tantalizing volume embodies a massive amount of material evidence as to London commercial book production and the demand for vernacular texts in the early fourteenth century. But its origins are mysterious: who were its makers? its users? how was it made? what end did it serve? The essays in this collection define the parameters of present-day Auchinleck studies. They scrutinize the manuscript's rich and varied contents; reopen theories and controversies regarding the book's making; trace the operations and interworkings of the scribes, compiler, and illuminators; teaseout matters of patron and audience; interpret the contested signs of linguistic and national identity; and assess Auchinleck's implied literary values beside those of Chaucer. Geography, politics, international relations and multilingualism become pressing subjects, too, alongside critical analyses of literary substance. SUSANNA FEIN is Professor of English at Kent State University and editor of The Chaucer Review. Contributors: Venetia Bridges, Patrick Butler, Siobhain Bly Calkin, A. S. G. Edwards, Ralph Hanna, Ann Higgins, Cathy Hume, Marisa Libbon, Derek Pearsall, Helen Phillips, Emily Runde, Timothy A. Shonk, Miceal F. Vaughan.

Until relatively recently, adult learning in the UK was largely recognised as being situated mainly within the LEA adult education centre, university extra-mural departments and the WEA. However, this picture has changed. The major change has been a shift from 'education' to 'learning' as the key organising concept. A greater range of settings are now recognised as sites producing learning, and alongside this has grown a debate about the purpose and form of study within adult learning. This has led people to question both the concept of adult learning and the boundaries of its provision.
This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.

The authors provide a variety of perspectives on the conceptualisation of adult learning, drawing on sociology, psychology, adult education and applied research into how adults experience learning. Bringing together a number of major contributions to current debates about what learning during adulthood is for, what motivates learning, and how best it might be developed, the authors address a range of significant issues: What should be the context of learning programmed for adults, and who should decide? What are the implications in general and for women in particular of the current emphasis on learning for work, at work? How do adults learn and how is learning best facilitated? How might learning be used to empower individuals, communities and organisations?

Fresh examinations of the manuscript which is one of the chief compendiums of literature in the Middle English period. Created in London c. 1340, the Auchinleck manuscript (Edinburgh, National Library of Scotland Advocates MS 19.2.1) is of crucial importance as the first book designed to convey in the English language an ambitious range ofsecular romance and chronicle. Evidently made in London by professional scribes for a secular patron, this tantalizing volume embodies a massive amount of material evidence as to London commercial book production and the demand for vernacular texts in the early fourteenth century. But its origins are mysterious: who were its makers? its users? how was it made? what end did it serve? The essays in this collection define the parameters of present-day Auchinleck studies. They scrutinize the manuscript's rich and varied contents; reopen theories and controversies regarding the book's making; trace the operations and interworkings of the scribes, compiler, and illuminators; teaseout matters of patron and audience; interpret the contested signs of linguistic and national identity; and assess Auchinleck's implied literary values beside those of Chaucer. Geography, politics, international relations and multilingualism become pressing subjects, too, alongside critical analyses of literary substance. Susanna Fein is Professor of English at Kent State University and editor of The Chaucer Review. Contributors: Venetia Bridges, Patrick Butler, Siobhain Bly Calkin, A. S. G. Edwards, Ralph Hanna, Ann Higgins, Cathy Hume, Marisa Libbon, Derek Pearsall, Helen Phillips, Emily Runde, Timothy A. Shonk, Miceal F. Vaughan.

Ancrene Wisse introduced through a variety of cultural and critical approaches which establish the originality and interest of the treatise. The thirteenth-century Ancrene Wisse is a guide for female recluses. Addressed to three young sisters of gentle birth, it teaches what truly good anchoresses should and should not do, offering in its examples a glimpse of the real life women had in England in the middle ages. It is also important for its evidence for the continuation of the Anglo-Saxon tradition of prose writing, being produced in the West Midlands where Old English writing conventions continued to develop even after the Norman conquest. The Companion addresses the cultural and historical background, the affiliations of the versions, genre, authorship and language; the various approaches also includea feminist reading of the text. Contributors: ROGER DAHOOD, RICHARD DANCE, A.S.G. EDWARDS, CATHERINE INNES-PARKER, BELLA MILLETT, CHRISTINA VON NOLCKEN, ELIZABETH ROBERTSON, ANNE SAVAGE, D.A. TROTTER, YOKO WADA, NICHOLAS WATSON.

`Provides an excellent one-volume guide to the works of the anonymous Gawain-poet.' CHOICE The essays collected here on the Gawain-Poet offer stimulating introductions to Sir Gawain and the Green Knight, Pearl, Cleanness and Patience, providing both information and original analysis. Topics includetheories of authorship; the historical and social background to the poems, with individual sections on particularly important features within them; gender roles in the poems; the manuscript itself; the metre, vocabulary and dialect of the poems; and their sources. A section devoted to Sir Gawain investigates the ideas of courtesy and chivalry found within it, and explores some of its later adaptations from the fifteenth to the twentieth centuries. Afull bibliography completes the volume. The late DEREK BREWER was Emeritus Professor of English Literature, University of Cambridge; JONATHAN GIBSON has worked as a lecturer in the Universities of Exeter and Durham.

Meals: Healthy Low Carb and Detoxing Recipes Putting together meals on a budget can be tricky, but it gets even more confusing if you're trying to stick to a healthy diet, too If you're tired of cookbooks that tell you what you can't eat, but don't provide any worthwhile answers to what you can, it's time for this helpful collection of meal ideas. Whether you're eating low-carb or you're trying to figure out meal planning while you detox, this book is ready to help you. Each section includes a large range of recipes, as well as ideas to help you put them together into complete meals. Plus, at the end of the section you'll find a meal plan designed to help you eat delicious food for a full week without worrying or needing to make difficult decisions. The meal guide isn't set in stone, of course, but it's a great way to get started on your new diet or healthier eating plan.