Deborah Leigh has intuitively read ordinary playing cards professionally for the last 20 years. She learned about Personal Prophesy and how to apply its principles to achieve a happier, more satisfying life from her grandmother who handed the fundamentals down to her two years before her death.

Aside from her grandmother's revolutionary teachings, Deborah hasn't been able to find information on this particular method of perceiving the future to attain genuine love, success and happiness through ordinary playing cards--anywhere.

While others might consider themselves "gifted"; Deborah insists she is not. She merely possesses an exceptionally well-developed intuitive sense focused through playing cards. A skill, she believes, anyone is capable of developing for themselves to bring true empowerment to their lives.

Over the years, Deborah has taught others around the world to read playing cards as expertly as she does. They are faithful, devoted followers of Personal Prophesy to this day.

* integrates theory and practice, drawing on real-world vignettes to generate critique and commentary; * draws on a range of international research and practice; * while focused on praxis, the writing style is both academic and rigorous * the chapters are underpinned by a sound theoretical approach

* integrates theory and practice, drawing on real-world vignettes to generate critique and commentary; * draws on a range of international research and practice; * while focused on praxis, the writing style is both academic and rigorous * the chapters are underpinned by a sound theoretical approach

This book examines the way young adult readers are constructed in a variety of contemporary young adult fictions, arguing that contemporary young adult novels depict readers as agents. Reading, these novels suggest, is neither an unalloyed good nor a dangerous ploy, but rather an essential, occasionally fraught, by turns escapist and instrumental, deeply pleasurable, and highly contentious activity that has value far beyond the classroom skills or the specific content it conveys. After an introductory chapter that examines the state of reading and young adult fiction today, the book examines novels that depict reading in school, gendered and racialized reading, reading magical and religious books, and reading as a means to developing civic agency. These examinations reveal that books for teens depict teen readers as doers, and suggest that their ability to read deeply, critically, and communally is crucial to the development of adolescent agency.

This new book traces the transformation of day care from a charity for poor single mothers in the early twentieth century to a socially accepted need of ordinary families by the 1950s. Using Philadelphia as a case study, Elizabeth Rose explores the history of day care from the perspective of the families who used it as well as the philanthropists and social workers who administered it. This study helps us understand the roots of our current dilemmas about day care in the context of debates on welfare, women's work, and "family values."

How did the United States move from seeing preschool as a way to give the nation's poorest children a "head start" to the goal of providing preschool for all children as the beginning of public education? Drawing lessons from the successes and failures of past efforts, advocates, policymakers, and experts have recently been pushing to make preschool education available to all children. They have had remarkable success at expanding preschool in many parts of the country, and are gaining support for federal action as well. Yet questions still remain about the best ways to shape policy that will fulfill the promise of preschool. The Promise of Preschool investigates how policy choices in the past forty-five years-such as the creation of Head Start in the 1960s, efforts to craft a child care system in the 1970s, and the campaign to reform K-12 schooling in the 1980s-helped shape the decisions that policymakers are now making about early education. It traces decisions made by presidents from Lyndon Johnson to George W. Bush, and by members of Congress, governors, state legislators, educators, researchers, children's advocates, community activists, foundation leaders and others who have shaped our nation's approach to the care and education of young children. Having explored the sources of today's preschool movement, the book then discusses policy questions that need to be addressed as we move forward: should preschool be provided to all children, or just to the neediest? Should it be run by public schools, or incorporate private child care providers? What are the most important ways to ensure educational quality? By looking at these policy issues through the lens of history, this book offers a unique perspective on this important area of education reform, and explores how an understanding of the past can help spur debate about today's decisions.

The past 45 years have seen the emergence of education for young children as a national issue, spurred by the initiation of the Head Start program in the 1960s, efforts to create a child care system in the 1970s, and the campaign to reform K-12 schooling in the 1980s. Today, the push to make preschool the beginning of public education for all children has gained support in many parts of the country and promises to put early education policy on the national agenda. Yet questions still remain about the best ways to shape policy that will fulfill the promise of preschool. In The Promise of Preschool, Elizabeth Rose traces the history of decisions on early education made by presidents from Lyndon Johnson to George W. Bush, by other lawmakers, and by experts, advocates, activists, and others. Using this historical context as a lens, the book shows how the past shapes today's preschool debate and provides meaningful perspective on the policy questions that need to be addressed as we move forward: Should we provide preschool to all children, or just to the neediest? Should it be run by public schools, or incorporate private child care providers? How do we most effectively ensure educational quality and success? The Promise of Preschool is a balanced, in-depth investigation into these and other important questions and demonstrates how an understanding of the past can stimulate valuable debate about the care and education of young children today. 'This work illuminates the complexity of the issues, processes, and personages involved in early childhood policy in a way that is thoughtful, readable, and sensitive to the contradictory demands and competing concerns with which policy makers, educators, and parents have to contend. It greatly expands our understanding of early childhood policy over the last 45 years and should top reading lists for stakeholders and students alike.' - Kristen Nawrotski, History of Education Quarterly 'The Promise of Preschool is more important now than ever before. Local, state and federal policymakers are looking at the "promise" of early childhood to help close the achievement gap. The discussion is no longer whether early childhood matters, but how do we expand access and improve quality for all children? Elizabeth Rose's historical look at the field - and its patchwork of services - provides an invaluable resource for policymakers and academics. As a State Senator, I read the book with interest and recommend it to colleagues interested in understanding early childhood education.'- Beth Bye, Connecticut State Senator, 5th District 'The Promise of Preschool is the most complete history of the preschool education movement written to date. Plus, the author even-handedly discusses the remaining issues that must be resolved before the full potential of preschool can be realized.' -Edward Zigler, Sterling Professor of Psychology, Emeritus, Yale University, and founder of Head Start 'It is rare to find in one volume acute historical analysis and good sense about current questions of public policy. The Promise of Preschool offers both, told in the form of a lively narrative. It's a book that should be read not only by scholars and advocates, but also by all who care about children and the futures they will create for all of us.'-Ellen Condliffe Lagemann, Levy Institute Research Professor, Bard College 'Beautifully and accessibly written, The Promise of Preschool is a spectacular piece of scholarship. A highly original analysis, the book is a goldmine for anyone who wants to understand one of the most important issues in America today. Rose provides a much needed voice of mediation in the battle over how to move forward in the rapidly growing world of preschool education. Anyone interested in the future of education should read this book. Our children and our country can't wait.'-Barbara Beatty, Professor of Education, Wellesley College, and author of Preschool Education in America 'The Promise of Preschool deftly employs stories about people, places, and reform movements to account for America's patchwork approach to preschool, and does so with an eye to broader theoretical questions about how history constrains and enables social change.'-Jeff Henig, Professor of Political Science and Education, Columbia University

Using Philadelphia as a case study, A Mother's Job explores the history of day care from the perspective of families who used it, tracing day care's transformation from a charity for poor single mothers in the early twentieth century to a legitimate and culturally accepted social need for ordinary families -- and a potential responsibility of government -- by the 1950s.

In "Rousseau's Republican Romance," Elizabeth Wingrove combines political theory and narrative analysis to argue that Rousseau's stories of sex and sexuality offer important insights into the paradoxes of democratic consent. She suggests that despite Rousseau's own protestations, "man" and "citizen" are not rival or contradictory ideals. Instead, they are deeply interdependent. Her provocative reconfiguration of republicanism introduces the concept of consensual nonconsensuality--a condition in which one wills the circumstances of one's own domination. This apparently paradoxical possibility appears at the center of Rousseau's republican polity and his romantic dyad: in both instances, the expression and satisfaction of desire entail a twin experience of domination and submission.

Drawing on a wide variety of Rousseau's political and literary writings, Wingrove shows how consensual nonconsensuality organizes his representations of desire and identity. She demonstrates the inseparability of republicanism and accounts of heterosexuality in an analysis that emphasizes the sentimental and somatic aspects of citizenship. In Rousseau's texts, a politics of consent coincides with a performative politics of desire and of emotion. Wingrove concludes that understanding his strategies of democratic governance requires attending to his strategies of symbolization. Further, she suggests that any understanding of political practice requires attending to bodily practices.