Mindful Teaching and Learning: Developing a Pedagogy of Well-Being features a community of scholar-practitioners from across disciplines, methodologies, and ideological perspectives exploring and examining contexts that support mindful teaching, mindful learning, and a pedagogy of well-being. Collectively, these chapters document and analyze the opportunities and challenges within pedagogical sites and discuss how the disposition of mindfulness can be nurtured and sustained in educational practice and praxis. Bolstered by the positive evidence-based standards emanating from clinical settings, mindfulness based training has spread into a variety of other fields like psychology, healthcare, and more recently, education. Within pedagogical environments, an emergent secular conception of mindfulness, under the auspices of educational psychologists like Langer (1987; 1997), Goleman, (2008), Lantieri (2008), Roeser, Skinner, Beers, and Jennings, (2012), and Schonert-Reichl and Lawlor (2010), is making headway. Consequently, Mindfulness Training (MT) resources have been applied to educational contexts in order to maximize the academic, emotional, physical, and psychological benefits provided by this mind-body approach to well-being. Acknowledging the increasing evidence base for the efficacy of mindfulness interventions as well as the elevated stress levels reported by many educators and their students, this book discusses how mindful practices, praxis, and research can inform and support pedagogy, curriculum, and leadership initiatives in higher education in the twenty-first century. Alongside the multitude of recent studies in the area of Mindfulness, contributors discuss their own experiences using Self-study, Contemplative pedagogy, Living Educational Theory, and Curriculum Inquiry. The content of this book examines ways in which to develop habits of mind and courses of action, as well as a curriculum of study that can support educators as they cultivate competencies for thriving and coping with the modern demands of being a teacher.

Mindful Teaching and Learning: Developing a Pedagogy of Well-Being features a community of scholar-practitioners from across disciplines, methodologies, and ideological perspectives exploring and examining contexts that support mindful teaching, mindful learning, and a pedagogy of well-being. Collectively, these chapters document and analyze the opportunities and challenges within pedagogical sites and discuss how the disposition of mindfulness can be nurtured and sustained in educational practice and praxis. Bolstered by the positive evidence-based standards emanating from clinical settings, mindfulness based training has spread into a variety of other fields like psychology, healthcare, and more recently, education. Within pedagogical environments, an emergent secular conception of mindfulness, under the auspices of educational psychologists like Langer (1987; 1997), Goleman, (2008), Lantieri (2008), Roeser, Skinner, Beers, and Jennings, (2012), and Schonert-Reichl and Lawlor (2010), is making headway. Consequently, Mindfulness Training (MT) resources have been applied to educational contexts in order to maximize the academic, emotional, physical, and psychological benefits provided by this mind-body approach to well-being. Acknowledging the increasing evidence base for the efficacy of mindfulness interventions as well as the elevated stress levels reported by many educators and their students, this book discusses how mindful practices, praxis, and research can inform and support pedagogy, curriculum, and leadership initiatives in higher education in the twenty-first century. Alongside the multitude of recent studies in the area of Mindfulness, contributors discuss their own experiences using Self-study, Contemplative pedagogy, Living Educational Theory, and Curriculum Inquiry. The content of this book examines ways in which to develop habits of mind and courses of action, as well as a curriculum of study that can support educators as they cultivate competencies for thriving and coping with the modern demands of being a teacher.

Feminist scholarship and criticism has retrieved the Bluestocking women from their marginal position in 18th-century literature. This work collects the principal writings of these women, together with a selection of their letters. Each volume is annotated and all texts are edited and reset.

'Zest for Life' is how lesbians describe their experience of menopause. This book suggests that the experience of menopause can be significantly altered through shifting perceptions about body image. Based on a survey of over one hundred women, Kelly's research shatters the myths promoted by the pharmaceutical companies and the medical industry. Instead of the false eternal youth presented to women, this book shows that many other factors are involved in how we experience our bodies.

This collection of new interviews with twenty-five accomplished female composers substantially advances our knowledge of the work, experiences, compositional approaches, and musical intentions of a diverse group of creative individuals. With personal anecdotes and sometimes surprising intimacy and humor, these wide-ranging conversations represent the diversity of women composing music in the United States from the mid-twentieth century into the twenty-first. The composers work in a variety of genres including classical, jazz, multimedia, or collaborative forms for the stage, film, and video games. Their interviews illuminate questions about the status of women composers in America, the role of women in musical performance and education, the creative process and inspiration, the experiences and qualities that contemporary composers bring to their craft, and balancing creative and personal lives. Candidly sharing their experiences, advice, and views, these vibrant, thoughtful, and creative women open new perspectives on the prospects and possibilities of making music in a changing world.

Feminist scholarship and criticism has retrieved the Bluestocking women from their marginal position in 18th-century literature. This work collects the principal writings of these women, together with a selection of their letters. Each volume is annotated and all texts are edited and reset.

Feminist scholarship and criticism has retrieved the Bluestocking women from their marginal position in 18th-century literature. This work collects the principal writings of these women, together with a selection of their letters. Each volume is annotated and all texts are edited and reset.

Feminist scholarship and criticism has retrieved the Bluestocking women from their marginal position in 18th-century literature. This work collects the principal writings of these women, together with a selection of their letters. Each volume is annotated and all texts are edited and reset.

Feminist scholarship and criticism has retrieved the Bluestocking women from their marginal position in 18th-century literature. This work collects the principal writings of these women, together with a selection of their letters. Each volume is annotated and all texts are edited and reset.

Feminist scholarship and criticism has retrieved the Bluestocking women from their marginal position in 18th-century literature. This work collects the principal writings of these women, together with a selection of their letters. Each volume is annotated and all texts are edited and reset.

How societies use the past is one of their most revealing traits. Using this insight "Ireland's Polemical Past" examines how the inhabitants of nineteenth and twentieth-century Ireland plundered their pasts for polemical reasons. The ten essays explore how revolutionaries, politicians, churchmen, artists, tourists and builders (among others) used the Irish past in creating and justifying their own position in contemporary society. The result is a varied portrait of the problems and tensions in nineteenth and early twentieth-century society that these people tried to solve by resorting to the Irish past for inspiration and justification to make their world work. This is a book that will appeal to those who have an interest in the making of modern Ireland as well as those concerned with writing about the Irish past at any level.

150 years after the end of the Civil War, the United States falls into another Civil War. The Second Great War leaves the US population and landscape decimated and out of many, comes one: The Nation. Four generations has passed and life in The Nation is perfect. The Provinces are picturesque, there is no crime, and at seventeen years old everyone chooses a Vocation in order to contribute their fair share to society. Lucia Giroux's Vocation Ceremony is fast approaching and her life seems to be headed in the right direction. Her childhood best friend, Jack Delante, has expressed interest in making her his girlfriend and she is getting ready to announce her Vocation as Record Keeper, following in her father's footsteps, working in The Vaults surrounded by her favorite authors and poets. But when Lucia starts working at The Vaults it isn't quite what she expected. First, there's the incredibly good-looking and intelligent Nicolas Pernelli, her father's assistant in the Historical Department who he's never mentioned. Next, she finds out that her father has been working on a secret research project. Lastly, Lucia meets Pearl Radita, her immediate supervisor in the Literature Department and things really begin to get weird. Pearl assigns Lucia to be part of a team working to decipher a poem called The Light, which seems to predict a Third Great War. Just as their analysis gets under way Lucia receives a message that changes everything. When Lucia's mother suddenly falls ill, and she tells her father of the message, he sends her and Nic on a dangerous journey to the Farmlands to find out more information. Lucia's idyllic world is turned upside down as she learns not only The Nation, but her parents have been keeping secrets. Lucia wants answers. How far is she willing to go to get them?