The first modern edition of a text which shows the suspicion with which Geoffrey of Monmouth's History of the Kings of Britain was received two decades after it first appeared. The history of the Yorkshire secular clerk, Alfred of Beverley (c.1148 x c.1151), an important primary source in Anglo-Norman historiography, supplies a history of Britain from its supposed foundation by Brutus down to the death of Henry I in 1135. Alfred's history is of particular interest in that it is the first Insular Latin chronicle to incorporate the legendary British history of Geoffrey of Monmouth (published c.mid 1130s) within a continuous account of the island's past. In attempting to fuse the radically new Galfridian account of the past with that of the conventional twelfth-century (Bedan) view, Alfred's use and manipulation of his sources is highly revealing and suggests a quite critical reception of Geoffrey's history, a mindset which by the end of the twelfth century appears almost entirely to have disappeared amongst chroniclers. Alfred's history is also an important, and presently undervalued, witness to the reception and dissemination of three of the most important Anglo-Norman histories: Symeon of Durham Historia Regum, The Chronicle of John of Worcester and Henry of Huntingdon, Historia Anglorum, from which works it borrows extensively. In the manner of use of these sources, the author tells us much about the ecclesiastical and intellectual interests and outlook of the period.

This book focuses on first-generation graduate students in the US and the graduate or post-baccalaureate programs that house and educate these students. The several voices in this book, including first-generation graduate students, address the phenomena of graduate students' experiences and related university practices, with the practices connected to traditional academic and Western values and to academic and neoliberal institutional logics. First-generation graduate students' narratives, or testimonies, serve as the foundation of the analysis of students' pathways to graduate school and their experiences within graduate school. The conditions for first-generation graduate students in their programs require remedies that will facilitate student well-being, peer community attachment, and persistence, and will educate and train students for achievement in graduate school and for employment after graduate school.

Understanding Community Colleges provides a critical examination of contemporary issues and practices and policy of community colleges. This contributed volume brings together highly respected scholars as well as new scholars for a comprehensive analysis of the community college landscape, including management and governance, finance, student demographics and development, teaching and learning, policy, faculty, and workforce development. At the end of each chapter, the "Questions for Discussion" section helps to bridge the gap between research and practice. Written for students enrolled in higher education and community college graduate programs, as well as social sciences scholars, this provocative new edition covers the latest developments in the field, including trends in enrollment, developmental education, student services, funding, and shared governance.

Understanding Community Colleges provides a critical examination of contemporary issues and practices and policy of community colleges. This contributed volume brings together highly respected scholars as well as new scholars for a comprehensive analysis of the community college landscape, including management and governance, finance, student demographics and development, teaching and learning, policy, faculty, and workforce development. At the end of each chapter, the "Questions for Discussion" section helps to bridge the gap between research and practice. Written for students enrolled in higher education and community college graduate programs, as well as social sciences scholars, this provocative new edition covers the latest developments in the field, including trends in enrollment, developmental education, student services, funding, and shared governance.

This book examines seven higher education organizations, exploring their interconnected lines: organizational change and organizational stability. These lines are nested within historical, social, cultural, and political contexts of two nations-the US and Canada-two provinces and three states: Alberta, British Columbia, California, Hawai'i, and Washington. The author studies the development of the community college and the development of the university from community college origins, bringing to the forefront these seven individual stories. Addressing continuity and discontinuity and identity preservation and identity change, as well as individual organizations' responses to government policy, Levin analyzes and illuminates those policies with neoliberal assumptions and values.

Wide-ranging and current research into the Anglo-Norman and Angevin worlds. This volume of the Haskins Society Journal brings together a rich and interdisciplinary collection of articles. Topics range from the politics and military organization of northern worlds of the Anglo-Normans and Angevins in the twelfth and thirteenth centuries, to the economic activity of women in Catalonia and political unrest in thirteenth-century Tripoli. Martin Millett's chapter on the significance of rural life in Roman Britain for the early Middle Ages continues the Journal's commitment to archaeological approaches to medieval history, while contributions on AElfric's complex use of sources in his homilies, Byrhtferth of Ramsey's reinterpretation of the Alfredian past, and the little known History of Alfred of Beverly engage with crucial questions of sources and historiographical production within Anglo-Saxon and Anglo-Norman England. Pieces on the political meaning of the EmpressHelena and Constantine I for Angevin political ambitions and the role of relics such as the Holy Lance in strategies of political legitimation in Anglo-Saxon England and Ottonian Germany in the tenth century complete the volume. Contributors: David Bachrach, Mark Blincoe, Katherine Cross, Sarah Ifft Decker, Joyce Hill, Katherine Hodges-Kluck, Jesse Izzo, Martin Millett, John Patrick Slevin, Oliver Stoutner, Laura Wangerin.