Gentleman Jack - Anne Lister - and Eliza Raine are 13-year-olds at boarding school. Both alienated from the other wealthy Yorkshire girls, they slept in the same bed in a small, unheated attic room and confided about schoolwork, families and personal problems, so their friendship grew deep and serious. Each had what the other craved: Anne, with no money, saw that Eliza could be independent. Lonely Eliza envied Anne's well-respected, stable family. And when Anne put her arm around Eliza, the beautiful, exotic Indian girl responded.

Concern continues to ripple throughout society over the escalating incidents of youth violence and aggression. School professionals confront daily the challenges resulting from conduct disorders, which threaten to disrupt the learning process and compromise the well-being, security, and safety of students and faculty. With the ongoing emphasis on high-stakes academic testing, schools are struggling to pinpoint effective strategies and secure the resources needed to identify, assess, and treat students with conduct problems so that all children can succeed at school.

Identifying, Assessing, and Treating Conduct Disorder at School bridges the gap between science and practice, providing school professionals with the information they need to coordinate efforts and enhance communication between parents, other educators, administrators, and social services providers. In addition, it offers guidance on the interventions that are likely to be most effective in meeting the unique needs of youths with conduct disorder. This volume:

• Emphasizes why school psychologists and their colleagues need to be prepared and able to identify and serve students with conduct disorder.
• Identifies the prevalence, influences, and associated conditions.
• Provides a review of screening, referral, and diagnostic assessment processes.
• Offers guidance on conducting psychoeducational assessments.
• Reviews evidence-based treatments.
• Provides practical guidance on setting up programs that address individual, classroom, and schoolwide issues.

School psychologists and other education and mentalhealth professionals will find this volume an invaluable resource in working to enhance the mental health and educational development of students.

Designed to be a comprehensive, introductory text to the school counseling profession for school counselors in training Incorporates a number of national trends in education which are impacting the school counseling profession, including trauma informed schools, college and career readiness, restorative practices, Every Student Succeeds Act (ESSA), response to intervention (RtI), school-wide positive behavior and intervention supports (SWPBIS), and multi-tiered systems of support (MTSS) Incorporates the latest edition of the ASCA National Model (2019)

In "Moving the Maasai" Lotte Hughes tells the scandalous story of how the Maasai people of Kenya lost the best part of their land to the British in the 1900s. Drawing upon unique oral testimony and extensive archival research, she describes the many intrigues surrounding two enforced moves that cleared the highlands for European settlers, and a 1913 lawsuit in which the Maasai attempted to reclaim their former territory, and explains why recent events have brought the story full circle.

Across the modern era, the traditional stereotype of Germans as authoritarian and subservient has faded, as they have become (mostly) model democrats. This book, for the first time, examines 130 years of history to comprehensively address the central questions of German democratization: How and why did this process occur? What has democracy meant to various Germans? And how stable is their, or indeed anyone’s, democracy? Looking at six German regimes across thirteen decades, this study enables you to see how and why some Germans have always chosen to be politically active (even under dictatorships); the enormous range of conceptions of political culture and democracy they have held; and how interactions among various factors undercut or facilitated democracy at different times. Michael L. Hughes also makes clear that recent surges of support for ‘populism’ and ‘authoritarianism’ have not come out of nowhere but are inherent in long-standing contestations about democracy and political citizenship. Hughes argues that democracy – in Germany or elsewhere – cannot be a story of adversity overcome which culminates in a happy ending; it is an ongoing, open-ended process whose ultimate outcome remains uncertain.

Designed to be a comprehensive, introductory text to the school counseling profession for school counselors in training Incorporates a number of national trends in education which are impacting the school counseling profession, including trauma informed schools, college and career readiness, restorative practices, Every Student Succeeds Act (ESSA), response to intervention (RtI), school-wide positive behavior and intervention supports (SWPBIS), and multi-tiered systems of support (MTSS) Incorporates the latest edition of the ASCA National Model (2019)

Practice books are often simple 'how to' lists or straightforward 'recipes' and the practitioner still does not know why the activity is related to the outcome they seek. In essence, they lose how the specifics of the practice are related to the theory of change or the theory of how the problem developed in the first place. This leads to practitioners potentially removing crucial elements of best practice procedures when making modifications to tackle new or different problems in an unfamiliar context. By understanding the theoretical underpinnings, practitioners can better plan for adjustments because they know how the outcomes they seek are informed by the theory. Engagingly written and perfect for day-to-day use, this book translates state-of-the-art research and interdisciplinary theory into practical recommendations for those working with children and adolescents.

Gentleman Jack - Anne Lister - and Eliza Raine are 13-year-olds at boarding school. Sharing a bed in a cold attic, they pledge undying love, marry each other secretly and promise to live together when they grow up. But nothing works out as planned. Real letters and journals reveal two Georgian women whose lives changed beyond belief.

Between 1918 and 1928 the biography of William Butler Yeats ran parallel with a young Catholic "country wench", Lily O'Neill. murdered outside Dublin in June 1925. On the same date Yeats suddenly became depressed and ill. It was two days before his 'Divorce Bill' speech as a Senator opposing Catholic divorce, in favour of civil divorce. Did he want to divorce his English wife to marry a Catholic woman, and to make their son legitimate?

A re-analysis of W. B. Yeats's most difficult poetry, showing how it was edited by his wife to remove all traces of his lover, Lily O'Neill, and his first son. This book clearly shows that he was not writing about his wife, George, or about Maud Gnne MacBride,or Iseult Gonne Stuart.

This book addresses particular aspects of the Grand Embassy and sets the Petrine reforms in their context, providing a basis for analysis of their impact on issues of modernization and westernization. The relationship between Peter and Britain is examined from both perspectives. Maritime history is considered in detail with emphasis on Peter's appropriation of development in Western science. The issue of Russia's orientation between East and West, evident even in changes in the style of portraiture, was crucial to military and diplomatic issues in Peter's reign.

This timely second edition provides an applied perspective regarding school-based consultation, including an overview of mental health and behavioral, instructional, social cognitive, Adlerian, solution-focused, and organizational/systems consultation. With updated empirical evidence showcasing the effectiveness of consultation, this book delivers clear procedures for establishing a consultative relationship and includes case examples of problems and critical thinking questions to facilitate discussion among students and educators regarding school-based consultation. Issues of multicultural issues responsiveness, as well as ethical and legal considerations, are raised to broaden the scope of consultation stages and processes. To assist instructors in using this text, PowerPoint lectures and an instructor's test bank are available as eResources to accompany each chapter.

Fiber artists honor Elvis Presley in a collection that is as unique as the King of Rock and Roll himself. The art quilts celebrate his songs, movies, and life in an inspired and creative group of 95 works. Enjoy a wide range of interpretations, from realistic to humorous to abstract. Quilts are accompanied by a mix of memories of Elvis, descriptions of the making of these art quilts, and details about the King, creating a one-of-a-kind treasury for Elvis fans and collectors. As a bonus, Elvis devotees are challenged to test their knowledge in a Name-This-Song visual guessing game.

Since the development of the modern state system in Europe four centuries ago, there have been ten general wars involving a majority of the major powers and a high level of casualties. Another major war is difficult to conceive of, since it would presumably be the last such conflict, and yet it is not an impossibility. In this volume a distinguished group of political scientists and historians examine the origins of major wars and discuss the problems in preventing a nuclear war.

Challenging misconceptions related to Black academic achievement, this volume provides original perspectives on the policies, initiatives, and factors that facilitate the success of students of color as they progress along the educational pipeline. Grounded in an anti-deficit framework, this book offers personal narratives of Black educational leaders and professionals who discuss aspects of their educational experiences and pathways to success. With takeaways for research and practice, the individual narratives that comprise this book add to the conversation and advance important lessons gained from personal stories about achieving success for Blacks and other minority students.

Develops an understanding of Warwickshire's past for outsiders and those already engaged with the subject, and to explore questions which apply in other regions, including those outside the United Kingdom. Published to mark the one hundredth anniversary of the Dugdale Society, which publishes Warwickshire's records, this book brings together a range of scholars - early career researchers, tenured academics, independent scholars and an archivist - all with records of excellence in research and writing, who cover a range of political, social, economic, cultural, architectural and religious subjects from the eleventh to the twentieth centuries. Besides providing original and well-researched interpretations of Warwickshire's past, the book goes further to discuss and analyse the ways in which writing of local history has changed over the last hundred years, paying particular attention to meanings and explanations that have emerged in recent times, from which future developments can be expected. As such the book will appeal not just to those interested in the local history of Warwickshire, but also to everyone concerned with local history in general, and how it should be studied and written.

Professions are institutions which, through their small size, self-governing elements, and sense of social mission, can assist in maintaining a sound civic culture. As mediating institutions in our democratic society that are neither entirely birthed by the state nor are entirely private, the individual professions-such as the legal and education professions, journalism, economics, architecture, or the military-arguably present practical avenues through which to teach civic behavior and to restore Americans' broken trust. This volume on the professions and civic life undertakes a unique and timely examination of twelve individual professions to see how each affects the character of American citizenship and the civic culture of the nation through their practices and ethos. Among the questions each essay in the volume addresses are: What is distinctive-or not-about the specific profession as it came to be practiced in the United States? Given the specialized knowledge, training, and sometimes licensing of a profession, what do the professions perceive to be their role in promoting the larger common good? How can we bring professionals' expert knowledge to bear on social problems in an open and deliberative way? Is the ethic of a particular profession as it understands itself today at odds with the American conception of self-government and a healthy civic life? Through analysis of these questions, each chapter presents a rich treatment of how the twelve longstanding professions of political science, teaching, the law, the military, economics, medicine, journalism, literature, science, architecture, music, and history help support and challenge the general public's civic behavior in general and their attachment to the American regime in particular.

Through candid discussions and personal counter-narrative stories, Black Faculty in the Academy explores the experiences and challenges faced by faculty of color in academe. Black faculty in predominantly White college and university settings must negotiate multiple and competing identities while struggling with issues of marginality, otherness, and invisible barriers. This important book illuminates how faculty can develop a professional identity that leads to success in academe, while at the same time remaining true to cultural and personal identities. Through rich narratives, chapter authors situate race-related encounters at the center of their experience in an effort to deconstruct and challenge commonly held assumptions about life in academe. They also provide key recommendations and strategies to help faculty of color ensure their continued professional success. Framed by critical race theory, these stories show how faculty can successfully maneuver through all stages of a career in academe, including tenure and promotion, publication, mentoring, networking, teaching, and dealing with institutional climate issues. This valuable book is for faculty and administrators seeking to create an environment that nurtures professional growth and fosters success among Black faculty.

In the words of Catharine MacKinnon, 'a woman is not yet a name for a way of being human.' In other words, women are still excluded, as authors and agents, from identifying what it is to be human and what therefore violates the dignity and integrity of humans. Recognition, Responsibility, and Rights is written in response to that failure. This collection of essays by prominent feminist thinkers advances the positive feminist project of remapping the moral landscape by developing theory that acknowledges the diversity of women. This book is the first volume in a new series of edited collections showcasing the best new work in feminist theory that has emerged from the group Feminist Ethics and Social Theory (FEAST). FEAST advances the goal of a feminist ethico-politics by creating an organization and a body of work in which feminist ethicists and feminist social theorists join forces to produce a politically effective feminist ethics. In this first volume, essayists address that goal by analyzing gender with respect to three key ethical concepts: recognition, responsibility, and rights.

Augustine and Liberal Education sheds light on liberal education past and present, from an Augustinian point of view. Ranging from historical investigations of particular themes and issues in the thought of Saint Augustine, to reflections on the role of tradition and community and the challenges and opportunities facing universities in the next century, the contributors return to the sources of traditional reflection while exploring contemporary issues in education.

The study of Augustine's political teachings has suffered from a history of misreadings, both ancient and modern. It is only in recent years that the traditional lines of "Augustinian pessimism" have been opened to question. Scholars have begun to explore the broader lines of Augustine's political thought in his letters and sermons, and thus have been able to place his classic text, The City of God, in its proper context. The essays in this volume take stock of these recent developments and revisit old assumptions about the significance of Augustine of Hippo for political thought. They do so from many different perspectives, examining the anthropological and theological underpinnings of Augustine's thought, his critique of politics, his development of his own political thought, and some of the later manifestations or uses of his thought in the Middle Ages, the Renaissance, and today. This new vision is at once more bracing, more hopeful, and more diverse than earlier readings could have allowed.

The study of Augustine's political teachings has suffered from a history of misreadings, both ancient and modern. It is only in recent years that the traditional lines of 'Augustinian pessimism' have been opened to question. Scholars have begun to explore the broader lines of Augustine's political thought in his letters and sermons, and thus have been able to place his classic text, The City of God, in its proper context. The essays in this volume take stock of these recent developments and revisit old assumptions about the significance of Augustine of Hippo for political thought. They do so from many different perspectives, examining the anthropological and theological underpinnings of Augustine's thought, his critique of politics, his development of his own political thought, and some of the later manifestations or uses of his thought in the Middle Ages, the Renaissance, and today. This new vision is at once more bracing, more hopeful, and more diverse than earlier readings could have allowed.