This extensively annotated wartime diary illuminates the military service of Leslie Howard Miller (1889–1979), a Canadian soldier who served in the First World War. Miller joined the Canadian Expeditionary Force (CEF) in 1914. From the outset, he served in the signals – the branch of the service responsible for communications. In his off-duty hours, he kept this extraordinarily eloquent diary of his training, deployment overseas, service on the Western Front, and periods of leave in the United Kingdom. A teacher and school principal who attended the University of Toronto, Miller writes with a scholar’s eye – keenly observant of his surroundings and always pausing to reflect on what is new and novel, especially in the natural world he so cherished. In 1919, Miller returned to Canada with acorns he gathered on the Western Front and planted them on his farm in Milliken, Ontario. Saplings from the original oaks have been repatriated to Vimy Ridge and planted at sites around Canada as part of the Vimy Oaks project. Graham Broad, working from a transcription of the diary produced by Miller’s family, includes a thorough introduction and afterword, as well as over 500 notes that situate and explain Miller’s many references to the people, places, and events he encountered. Unpublished for over a century, written in bracing and engaging prose, illustrated with Miller’s own drawings and unseen photographs, Part of Life Itself illuminates a bygone world and stands as one of Canada’s most important wartime diaries.

It's time to move forward.... This self-examining book can stir and awaken the gifts lying dormant in your life, which can cause your potential to be released. The practical application exercises help channel your energy away from the limitations and boundaries you may have set on your life and cause you to thrive by using the principles guidelines stated.

"Challenged by Coeducation" details the responses of women's colleges to the most recent wave of Women's colleges originated in the mid-nineteenth century as a response to women's exclusion from higher education. Women's academic successes and their persistent struggles to enter men's colleges resulted in coeducation rapidly becoming the norm, however. Still, many prestigious institutions remained single-sex, notably most of the Ivy League and all of the Seven Sisters colleges.
In the mid-twentieth century colleges' concerns about finances and enrollments, as well as ideological pressures to integrate formerly separate social groups, led men's colleges, and some women's colleges, to become coeducational. The admission of women to practically all men's colleges created a serious challenge for women's colleges. Most people no longer believed women's colleges were necessary since women had virtually unlimited access to higher education. Even though research spawned by the women's movement indicated the benefits to women of a "room of their own," few young women remained interested in applying to women's colleges.
"Challenged by Coeducation" details the responses of women's colleges to this latest wave of coeducation. Case studies written expressly for this volume include many types of women's colleges-Catholic and secular; Seven Sisters and less prestigious; private and state; liberal arts and more applied; northern, southern, and western; urban and rural; independent and coordinated with a coeducational institution. They demonstrate the principal ways women's colleges have adapted to the new coeducational era: some have been taken over or closed, but most have changed by admittingmen and thereby becoming coeducational, or by offering new programs to different populations. Some women's colleges, mostly those that are in cities, connected to other colleges, and prestigious with a high endowment, still enjoy success.
Despite their dramatic drop in numbers, from 250 to fewer than 60 today, women's colleges are still important, editors Miller-Bernal and Poulson argue. With their commitment to enhancing women's lives, women's colleges and formerly women's colleges can serve as models of egalitarian coeducation.

More than a quarter-century ago, the last great wave of coeducation in the United States resulted in the admission of women to almost all of the remaining men's colleges and universities. In thirteen original essays, Going Coed investigates the reasons behind this important phenomenon, describes how institutions have dealt with the changes, and captures the experiences of women who attended these schools. Informed by a wealth of fresh research, the book is rich in both historical and sociological insights. It begins with two overview chapters - one on the general history of American coeducation, the other on the differing approaches of Catholic and historically black colleges to admitting women students - and then offers case studies that consider the ways in which the problems and promise of coeducation have played out in a wide range of institutions. One essay, for example, examines how two bastions of the Ivy League, Yale and Princeton, influenced the paths taken by less prestigious men's colleges.

Reimagining a Place for the Wild contains a diverse collection of personal stories that describe encounters with the remaining wild creatures of the American West and critical essays that reveal wildlife's essential place in western landscapes. Gleaned from historians, journalists, biologists, ranchers, artists, philosophers, teachers, and conservationists, these narratives expose the complex challenges faced by wild animals and those devoted to understanding them. Whether discussing keystone species like grizzly bears and gray wolves or microfauna swimming the thermal depths of geysers, these accounts reflect the authors' expertise as well as their wonder and respect for wild nature. The writers do more than inform our sensibilities; their narratives examine both humanity's conduct and its capacity for empathy toward other life. A selection of photos and paintings punctuates the volume. This collection sprang from the Reimagine Western Landscapes Symposium held at the University of Utah's Taft-Nicholson Environmental Humanities Education Center in Centennial Valley, Montana. These testaments join a chorus of voices seeking improved relations with the western wild in the twenty-first century.

"Challenged by Coeducation" details the responses of women's colleges to the most recent wave of Women's colleges originated in the mid-nineteenth century as a response to women's exclusion from higher education. Women's academic successes and their persistent struggles to enter men's colleges resulted in coeducation rapidly becoming the norm, however. Still, many prestigious institutions remained single-sex, notably most of the Ivy League and all of the Seven Sisters colleges.
In the mid-twentieth century colleges' concerns about finances and enrollments, as well as ideological pressures to integrate formerly separate social groups, led men's colleges, and some women's colleges, to become coeducational. The admission of women to practically all men's colleges created a serious challenge for women's colleges. Most people no longer believed women's colleges were necessary since women had virtually unlimited access to higher education. Even though research spawned by the women's movement indicated the benefits to women of a "room of their own," few young women remained interested in applying to women's colleges.
"Challenged by Coeducation" details the responses of women's colleges to this latest wave of coeducation. Case studies written expressly for this volume include many types of women's colleges-Catholic and secular; Seven Sisters and less prestigious; private and state; liberal arts and more applied; northern, southern, and western; urban and rural; independent and coordinated with a coeducational institution. They demonstrate the principal ways women's colleges have adapted to the new coeducational era: some have been taken over or closed, but most have changed by admittingmen and thereby becoming coeducational, or by offering new programs to different populations. Some women's colleges, mostly those that are in cities, connected to other colleges, and prestigious with a high endowment, still enjoy success.
Despite their dramatic drop in numbers, from 250 to fewer than 60 today, women's colleges are still important, editors Miller-Bernal and Poulson argue. With their commitment to enhancing women's lives, women's colleges and formerly women's colleges can serve as models of egalitarian coeducation.

More than a quarter-century ago, the last great wave of coeducation in the United States resulted in the admission of women to almost all of the remaining men's colleges and universities. In thirteen original essays, Going Coed investigates the reasons behind this important phenomenon, describes how institutions have dealt with the changes, and captures the experiences of women who attended these schools. Informed by a wealth of fresh research, the book is rich in both historical and sociological insights. It begins with two overview chapters - one on the general history of American coeducation, the other on the differing approaches of Catholic and historically black colleges to admitting women students - and then offers case studies that consider the ways in which the problems and promise of coeducation have played out in a wide range of institutions. One essay, for example, examines how two bastions of the Ivy League, Yale and Princeton, influenced the paths taken by less prestigious men's colleges.

More than just great food writing, this long-overdue rebuttal to the notion that all women are on a diet celebrates food with grace, wit, and gusto. Women are reclaiming their pots and pans, but it's a new era in the kitchen. Today's generation of women is putting a fresh spin on the "joy of cooking",and eating and entertaining.Women both in and out of the culinary profession share their stories about the many ways food shapes and enhances their lives. New York Times columnist Amanda Hesser praises the joys of simple food. Kate Sekules discusses the importance of having a restaurant where you are known. Michelle Tea describes her working-class Polish family's meals as "tripe, kielbasa, shellfish and beer." One woman owns up to her culinary ineptitude in an era when being a gourmet cook is all the rage another links her love for Carvel soft-serve ice cream to her childhood in Trinidad. One woman writes about baking school, another about making sauerkraut with her grandmother, and another about the food in her favourite books of her childhood. This illuminating look at food today, with generous helpings of great prose, is that all too rare thing: a food positive book by women.

Authors Sandra McIntire and Leslie Miller have accomplished what few before them have been able to. They have written a Psychological Testing book that is designed to lay a true foundation for learning and understanding. The primary objective of this text is not to dwell on the details of individual psychological tests, but to focus on the core concepts/psychometrics required to gain an appreciation of how to use the tests properly. Written in response to a growing need for a textbook on psychological testing conducive to maximal student learning, An Introduction Psychological Testing, gives students an understanding of the basic concepts, issues and tools used in psychological testing. It then effectively illustrates how these concepts, issues, and tools are relevant to them in everyday educational, clinical, and organizational settings.