Identifies and investigates international medievalism through three distinct strands: "Internationally Nationalist", "Someone Else's Past?", and "Activist Medievalism". Medievalism - the reception of the Middle Ages - often invokes a set of tropes generally considered 'medieval', rather than consciously engaging with medieval cultures and societies. International medievalism offers an additional interpretative layer by juxtaposing two or more national cultures, at least one of which is medieval. 'National' can be aspirational: it might refer to the area within agreed borders, or to the people who live there, but it might also describe the people who understand, or imagine, themselves to constitute a nation. And once 'medieval' becomes simply a collection of ideas, it can be re-formed as desired, cast as more geographically than historically specific, or function as a gateway to an even more nebulous past. This collection identifies and investigates international medievalism through three distinct strands, 'Internationally Nationalist', 'Someone Else's Past?', and 'Activist Medievalism', exploring medievalist media from the textual to the architectural. Subjects range from The Green Children of Woolpit to Refugee Tales, and from Viking metal to Joan of Arc. As the contributors to each section make clear, for centuries the medieval has provided material for countless competing causes and cannot be contained within historical, political, or national borders. The essays show how the medieval is repeatedly co-opted and recreated, formed as much as formative: inviting us to ask why, and in service of what.

Access the tools and knowledge you need to take charge of your life with PERSONAL NUTRITION, 11th Edition. Packed with the latest research, recommendations and emerging trends, this text equips you with a solid foundation in fundamental nutrition principles and the expertise you need to make informed, healthy choices. Lively illustrations, photographs and examples bring chapter concepts to life, while features like "The Savvy Diner" and "Make Every Bite Count” offer practical tips you can put into immediate practice. The text is also supported by MindTap, which helps you learn on your terms. The most engaging and customizable online solution in nutrition, MindTap combines readings, multimedia, assessments, activities, and access to Diet & Wellness Plus--giving you everything you need to maximize your course success.

An examination of four written accounts of medieval pilgrimages to Jerusalem. What do the bursar of Eton College, a canon of Mainz Cathedral, a young knight from near Cologne, and a Kentish nobleman's chaplain have in common? Two Germans, residents of the Holy Roman Empire, and two Englishmen, just as the western horizons of the known world were beginning to expand. These four men - William Wey, Bernhard von Breydenbach, Arnold von Harff, and Thomas Larke - are amongst the thousands of western Christians who undertook the arduous journey to the Holy Land in the decades immediately before the Reformation. More importantly, they are members of a much more select group: those who left written accounts of their travels, for the journey to Jerusalem in the late Middle Ages took place not only in the physical world, but also in the mind and on the page. Pilgrim authors contended in different ways with the collision between fifteenth-century reality and the static textual Jerusalem, as they encountered the genuinely multi-religious Middle East. This book examines the international literary phenomenon of the Jerusalem pilgrimage through the prism of these four writers. It explores the process of collective and individual identity construction, as pilgrims came into contact with members of other religious traditions in the course of the expression of their own; engages with the uneasy relationship between curiosity and pilgrimage; and investigates both the relevance of genre and the advent of print to the development of pilgrimage writing. Ultimately pilgrimage is revealed as a conceptual space with a near-liturgical status, unrestricted by geographical boundaries and accessible both literally and virtually.

How do multicultural children and their parents experience the very beginning of their school careers? How do teachers mediate the demands of the educational system, and how do the children adapt? What kind of access to the National Curriculum is offered to multicultural children? Originally published in 1999, the authors answer these questions by drawing on two years' intensive research in three multi-ethnic institutions. They explore teachers' values and beliefs and how they attempt to put them into practice. They describe how, at times, teachers were constrained to get things done because of pressures operating on them, but at other times, taught creatively in a way particularly relevant to the children's concerns and cultures. The authors studied the children's experiences on their transition into school, and argue that they were inducted into not only a general pupil role, but also one based on an anglicised model of pupil. Opportunities for learning which children found most meaningful came notably from free play, but these became gradually more limited as they engaged with the National Curriculum. These young children were forming complex identities as they sought to respond to the varying influences operating them. Their parents saw a cultural divide opening up between home and school. Many suggestions for practice and policy are made in the course of the book and are still relevant today.

Drawing on wide ranging research this book, originally published in 1997, explores how the policy changes of previous years were affecting primary teachers and their work at the time. Within the context of worldwide restructuring, the thoughts, feelings and activities of teachers in their daily work are examined. The core argument is that what used to be a complex but fulfilling job distinguished by professional dilemmas, which are amenable to professional skill, had become increasingly marked by tension and constraint, which frustrates teacher creativity. While some teachers found new opportunities in the 'new' primary school, many used strategical and micro-political activity in order to cope, while others fell victim to stress and burnout. The authors argue that teachers' own active involvement in policy change is required if their creative potential is to be realized. The book will still be of interest to teachers in primary schools, researchers and policy makers.

The current mainstream way of describing psychological and emotional distress assumes it is the result of medical illnesses that need diagnosing and treating. This book summarises a powerful alternative to psychiatric diagnosis that asks not 'What's wrong with you?' but 'What's happened to you?' The Power Threat Meaning Framework (PTMF) was co-produced by a core group of psychologists and service users and launched in 2018, prompting considerable interest in the UK and worldwide. It argues that emotional distress, unusual experiences and many forms of troubled or troubling behaviour are understandable when viewed in the context of a person's life and circumstances, the cultural and social norms we are expected to live up to and the degree to which we are exposed to trauma, abuse, injustice and inequality. The PTMF offers all of us the tools to create new, hopeful narratives about the reasons for our distress that are not based on psychiatric diagnosis and to find ways forward as individuals, families, social groups and whole societies.

Drawing on wide ranging research this book, originally published in 1997, explores how the policy changes of previous years were affecting primary teachers and their work at the time. Within the context of worldwide restructuring, the thoughts, feelings and activities of teachers in their daily work are examined. The core argument is that what used to be a complex but fulfilling job distinguished by professional dilemmas, which are amenable to professional skill, had become increasingly marked by tension and constraint, which frustrates teacher creativity. While some teachers found new opportunities in the 'new' primary school, many used strategical and micro-political activity in order to cope, while others fell victim to stress and burnout. The authors argue that teachers' own active involvement in policy change is required if their creative potential is to be realized. The book will still be of interest to teachers in primary schools, researchers and policy makers.

Schizophrenia: A Scientific Delusion, first published in 1990, made a very significant contribution to the debates on the concepts of schizophrenia and mental illness. These concepts remain both influential and controversial and this new updated second edition provides an incisive critical analysis of the debates over the last decade. As well as providing updated versions of the historical and scientific arguments against the concept of schizophrenia which formed the basis of the first edition, Boyle covers significant new material relevant to today's debates, including:
* the development of DSM-IV's version of 'schizophrenia'
* analysis of social, psychological and linguistic processes which construct 'schizophrenia' as a reasonable version of reality
* a detailed critical evaluation of recent alternatives to the concept of schizophrenia.
Schizophrenia: A Scientific Delusion demonstrates that the need for analysis and debate on these issues is as great as ever and that we need to question how we think about and manage what we call "madness".

How do multicultural children and their parents experience the very beginning of their school careers? How do teachers mediate the demands of the educational system, and how do the children adapt? What kind of access to the National Curriculum is offered to multicultural children? Originally published in 1999, the authors answer these questions by drawing on two years' intensive research in three multi-ethnic institutions. They explore teachers' values and beliefs and how they attempt to put them into practice. They describe how, at times, teachers were constrained to get things done because of pressures operating on them, but at other times, taught creatively in a way particularly relevant to the children's concerns and cultures. The authors studied the children's experiences on their transition into school, and argue that they were inducted into not only a general pupil role, but also one based on an anglicised model of pupil. Opportunities for learning which children found most meaningful came notably from free play, but these became gradually more limited as they engaged with the National Curriculum. These young children were forming complex identities as they sought to respond to the varying influences operating them. Their parents saw a cultural divide opening up between home and school. Many suggestions for practice and policy are made in the course of the book and are still relevant today.

Series Information:
Women and Psychology

COMMUNITY NUTRITION IN ACTION introduces the program planning, policies, resources, and nutrition issues specific to community nutrition and provides an understanding of creating and implementing nutrition programs from various constituencies (elderly populations, children, impoverished populations, college students, etc.). Successful practitioners in community nutrition have proven to have a mind and skill set that opens them up to new ideas and ventures. Incorporating an entrepreneurial approach, this book helps readers learn how to take risks, try new technologies, and use fresh approaches to improving the public's nutrition and health status. The book also delivers the core material important to those who will be active in solving community nutritional and health problems, including program delivery, nutrition education, nutrition assessment, and planning nutrition interventions.

Become a smarter consumer with Boyle's PERSONAL NUTRITION, 10th Edition. Packed with the latest research, recommendations and emerging trends, this text equips you with a solid foundation in fundamental nutritional principles and the expertise to make informed, healthy choices. Lively illustrations, photographs and examples bring chapter concepts to life, while features like "The Savvy Diner" and "Eat Well, Be Well" offer practical tips you can put into immediate practice. The text is also supported by MindTap Nutrition, which helps you learn on your terms. The most engaging and customizable online solution in nutrition, MindTap combines readings, multimedia, assessments, activities and access to Diet & Wellness Plus--giving you everything you need to maximize your course success. Take charge of your own nutrition and health with Boyle's PERSONAL NUTRITION!

PERSONAL NUTRITION, 7e, International Edition helps you acquire the skills and knowledge you need to become a savvy evaluator of the nutrition issues and controversies you will encounter throughout your life. Presented in a vibrant design with clarifying figures, many photos, and cartoons, this popular, concise book is infused with the authors’ friendly writing style and filled with enjoyable, practical features and activities. Authors Marie A. Boyle and Sara Long keep pace with the rapidly changing field of nutrition with timely coverage of the latest findings and trends, and they help you use what you learn to enhance your personal nutrition and health.

Discover the diverse range of practice settings and opportunities available to you as a community and public health nutritionist with COMMUNITY NUTRITION IN ACTION, 8th Edition! The book provides easy-to-understand coverage of program planning, policymaking, and nutrition issues specific to community and public health. Using this innovative book, you'll develop the skills you need to achieve cultural competency, address health disparities, try new technologies, and use fresh approaches to improving the public’s nutrition and health status. You'll also master the knowledge and skills you'll need in practice as you seek to solve population health problems, relating to media advocacy, telehealth, nutrition education, and more.