Alex Gibney directs this documentary exploring the controversial career of American cyclist Lance Armstrong. Gibney followed Armstrong, a seven-time Tour de France champion, on his return to racing in 2009. Armstrong's goal in returning was to defy persistent allegations that his past victories were in part due to doping, but in 2012 he was handed a lifetime ban from cycling after being found guilty of taking performance-enhancing drugs, something he finally admitted in 2013. The documentary includes interviews with Armstrong, who offers his side of the story, as well as contributions from cycling contemporaries and those who follow the sport.

A unique work of history that examines the story of a pivotal figure in American life, the U.S. war reporter, with contributions from some of the most influential journalists of our time.

Whether dodging sniper fire, accompanying strategic bombing raids over enemy territory, challenging the Pentagon's version of events, or crossing the frontlines to interview figures at the heart of the conflict, war correspondents have served as the eyes and ears of the nation, conveying the facts, the brutality and the drama of warfare, and shaping public opinion in the process.

Now for the first time, in Reporting America at War, the nation's most respected reporters share their stories to create a fascinating oral history. Contributors include:

• Christiane Amanpour
• Peter Arnett
• Malcolm Browne
• Walter Cronkite
• Gloria Emerson
• Frank Gibney
• David Halberstam
• Chris Hedges
• Ward Just
• Andy Rooney
• Morley Safer

In addition to telling their personal stories, the correspondents examine issues such as censorship, propaganda, ethics, the power of the press, and the future of war reporting, especially after September 11th.

Robert S. Siegler Robbie Case: A Modern Classic About 15 years ago, Robbie asked me what I thought of a talk we had just heard. I indicated that I hadn't much liked it and noted several serious problems. Robbie agreed with all of the criticisms, but said that he nonetheless liked the talk, because there was one good idea in it that he could use. I agreed with him that the idea was a good one, but it took me a while to understand the wisdom of his position. If there's one useful idea in a talk, then hearing it has been worthwhile, even if the talk also has numerous de?ciencies. On that day and on many others, talking with Robbie changed my thinking for the better. Robbie Case was in many ways a classic developmental psychologist of the old school. The depth and breadth of his theory; the range of age groups, populations, and topics that he studied; and his efforts to connect theory and application are all reminiscent of the greats of the past: Baldwin, Dewey, Piaget, Vygotsky, and Bruner.

This book explores the social conditions that promote pediatric resilience. It presents resilience as a set of complex interpersonal, institutional, and political relationships that affect young patients' ability to "do well" in the face of medical adversity. Chapters analyze the impact of chronic or disabling conditions on children's development, while highlighting effective interventions that promote family well-being. This book integrates research from psychology, social work, medical anthropology, child life specialty, palliative care, public health, and nursing to examine a wide variety of family, cultural, and medical contexts. Practical strategies for supporting children and families are discussed, from meaningful assessment and interventions to social policy and advocacy. Featured topics include: Psychosocial factors influencing children with immune-related health conditions. Resilience and pediatric cancer survivorship within a cultural context. Promoting resilience in chronically ill children and their families during the transition to adolescence. Creating a context for resilience in medical settings. Promoting resilience through children's health and social care policy. Child and Adolescent Resilience Within Medical Contexts is a must-have resource for researchers, clinicians and other professionals, as well as graduate students in child and school psychology, child and adolescent psychiatry, social work, pediatrics, medical anthropology, nursing, educational psychology and policy.

How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy. This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future.

This book examines if it is possible to teach wisdom. It considers how people at different times and places have engaged the age-old question of how (or whether) we can learn to live a good life, and what that life is like. Offering a range of perspectives, coverage considers Greek and Confucian philosophy; Christian, Islamic and Buddhist religion; African tradition, as well as contemporary scientific approaches to the study of wisdom.

First published in 1987, this book focuses on childhood disability within the family. It examines the very nature of disability itself, as well as many of the fundamental elements of families. The book was written at a time when the meaning level of disability and its effect on family and society were rapidly changing and people with disabilities were starting to benefit from opportunities to compensate for whatever disabilities they may have had. Modern technology and an affluent society afforded advantages to support many of its disabled members. Contributors examine the contemporary context of disability, the cost of disability to families, ethical, philosophical and social issues underlying the treatment and rehabilitation of children with severe disabilities, and the role of professionals, amongst other topics. This book will be of interest to those involved in teaching, research and direct care with families who have children with disabilities. Although written in the late 80s, the work discusses subjects that are still vital today.

How is epistemology related to the issue of teaching science and evolution in the schools? Addressing a flashpoint issue in our schools today, this book explores core epistemological differences between proponents of intelligent design and evolutionary scientists, as well as the critical role of epistemological beliefs in learning science. Preeminent scholars in these areas report empirical research and/or make a theoretical contribution, with a particular emphasis on the controversy over whether intelligent design deserves to be considered a science alongside Darwinian evolution. This pioneering book coordinates and provides a complete picture of the intersections in the study of evolution, epistemology, and science education, in order to allow a deeper understanding of the intelligent design vs. evolution controversy. This is a very timely book for teachers and policy makers who are wrestling with issues of how to teach biology and evolution within a cultural context in which intelligent design has been and is likely to remain a challenge for the foreseeable future.

Some aspects of giftedness and creativity cannot be explained by cognitive, developmental, personality, or social approaches considered in isolation. At the intersection of these approaches is something invisible, deeply hidden, but at the same time very important--the extracognitive facets of high ability. This volume brings together chapters by leading specialists from around the world responsible for much of the current research in this field, presenting a wide range of perspectives for understanding exceptional achievement. "High ability" refers to human abilities described by terms, such as giftedness, talent, creativity, excellence, genius, child prodigies, exceptional leadership, and wisdom. "Extracognitive factors" refer to phenomena like internally developed standards and subjective norms of intellectually creative behavior; specific intellectual intentions and beliefs that influence exceptional achievements; specific feelings that scientific geniuses and other highly creative individuals say contribute to their advanced development; specific preferences and intellectual values; luck, chance, intuition, and other similar phenomena in extraordinary development and performance; and social, cultural, and historical influences on talent development. Although there are many books about the cognitive bases of high ability, this volume uniquely discusses the foundations of such achievements in extracognitive factors as defined here, thus providing a rich source of information on this topic to researchers, practitioners, and graduate students of education, psychology, business, and administration who work in the area of high ability.

Their frightened, angry faces are grim reminders of the reach of war. They are millions of children, orphaned, displaced, forced to flee or to fight. And just as they have myriad possibilities for trauma, their lives also hold great potential for recovery.

The Handbook of Resilience in Children of War explores these critical phenomena at the theoretical, research, and treatment levels, beginning with the psychosocial effects of exposure to war. Narratives of young people's lives in war zones as diverse as Afghanistan, Sri Lanka, Columbia, and Sudan reveal the complexities of their experiences and the meanings they attach to them, providing valuable keys to their rehabilitation. Other chapters identify strengths and limitations of current interventions, and of constructs of resilience as applied to youth affected by war. Throughout this cutting-edge volume, the emphasis is on improving the field through more relevant research and accurate, evidence-based interventions, in such areas as:

An ecological resilience approach to promoting mental health in children of war.Child soldiers and the myth of the ticking time bomb.The Child Friendly Spaces postwar intervention program.The role of education for war-zone immigrant and refugee students.Political violence, identity, and adjustment in children.

The Handbook of Resilience in Children of War is essential reading for researchers, scientist-practitioners, and graduate students in diverse fields including clinical child, school, and developmental psychology; child and adolescent psychiatry; social work; counseling; education; and allied medical and public health disciplines.

First published in 1987, this book focuses on childhood disability within the family. It examines the very nature of disability itself, as well as many of the fundamental elements of families. The book was written at a time when the meaning level of disability and its effect on family and society were rapidly changing and people with disabilities were starting to benefit from opportunities to compensate for whatever disabilities they may have had. Modern technology and an affluent society afforded advantages to support many of its disabled members. Contributors examine the contemporary context of disability, the cost of disability to families, ethical, philosophical and social issues underlying the treatment and rehabilitation of children with severe disabilities, and the role of professionals, amongst other topics. This book will be of interest to those involved in teaching, research and direct care with families who have children with disabilities. Although written in the late 80s, the work discusses subjects that are still vital today.

Some aspects of giftedness and creativity cannot be explained by cognitive, developmental, personality, or social approaches considered in isolation. At the intersection of these approaches is something invisible, deeply hidden, but at the same time very important--the extracognitive facets of high ability. This volume brings together chapters by leading specialists from around the world responsible for much of the current research in this field, presenting a wide range of perspectives for understanding exceptional achievement. "High ability" refers to human abilities described by terms, such as giftedness, talent, creativity, excellence, genius, child prodigies, exceptional leadership, and wisdom. "Extracognitive factors" refer to phenomena like internally developed standards and subjective norms of intellectually creative behavior; specific intellectual intentions and beliefs that influence exceptional achievements; specific feelings that scientific geniuses and other highly creative individuals say contribute to their advanced development; specific preferences and intellectual values; luck, chance, intuition, and other similar phenomena in extraordinary development and performance; and social, cultural, and historical influences on talent development. Although there are many books about the cognitive bases of high ability, this volume uniquely discusses the foundations of such achievements in extracognitive factors as defined here, thus providing a rich source of information on this topic to researchers, practitioners, and graduate students of education, psychology, business, and administration who work in the area of high ability.

Although specific definitions may change over time, few goals are considered more important to education than the pursuit of academic excellence. There are many different viewpoints on this issue today among educational psychologists and other social scientists. One particularly glaring fault line in the debate divides those who emphasize developing individual learning and those who focus on promoting cultural and institutional reform. These two perspectives are rarely addressed in a single volume.
In this book, well-known theorists and researchers present a range of perspectives on how to promote excellence in education. This allows those who stress transformation of educational practice and those who emphasize individual abilities to speak to each, and invites readers to jointly consider the arguments for both positions, or for some synthesis of the two. The point is to consider how these two divergent viewpoints can be reconciled, or simply coordinated, in an effort to benefit both students and society at large. The main thesis is that excellence can be fostered without sacrificing equity, both of which are fundamental tenets of a democratic education.
The issues addressed in this book have implications and relevance for school reform efforts and across the fields of educational psychology, curriculum and instruction, philosophy of education, and educational leadership. The volume provides a unique source for students and teachers in various disciplines who want to gain a broader and more integrated view of the nature and development of excellence through education.

Although specific definitions may change over time, few goals are considered more important to education than the pursuit of academic excellence. There are many different viewpoints on this issue today among educational psychologists and other social scientists. One particularly glaring fault line in the debate divides those who emphasize developing individual learning and those who focus on promoting cultural and institutional reform. These two perspectives are rarely addressed in a single volume.
In this book, well-known theorists and researchers present a range of perspectives on how to promote excellence in education. This allows those who stress transformation of educational practice and those who emphasize individual abilities to speak to each, and invites readers to jointly consider the arguments for both positions, or for some synthesis of the two. The point is to consider how these two divergent viewpoints can be reconciled, or simply coordinated, in an effort to benefit both students and society at large. The main thesis is that excellence can be fostered without sacrificing equity, both of which are fundamental tenets of a democratic education.
The issues addressed in this book have implications and relevance for school reform efforts and across the fields of educational psychology, curriculum and instruction, philosophy of education, and educational leadership. The volume provides a unique source for students and teachers in various disciplines who want to gain a broader and more integrated view of the nature and development of excellence through education.

The field of cultural-historical psychology originated in the work of Lev Vygotsky and the Vygotsky Circle in the Soviet Union more than eighty years ago, and has now established a powerful research tradition in Russia and the West. The Cambridge Handbook of Cultural-Historical Psychology is the first volume to systematically present cultural-historical psychology as an integrative/holistic developmental science of mind, brain, and culture. Its main focus is the inseparable unity of the historically evolving human mind, brain, and culture, and the ways to understand it. The contributors are major international experts in the field, and include authors of major works on Lev Vygotsky, direct collaborators and associates of Alexander Luria, and renowned neurologist Oliver Sacks. The Handbook will be of interest to students and scholars in the fields of psychology, education, humanities and neuroscience.

The third volume in a series dedicated to colloids and interfaces, Drops and Bubbles in Contact with Solid Surfaces presents an up-to-date overview of the fundamentals and applications of drops and bubbles and their interaction with solid surfaces. The chapters cover the theoretical and experimental aspects of wetting and wettability, liquid-solid interfacial properties, and spreading dynamics on different surfaces, including a special section on polymers. The book examines issues related to interpretation of contact angle from nano to macro systems. Expert contributors discuss interesting peculiarities, such as the phenomena of super-spreading and super-hydrophobicity. They discuss specific solid surfaces-for example, reactions and wetting of liquid metals at high temperatures-and the interaction between nano-bubbles at solid surface and nano-particles at liquid interfaces. The book also includes a chapter on electro-wetting. Given the range of topics covered in this volume, the state-of-art content is useful to readers looking for an introductory overview as well as those looking for in-depth exploration of material related to the interaction of fluids with solid surfaces. It is a valuable contribution to the field of characterization of solid surfaces and can be used as a working tool or to stimulate further study for researchers and students.

This book explores the social conditions that promote pediatric resilience. It presents resilience as a set of complex interpersonal, institutional, and political relationships that affect young patients' ability to "do well" in the face of medical adversity. Chapters analyze the impact of chronic or disabling conditions on children's development, while highlighting effective interventions that promote family well-being. This book integrates research from psychology, social work, medical anthropology, child life specialty, palliative care, public health, and nursing to examine a wide variety of family, cultural, and medical contexts. Practical strategies for supporting children and families are discussed, from meaningful assessment and interventions to social policy and advocacy. Featured topics include: Psychosocial factors influencing children with immune-related health conditions. Resilience and pediatric cancer survivorship within a cultural context. Promoting resilience in chronically ill children and their families during the transition to adolescence. Creating a context for resilience in medical settings. Promoting resilience through children's health and social care policy. Child and Adolescent Resilience Within Medical Contexts is a must-have resource for researchers, clinicians and other professionals, as well as graduate students in child and school psychology, child and adolescent psychiatry, social work, pediatrics, medical anthropology, nursing, educational psychology and policy.

Their frightened, angry faces are grim reminders of the reach of war. They are millions of children, orphaned, displaced, forced to flee or to fight. And just as they have myriad possibilities for trauma, their lives also hold great potential for recovery. The Handbook of Resilience in Children of War explores these critical phenomena at the theoretical, research, and treatment levels, beginning with the psychosocial effects of exposure to war. Narratives of young people's lives in war zones as diverse as Afghanistan, Sri Lanka, Columbia, and Sudan reveal the complexities of their experiences and the meanings they attach to them, providing valuable keys to their rehabilitation. Other chapters identify strengths and limitations of current interventions, and of constructs of resilience as applied to youth affected by war. Throughout this cutting-edge volume, the emphasis is on improving the field through more relevant research and accurate, evidence-based interventions, in such areas as: An ecological resilience approach to promoting mental health in children of war. Child soldiers and the myth of the ticking time bomb. The Child Friendly Spaces postwar intervention program. The role of education for war-zone immigrant and refugee students. Political violence, identity, and adjustment in children. The Handbook of Resilience in Children of War is essential reading for researchers, scientist-practitioners, and graduate students in diverse fields including clinical child, school, and developmental psychology; child and adolescent psychiatry; social work; counseling; education; and allied medical and public health disciplines.

Robert S. Siegler Robbie Case: A Modern Classic About 15 years ago, Robbie asked me what I thought of a talk we had just heard. I indicated that I hadn't much liked it and noted several serious problems. Robbie agreed with all of the criticisms, but said that he nonetheless liked the talk, because there was one good idea in it that he could use. I agreed with him that the idea was a good one, but it took me a while to understand the wisdom of his position. If there's one useful idea in a talk, then hearing it has been worthwhile, even if the talk also has numerous de?ciencies. On that day and on many others, talking with Robbie changed my thinking for the better. Robbie Case was in many ways a classic developmental psychologist of the old school. The depth and breadth of his theory; the range of age groups, populations, and topics that he studied; and his efforts to connect theory and application are all reminiscent of the greats of the past: Baldwin, Dewey, Piaget, Vygotsky, and Bruner.

This book examines if it is possible to teach wisdom. It considers how people at different times and places have engaged the age-old question of how (or whether) we can learn to live a good life, and what that life is like. Offering a range of perspectives, coverage considers Greek and Confucian philosophy; Christian, Islamic and Buddhist religion; African tradition, as well as contemporary scientific approaches to the study of wisdom.

A new era in the treatment of migraine headache arrived with development of a revolutionary class of drugs known as the triptans.

The book describes the development of this class of drugs, starting with the discovery of sumatriptin, covers the pharmacology and the mechanisms of action of the full range of triptans, before comparing their clinical efficacy and tolerability. Each drug is described by the company who produces it and then reviewed, based on experimental and clinical evidence, by independent scientists.

This comprehensive review will provide clinicians with guidance on which triptan to select for which patient.

The editors have gathered together the leading international experts to produce a book that will appeal to all neurologists and general physicians caring for headache patients as well as those with research interests in the field.

Headache syndromes rank amongst the most common presenting symptoms in general practice and neurology, affecting up to 15% of the adult population. Part of the Oxford Textbooks in Clinical Neurology series, the Oxford Textbook of Headache Syndromes provides clinicians with a definitive resource for diagnosing and managing patients with primary and secondary forms of headaches, either as isolated complaints or as part of a more complex syndrome. Split into 7 key sections with 59 chapters, this comprehensive work discusses the scientific basis and practical management of headache syndromes in a logical format. Each chapter is written by international experts in neurology who share their research and extensive experience by providing a wealth of practical advice for use in clinical situations. In addition, all content is up-to-date and chapters incorporate discussions on the latest International Classification of Headache Disorders 3rd edition when relevant.