Born into a storied but impoverished family on the reservation of the Eastern Band of Cherokee Indians, Leonard Carson Lambert Jr.'s candid memoir is a remarkable story and an equally remarkable flouting of the stereotypes that so many tales of American Indian life have engendered.
"Up from These Hills" provides a grounded, yet poignant, description of what it was like to grow up during the 1930s and 1940s in the mountains of western North Carolina and on a sharecropper's farm in eastern Tennessee. Lambert straightforwardly describes his independent, hardworking, and stubborn parents; his colorful extended family; his eighth-grade teacher, who recognized his potential and first planted the idea that he might attend college; as well as siblings, schoolmates, and others who shaped his life. He paints a vivid picture of life on the reservation and off, documenting work, family life, education, religion, and more. "Up from These Hills" also tells the true story of how this family rose from depression-era poverty, a story rarely told about Indian families. With its utterly unique voice, this vivid memoir evokes an unknown yet important part of the American experience, even as it reveals the realities behind Indian experience and rural poverty in the first half of the twentieth century.

The teaching and research of the Classics in South Africa are deeply rooted in the racial, political and educational inequalities which have characterised its turbulent history. In this original study, Michael Lambert opens three windows on to this history, using the creation of identities as his theoretical lens. The foundation of the Classical Association of South Africa in 1956 and the cultural reinforcement of Afrikaner nationalist identity; the deployment of British colonial identity in public discourses about the role of the Classics in apartheid South Africa at an English-speaking university; and the exploration of black African identities in response to the teaching of the Classics at missionary institutions, where 'vocational training' was locked in combat with a classical education, regarded by an educated black elite as the means for upward social mobility in a highly-stratified colonial society. The book will be of interest to students of many subjects, including Classics, Cultural Studies, African Studies and History of Education.

Empirical evidence shows that treatment failure is a significant problem and one that practitioners routinely overlook. A substantial minority of patients either fail to gain a benefit from the treatments offered to them, or they outright worsen by the time they leave treatment. Intervening in a timely fashion with such individuals cannot occur if practitioners are unaware of which cases are likely to have this outcome. Prevention of Treatment Failure describes procedures and techniques that can be used by clinical practitioners and administrators to identify patients who are at risk for treatment failure. The book summarizes evidence that convincingly shows that a shift in routine care is needed, and that such a shift can be accomplished easily through integrating specific methods of monitoring patient treatment response on a frequent basis in routine care. Treatment response is placed in the context of historical views of healthy functioning and operationalized through the use of brief self-report scales. Providing alert-signals to therapists, along with problem-solving tools, is suggested as an evidence-based practice that substantially reduces patient deterioration and increases the chances of the return to normal functioning. The book also provides illustrations on how accumulated data resulting from monitoring patient treatment response can be used to improve systems of care.