Traditional ideas of mediator neutrality and impartiality have come under increasing attack in recent decades. There is, however, a lack of consensus on what should replace them. Mediation Ethics offers a response to this question, developing a new theory of mediation that emphasises its nature as a relational process. The authors argue that mediation ethics should move away from the untenable notions of mediator neutrality and impartiality and towards a focus on party self-determination. They supplement this focus with a view of mediation ethics as emerging dynamically from the efforts of mediators to respond to the unique needs and interests of the parties. This new paradigm provides the basis for a picture of the mediation profession as a community with its own internal standards of excellence, as well as a more sophisticated and realistic ethical framework for mediation practice. Academics in law, social work and psychology will appreciate the book's nuanced account of the dynamics of mediation as a dispute resolution process. Mediation practitioners, including lawyers, social workers and counselors, will find the book a practical and helpful guide to addressing ethical dilemmas. And students of mediation will benefit from the book's clear and up to date overview of the development and principles of mediation ethics.

Hitty is a doll of great charm and character. It is indeed a privilege to publish her memoirs, which, besides being full of the most thrilling adventures on land and sea, also reveal her delightful personality. One glance at her portrait will show that she is no ordinary doll. Hitty, or Mehitable as she was really named, was made in the early 1800s for Phoebe Preble, a little girl from Maine. Young Phoebe was very proud of her beautiful doll and took her everywhere, even on a long sailing trip in a whaler. This is the story of Hitty's years with Phoebe, and the many that follow in the life of a well-loved doll.

Bringing together the current international body of knowledge on key issues for educating for well-being in law, this book offers comparative perspectives across jurisdictions, and utilises a range of theoretical lenses (including socio-legal, psychological and ethical theories) in analysing well-being and legal education in law. The chapters include innovative and tested research methodologies and strategies for educating for well-being. Asking and answering the question as to whether law is special in terms of producing psychological distress in law students, law teachers and the profession, and bringing together common and opposing perspectives, this book also seeks to highlight excellent practice in promoting a positive professional identity at law school and beyond resulting in an original contribution to knowledge, and new discourses of analysis.

University can be a psychologically distressing place for students. Empirical studies in Australia and the USA highlight that a large number of law students suffer from psychological distress, when compared to students from other disciplines and members of the general population. This book explores the significant role that legal education can play in the promotion of mental health and well-being in law students, and consequently in the profession. The volume considers the ways in which the problems of psychological distress amongst law students are connected to the way law and legal culture are taught, and articulates curricula and extra-curricula strategies for promoting wellbeing for law students. With contributions from legal academics, legal practitioners and psychologists, the authors discuss the possible causes of psychological distress in the legal community, and potential interventions that may increase psychological well-being. This important book will be of interest to legal academics, law students, members of the legal profession, post-graduate researchers as well as non-law researchers interested in this area.

Bringing together the current international body of knowledge on key issues for educating for well-being in law, this book offers comparative perspectives across jurisdictions, and utilises a range of theoretical lenses (including socio-legal, psychological and ethical theories) in analysing well-being and legal education in law. The chapters include innovative and tested research methodologies and strategies for educating for well-being. Asking and answering the question as to whether law is special in terms of producing psychological distress in law students, law teachers and the profession, and bringing together common and opposing perspectives, this book also seeks to highlight excellent practice in promoting a positive professional identity at law school and beyond resulting in an original contribution to knowledge, and new discourses of analysis.

University can be a psychologically distressing place for students. Empirical studies in Australia and the USA highlight that a large number of law students suffer from psychological distress, when compared to students from other disciplines and members of the general population. This book explores the significant role that legal education can play in the promotion of mental health and well-being in law students, and consequently in the profession. The volume considers the ways in which the problems of psychological distress amongst law students are connected to the way law and legal culture are taught, and articulates curricula and extra-curricula strategies for promoting wellbeing for law students. With contributions from legal academics, legal practitioners and psychologists, the authors discuss the possible causes of psychological distress in the legal community, and potential interventions that may increase psychological well-being. This important book will be of interest to legal academics, law students, members of the legal profession, post-graduate researchers as well as non-law researchers interested in this area.

In 1743, thirteen-year-old Marguerite Ledoux travels to Maine as the indentured servant of a family that regards her as little better than the Indians that threaten them, but her strength, quick thinking and courage surprise them all.

Ideal for sharing, this Caldecott Medal-winning beloved classic presents an illustrated prayer full of the intimate gentleness for familiar things, the love of friends and family, and the kindly protection of God. Bless this milk and bless this bread Bless this soft and waiting bed Where I presently shall be Wrapped in sweet security Winner of the Caldecott Medal and in print since 1941, this is a prayer for boys and girls all over the world. It carries a universal appeal for all ages and brings to our hearts and minds the deep responsibility of preserving for all times the faith and hopes of little children.

This early work by Rachel Field was originally published in the early 20th century and we are now republishing it with a brand new introductory biography. 'Three Pills in a Bottle ' is a short play in one act. Rachel Lyman Field was an American novelist, Poet, and Children's author, born in New York City, United States, on 19th September 1894. Field went on to produce many works of both adult fiction, plays, and children's fiction. Her most successful children's work was Hitty, the First Hundred Years (1929), which received the Newbury Award in 1930, for the year's "most distinguished contribution to American literature for children." This title, along with the posthumously published Prayer for a Child (1944), was named to the Lewis Carroll Shelf Award for being considered to belong "On the same bookshelf" as Carroll's Alice.

This early work by Rachel Field was originally published in 1942 and we are now republishing it with a brand new introductory biography. 'And Now Tomorrow' is a best-selling novel that was adapted into a film in 1944. Rachel Lyman Field was an American novelist, Poet, and Children's author, born in New York City, United States, on 19th September 1894. Field went on to produce many works of both adult fiction, plays, and children's fiction. Her most successful children's work was Hitty, the First Hundred Years (1929), which received the Newbury Award in 1930, for the year's "most distinguished contribution to American literature for children." This title, along with the posthumously published Prayer for a Child (1944), was named to the Lewis Carroll Shelf Award for being considered to belong "On the same bookshelf" as Carroll's Alice.