The Limits of Criminal Law shines light from the outer edges of the criminal law in to better understand its core. From a framework of core principles, different borders are explored to test out where criminal law's normative or performative limits are, in particular, the borders of crime with tort, non-criminal enforcement, medical law, business regulation, administrative sanctions, counter-terrorism and intelligence law.The volume carefully juxtaposes and compares English and German law on each of these borders, drawing out underlying concepts and key comparative lessons. Each country offers insights beyond their own laws. This double perspective sharpens readers critical understanding of the criminal law, and at the same time produces insights that go beyond the perspective of one legal tradition.The book does not promote a single normative view of the limits of criminal law, but builds a detailed picture of the limits that exist now and why they exist now. This evidence-led approach is particularly important in an ever more interconnected world in which different perceptions of criminal law can lead to profound misunderstandings between countries. The Limits of Criminal Law builds picture of what shapes the criminal law, where those limits come from, and what might motivate legal systems to strain, ignore or strengthen those limits. Some of the most interesting insights come out of the comparison between German systematic approach and doctrinal limits with English laws focus on process and judgment on individual questions.

We all know that climbing is a headgame, and many climbers recognise that their mindset is holding them back. But what psychological skills do you need for climbing, and how do you develop them? If you have ever wanted to learn how to climb with more confidence, to learn how to stick to a training plan, or to understand how to tap into flow, then this book is for you. Split into three sections, covering getting started on a mental skills training programme, fixing problems in your climbing caused by anxiety, and finessing your mental skills, this book provides clear explanations and practical exercises to improve your mindset for climbing. You'll learn to analyse your mental strengths and weaknesses, set effective goals, change habits, overcome fear of falling, fear of failing, fear of injury and social anxieties affecting climbers' performance. Chapters on confidence, focusing skills, imagery and visualisation, and problem solving and creativity in your climbing are all written in a practical and easy to understand format, so you can incorporate these skills into your climbing training. There is also a section on mental wellbeing for climbers, with hints and tips on healthy perfectionism, as well as mental health. This book draws on the latest in climbing and sport psychology research, and translates it into practical accessible ideas and exercises for climbers at all levels of the sport.

This book examines claims involving unjust enrichment and public bodies in France,England and the EU. Part 1 explores the law as it now stands in England and Wales as a result of cases such as Woolwich EBS v IRC, those resulting from the decision of the European Court of Justice (ECJ) in Metallgesellschaft and Hoechst v IRC and those involving Local Authority swaps transactions. So far these cases have been viewed from either a public or a private law perspective, whereas in fact both branches of the law are relevant, and the author argues that the courts ought not to lose sight of the public law issues when a claim is brought under the private law of unjust enrichment, or vice versa. In order to achieve this a hybrid approach is outlined which would allow the law access to both the public and private law aspects of such cases. Since there has been much discussion, particularly in the context of public body cases, of the relationship between the common law and civilian approaches to unjust enrichment, or enrichment without cause, Part 2 considers the French approach in order to ascertain what lessons it holds for England and Wales. And finally, as the Metallgesellschaft case itself makes clear, no understanding of such cases can be complete without an examination of the relevant EU law. Thus Part 3 investigates the principle of unjust enrichment in the European Union and the division of labour between the European and the domestic courts in the ECJ's so-called 'remedies jurisprudence'. In particular it examines the extent to which the two relevant issues, public law and unjust enrichment, are defined in EU law, and to what extent this remains a task for the domestic courts. Cited with approval in the Court of Appeal by Beatson, LJ in Hemming and others v The Lord Mayor and Citizens of Westminster, [2013] EWCA Civ 5912 Cited with approval in the Supreme Court by Lord Walker, in Test Claimants in the Franked Investment Income Group Litigation (Appellants) v Commissioners of Inland Revenue and another [2012] UKSC 19

Fandom is generally viewed as an integral part of everyday life which impacts upon how we form emotional bonds with ourselves and others in a modern, mediated world. Whilst it is inevitable for television series to draw to a close, the reactions of fans have rarely been considered. Williams explores this everyday occurence through close analysis of television fans to examine how they respond to, discuss, and work through their feelings when shows finish airing. Through a range of case studies, including The West Wing (NBC, 2000-2006), Lost (ABC 2004 -2010), Buffy the Vampire Slayer (1997-2003), Doctor Who (BBC 1963-1989; 2005-), The X-Files (FOX, 1993-2002), Firefly (FOX, 2002) and Sex and the City (HBO, 1998-2004), Williams considers how fans prepare for the final episodes of shows, how they talk about this experience with fellow fans, and how, through re-viewing, discussion and other fan practices, they seek to maintain their fandom after the show's cessation.

The Limits of Criminal Law shines light from the outer edges of the criminal law in to better understand its core. From a framework of core principles, different borders are explored to test out where criminal law's normative or performative limits are, in particular, the borders of crime with tort, non-criminal enforcement, medical law, business regulation, administrative sanctions, counter-terrorism and intelligence law.The volume carefully juxtaposes and compares English and German law on each of these borders, drawing out underlying concepts and key comparative lessons. Each country offers insights beyond their own laws. This double perspective sharpens readers' critical understanding of the criminal law, and at the same time produces insights that go beyond the perspective of one legal tradition.The book does not promote a single normative view of the limits of criminal law, but builds a detailed picture of the limits that exist now and why they exist now. This evidence-led approach is particularly important in an ever more interconnected world in which different perceptions of criminal law can lead to profound misunderstandings between countries. The Limits of Criminal Law builds picture of what shapes the criminal law, where those limits come from, and what might motivate legal systems to strain, ignore or strengthen those limits. Some of the most interesting insights come out of the comparison between German systematic approach and doctrinal limits with English law's focus on process and judgment on individual questions.

This book is carefully designed to inform and train readers in the techniques of content-based ESL instruction and to assist them in developing and implementing content-based materials and programs appropriate to their educational institutions and situations. Every chapter presents a balance of theory and practice, focusing on a detailed description, with clear examples of classroom practices including information, suggestions, and instructional tools. Each chapter addresses assessment issues as they apply to the particular methodology described.

Asking students to write journals that reflect on their learning has become a widespread pedagogical practice in recent years. However, the scholarly literature does not address certain key questions about how journal writing aids learning:
* Is there something inherent in journal writing that encourages students to write reflectively?
* What psycholinguistic or cognitive factors help to explain the power of journal writing?
* Why do some students use journals to write prolifically and creatively while others limit their responses to summarizing the assigned course reading?
* Why do teachers find some journal entries so much more engaging than others?
* How do teachers' ways of responding to journals affect their students' development as writers and thinkers?
This book addresses such questions through a careful analysis of the journal writing of the students in the author's ESL classes at a large urban college. It contains detailed case studies of five culturally- and linguistically-diverse students with widely differing responses to journal writing.
To teachers of composition for both first- and second-language students and to teachers of graduate courses in education and qualitative research, this book offers a contextualized description of journal writings as a complex social activity. By emphasizing the need for educators to reexamine their pedagogy and to learn from their students, "Conversations of the Mind" is an indispensable contribution to the emerging literature of teacher research and reflective practice.

This book is carefully designed to inform and train readers in the techniques of content-based ESL instruction and to assist them in developing and implementing content-based materials and programs appropriate to their educational institutions and situations. Every chapter presents a balance of theory and practice, focusing on a detailed description, with clear examples of classroom practices including information, suggestions, and instructional tools. Each chapter addresses assessment issues as they apply to the particular methodology described.

Muhammad and the Supernatural: Medieval Arab Views examines the element of the supernatural (or miracle stories) in the life of the Prophet Muhammad as depicted in two genres: prophetic biography (sira) and Qur'an exegesis (tafsir).

Muhammad and the Supernatural: Medieval Arab Views examines the element of the supernatural (or miracle stories) in the life of the Prophet Muhammad as depicted in two genres: prophetic biography (sira) and Qur'an exegesis (tafsir).

The Complete Learning Disabilities Handbook

The third edition of this classic resource is a comprehensive source of information, strategies, and activities for working with learning disabled students. The book offers special educators, classroom teachers, and parents a wealth of new and proven suggestions and ready-to-use materials for helping LD students of all ages learn and perform at their fullest potential.

Harwell and Jackson provide clear explanations of the latest research on learning disabilities as well as a wealth of practical strategies for classroom management, lesson plans, and assessment. This authoritative, up-to-date reference includes:

An overview of learning disabilities, written in easily accessible terms

Diagnostic tools and remediation techniques forall types of learning disabilities

Specific interventions for specific problems

Strategies for building LD students' academic skills in all basic content areas

Ways to increase motivation, participation, andself-esteem in even the most reluctant learner

Solutions to common problems that may co-exist with LD, like poor social skills and attention deficits

Classroom management strategies proven to work with LD students

Tips for working successfully with parents

Moving Out and Moving On is the final book in The Tale of Two Sisters. This book concludes the story of Liz and her older sister, Sara Jane. Liz and her parents busily prepare for Sara Jane's graduation from high school and departure for college. Sara Jane can't wait to leave her rural community and enter into an exciting and vibrant campus life. Each of the McCormick sisters is eager to embark on their new separate lives. Liz muddles through the unpredictable halls of Franklin Middle School and struggles with her fears when making new friendships. Meanwhile, Sara Jane ventures to the same college as her new hunky quarterback boyfriend. But Sara Jane's dreams shatter when her best friend becomes a nightmare of a roommate and the challenges of college take their toll. The sisters discover that being on their own isn't as great as they thought it would be. They must find a way to reconnect their relationship before their worlds turn even farther upside down.

Sixth grade is not starting off great for 11-year-old Liz McCormick. Her best friend, Veronica, ditched her to hang out with the popular kids, she humiliates herself at the big homecoming parade and to top it all off, she has to come home every day to her pain of a big sister, Sara Jane. How is it that two sisters can be so different? Not only does Liz have school to worry about, but she also is preparing her unpredictable goat, Ginny for the 4-H Festival, and she discovers her parents are having financial difficulties. As her twelfth birthday draws nearer, Liz wonders how she is going to make it through the ever-changing world of middle school. Sixth grade continues, and Liz faces more challenges that come with growing up. She begins to realize that maybe boys aren't so gross, that true friends are hard to fi nd and that you can always count on family. As her tastes and priorities change along with everything else in her life, Liz discovers that becoming a teenager isn't as bad as she thought, and maybe she and Sara Jane are more alike than they think.

For Liz McCormick, life seems good, as along as she can avoid dealing with her self-centered teenage sister, Sara Jane. Liz and her family live on a small farm where she takes care of animals and helps her parents with the chores. Sara Jane is too wrapped up in her social life, and is practically glued to her cell phone. When Liz's parents go away for a weekend, they decide toleave Sara Jane in charge. Suddenly, life takes a horrible turn for Liz, as Sara Jane becomes a great big pain.SARA JANE IS A PAIN is written for middle grade readers and depicts what life is like as experienced through eleven-year-old Lizzie McCormick. Liz is a tomboy who enjoys country life, being outdoors, and caring for her farm animals. Meanwhile, her big sister Sara Jane is a seventeen-year-old who is wrapped up in fashionable clothes, makeup, and texting her friends.The siblings differ greatly and despite their constant feuding, ultimately they realize they share one common bond; sisterly love.SARA JANE IS A PAIN is the first in a new series of books called "The Tale of Two Sisters," involving the dynamic relationship experiences between big and little sisters. You can follow the series on Facebook at Fans of Spindler Writing.

Framed by historic developments-from the Open Admissions movement of the 1960s and 1970s to the attacks on remediation that intensified in the 1990s and beyond-BASIC WRITING traces the arc of these large social and cultural forces as they have shaped and reshaped the field. GEORGE OTTE and REBECCA WILLIAMS MLYNARCZYK balance fidelity to the past with present relevance, local concerns with (presumptively) global knowledge, personal judgment with (apparent) objectivity. BASIC WRITING circles back on the same general story, looking for different themes or seeing the same themes from different perspectives. What emerges is a gestalt of Basic Writing that will give readers interested in its history, self-definition, pedagogy, or research a sense of the important trends and patterns. Otte and Mlynarczyk make research trajectories clear without oversimplifying them or denying the undeniable blurring, dissensus, and differential development that characterizes the field. GEORGE OTTE is a member of the doctoral faculty at the CUNY Graduate Center in the PhD Programs in English, Urban Education, and Interactive Technology and Pedagogy. He served as coeditor of the JOURNAL OF BASIC WRITING from 1996 to 2002. He is the coauthor with Nondita Mason of WRITERS' ROLES: ENACTMENTS OF THE PROCESS (Harcourt, 1994) and, with Linda Palumbo, of CASTS OF THOUGHT: WRITING IN AND AGAINST TRADITION (Macmillan, 1990). REBECCA WILLIAMS MLYNARCZYK has taught basic writing at the City University of New York since 1974. She is currently professor of English at the CUNY Graduate Center and Kingsborough Community College, where she codirects the ESL program. She is the author of CONVERSATIONS OF THE MIND: THE USES OF JOURNAL WRITING FOR SECOND-LANGUAGE LEARNERS (Erlbaum) and the coauthor, with Steven Haber, of IN OUR OWN WORDS: STUDENT WRITERS AT WORK (Cambridge). She has served as coeditor of the JOURNAL OF BASIC WRITING since 2003.

Robbie the Raindrop's First Adventure is an educational and entertaining look at the water cycle. Leaving his cloud friends in the sky, Robbie falls to the ground as a snowflake, and so begins his journey which he hopes will take him to the sea. Along the way he makes friends with a snowman and has many watery adventures, always hoping that his journey won't be cut short by evaporation back to the sky.

Fandom is generally viewed as an integral part of everyday life which impacts upon how we form emotional bonds with ourselves and others in a modern, mediated world. Whilst it is inevitable for television series to draw to a close, the reactions of fans have rarely been considered. Williams explores this everyday occurence through close analysis of television fans to examine how they respond to, discuss, and work through their feelings when shows finish airing. Through a range of case studies, including The West Wing (NBC, 2000-2006), Lost (ABC 2004 -2010), Buffy the Vampire Slayer (1997-2003), Doctor Who (BBC 1963-1989; 2005-), The X-Files (FOX, 1993-2002), Firefly (FOX, 2002) and Sex and the City (HBO, 1998-2004), Williams considers how fans prepare for the final episodes of shows, how they talk about this experience with fellow fans, and how, through re-viewing, discussion and other fan practices, they seek to maintain their fandom after the show's cessation.

Torchwood started its life on television as a spin-off from Doctor Who, bringing Captain Jack to join new colleagues in a television series that quickly established itself as fresh and watchable television. Its fourth series, subtitled 'Miracle Day', also moved from the niche channel of BBC3 to metamorphose into an international production between the BBC and the US network Starz. Torchwood has continued to entertain, provoke and attract large audiences and an expanding fandom. This is the first critical celebration of Torchwood across its four series, considering issues of representation, as well as the fandom that surrounds the show and its complex contexts. Focusing in particular on how the meanings and understandings of cult television have shifted and become subject to technological, industry and marketing changes in recent years, Torchwood Declassified explores aspects of the show including its aesthetics and branding, its use of tropes from the horror genre, vast tie-in merchandise, status as a spin-off, the nature of a celebrity that is both cult and mainstream, as well as the use of sound and music, and Torchwood's connection to place and location.

Torchwood started its life on television as a spin-off from Doctor Who, bringing Captain Jack to join new colleagues in a television series that quickly established itself as fresh and watchable television. It's fourth series, subtitled 'Miracle Day', continued its move from the niche channel of BBC3 to metamorphose into an international production between the BBC and the US network Starz. Torchwood has continued to entertain, provoke and attract large audiences and an expanding fandom. This is the first critical celebration of Torchwood across it four series, considering issues of representation, the fandom that surrounds the show and its complex, institutional contexts. Focusing in particular on how the meanings and understandings of cult television have shifted and become subject to technological, industry and marketing changes in recent years, Torchwood Declassified explores topics including the show's aesthetics and branding, its use of tropes from the horror genre, vast tie-in merchandise, status as a spin off, the nature of a celebrity that is both cult and mainstream, as well as the use of sound and music and of cult writers, and Torchwood's connection to place and location. The book will appeal to fans of the series, researchers and scholars, and anyone interested in ongoing questions over what cult television is, what it means, and why it continues to be of importance.

Asking students to write journals that reflect on their learning has become a widespread pedagogical practice in recent years. However, the scholarly literature does not address certain key questions about how journal writing aids learning:
* Is there something inherent in journal writing that encourages students to write reflectively?
* What psycholinguistic or cognitive factors help to explain the power of journal writing?
* Why do some students use journals to write prolifically and creatively while others limit their responses to summarizing the assigned course reading?
* Why do teachers find some journal entries so much more engaging than others?
* How do teachers' ways of responding to journals affect their students' development as writers and thinkers?
This book addresses such questions through a careful analysis of the journal writing of the students in the author's ESL classes at a large urban college. It contains detailed case studies of five culturally- and linguistically-diverse students with widely differing responses to journal writing.
To teachers of composition for both first- and second-language students and to teachers of graduate courses in education and qualitative research, this book offers a contextualized description of journal writings as a complex social activity. By emphasizing the need for educators to reexamine their pedagogy and to learn from their students, "Conversations of the Mind" is an indispensable contribution to the emerging literature of teacher research and reflective practice.