Presenting higher education teaching as a performative, creative, and improvisational activity, Teaching with Confidence in Higher Education explores how skills and techniques from the performing arts can be used to increase the confidence and enhance the performance of teachers. Guiding readers to reflect on their own teaching practices, this helpful and innovative book proposes practical techniques that will improve higher education teachers' abilities to lead and facilitate engaging and interactive learning sessions. Encouraging the creation of inclusive learning experiences, the book offers insights into how performative techniques can help place the student centre stage. Drawing on a variety of performing arts contexts, including acting, singing, stand-up comedy, and dance, as well as interviews with academics and performers, the book helps readers to: Critically analyse their own practice, identifying areas for improvement Manage their anxiety and 'stage fright' when it comes to teaching Become more aware of both their voice and body, establishing professional techniques to improve physical and vocal performance Learn to improvise in order to prepare for the unprepared Understand the concepts of active learning and inclusivity within the classroom. Raising awareness of good practice as well as potential areas for development, Teaching with Confidence in Higher Education is ideal for anyone new to teaching in higher education or looking to improve student engagement through the performance aspects of their teaching.

The essential guide to teaching and learning in higher education for early career academics, postgraduate researchers, graduate teaching assistants and professional services staff. This accessible text offers practical guidance for anyone new to teaching in higher education. It covers key aspects of teaching and learning relevant for early career academics, postgraduate researchers, graduate teaching assistants and professional services staff, including those working towards Advance HE/Higher Education Academy (HEA) recognition. Understand how to plan and evaluate teaching sessions, the dynamics of teaching in small and large groups, how to use technology effectively, the particular challenges of laboratory and fieldwork and the importance of inclusive practice and career development. Key features include: * Practical strategies to enhance student learning and motivation. * Case studies from higher education professionals in various roles * Activities and reflection points applying educational principles to your own teaching * Chapter links to the UK Professional Standards Framework (UKPSF)

The essential guide to teaching and learning in higher education for early career academics, postgraduate researchers, graduate teaching assistants and professional services staff. This accessible text offers practical guidance for anyone new to teaching in higher education. It covers key aspects of teaching and learning relevant for early career academics, postgraduate researchers, graduate teaching assistants and professional services staff, including those working towards Advance HE/Higher Education Academy (HEA) recognition. Understand how to plan and evaluate teaching sessions, the dynamics of teaching in small and large groups, how to use technology effectively, the particular challenges of laboratory and fieldwork and the importance of inclusive practice and career development. Key features include: * Practical strategies to enhance student learning and motivation. * Case studies from higher education professionals in various roles * Activities and reflection points applying educational principles to your own teaching * Chapter links to the UK Professional Standards Framework (UKPSF)

Gregoire Le Roy was at school in Ghent with Maeterlinck and Van Leberghe, and grew up in the same atmosphere of intellectual ferment. His first collection of published verse just pre-dates Maeterlinck's Serres chaudes. His fin-de-siecle poetry was highly considered at the time of its first appearance, and was widely published in reviews. He treats all the major themes of the period, with special emphasis on a melancholy tone, half-tint landscapes, overt musicality, and (almost obsessively) the destructive nature of time. This is the first edition since their original publication in 1889 and 1907 of the three collections of poems by a significant member of the Belgian Symbolist school. Republishing Le Roy's early work is an important step in recreating an accurate intellectual portrait of an important and influential movement.

Presenting higher education teaching as a performative, creative, and improvisational activity, Teaching with Confidence in Higher Education explores how skills and techniques from the performing arts can be used to increase the confidence and enhance the performance of teachers. Guiding readers to reflect on their own teaching practices, this helpful and innovative book proposes practical techniques that will improve higher education teachers' abilities to lead and facilitate engaging and interactive learning sessions. Encouraging the creation of inclusive learning experiences, the book offers insights into how performative techniques can help place the student centre stage. Drawing on a variety of performing arts contexts, including acting, singing, stand-up comedy, and dance, as well as interviews with academics and performers, the book helps readers to: Critically analyse their own practice, identifying areas for improvement Manage their anxiety and 'stage fright' when it comes to teaching Become more aware of both their voice and body, establishing professional techniques to improve physical and vocal performance Learn to improvise in order to prepare for the unprepared Understand the concepts of active learning and inclusivity within the classroom. Raising awareness of good practice as well as potential areas for development, Teaching with Confidence in Higher Education is ideal for anyone new to teaching in higher education or looking to improve student engagement through the performance aspects of their teaching.

Over the last fifty years in the United States, unions have been in deep decline, while income and wealth inequality have grown. In this timely work, editors Richard Bales and Charlotte Garden - with a roster of thirty-five leading labor scholars - analyze these trends and show how they are linked. Designed to appeal to those being introduced to the field as well as experts seeking new insights, this book demonstrates how federal labor law is failing today's workers and disempowering unions; how union jobs pay better than nonunion jobs and help to increase the wages of even nonunion workers; and how, when union jobs vanish, the wage premium also vanishes. At the same time, the book offers a range of solutions, from the radical, such as a complete overhaul of federal labor law, to the incremental, including reforms that could be undertaken by federal agencies on their own.

In celebrating the academic career and practice of a distinguished scholar of French literature, this volume concentrates on one of Peter Broome's major preoccupations and attainments: translation. Eschewing a dogmatic, theoretical approach, the contributors (former colleagues and students) tackle four rich areas of study: modern anglophone poets' reactions to, and translations of, authors with whom they have closely identified (Racine, the Symbolists, Saint-John Perse, Valery); problematics of translating specific poets of recent centuries (Rimbaud, Mallarme, Valery, Cesaire, some contemporary poets); reception and interaction in two foreign countries (Australia, Spain); and a more fluid interpretation of translation, moving the notion across into wider realms of literary expression (Mallarme, Proust, Assia Djebar). A focalising feature, punctuating the volume, are Peter Broome's own translations of hitherto unpublished poems by five major contemporary French writers: Jean-Paul Auxemery, Marie-Claire Bancquart, Louise Merlin, Venus Khoury-Ghata and Jean-Charles Vegliante. The book thus intertwines theory and practice in a non-prescriptive manner which invites further elaboration and analysis.

The Cambridge Companion to Proust provides a broad account of the major features of Marcel Proust's great work A la recherche du temps perdu (1913-1927). The specially commissioned essays, by acknowledged experts on Proust, address a wide range of issues relating to his work. Progressing from background and biographical material, the chapters investigate such essential areas as the composition of the novel, its social dimension, the language in which it is couched, its intellectual parameters and its humor.

The Cambridge Companion to Proust provides a broad account of the major features of Marcel Proust's great work A la recherche du temps perdu (1913-1927). The specially commissioned essays, by acknowledged experts on Proust, address a wide range of issues relating to his work. Progressing from background and biographical material, the chapters investigate such essential areas as the composition of the novel, its social dimension, the language in which it is couched, its intellectual parameters and its humor.

In celebrating the academic career and practice of a distinguished scholar of French literature, this volume concentrates on one of Peter Broome's major preoccupations and attainments: translation. Eschewing a dogmatic, theoretical approach, the contributors (former colleagues and students) tackle four rich areas of study: modern anglophone poets' reactions to, and translations of, authors with whom they have closely identified (Racine, the Symbolists, Saint-John Perse, Valery); problematics of translating specific poets of recent centuries (Rimbaud, Mallarme, Valery, Cesaire, some contemporary poets); reception and interaction in two foreign countries (Australia, Spain); and a more fluid interpretation of translation, moving the notion across into wider realms of literary expression (Mallarme, Proust, Assia Djebar). A focalising feature, punctuating the volume, are Peter Broome's own translations of hitherto unpublished poems by five major contemporary French writers: Jean-Paul Auxemery, Marie-Claire Bancquart, Louise Merlin, Venus Khoury-Ghata and Jean-Charles Vegliante. The book thus intertwines theory and practice in a non-prescriptive manner which invites further elaboration and analysis.