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This book challenges a contemporary postfeminist sensibility
grounded not only in assumptions that gender and sexual equality
has been achieved in many Western contexts, but that feminism has
gone 'too far' with women and girls now overtaking men and boys -
positioned as the new victims of gender transformations. The book
is the first to outline and critique how educational discourses
have directly fed into postfeminist anxieties, exploring three
postfeminist panics over girls and girlhood that circulate widely
in the international media and popular culture. First it explores
how a masculinity crisis over failing boys in school has spawned a
backlash discourse about overly successful girls; second it looks
at how widespread anxieties over girls becoming excessively mean
and/or violent have positioned female aggression as pathological;
third it examines how incessant concerns over controlling risky
female sexuality underpin recent sexualisation of girls' moral
panics. The book outlines how these postfeminist panics over
girlhood have influenced educational policies and practices in
areas such as academic achievement, anti-bullying strategies and
sex-education curriculum, making visible the new postfeminist,
sexual politics of schooling. Moving beyond media or policy
critique, however, this book offers new theoretical and
methodological tools for researching postfeminism, girlhood and
education. It engages with current theoretical debates over
possibilities for girls' agency and empowerment in postfeminist,
neo-liberal contexts of sexual regulation. It also elaborates new
psychosocial and feminist Deleuzian methodological approaches for
mapping subjectivity, affectivity and social change. Drawing on two
UK empirical research projects exploring teen-aged girls' own
perspectives and responses to postfeminist panics, the book shows
how real girls are actually negotiating notions of girls as overly
successful, mean, violent, aggressive and sexual. The data offers
rich insight into girls' gendered, raced and classed experiences at
school and beyond, exploring teen peer cultures, friendship,
offline and online sexual identities, and bullying and
cyberbullying. The analysis illuminates how and when girls take up
and identify with postfeminist trends, but also at times attempt to
re-work, challenge and critique the contradictory discourses of
girlhood and femininity. In this sense the book offers an
opportunity for girls to 'talk back' to the often simplistic either
wildly celebratory or crisis-based sensationalism of postfeminist
panics over girlhood. This book will be essential reading for those
interested in feminism, girlhood, media studies, gender and
education.
Rethinking Gendered Regulations and Resistances in Education
highlights key debates on the theme of 'regulation and resistance',
focusing on some of the most pressing contemporary issues in the
field of gender and education today. It underlines the need for
educational research to attend to historical and psychosocial
specificity, chart local complexity and global disparity,
de-colonise our Euro-western-centered gender analysis, and
consistently engage with the economic and policy domains of
education as researchers and practitioners, if we are to
effectively tackle the diversity and complexity of gender equality
issues in education. Chapters in this collection showcase some of
the varied and wide-ranging theoretical approaches at play in
current gender and education scholarship, and raise questions about
the types of research methods that can open up new ways of
documenting processes of social and subjective struggle and
transformation in education. It stimulates important thinking about
what has been, what is and what can be, as we face the future of
gender and educational engagement, struggle and debate. This book
was originally published as a special issue of Gender and
Education.
This edited collection is a careful assemblage of papers that have
contributed to the maturing field within education studies that
works with the feminist implications of the theories and
methodologies of posthumanism and new materialism - what we have
also called elsewhere 'PhEmaterialism'. The generative questions
for this collection are: what if we locate education in doing and
becoming rather than being? And, how does associating education
with matter, multiplicity and relationality change how we think
about agency, ontology and epistemology? This collection
foregrounds cutting edge educational research that works to trouble
the binaries between theory and methodology. It demonstrates new
forms of feminist ethics and response-ability in research
practices, and offers some coherence to this new area of research.
This volume will provide a vital reference text for educational
researchers and scholars interested in this burgeoning area of
theoretically informed methodology and methodologically informed
theory. The chapters in this book were originally published as
articles in Taylor & Francis journals.
This book compares perspectives on gender equality in Norway and
Japan, focusing on family, education, media, and sexuality and
reproduction as seen through a gendered lens. What can we learn
from a comparison between two countries that stand in significant
contrast to each other with respect to gender equality? Norway and
Japan differ in terms of historical, cultural and socioeconomic
backgrounds. Most importantly, Japan lags far behind Norway when it
comes to the World Economic Forum's Gender Gap Report. Rather than
taking a narrow approach that takes as its starting point the
assumption that Norway has so much 'more' to offer in terms of
gender equality, the authors attempt to show that a comparative
perspective of two countries in the West and East can be mutually
beneficial to both contexts in the advancement of gender equality.
The interdisciplinary team of researchers contributing to this book
cover a range of contemporary topics in gender equality, including
fatherhood and masculinity, teaching and learning in gender studies
education, cultural depictions of gender, trans experiences and
feminism. This unique collection is suitable for researchers and
students of gender studies, sociology, anthropology, Japan studies
and European studies.
This book provides all of the information a practitioner needs in
order to begin work with clients with Dissociative Identity
Disorder (DID). Drawing on experiences from her own practice and
extensive research conducted with the help of internationally
acclaimed experts in the field, the author describes the
development of DID and the structure of the personality of these
clients. The reader is guided through the assessment process, the
main phases and components of treatment, and the issues and
contentions that may arise in this work. Throughout the text there
are case examples, practical exercises, techniques, and strategies
that can be used in therapy sessions. The resources section
includes screening and assessment instruments, as well as
information on techniques for managing anxiety and self harm, both
of which can be major problems when working with clients with DID.
Rethinking Gendered Regulations and Resistances in Education
highlights key debates on the theme of 'regulation and resistance',
focusing on some of the most pressing contemporary issues in the
field of gender and education today. It underlines the need for
educational research to attend to historical and psychosocial
specificity, chart local complexity and global disparity,
de-colonise our Euro-western-centered gender analysis, and
consistently engage with the economic and policy domains of
education as researchers and practitioners, if we are to
effectively tackle the diversity and complexity of gender equality
issues in education. Chapters in this collection showcase some of
the varied and wide-ranging theoretical approaches at play in
current gender and education scholarship, and raise questions about
the types of research methods that can open up new ways of
documenting processes of social and subjective struggle and
transformation in education. It stimulates important thinking about
what has been, what is and what can be, as we face the future of
gender and educational engagement, struggle and debate. This book
was originally published as a special issue of Gender and
Education.
This volume provides a summary description of over three hundred
western medieval manuscripts (excluding Greek) acquired by
Cambridge University Library since the publication of the
mid-nineteenth century printed catalogue; for the most part, no
published descriptions have hitherto existed. Concentrating on
contents and provenance, the catalogue covers manuscripts from a
sixth-century fragment of Augustine to a translation by Erasmus of
a work by Plutarch, and in Latin, English, French, Italian,
Spanish, and Welsh. The descriptions are complemented with an
introductory survey of the collection and its history.
This book analyses the changing face of work, gender equality and
citizenship in Europe. Drawing on in-depth research conducted in
nine different countries, it focuses on the discourses, social
relations and political processes that surround paid domestic
labour. In doing so, it rethinks the vital relationship between
this kind of employment, the formal and informal citizenship of
migrant workers and their employers, and the cultural and political
value of gender equality. Approaching these as fluid, complex and
interrelated phenomena that change according to local context, it
will appeal to sociologists, political scientists, geographers,
anthropologists and gender studies scholars.
This book gives practical advice and ready to use tips on the
design and construction of subsurface reservoir models. The design
elements cover rock architecture, petrophysical property modelling,
multi-scale data integration, upscaling and uncertainty analysis.
Philip Ringrose and Mark Bentley share their experience, gained
from over a hundred reservoir modelling studies in 25 countries
covering clastic, carbonate and fractured reservoir types. The
intimate relationship between geology and fluid flow is explored
throughout, showing how the impact of fluid type, production
mechanism and the subtleties of single- and multi-phase flow
combine to influence reservoir model design. Audience: The main
audience for this book is the community of applied geoscientists
and engineers involved in the development and use of subsurface
fluid resources. The book is suitable for a range of Master's level
courses in reservoir characterisation, modelling and engineering. *
Provides practical advice and guidelines for users of 3D reservoir
modelling packages * Gives advice on reservoir model design for the
growing world-wide activity in subsurface reservoir modelling *
Covers rock modelling, property modelling, upscaling and
uncertainty handling * Encompasses clastic, carbonate and fractured
reservoirs
This volume presents a ground-breaking collection of
interdisciplinary chapters from international scholars which
complicate, and offers new ways to make sense of, children's sexual
cultures across complex political, social and cultural terrains.
This book challenges a contemporary postfeminist sensibility
grounded not only in assumptions that gender and sexual equality
has been achieved in many Western contexts, but that feminism has
gone 'too far' with women and girls now overtaking men and boys -
positioned as the new victims of gender transformations. The book
is the first to outline and critique how educational discourses
have directly fed into postfeminist anxieties, exploring three
postfeminist panics over girls and girlhood that circulate widely
in the international media and popular culture. First it explores
how a masculinity crisis over failing boys in school has spawned a
backlash discourse about overly successful girls; second it looks
at how widespread anxieties over girls becoming excessively mean
and/or violent have positioned female aggression as pathological;
third it examines how incessant concerns over controlling risky
female sexuality underpin recent sexualisation of girls' moral
panics. The book outlines how these postfeminist panics over
girlhood have influenced educational policies and practices in
areas such as academic achievement, anti-bullying strategies and
sex-education curriculum, making visible the new postfeminist,
sexual politics of schooling. Moving beyond media or policy
critique, however, this book offers new theoretical and
methodological tools for researching postfeminism, girlhood and
education. It engages with current theoretical debates over
possibilities for girls' agency and empowerment in postfeminist,
neo-liberal contexts of sexual regulation. It also elaborates new
psychosocial and feminist Deleuzian methodological approaches for
mapping subjectivity, affectivity and social change. Drawing on two
UK empirical research projects exploring teen-aged girls' own
perspectives and responses to postfeminist panics, the book shows
how real girls are actually negotiating notions of girls as overly
successful, mean, violent, aggressive and sexual. The data offers
rich insight into girls' gendered, raced and classed experiences at
school and beyond, exploring teen peer cultures, friendship,
offline and online sexual identities, and bullying and
cyberbullying. The analysis illuminates how and when girls take up
and identify with postfeminist trends, but also at times attempt to
re-work, challenge and critique the contradictory discourses of
girlhood and femininity. In this sense the book offers an
opportunity for girls to 'talk back' to the often simplistic either
wildly celebratory or crisis-based sensationalism of postfeminist
panics over girlhood. This book will be essential reading for those
interested in feminism, girlhood, media studies, gender and
education.
These volumes are companions to the treatise; "Fundamentals of the
Theory of Operator Algebras," which appeared as Volume 100 - I and
II in the series, Pure and Applied Mathematics, published by
Academic Press in 1983 and 1986, respectively. As stated in the
preface to those volumes, "Their primary goal is to teach the sub
ject and lead the reader to the point where the vast recent
research literature, both in the subject proper and in its many
applications, becomes accessible." No attempt was made to be
encyclopcedic; the choice of material was made from among the
fundamentals of what may be called the "classical" theory of
operator algebras. By way of supplementing the topics selected for
presentation in "Fundamentals," a substantial list of exercises
comprises the last section of each chapter. An equally important
purpose of those exer cises is to develop "hand-on" skills in use
ofthe techniques appearing in the text. As a consequence, each
exercise was carefully designed to depend only on the material that
precedes it, and separated into segments each of which is
realistically capable of solution by an at tentive, diligent,
well-motivated reader."
These volumes are companions to the treatise; "Fundamentals of the
Theory of Operator Algebras," which appeared as Volume 100 - I and
II in the series, Pure and Applied Mathematics, published by
Academic Press in 1983 and 1986, respectively. As stated in the
preface to those volumes, "Their primary goal is to teach the sub
ject and lead the reader to the point where the vast recent
research literature, both in the subject proper and in its many
applications, becomes accessible." No attempt was made to be
encyclopCEdic; the choice of material was made from among the
fundamentals of what may be called the "classical" theory of
operator algebras. By way of supplementing the topics selected for
presentation in "Fundamentals," a substantial list of exercises
comprises the last section of each chapter. An equally important
purpose of those exer cises is to develop "hand-on" skills in use
of the techniques appearing in the text. As a consequence, each
exercise was carefully designed to depend only on the material that
precedes it, and separated into segments each of which is
realistically capable of solution by an at tentive, diligent,
well-motivated reader."
Epigenetics and Systems Biology highlights the need for
collaboration between experiments and theoretical modeling that is
required for successful application of systems biology in
epigenetics studies. This book breaks down the obstacles which
exist between systems biology and epigenetics researchers due to
information barriers and segmented research, giving real-life
examples of successful combinations of systems biology and
epigenetics experiments. Each section covers one type of modeling
and one set of epigenetic questions on which said models have been
successfully applied. In addition, the book highlights how modeling
and systems biology relate to studies of RNA, DNA, and genome
instability, mechanisms of DNA damage signaling and repair, and the
effect of the environment on genome stability.
This book is aimed at psychotherapy providers (although it is
likely to also be of interest to sufferers and their families) who
want to gain a comprehensive understanding of the essential
principles of assessing and working with clients with DID. Using
vignettes, the author describes the structure of the personality of
someone with DID and guides the reader through the various
assessment tools. Issues and considerations for each of the three
stages of therapy are outlined and discussed. In the beginning
stage, therapy focuses on stabilization, containment and
strengthening the host. In the middle stage, the key elements
include mapping the identities and working through trauma events.
The Bask model is described as a method for this process. In the
final stages of therapy, the author evaluates the concept of
integration versus multiple living and describes some of the
processes clients undergo towards the end of therapy.
Nadia Anwar presents a compelling reading framework for the study
and analysis of selected post-independence Nigerian dramas, using
the conceptual parameters of metatheatre, a theatrical strategy
which foregrounds the process of play-making by breaking the
dramatic illusion. She argues that distancing, as a function of
metatheatre, creates a balanced theatrical experience and
environment in terms of the emotive and cognitive levels of
reception of a particular performance. Anwar's book is the first
in-depth study of the concept of metatheatre with reference to
Nigerian drama including Wole Soyinka's Death and the King's
Horseman (1975) and King Baabu (2002), Ola Rotimi's Kurunmi (1971)
and Hopes of the Living Dead (1988), Femi Osofisan's The Chattering
and the Song (1977) and Women of Owu (2006), Esiaba Irobi's Hangmen
Also Die (1989), and Stella 'Dia Oyedepo's A Play That Was Never to
Be (1998). The perspectives of Bertolt Brecht (1936), Thomas J
Scheff (1963), and other theoreticians of dramatic distancing and
metatheatre are used in the analyses and, where required,
challenged through appropriate contextual and theoretical
adjustments. The book is the first attempt to illustrate how
Brechtian approach to the display and generation of emotions can be
revised through Scheff's model of emotional balance.
This edited collection is a careful assemblage of papers that have
contributed to the maturing field within education studies that
works with the feminist implications of the theories and
methodologies of posthumanism and new materialism - what we have
also called elsewhere 'PhEmaterialism'. The generative questions
for this collection are: what if we locate education in doing and
becoming rather than being? And, how does associating education
with matter, multiplicity and relationality change how we think
about agency, ontology and epistemology? This collection
foregrounds cutting edge educational research that works to trouble
the binaries between theory and methodology. It demonstrates new
forms of feminist ethics and response-ability in research
practices, and offers some coherence to this new area of research.
This volume will provide a vital reference text for educational
researchers and scholars interested in this burgeoning area of
theoretically informed methodology and methodologically informed
theory. The chapters in this book were originally published as
articles in Taylor & Francis journals.
From New National to World English Literature offers a personal
perspective on the evolution of a major cultural movement that
began with decolonisation, continued with the assertion of African,
West Indian, Commonwealth, and other literatures, and has evolved
through postcolonial to world or international English literature.
Bruce King's extensive Introduction discusses the personalities,
writers, issues, and contexts of what he considers the most
important change in culture since Modernism. The Introduction also
explains the forty-five essays and reviews he has selected from his
publications to illustrate the development, stages, and major
national literatures, authors, and themes. Special attention is
given to Nigerian, West Indian, Australian, Indian, and Pakistani
literature. Topics and issues include: "Derry" Jeffares organising
Commonwealth and Anglo-Irish studies, the emergence and aesthetics
of African literature, the question of the existence of a "Nigerian
literature", the place of the new universities in decolonising
culture, the influence of the Rockefeller Foundation, the
contrasting models of American and Irish literatures, ethnicity as
response , the changing nature of exile and diasporas, the role of
Jewish writers, minorities, Muslim objections to free speech, The
Satanic Verses controversy, traditionalism versus modernism, the
dangers of cultural assertion, and the relationships between
nationalism and internationalism. Authors discussed include Chinua
Achebe, Ahmed Ali, Margaret Atwood, David Dabydeen, K N Daruwalla,
Nissim Ezekiel, Abdulrazak Gurnah, Almagir Hashmi, Attia Hosain, A
D Hope, Adil Jussawalla, Arun Kolatkar, Hanif Kureishi, Dom Moraes,
Frank Moorhouse, V S Naipaul, Abioseh Nicol, Gabriel Okara, Mike
Phillips, Mordechai Richler, Salman Rushdie, Wole Soyinka, Garth St
Omer, Kamila Shamsie, Randolph Stow, Jeet Thayil, and Derek
Walcott.
This title shows how Deleuze's philosophy is shaking up research in
the humanities and social sciences. French philosopher Gilles
Deleuze (1925-1995) was one of the most influential thinkers of the
20th century, and his work is of continuing relevance today. Now,
Deleuzian thinking is having a significant impact on research
practices in the Social Sciences, particularly because it breaks
down the false divide between theory and practice. This book brings
together international academics from a range of Social Science and
Humanities disciplines to reflect on how Deleuze's philosophy is
opening up and shaping empirical research. Contributors from fields
throughout the social sciences demonstrate how engaging with
Deleuze's work is reshaping their research processes. It questions
the relationship between theory and methodology. It explores the
conditions under which empirical research is conducted. It
considers the effects/affects of research.
This is a critical comparative study of contemporary world
literature, focused on the importance of the ethical turn (or
return) in literary theory. It considers the shape and development
of the ethical engagement of the novels of Amitav Ghosh, Chimamanda
Adichie, Caryl Phillips, Kazuo Ishiguro, Zadie Smith, and JM
Coetzee, exploring the overlaps and divergences between
Levinasian/Derridean and Aristotelian ethics as they are brought to
bear on literature. The characters' recognitions and emotional
responses in these texts are integral to the unfolding of their
ethical concerns, and the ethics thus explored is often marked by
the complexity and impurity characteristic of the tragic. A view of
recognition is advanced that shifts it from the more usual
political understanding in the field towards seeing it as a formal
device used to unfold an ethical knowledge peculiar to fictional
narrative, and particularly suitable for the concerns of world
literature authors in its interconnection of the universal and the
particular -- a binary that has been crucial in post-colonialism
and remains important for the wider field of world literature. The
analysis unfolds with a focus on three broad ethical themes --
religion, the memory of violence, and the human-eliciting the
novelists' contributions to these debates through the investigation
of the functioning of moments of recognition in their novels.
Pioneer catalogue for one of the most important collections of
English legal manuscripts. The English legal manuscripts in
Cambridge University Library form one of the most important
collections in the world. The principal treasures derive from the
renowned library, containing over 230 volumes, collected by John
Moore(d.1714), Bishop of Ely, presented to the University by King
George I in 1715. It includes some of the old manuscripts collected
by Francis Tate (d.1616), and the working manuscript library of Mr
Justice Nicholas (d.1667). The collection also contains medieval
statute-books, year-books, medieval and early modern readings and
moots in the inns of court, and law reports from the Tudor period
down to the reign of Charles II, together with examples of every
other major type of manuscript law book in use in England prior to
the eighteenth century. As well as being an essential finding-aid,
this new catalogue includes a description of the contents of each
manuscript, bibliographicalnotes on the text (listing hundreds of
related manuscripts in other libraries), and full codicological
descriptions of the medieval manuscripts by Dr Jayne Ringrose. No
similar catalogue of English legal manuscripts has ever
beenpublished before. Professor J.H. BAKER is Professor of English
Legal History at Cambridge University.
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