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.