Human thought and action is fundamentally shaped by a small set of cognitive categories, such as time, space, causality, or possession. It is not surprising, therefore, that all natural languages have developed many devices to express these categories. Temporality, for example, is reflected in the lexical meaning of verbs, in grammatical marking of tense and aspect, in time adverbials, in special particles, and in the application of discourse principles. Many of these devices have been the subject of intensive research across languages; but as a rule, this research focuses on particular aspects, it does not look at the expression of such a category as a whole, which is precisely the aim of the present series. The short volumes bring together what is known about the expression of a particular category in human language.

This book explores the growth of ‘character education’ in schools and youth organisations over the last decade. It delves into historical and contemporary debates through a geopolitical lens. With a renewed focus on values and virtues such as grit, gumption, perseverance, resilience, generosity, and neighbourliness, this book charts the re-imagining and re-fashioning of a ‘character agenda’ in England and examines its multiscalar geographies. It explores how these moral geographies of education for children and young people have developed over time. Drawing on original research and examples from schools, military and uniformed youth organisations, and the state-led National Citizen Service, the book critically examines the wider implications of the ‘character agenda’ across the UK and beyond. It does so by raising a series of questions about the interconnections between character, citizenship, and values and highlighting how these moral geographies reach far beyond the classroom or campsite. Offering critical insights on the roles of character, citizenship and values in modern education, this book will be of immense value to educationists, teachers and policymakers. It will appeal students and scholars of human geography, sociology, education studies, cultural studies and history.

This book explores the growth of 'character education' in schools and youth organisations over the last decade. It delves into historical and contemporary debates through a geopolitical lens. With a renewed focus on values and virtues such as grit, gumption, perseverance, resilience, generosity, and neighbourliness, this book charts the re-imagining and re-fashioning of a 'character agenda' in England and examines its multiscalar geographies. It explores how these moral geographies of education for children and young people have developed over time. Drawing on original research and examples from schools, military and uniformed youth organisations, and the state-led National Citizen Service, the book critically examines the wider implications of the 'character agenda' across the UK and beyond. It does so by raising a series of questions about the interconnections between character, citizenship, and values and highlighting how these moral geographies reach far beyond the classroom or campsite. Offering critical insights on the roles of character, citizenship and values in modern education, this book will be of immense value to educationists, teachers and policymakers. It will appeal students and scholars of human geography, sociology, education studies, cultural studies and history.

Callie Clarke is in debt. Not through any fault of her own; no one could accuse her of being a "spendaholic" or a "shopaholic"-she simply squanders all her income on the mortgage repayments and household bills and has to do her food shopping on credit cards if she wants to eat each month. Once she was a young mom with a husband and two small sons. Then her husband left, and she had to bring up her boys on her own. Now they are grown up, and Callie is middle-aged, but the small borrowings have escalated over the years and accumulated like rolling a snowball to make a snowman, but this particular "snowball" has rolled its way steadily through two decades and is now of a humungous size, big enough to crush her if she's not careful. Juggling debts has taken over Callie's life (almost). Clearly, something needs to be done, but what? Join Callie as she battles her way through a maelstrom of debt, desperately trying to find solutions to her problems, while at the same time holding down her secretarial job and engaging in all aspects of family life in Tony Blair's Britain in the first decade of the twenty-first century, occasionally seeking solace in the past as she looks nostalgically back to what now appears to be simpler times when all she wanted was to be Hayley Mills. It is a story about struggle and hardship but also of the strong bond of love and affection that family members have for one another, the importance of family life over everything else, and ultimately, the triumph of that love, coupled with faith and hope, over adversity.

Cats Love 'em or hate 'em, they have a way of insinuating themselves into your affections and into your life. Retired schoolmistress Josephine Reid hated cats. Nasty, flea-ridden, bird-murdering pests - she would've preferred to share her home with vermin than one of those loathsome creatures. So when her grandchildren found a lost kitten in her garden and begged her to look after it for them until they had a suitable home for it, Josephine was appalled. Reluctantly, she agreed - on condition that the arrangement was purely temporary. However, it took a great deal longer than anyone expected before the children were able to offer their kitten a home, during which time initial animosity gave way to tolerance and finally a tentative bond, growing stronger as time passed, formed between ex-school mistress and cat, only to be broken when the family moved to their new home with a garden. Appalled by the realisation that herself and the cat, christened "Mikey" by the children, were about to be separated, Josephine is forced to confront her feelings and admit she has grown fond of the creature, though she realizes she has little choice but to let him go. Mikey, however, has other ideas