Who will step up to meet the challenge of the next rural crisis?
Rural practice presents important yet challenging issues for psychology, especially given uneven population distribution, high levels of need, limited availability of rural services, and ongoing migration to urban centers. It is critical that mental health professionals and first responders in rural areas become aware of recent research, training and approaches to crisis intervention, traumatology, compassion fatigue, disaster mental health, critical incident stress management, post-traumatic stress and related areas in rural environments. Critical issues facing rural areas include:
Physical issues such as land, air, and water resources, cheap food policy, chemicals and pesticides, animal rights, corruption in food marketing and distribution, and land appropriation for energy development. Quality of life issues such as rural America's declining share of national wealth, problems of hunger, education, and rural poverty among rural populations of farmers and ranchers. Direct service issues include the need to accommodate a wide variety of mental health difficulties, client privacy and boundaries, and practical challenges. Indirect service issues include the greater need for diverse professional activities, collaborative work with professionals having different orientations and beliefs, program development and evaluation, and conducting research with few mentors or peer collaborators. Professional training and development issues include lack of specialized relevant courses and placements. Personal issues include limited opportunities for recreation, culture, and lack of privacy.
Doherty's first volume in this new series "Crisis in the American Heartland" explores these and many other issues. Each volume available in trade paper, hardcover, and eBook formats. Social Science: Disasters & Disaster Relief
For more information please visit www.RMRInstitute.org

The globalization of American style higher education is a field of study that is undergoing a significant phase with the current expansion of American branch campuses and curricula around the world. This volume contributes to the scholarship on the project of implementing and expanding U.S. influenced curricula in the Middle East and Asia. Many of the branch campus projects are only a few decades old making this a liminal moment in the translation and development of higher education worldwide that needs to be captured. What are the challenges, opportunities, and considerations faculty encounter in classrooms in the Middle East, Eastern Europe and Asia? How do faculty translate western higher educational principles in new contexts? Projects like the multiversity international branch campuses of Education City, in Doha, Qatar, demonstrate the interest of foreign governments in western education and training. Other collaborations, like the Yale National University of Singapore College, demonstrate a nationalistic approach, where the nation's premiere university maintains as high a profile as the invited collaborator. Such a wide range in mission and matriculation of students deserves further study. We open the conversation about the complex teaching and learning environment of American style education in a global context. Contributions include case studies, pedagogical interventions, and reflections. This volume features chapters by faculty teaching at international branch campuses (IBCs) or institutions using western curricula, such as the worldwide, privatized American University system

Epic romantic drama based on Margaret Mitchell's Pulitzer-winning novel set during the American Civil War. Southern belle Scarlett O'Hara (Vivien Leigh) often uses men to get what she wants, but is unable to get the one man she truly desires, Ashley Wilkes (Leslie Howard). She soon meets her match in the roguish Captain Rhett Butler (Clark Gable) and in the war itself which destroys the genteel way of life she has always known. With determination she rebuilds her life from the shattered remains the Union Army leaves behind. Despite its sometimes troubled production (director George Cukor was replaced by Victor Fleming, with Sam Wood brought in when Fleming's health failed), the film won ten Oscars, including Best Picture, Best Director and Best Actress.

In Professor Zhang Yibing's Lenin Revisited we find loyalty to Marxism, as well as a firm grasp of all the traditions, psychoanalytical theories, and textual analytical theories of Western Marxism; such a combination is extremely rare in this day. Zhang Yibing's interpretation of Philosophical Notebooks is developed from a textual fact that has long been ignored despite its truth. This is that Philosophical Notebooks are not a "book," but rather a random collection of notes and outlines collected after the death of the author. Therefore, Lenin's Philosophical Notebooks should be interpreted as a series of documents that reflect the theoretical and political conflicts of the time (among these documents is included a good deal of backtracking and aimless wandering). These documents are a series of windows opening on the particular social and political circumstances of Lenin's day (such as the collapse of the European Social Democratic Party in 1914). This line of interpretation reveals to us, in a truly miraculous fashion that has never before been duplicated, a Lenin who survives the existential test, who is interpreted with the newest philosophical experiments. This man, a contemporary of Adorno, Foucault, and Lacan, extends to us the invitation to continue his critical line of thought. For us today, the words "Lenin revisited" actually mean to step into the future in the company of this great historical thinker. Professor Zhang Yibing's newest work is not merely important in China: it is vital for everyone who wishes to restore the work of communism with the depth of philosophy. Slavoj Zizek Replicating the phenomenal research found in Marx Revisited, Professor Zhang Yibing has forwarded the study of Marxist philosophy using meticulous textual interpretation. This method, familiar to Western scholars, means that Zhang Yibing begins from the context of the modern political - scholarly - debate in researching the historical developmental process of Marxist philosophy. Furthermore, unlike many commentators of Marxist theory in both the East and the West, he has not assumed a dogmatic necessity for orthodoxy or science at the beginning of his theory. In his new work Lenin Revisited, Zhang Yibing begins with a broad, global scholarly scope in revealing that Lenin's Philosophical Notebooks are really a scholarly "mixture" that has been subjected to editing and refining. He goes on to conduct careful analysis of each constitutive element by unifying the dominant textual form and the editing expectations. This is doubtless a direct contribution to the furthering of interpretive theory. Zhang Yibing refers to this as "field work"; he has also learned much from this process. Building on the work of Roland Barthes, Zhang Yibing again demonstrates that textual interpretation is not a simple "return" to the "author himself" in a bookish sense; rather, it is a creative, productive thought experience shared by the researcher and the reader. Terrell Carver, Department of Politics University of Bristol Professor Zhang Yibing's important interpretation of Lenin's thought from a new perspective is based on the following theoretical premises. In 1914, with the outbreak of the First World War, Lenin systematically studied Hegel's Science of Logic; Marxist research conducted in the former Soviet Union ignored the highly significant philosophical shift experienced by Lenin during this time. Zhang Yibing extracts his research from the traditional dogmatic interpretive scope used to examine Lenin, Marx, and the dialectic method. Proceeding from the modern French perspective of literary criticism, Professor Zhang conducts an extraordinary interpretation of Lenin's philosophical notebooks on Hegel. Kevin B. Anderson, Purdue University, author of Lenin, Hegel, and Western Marxism

Thomas Mitchell's essays on how to live well were completed in 1913, and reflect a clear mind and a good education, but also confidence about the world and society that were about to be shattered. No doubt some thoughts he expressed would have been impossible to reaffirm five years later. As we commemorate the centenary of terrible and unprecedented conflict, his intelligent voice from the past gives us an insight into how people thought before it and what was lost. This does not mean that Mitchell's ideas are not also an individual's, but it is now the combination of freshness and distance in this previously unpublished prose that makes it so compelling. His style also says much about the education system in Scotland and rural Aberdeenshire in particular, and his background was very similar to that of Lewis Grassic Gibbon. Though they undoubtedly had different politics, they would both have agreed on the importance of society.

INSPIRATION FOR THE MAJOR MOTION PICTURE OFFICIAL SECRETS FEATURING A NEW INTRODUCTION In January 2003, 28-year-old GCHQ translator Katharine Gun received an email from the US National Security Agency that would turn her world upside down. The message requested Katharine's assistance in co-ordinating an illegal US-UK spy operation which would secure UN authorisation for the Iraq invasion. Horrified, she decided to leak the information to the British press. Katharine's decision would change her life forever, as she was arrested under the Official Secrets Act whilst becoming a cause celebre for political activists. The Spy Who Tried to Stop a War is the definitive account of a whistleblower case that reads like a thriller, and will ask you the same question that was asked of Katharine that cold January day - where do your true loyalties lie?