Products

At one time, the use of corporal punishment by parents in child-rearing was considered normal, but in the second half of the nineteenth century this begin to change, in Quebec as well as the rest of the Western world. It was during this period that the extent of ill-treatment inflicted on children—treatment once excused as good child-rearing practice—was discovered.

This book analyzes both the advice provided to parents and the different forms of child abuse within families. Cliche derives her information from family magazines, reports and advice columns in newspapers, people’s life stories, the records of the Montreal Juvenile Court, and even comic strips. Two dates are given particular focus: 1920, with the trial of the parents of Aurore Gagnon, which sensitized the public to the phenomenon of “child martyrs;” and 1940, with the advent of the New Education movement, which was based on psychology rather than strict discipline and religious doctrine.

There has always been child abuse. What has changed is society’s sensitivity to it. That is why defenders of children’s rights call for the repeal of Section 43 of the Canadian Criminal Code, which authorizes “reasonable” corporal punishment. Abuse or Punishment? considers not only the history of violence towards children in Quebec but the history of public perception of this violence and what it means for the rest of Canada.

At the center of the world-famous pyramid field of the Memphite necropolis lies a group of pyramids, temples, and tombs named after the nearby village of Abusir. Long overshadowed by the more familiar pyramids at Giza and Saqqara, this area has nonetheless been the site, for the last fifty years, of an extensive operation to discover its past.
This thoroughly updated in-depth study documents the uncovering by a dedicated team of Czech archaeologists of a hitherto neglected wealth of ancient remains dating from the Old Kingdom to the Late Period. This is Abusir, realm of Osiris, God of the dead, and its story is one of both modern archaeology and the long-buried mysteries that it seeks to uncover.

The objective of ethical discussion is the clarification of moral conflicts. To be able to reach responsible decisions, it is necessary above all to weigh up the goods and claims concerned in a well-founded manner. The authors approach the manifold achievements of rational appraisal from an historical and systematic perspective. The first section examines classical and medieval sources for ethics. The second part discusses modern contributions, fundamental questions of analysis and scientific theory, and contemporary areas of conflict. Furthermore, the study throws light on the question of appraisal in the context of religious studies and the philosophy of religion.

Aby Warburg is regarded as one of the great pioneers of modern cultural studies. This book brings together texts by many of the most renowned researchers in the field who have been influenced by his work. They address his extraordinary impact on the understanding of cultural transmission and the influence of images and texts across time and space. What emerges is the continuing significance of Warburg for our own times. No one concerned with the many forms of the survival of the past in the present and the infinitely complex relationships between images and society will want to miss this book.

Published in cooperation with the Warburg Institute, London and with the assistance of a grant from the Italian Academy for Advanced Studies in America at Columbia University, New York.

Aby Warburgs Rede von der Lebendigkeit und dem Nachleben der Bilder zeugt von der Bedeutung, die Natürliches für seine Konzeptualisierung von Bildformeln hat: Die Natur tritt immer wieder als bildergenerierende Instanz auf.

Warburg identifiziert menschliche Bildproduktion vor dem Hintergrund naturmagischer, -philosophischer oder -wissenschaftlicher Vorstellungen und Beschreibungsweisen. Seine eigenwilligen Begriffsübernahmen und -prägungen wie etwa Mneme, kinetische/potentielle Energie oder Dynamogramm verweisen auf ein enges Verhältnis zu zeitgenössischen naturwissenschaftlichen Modellen. Die Beiträge des Bandes fragen nach der Bedeutung von Vererbungslehre und Evolutionsbiologie, Völker- und Affektpsychologie, aber auch von Physik und Mathematik für Warburgs Bilderdenken.

.

Diego Velázquez' Gemälde Hilanderas / Spinnerinnen, das noch zu Beginn des 20. Jahrhunderts als "ältestes Arbeiter- oder Fabrikstück" galt, gehört zu den großen Rätselbildern der Kunstgeschichte. Erst 1927 erkannte Aby Warburg in der Hintergrundszene den Wettstreit zwischen Pallas und Arachne und interpretierte das Bild als "Allegorie der Webekunst". Diese spektakuläre Entdeckung wurde als Eintrag vom 18. Juli 1927 im Tagebuch der Kulturwissenschaftlichen Bibliothek Warburg erst nach dessen Publikation 2001 bekannt.
Unter welchen Umständen ist Warburg, der sich nie intensiv mit Velázquez auseinandergesetzt hatte, zu dieser Deutung gelangt? Und wie konnte sie indirekt doch die wissenschaftliche Diskussion befruchten? Anhand erstmals systematisch ausgewerteter Quellen erfolgt die Rekonstruktion von "Velasquez-Gesprächen", die Warburg und sein Mitarbeiter Fritz Saxl zur Neuinterpretation des Gemäldes geführt haben. Deren Genese erweist sich als Schulbeispiel für das innovative methodische Vorgehen der beiden Gelehrten.

Aby Warburg brach im September 1895 zu einer Reise in die USA auf, die für ihn wie auch für die wissenschaftliche Disziplin Kunstgeschichte folgenreich war. Die Ergebnisse seiner kulturanthropologischen Forschungen (»Schlangenritual«), die er 1897 in Vorträgen und 1923 im Kreuzlinger Sanatorium präsentierte, werden erstmals in verlässlichen Transkriptionen und mit allen Bilddokumenten vorgelegt.

Neben ca. 200 Fotografien, die Warburg etwa von Tanzritualen der Pueblo-Indianer aufnahm, bietet diese Edition erstmals den vollständigen Katalog seiner Sammlung indianischer Artefakte. Ausführlich kommentiert und Kenntnisse zu jener Reise erweiternd, zeigt der Band, wie Warburg die Erforschung der Kultur der Hopi zur kulturpsychologischen Selbstbetrachtung des europäischen Wissenschaftlers nutzt.

Der vierte Band der Gesammelten Schriften dokumentiert die frühen Versuche Warburgs seinen Bildbegriff auf eine systematische Grundlage zu stellen. Die vorgestellten Texte sind ein Schlüsseldokument der frühen Phase von Warburgs Denken und Forschen zur Geschichte und Theorie von Bild und Symbol zwischen ca. 1888 und 1905. Warburg schuf mit diesen, Fragment gebliebenen Texten eine dichte und betont biographische Dokumentation des eigenen Denkwegs, die auf einzigartige Weise einen Einblick in die Arbeitspraxis des jungen Gelehrten erlaubt. Erstmals unternimmt es diese Edition die provisorischen, unabgeschlossenen Aphorismen und Notizen Warburgs, sowie seine zahlreichen Schemazeichnungen und Diagramme in den Fokus zu stellen.

A 2023 NATIONAL BOOK AWARD IN TRANSLATED LITERATURE FINALIST

By the Colombian author of The Bitch, a 2020 National Book Award Finalist and PEN Awards Winner

“An eight-year-old girl takes in a series of troubling events in this luminous and transfixing account of fractured family life from Colombian writer Quintana (The Bitch). Readers will be dazzled.” —Publishers Weekly, STARRED REVIEW

Claudia is an impressionable eight-year-old girl, trying to understand the world through the eyes of the adults around her. But her hardworking father hardly speaks a word, while her unhappy mother spends her days reading celebrity lifestyle magazines, tending to her enormous collection of plants, and filling Claudia’s head with stories about women who end their lives in tragic ways. Then an interloper arrives, disturbing the delicate balance of family life, and Claudia’s world starts falling apart. In this strikingly vivid portrait of Cali, Colombia, Claudia’s acute observations remind us that children are capable of discerning extremely complex realities even if they cannot fully understand them. In Abyss, Quintana leads us brilliantly into the lonely heart of the child we have all once been, driven by fear of abandonment.

The seventh edition of this top-selling text provides a comprehensive resource for understanding the 2014 ACA Code of Ethics and applying its principles to daily practice. Each individual standard of the Code is presented with an explanatory case vignette, and a Study and Discussion Guide is provided at the beginning of each major section of the Code to stimulate thought and discussion. Common ethical concerns, with instructive case studies, are then explored in individual chapters. Topics addressed include client rights and informed consent, social justice and counseling across cultures, confidentiality, counselor competence, working with minor clients, managing boundaries, client harm to self or others, counselor training and supervision, research and publication, and the intersection of ethics and law. Chapters new to this edition examine managing value conflicts and the issues surrounding new technology, social media, and online counseling. The Casebook also contains an Inventory of Attitudes and Beliefs About Ethical Issues to assist counselors in developing a personal ethical stance.

The memoir Academia, Chernobyl, Expeditions and The Greeks: A Research Psychologist on the Move recounts memorable experiences over the course of the author’s career as an academic psychologist engaged in research on stress and coping in extreme environments. Throughout the memoir, the author presents short summaries of her research methods and findings; however, the focus of the book is on her personal experiences – the events, people, and the environment with its natural beauty or devastation that she encountered while conducting this research.

There is an array of events, some quite unique, that are detailed in the book, starting with Academia – challenges of teaching a psychology course at an American army base in Orleans, France; completing a doctoral degree at the University of Maryland while raising a family; academic activities and a 1972 sex discrimination complaint against Rutgers University, one of the first cases in the country following the passage of the Federal Title IX civil rights law; initial research as an assistant professor in the psychology department at the University of Minnesota, including studies of Holocaust survivors and their families, and Vietnam nurses; The Russian Drama – continuing research on stress and coping through four trips to the Soviet Union/Russia during a period when an entire country disappeared and a new one was formed (travel to Chernobyl only six years after the disaster, Magadan in Siberia where the major gulags were/are located) and her sometimes rather unbelievable experiences during that time; Expedition Adventures as an analog for long-duration planetary missions – studies of single and mixed gender national and international civilian and military polar expedition teams to simulate aspects of long-duration lunar and Mars missions, studied on-site in the Canadian Nunavut Territories and during three trips to Danish military stations in Greenland; Greece Disaster Connections – psychosocial training workshops for disaster response and research on the aftermath of disasters through collaboration with colleagues from Athens and Cairo. The author’s activities with the NASA Human Research Program over the years also is summarized.

The memoir Academia, Chernobyl, Expeditions and The Greeks: A Research Psychologist on the Move recounts memorable experiences over the course of the author’s career as an academic psychologist engaged in research on stress and coping in extreme environments. Throughout the memoir, the author presents short summaries of her research methods and findings; however, the focus of the book is on her personal experiences – the events, people, and the environment with its natural beauty or devastation that she encountered while conducting this research.

There is an array of events, some quite unique, that are detailed in the book, starting with Academia – challenges of teaching a psychology course at an American army base in Orleans, France; completing a doctoral degree at the University of Maryland while raising a family; academic activities and a 1972 sex discrimination complaint against Rutgers University, one of the first cases in the country following the passage of the Federal Title IX civil rights law; initial research as an assistant professor in the psychology department at the University of Minnesota, including studies of Holocaust survivors and their families, and Vietnam nurses; The Russian Drama – continuing research on stress and coping through four trips to the Soviet Union/Russia during a period when an entire country disappeared and a new one was formed (travel to Chernobyl only six years after the disaster, Magadan in Siberia where the major gulags were/are located) and her sometimes rather unbelievable experiences during that time; Expedition Adventures as an analog for long-duration planetary missions – studies of single and mixed gender national and international civilian and military polar expedition teams to simulate aspects of long-duration lunar and Mars missions, studied on-site in the Canadian Nunavut Territories and during three trips to Danish military stations in Greenland; Greece Disaster Connections – psychosocial training workshops for disaster response and research on the aftermath of disasters through collaboration with colleagues from Athens and Cairo. The author’s activities with the NASA Human Research Program over the years also is summarized.

Canadian universities are being slowly but inexorably corporatized. Casualizing academic labour, remaking students into consumers of education, implementing corporate management models and commercializing academic research all point to the ascendance of business interests and values in Canada’s higher education system.

Academia, Inc. examines the tensions that result from the merging of two fundamentally incompatible institutions — the university and the corporation. Brownlee argues that moving from liberal education to corporate job training, public service to profit-making and critical research to commercial invention radically undermines the goals of higher education. Investigating the history, causes and impacts of corporatization, this book explores how this transformation has taken shape and its ramifications for both universities and society as a whole. Brownlee suggests several strategies for resisting this process.

The museum boom, with its accompanying objectification and politicization of culture, finds its counterpart in the growing interest by social scientists in material culture, much of which is to be found in museums. Not surprisingly, anthropologists in particular are turning their attention again to museums, after decades of neglect, during which fieldwork became the hallmark of modern anthropology - so much so that the "social" and the "material" parted company so radically as to produce a kind of knowledge gap between historical collections and the intellectuals who might have benefitted from working on these material representations of culture. Moreover it was forgotten that museums do not only present the "pastness" of things. A great deal of what goes on in contemporary museums is literally about planning the shape of the future: making culture materialize involves mixing things from the past, taking into account current visions, and knowing that the scenes constructed will shape the perspectives of future generations. However, the (re-)invention of museum anthropology presents a series of challenges for academic teaching and research, as well as for the work of cultural production in contemporary museums - issues that are explored in this volume.

The museum boom, with its accompanying objectification and politicization of culture, finds its counterpart in the growing interest by social scientists in material culture, much of which is to be found in museums. Not surprisingly, anthropologists in particular are turning their attention again to museums, after decades of neglect, during which fieldwork became the hallmark of modern anthropology - so much so that the "social" and the "material" parted company so radically as to produce a kind of knowledge gap between historical collections and the intellectuals who might have benefitted from working on these material representations of culture. Moreover it was forgotten that museums do not only present the "pastness" of things. A great deal of what goes on in contemporary museums is literally about planning the shape of the future: making culture materialize involves mixing things from the past, taking into account current visions, and knowing that the scenes constructed will shape the perspectives of future generations. However, the (re-)invention of museum anthropology presents a series of challenges for academic teaching and research, as well as for the work of cultural production in contemporary museums - issues that are explored in this volume.

Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content – whether in reading, discussing or writing – and how increasingly multilingual higher education campuses open up the possibility for students to exploit their multilingual repertoires in and around reading/writing for academic purposes. Chapters range from cases of informal student use of different written languages, to pedagogical, institutional and disciplinary strategies leveraging multilingual resources to develop biliteracy. They are ordered according to two dominant themes. The first includes accounts of diverse multilingual contexts where biliteracy practices emerge in response to the demands of academic reading and writing. The second theme focuses on more deliberate attempts to teach biliteracy or to teach in a way that supports biliteracy. The collection will be of interest to researchers, higher education practitioners and students of multilingual higher education and academic literacy.

Research on academic literacy within higher education has focused almost exclusively on the development of academic literacy in English. This book is unique in showing how students use other languages when they engage with written academic content – whether in reading, discussing or writing – and how increasingly multilingual higher education campuses open up the possibility for students to exploit their multilingual repertoires in and around reading/writing for academic purposes. Chapters range from cases of informal student use of different written languages, to pedagogical, institutional and disciplinary strategies leveraging multilingual resources to develop biliteracy. They are ordered according to two dominant themes. The first includes accounts of diverse multilingual contexts where biliteracy practices emerge in response to the demands of academic reading and writing. The second theme focuses on more deliberate attempts to teach biliteracy or to teach in a way that supports biliteracy. The collection will be of interest to researchers, higher education practitioners and students of multilingual higher education and academic literacy.

Education depends crucially on language: knowledge and skills are taught through a process of linguistic exchange. But how much of the language used by teachers and professors is actually understood by students? To what extent does the social background of students affect their capacity to understand the language used in the classroom or the lecture hall? Why do students and teachers overestimate the success of the educational process and underestimate the degree of misunderstanding involved?

In this important work Pierre Bourdieu and his associates explore these and other questions through a careful study of the role of language and linguistic misunderstanding in the teaching contexts of higher education.

This volume explores the state of academic freedom in the United States and abroad. What impact have the attacks of September 11th and the ensuing war on terrorism had on free speech, access to information, government funding of the sciences, and other cornerstones of freedom of inquiry at American universities? How has the renewed emphasis on patriotism affected the "culture wars" that aroused so much controversy on American campuses? And how does academic freedom in the United States compare to that of other nations?

To engage these crucial questions, the editors have assembled some of the nation's leading experts on academic freedom, from a broad range of disciplines including law, political science, and the history of science.

This volume explores the state of academic freedom in the United States and abroad. What impact have the attacks of September 11th and the ensuing war on terrorism had on free speech, access to information, government funding of the sciences, and other cornerstones of freedom of inquiry at American universities? How has the renewed emphasis on patriotism affected the "culture wars" that aroused so much controversy on American campuses? And how does academic freedom in the United States compare to that of other nations?

To engage these crucial questions, the editors have assembled some of the nation's leading experts on academic freedom, from a broad range of disciplines including law, political science, and the history of science.

As AI becomes increasingly integrated into the higher education sector, academics are grappling with an identity crisis. Academic Identity in the Age of AI explores the impact of AI on the role of the academic, examines ethical considerations, and envisions the future of higher education academics in the AI era.

Delving into the evolving landscape of higher education and its intersection with the rapid developments in generative artificial intelligence, Dr. Richard Nelson presents a comprehensive analysis of these crucial topics and offers insights into navigating the challenges and opportunities presented by the digital transformation of higher education with a key focus on the changing perception of the academic at this time.

Chapters explore the historical context of academic identity and the challenges posed by the modern university, emphasising the shifting roles of academics and the complex impact of AI in academia on teaching, assessment and administrative tasks. Featuring compelling case studies illustrating how universities are harnessing the power of AI to innovate in teaching, learning, and research, Academic Identity in the Age of AI offers valuable insights for educators, institution leaders, and policymakers seeking to navigate the ever-changing terrain of AI in education.

Academic Integrity Meets Artificial Intelligence examines academic integrity practices in higher education institutions (HEIs) in the Caribbean, assessing the current and potential impact of generative artificial intelligence tools on academic integrity and how HEIs globally have been responding.

Using the Academic Integrity Rating System (AIRS), Baker-Gardner assesses the academic integrity practices of 31 HEIs native to the Caribbean to determine whether these institutions have the structures in place to manage the challenges which are likely to result from the unethical use and possible misuse of generative artificial intelligence tools such as ChatGPT.

Baker-Gardner promotes an educative approach to academic integrity in which students are supported in the development of academic integrity knowledge and practices through structured programmes. This includes providing them with an understanding of the use of generative artificial intelligence tools and instructing them in how and when to use these tools ethically to support learning.

This volume sheds new light on the question of a "Soviet model" by examining how a particular Soviet system of science and higher education emerged, how it was exported and imported across varying local, national and international settings, and how key aspects of it outlived the political system that fostered it. The contemporary crises in science and higher education surrounding the demise of communism appear as a distinctive break from the patterns set into motion in the 1920s and 30s, but also as one more upheaval following a long line of previous reorderings throughout the 20th century that were conditioned by broader cataclysms in politics, society, ideology, and culture.

Language in academic settings, also referred to academic language, has gained attention in the field of second language learning owing to new understandings of the complexities of language inherent in learning academic content, and new efforts to assess English learners’ language proficiency in the context of school learning. The concept of academic language as distinct from social language has been in the academic literature since the mid-1950s, and surfaced as a major construct in the field of bilingual education in the 1980s. Many readers will be familiar with the ideas of BICS and CALP, first introduced by Jim Cummins in the 1980s. This book presents a critique of academic language as a separable construct from social language, and introduces current research efforts to understand how English learners interact, interpret, and show understanding of language in academic contexts in ways that re-think and go beyond the distinction between social and academic language.

The book is organized into three main sections, each with a range of chapters that consider how academic language plays into how children and youth learn academic content as emergent bilingual students in school settings. A Foreward and Afterward offer commentary on the book and its contents. The intended audience for this book is graduate students, teacher educators, and researchers interested in issues of language and content learning for English learners, the new mainstream of schools across the nation. There is something for a wide range of readers and students of second language acquisition in this volume.

This book provides a comprehensive overview of approaches to academic literacy instruction and their underpinning theories, as well as a synthesis of the debate on academic literacy over the past 20 years. The author argues that the main existing instructional models are inadequate to cater for diverse student populations, and proposes an inclusive practice approach which encourages institutional initiatives that make academic literacy instruction an integrated and accredited part of the curriculum. The book aims to raise awareness of existing innovative literacy pedagogies and argues for the transformation of academic literacy instruction in all universities with diverse student populations.

This book provides a comprehensive overview of approaches to academic literacy instruction and their underpinning theories, as well as a synthesis of the debate on academic literacy over the past 20 years. The author argues that the main existing instructional models are inadequate to cater for diverse student populations, and proposes an inclusive practice approach which encourages institutional initiatives that make academic literacy instruction an integrated and accredited part of the curriculum. The book aims to raise awareness of existing innovative literacy pedagogies and argues for the transformation of academic literacy instruction in all universities with diverse student populations.

Despite growing numbers of international academics globally, there is a dearth of works exploring success stories, and the barriers and opportunities of being an international academic. Academic Mobility and International Academics offers personal experiences and guidance from a truly international suite of scholars exploring their academic journeys and addressing intersectional topics on academic mobility including perspectives from early career researchers, university leaders, mentors, LGBTIQ scholars, and more.    

Throughout this timely collection, chapter authors offer insight into overall academic employment experiences, including their motivations and challenges in steering their academic career. They offer guidance on how international academics can harness their career aspirations, across both leadership and non-leadership positions and how internationality in academic careers is evolving in these current times.

Essential reading for any scholar or postgraduate student looking to work outside of their home nation, this hopeful and insightful text will provide guidance, inspiration, and real-life examples of how to survive and thrive as an international scholar. 

Few academic issues are of greater concern to teachers, parents, and school administrators than the academic motivation of the adolescents in their care. There are good reasons for this concern. Students who are academically motivated perform better in school, value their schooling, are future-oriented in their academic pursuits, and possess the academic confidence and positive feelings of self-worth so necessary to increasing academic achievement. Because academically motivated students engage their schoolwork with confidence and interest, they are less likely to drop out of school, suffer fewer disciplinary problems, and prove resilient in the face of setbacks and obstacles. It is precisely because academic motivation is so essential to academic achievement that motivation has taken a place along with cognition as one of the most followed lines of inquiry in educational psychology. In this volume, we are fortunate to gather together some of the most eminent scholars who have written extensively about the academic motivation of adolescents. We are fortunate also in that they represent the varied theories and lines of inquiry that currently dominate research in this area.

In all, we believe that in the dozen chapters that comprise this volume, the authors provide elegant insights regarding the academic and social motivation of adolescents that will prove of interest to researchers, students, teachers, school administrators, parents, policymakers, and all others who play a pivotal role or are otherwise invested in the lives of adolescents in today's society. It is our hope that these insights will not only further the conversation on adolescence and education, but will serve as the impetus for further research capable of generating the creative ideas, programs, and structures so necessary to better the lives of the young people in our care.

Few academic issues are of greater concern to teachers, parents, and school administrators than the academic motivation of the adolescents in their care. There are good reasons for this concern. Students who are academically motivated perform better in school, value their schooling, are future-oriented in their academic pursuits, and possess the academic confidence and positive feelings of self-worth so necessary to increasing academic achievement. Because academically motivated students engage their schoolwork with confidence and interest, they are less likely to drop out of school, suffer fewer disciplinary problems, and prove resilient in the face of setbacks and obstacles. It is precisely because academic motivation is so essential to academic achievement that motivation has taken a place along with cognition as one of the most followed lines of inquiry in educational psychology. In this volume, we are fortunate to gather together some of the most eminent scholars who have written extensively about the academic motivation of adolescents. We are fortunate also in that they represent the varied theories and lines of inquiry that currently dominate research in this area.

In all, we believe that in the dozen chapters that comprise this volume, the authors provide elegant insights regarding the academic and social motivation of adolescents that will prove of interest to researchers, students, teachers, school administrators, parents, policymakers, and all others who play a pivotal role or are otherwise invested in the lives of adolescents in today's society. It is our hope that these insights will not only further the conversation on adolescence and education, but will serve as the impetus for further research capable of generating the creative ideas, programs, and structures so necessary to better the lives of the young people in our care.

Many enter the academy with dreams of doing good; this is a book about how the institution fails them, especially if they are considered "outsiders."

Tenure-track, published author, recipient of prestigious fellowships and awards—these credentials mark Victoria Reyes as somebody who has achieved the status of insider in the academy. Woman of color, family history of sexual violence, first generation, mother—these qualities place Reyes on the margins of the academy; a person who does not see herself reflected in its models of excellence.

This contradiction allows Reyes to theorize the conditional citizenship of academic life—a liminal status occupied by a rapidly growing proportion of the academy, as the majority white, male, and affluent space simultaneously transforms and resists transformation. Reyes blends her own personal experiences with the tools of sociology to lay bare the ways in which the structures of the university and the people working within it continue to keep their traditionally marginalized members relegated to symbolic status, somewhere outside the center.

Reyes confronts the impossibility of success in the midst of competing and contradictory needs—from navigating coded language, to balancing professional expectations with care-taking responsibilities, to combating the literal exclusions of outmoded and hierarchical rules. Her searing commentary takes on, with sensitivity and fury, the urgent call for academic justice.

From the 1960s to the 1980s, a range of academic possibilities for women developed, as their career histories and intellectual biographies reveal. Some women sought to generate a new knowledge specialty in their disciplines, often explicitly defying admonishments that the subject matter was an oxymoron. Others pursued academic paths that disregarded these new opportunities and developments. Together their accounts portray how feminist scholarship emerged and was facilitated by historically specific conditions: a critical mass of like-minded women, a national political movement, an abundance of financial support for doctoral candidates, a tolerance from established faculty for students to pursue the margins of disciplinary scholarship, and an organizational capacity to add new academic categories for courses, programs, academic positions, and extra-departmental groups. That historical era has since been supplanted by feminist infighting and backlash, as well as more cost-conscious academic management practices, which have altered the academic landscape for knowledge creation.

Analyzing the accounts of academic women during this era yields a conceptual framework for understanding how new knowledge is created on multiple levels-through personal reflection on life experiences, disciplinary legacies, local organizational contexts, and wider societal expectations.

Academic Research, Publishing and Writing: Critical Thinking and Strategies for Business Scholars is designed for all scholars of business and management and outlines practical and proven ways of designing, developing, and executing impactful research and writing projects with a view to eventual publication.

Chapters examine a wide range of essential scholarly practices in depth, including critical thinking and the IDEALS Framework, undertaking literature reviews, designing research for reliability, validity and generalisations, and understanding writing structure using IDEALS.

John Dumay draws on experience and proven strategies to help the reader plot what they are going to research, what the potential impact of that research should be, what are the critical outlets for publishing are, and how should the research be written for the target audience.

At the projects core is a strong focus on the importance on developing a strategy before starting the research which will increase the chances of publishing in high quality outlets, and surviving in the ‘publish or perish’ world.

The COVID-19 pandemic undoubtedly tested the resilience of academics in higher education. Many universities were severely affected by reduced student enrolment, with widespread job losses reported across universities. For many academics, the impact of the pandemic has been worrying, financially crippling and overwhelming.

The virus has also exposed academic inequalities and impacted heavily on vulnerable people. The individual and collective heroic spirit of many academics has been nothing short of extraordinary. Overcoming the initial hurdles of COVID-19 takes one kind of energy; the resilience needed to remain engaged despite the continuing changes and uncertainties is quite another challenge. It is one that demands sustained resilience.

This timely book provides perspectives across disciplines, career stages and global contexts on how to develop resilience in academia. These personal stories may empower others not only to survive, but to thrive in times of adversity.

The book Academic Social Responsibility - Sine Qua Non for Corporate Social Performance is our endeavor to disseminate the awareness of the significance of responsible (especially management) education not only for academic stakeholders, but for the whole society. It is an interesting combination of theories, studies, recognitions, and experiences gained by authors from different countries, institutions, who function in various institutional and cultural conditions.

The book is divided into “Introduction” and three parts: “Towards the Socially Responsible University”, “Socially Responsible Education for Enterprise Development”, “Human Voice in Responsible Management Education”. The authors present fresh concepts for socially responsible university, their impact on real business performance as well as discussions on specific issues when implementing academic social responsibility in practice.

The book Academic Social Responsibility - Sine Qua Non for Corporate Social Performance is our endeavor to disseminate the awareness of the significance of responsible (especially management) education not only for academic stakeholders, but for the whole society. It is an interesting combination of theories, studies, recognitions, and experiences gained by authors from different countries, institutions, who function in various institutional and cultural conditions.

The book is divided into “Introduction” and three parts: “Towards the Socially Responsible University”, “Socially Responsible Education for Enterprise Development”, “Human Voice in Responsible Management Education”. The authors present fresh concepts for socially responsible university, their impact on real business performance as well as discussions on specific issues when implementing academic social responsibility in practice.

Academic writing is built on choices, and even a single word can change the strength and direction of an argument. This book helps students move beyond formulas, showing how to draft with purpose, revise for clarity, and build credible, well-supported claims. Through real examples, practical exercises, and clear explanations, it guides writers from research planning to sentence-level refinement. Suitable for both classroom use and independent study, it turns the process of writing academic essays into an engaging practice that develops critical thinking and precision, giving students the tools to succeed across disciplines and in real-world communication.

There are many ‘how-to’ books on writing for academics; none of these, however, relate specifically to the discipline of geography. In this book, the author identifies the principle modes of academic writing that graduate students and early-career faculty will encounter – specifically focusing on those forms expected of geographers, that is, those modes that are reviewed by academic peers.

This book is readily accessible to senior undergraduate and graduate students and early-career faculty who may feel intimidated by the process of writing. This volume is not strictly a ‘how-to’ or ‘step-by-step’ manual for writing an article or book; rather, through the use of real, concrete examples from published and unpublished works, the author de-mystifies the process of different types of scholarly pieces geographers have to write with the specific needs and challenges of the discipline in mind.

Although chapters are thematic-based, e.g., stand-alone chapters on book reviews, articles, and books, the manuscript is structured around the concept of story-telling, for it is the author’s contention that all writing, whether a ‘scientific’ study or more humanist essay, is a form of story-telling.

There are many ‘how-to’ books on writing for academics; none of these, however, relate specifically to the discipline of geography. In this book, the author identifies the principle modes of academic writing that graduate students and early-career faculty will encounter – specifically focusing on those forms expected of geographers, that is, those modes that are reviewed by academic peers.

This book is readily accessible to senior undergraduate and graduate students and early-career faculty who may feel intimidated by the process of writing. This volume is not strictly a ‘how-to’ or ‘step-by-step’ manual for writing an article or book; rather, through the use of real, concrete examples from published and unpublished works, the author de-mystifies the process of different types of scholarly pieces geographers have to write with the specific needs and challenges of the discipline in mind.

Although chapters are thematic-based, e.g., stand-alone chapters on book reviews, articles, and books, the manuscript is structured around the concept of story-telling, for it is the author’s contention that all writing, whether a ‘scientific’ study or more humanist essay, is a form of story-telling.

Academic Writing for Military Personnel is a manual for writing clear and effective academic prose. Authored by an experienced writing instructor and a retired military officer, both of whom teach in a professional military education institution, it is designed for members of the armed forces who are entering, or perhaps re-entering, the academic community, and having spent much of their careers either writing in the professional military context or not writing at all.

The book not only teaches officers how to write convincingly, but also explains why a sound grasp of academic writing can enhance their effectiveness in their regular duties, particularly as they reach the more senior levels of service. Chapters focus on the value of written communication skills, the difference between professional (staff) and academic writing, the research process, the writing process, academic professionalism, and common writing problems and challenges. A particularly innovative final chapter discusses how officers can use the knowledge that they have acquired through their professional experiences in the academic context. Specific examples – chosen with a military audience in mind – are integrated throughout the text to provide the reader with relevant and practical guidance.

The revised edition incorporates new examples from a more diverse set of authors, takes into account recent changes in communication technologies, and reflects new advancements in the scholarship of teaching and learning.

As the only comprehensive guide to effective academic writing designed specifically for military personnel, this book will be a crucial addition to the libraries of junior and senior officers in militaries worldwide.

Available formats: trade paperback, accessible PDF, and accessible ePub

The academy is often described as an ivory tower, isolated from the community surrounding it. Presenting the theory, vision, and implementation of a socially engaged program for the Department of Human and Organizational Development (HOD) in Peabody’s College of Education and Human Development at Vanderbilt University, Academics in Action! describes a more integrated model wherein students and faculty work with communities, learn from them, and bring to bear findings from theory and research to generate solutions to community problems.

Offering examples of community-engaged theory, scholarship, teaching, and action, Academics in Action! describes the nuanced structures that foster and support their development within a research university. Theory and action span multiple ecological levels from individuals and small groups to organizations and social structures. The communities of engagement range from local neighborhoods and schools to arenas of national policy and international development.

Reflecting the unique perspectives of research faculty, practitioners, and graduate students, Academics in Action! documents a specific philosophy of education that fosters and supports engagement; the potentially transformative nature of academic work for students, faculty, and the broader society; and some of the implications and challenges of action-oriented efforts in light of dynamics such as income inequality, racism, and global capitalism. This edited volume chronicles teaching, research, and community action that influences both inside and outside the classroom as well as presents dimensions of a participatory model that set such efforts into action.

The academy is often described as an ivory tower, isolated from the community surrounding it. Presenting the theory, vision, and implementation of a socially engaged program for the Department of Human and Organizational Development (HOD) in Peabody’s College of Education and Human Development at Vanderbilt University, Academics in Action! describes a more integrated model wherein students and faculty work with communities, learn from them, and bring to bear findings from theory and research to generate solutions to community problems.

Offering examples of community-engaged theory, scholarship, teaching, and action, Academics in Action! describes the nuanced structures that foster and support their development within a research university. Theory and action span multiple ecological levels from individuals and small groups to organizations and social structures. The communities of engagement range from local neighborhoods and schools to arenas of national policy and international development.

Reflecting the unique perspectives of research faculty, practitioners, and graduate students, Academics in Action! documents a specific philosophy of education that fosters and supports engagement; the potentially transformative nature of academic work for students, faculty, and the broader society; and some of the implications and challenges of action-oriented efforts in light of dynamics such as income inequality, racism, and global capitalism. This edited volume chronicles teaching, research, and community action that influences both inside and outside the classroom as well as presents dimensions of a participatory model that set such efforts into action.

Behind the headlines and controversy surrounding new academy schools, many of their principals, teachers and pupils have been quietly changing the culture of learning and achievement in some of the most disadvantaged communities in England. While successful innovation and change is not unique to academies, this book illustrates how the academy policy represents a significant opportunity to improve the life chances of their pupils. Too much attention has focused on unanswerable questions about whether academies are better or worse than their predecessor or comparable schools in their neighbourhood. Too little focus has been on what policy makers and practitioners can learn from the different, and often conflicting, perspectives of the key players, notably sponsors, architects, principals, parents and pupils in order to create a school that can truly serve their community with distinction.

Most informed observers would agree that an inordinate proportion of the most exciting, innovative, and ground-breaking work in the field of historical scholarship since the First World War has taken place in the French university system. In this book Keylor describes the establishment of history as an academic discipline in France between 1870 and 1914 and the formation of the "scientific" school of historical writing in the French university system.

In a lucid study the author explains the complex process by which the new discipline of history was organized, furnished with a set of professional goals, and provided with the theoretical and institutional means of achieving them. Keylor discusses the multifarious problems that confronted the university historians as they sought to transform their craft from an avocation of amateurs into a scholarly discipline pursued by trained specialists employed by the university system: the growing tensions between the universitaires and the literary historians outside the academy; the conflict between the "scientific" claims of the French historical school and its commitment to employ history for patriotic and political ends; and the interdisciplinary rivalries between academic history and the fledgling discipline of sociology.

There is a need for constant assessment of an ever-changing leadership landscape, especially in universities, as we move towards the mid-twenty-first century. Decades of university reform has turned higher education into a system of corporate universities led by millionaire executive teams who are accountable to each other, university boards and senates, and governments, but rarely students or academics – with academics being the most disposable component of the equation.

Academy of the Oppressed approaches potential university reform as a system that has gone far beyond institutions being for scholars, led by scholars, driven by the creation and dissemination of knowledge, and separated from the influence of government and business. Heffernan takes Friere’s primary works as a theoretical guide to dissect how university leaders and leadership teams (the oppressors) have slowly eroded the power the academic body (the oppressed) once had in guiding the institution and themselves.

The important insights collated here provide guidance to progress towards institutions where academics possess more control of the policies that guide their careers, the knowledge they create, the knowledge they share, the students they inspire, and the communities they aim to serve.

Acadia, 1917. In an Acadian seaside village, where life unfolds through its seasons and its struggles, in its beauty and its harshness, Jean-Baptiste, on the cusp of manhood, and the beautiful Angelaine are madly in love.

Overnight, their world turns upside down. Orphaned in a time of war, distraught, the young man enlists in the Canadian army and leaves the shores of his native Acadia and his beloved behind.

He thinks about leaving for the front, but finds himself in the spectacular mountains of Franche-Comté, roughly chopping wood day after day.

Against the backdrop of the enormous and little-known efforts of the Canadian and Acadian soldiers during the First World War in Jura, Franche Comté, Acadissima uncovers the power of the love that unites two young Acadians, despite the war, the distance and the struggles of life.

Published in French.

This title from the De Gruyter Book Archive has been digitized in order to make it available for academic research. It was originally published under National Socialism and has to be viewed in this historical context. Learn more here.

This title from the De Gruyter Book Archive has been digitized in order to make it available for academic research. It was originally published under National Socialism and has to be viewed in this historical context. Learn more here.