By demystifying the fantasies surrounding cancer, Sontag shows cancer for what it is - just a disease. Cancer, she argues, is not a curse, not a punishment, certainly not an embarrassment and, it is highly curable, if good treatment is followed. Almost a decade later, with the outbreak of a new, stigmatized disease replete with mystifications and punitive metaphors, Sontag wrote a sequel to Illness as Metaphor, extending the argument of the earlier book to the AIDS pandemic.These two essays now published together, Illness as Metaphor and AIDS and Its Metaphors, have been translated into many languages and continue to have an enormous influence on the thinking of medical professionals and, above all, on the lives of many thousands of patients and caregivers.

    They knew to keep things clean, to stay quiet, and to look the other way when things started to get ‘a bit much for your mum’.It’s only when her mother reaches her 70s, and Anna has a family of her own, that the cracks really start to appear. More manic. More irrational. More detached from the world. And when her father, the man who has calmed and cajoled her mother through her entire life is diagnosed with cancer, the whole world turns upside down.This is a story of a life lived with undiagnosed Aspergers, about the person behind the disorder, those big unspoken family truths, and what it means to care for our parents in their final years.

    This includes: How to overcome emotional blocks (not just mental) – a huge stumbling block for many who try to apply the Law of Attraction. The importance of raising one’s energy level – this determines how much you will attract of what you want. How to take aligned action – an often missing, but absolutely critical step. The main reason why I wrote this book is to give everyone these critical pieces of information that are often missing, but absolutely necessary for successful manifestation with the Law of Attraction. And make no mistake about it: The Law of Attraction absolutely works, especially with the missing pieces you will find here. For those who are serious about using the Law of Attraction, you will learn: How To Listen To Your Heart And Follow Your Heart’s Desires (which really come from your soul or Higher Self) The 3 Simple Steps of Manifesting With The Law of Attraction. The 5 Most Common Mistakes in Manifesting. How To Access The Energetic ‘Essence’ of Abundance in Meditation. How To Use Gratitude To Boost Your Manifesting. In fact, applying the manifesting formula from this book also dramatically improves your “luck”. You will be amazed at the “lucky” coincidences that life will bring you and in what unexpected ways your desire will be fulfilled.

    The authors meticulously provide information gathered from their experiences working with schools, educational agencies, and organizations across the United States and Canada and show how school leaders can:Gain a personal understanding of what cultural proficiency means in practice Use collaborative activities to effect change in a school Lead a learning community toward becoming a culturally proficient organization

    Vanity Fair's Proust Questionnaire

    These kids often have violent outbursts, steal, engage in outlandish lying, play with feces, and hoard food. They are broken children who too often break even the most loving of caregivers. Many parents of these children feel utterly isolated as family, friends, and professionals minimize their struggles. Reactive Attachment Disorder (RAD) - The Essential Guide for Parents is written by a parent who is in the trenches with you. Keri has lived the journey of raising a son with RAD and has navigated the mental health system for over a decade. This is the resource you’ve been waiting for – you won’t find platitudes or false hopes. What you will find is essential information, practical suggestions, and resource recommendations to provide a way forward. If you desperately need help navigating the difficult RAD journey with your child, this book is for you.

    This second edition contains updated references and new entries to the alphabetical reference guide.

    Why is it that they can remember the smallest details from their favorite television program, yet miss the most obvious questions on their history test?Cognitive scientist Dan Willingham has focused his acclaimed research on the biological and cognitive basis of learning and has a deep understanding of the daily challenges faced by classroom teachers. this book will help teachers improve their practice by explaining how they and their students think and learn—revealing the importance of story, emotion, memory, context, and routine in building knowledge and creating lasting learning experiences.In this breakthrough book, Willingham has distilled his knowledge of cognitive science into a set of nine principles that are easy to understand and have clear applications for the classroom. Some of examples of his surprising findings are:“Learning styles” don't exist The processes by which different children think and learn are more similar than different.Intelligence is malleable Intelligence contributes to school performance and children do differ, but intelligence can be increased through sustained hard work.You cannot develop “thinking skills” in the absence of facts We encourage students to think critically, not just memorize facts. However thinking skills depend on factual knowledge for their operation.Why Don't Students Like School is a basic primer for every teacher who wants to know how their brains and their students’ brains work and how that knowledge can help them hone their teaching skills.

    This new, revised and extended edition of this seminal work will not only inspire architects and students to design more holistic architecture, but will enrich the general reader's perception of the world around them. The Eyes of the Skin has become a classic of architectural theory and consists of two extended essays. The first surveys the historical development of the ocular-centric paradigm in western culture since the Greeks, and its impact on the experience of the world and the nature of architecture. The second examines the role of the other senses in authentic architectural experiences, and points the way towards a multi-sensory architecture which facilitates a sense of belonging and integration.

    This makes it especially suitable if you are a trainee teacher or a practising teacher working independently to develop your professional knowledge. It is written in a clear, readable style without unnecessary technical jargon - this has helped to make it a standard text for trainee teachers throughout the world.There are evaluations and case studies throughout the book so that you can see a practical context for the research ideas you are reading about. Many of these examples are taken directly from real first and second language classrooms. There are also a number of opportunities for you to practise some of the observation and analysis techniques which are used in the research described in the book.The book is organized into seven chapters:Chapter 1: 'Language Learning in early childhood' (Includes a new section on childhood bilingualism.)Chapter 2: 'Explaining second language learning' (Includes new material for the 3rd edition on skill learning, connectionism, and the 'noticing hypothesis'.)Chapter 3: 'Individual differences in second language learning' (Topics covered include: intelligence, aptitude, learning styles, personality, motivation and attitudes, identity and ethic group affiliation, and learner beliefs.)Chapter 4: 'Learner language' (Describes the features and sequence of language development and includes discussion of how second language learning is affected by the student's first language)Chapter 5: 'Observing learning and teaching in the second language' (Looks at different learning environments and then discusses ways of observing and reporting on them.)Chapter 6: 'Second language learning in the classroom' (Contains six practical proposals for classroom teaching based on research findings and insights.)Chapter 7: 'Popular ideas about language learning revisited' (The authors list and give their personal perspective on some commonly held beliefs about language learning.)There is a Glossary to explain new and technical terms used in the book. There is also a list of suggestions for further reading at the end of each chapter, as well as a full bibliography at the end of the book.

    It introduces the analysis of the key elements of language--sounds, words, structures and meanings, and provides a solid foundation in all of the essential topics. The third edition has been extensively revised to include new sections on important contemporary issues in language study, including language and culture, African American English, sign language, and slang. A comprehensive glossary provides useful explanations of technical terms, and each chapter contains a range of new study questions and research tasks, with suggested answers.

    Like civilization, play requires structure and participants willing to create within limits. Starting with Plato, Huizinga traces the contribution of Homo Ludens, or "Man the player" through Medieval Times, the Renaissance, and into our modern civilization. Huizinga defines play against a rich theoretical background, using cross-cultural examples from the humanities, business, and politics. Homo Ludens defines play for generations to come."A happier age than ours once made bold to call our species by the name of Homo Sapiens. In the course of time we have come to realize that we are not so reasonable after all as the Eighteenth Century with its worship of reason and naive optimism, though us; "hence moder fashion inclines to designate our species asHomo Faber Man the Maker. But though faber may not be quite so dubious as sapiens it is, as a name specific of the human being, even less appropriate, seeing that many animals too are makers. There is a third function, howver, applicable to both human and animal life, and just as important as reasoning and making--namely, playing. it seems to me that next to Homo Faber, and perhaps on the same level as Homo Sapiens, Homo Ludens, Man the Player, deserves a place in our nomenclature. "--from the Foreward, by Johan Huizinga

    As a result, East Asian thought is “holistic”—drawn to the perceptual field as a whole and to relations among objects and events within that field. By contrast, Westerners focus on salient objects or people, use attributes to assign them to categories, and apply rules of formal logic to understand their behavior. From feng shui to metaphysics, from comparative linguistics to economic history, a gulf separates the children of Aristotle from the descendants of Confucius. At a moment in history when the need for cross-cultural understanding and collaboration have never been more important, The Geography of Thought offers both a map to that gulf and a blueprint for a bridge that will span it.

    Written as an introductory text from a cross-disciplinary perspective, 19 chapters cover individual and societal issues in minority and majority languages.

    Understanding Youth bridges the gap between adolescent development theory and practice.Nakkula and Toshalis explore how factors such as social class, peer and adult relationships, gender norms, and the media help to shape adolescents’ sense of themselves and their future expectations and aspirations.