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From laser hair removal and coming out to her parents, through to dating, voice training and gender reassignment surgery, this intimate and witty graphic novel follows the character of Lily as she transitions to living as her true, female self. Providing support and guidance on a range of issues such as hormones, medical procedures and relationships, the story traces the everyday thoughts, emotions and struggles many trans and non-binary people face and seeks to empower those who are starting to question their gender as well as promoting wider discussion about the complexities of gender and identity. Based on the author's own experiences as a trans woman, this honest and powerful work is a testament to being who you are and a celebration of gender diversity.
This book is about a network of women who as a collective and individuals can share their stories to indeed help themselves as well as others. Our stories as¬sist in the telling and retelling of important events. Reflecting on these events allow the ‘processing’, ‘figuring out’ and ‘inquiring’, leading to behavioural actions to change situations. The fact that we are women unites us as we have common elements with our roles both within academia, in our families, and in society. The women in this study share their narratives in an open dialogue. Their journey into and out of academia is constructed from “a metaphorical three-dimensional inquiry space” (Clandinin & Connelly, 2000, p. 50). The space enables the authors to capture and communicate the emotional nature of lived experiences (Clandinin & Connelly, 2000). The self-studies explore the changes in social and contextual approaches that are attached to working and studying in higher education. The book provides a narrative of the “ups” and “downs” that female academics have individually and collectively encountered while moving “in” and “out” of academia. Making these stories known establishes a sense of collaboration and com¬munity. This action serves to perpetuate and further develop the established pedagogy and look to improve practice. A community practice seeks to locate the learning in the process of co-participation (building social capital) and not just within individuals (Hanks, 1991). It allows females to come together to share experience and discuss ways forward.
Wild parties, late nights, and lots of sex, drugs, and alcohol. Many assume these are the things that define an American teenager’s first year after high school. But the reality is really quite different. As Tim Clydesdale reports in The First Year Out, teenagers generally manage the increased responsibilities of everyday life immediately after graduation effectively. But, like many good things, this comes at a cost. Tracking the daily lives of fifty young people making the transition to life after high school, Clydesdale reveals how teens settle into manageable patterns of substance use and sexual activity; how they meet the requirements of postsecondary education; and how they cope with new financial expectations. Most of them, we learn, handle the changes well because they make a priority of everyday life. But Clydesdale finds that teens also stow away their identities—religious, racial, political, or otherwise—during this period in exchange for acceptance into mainstream culture. This results in the absence of a long-range purpose for their lives and imposes limits on their desire to understand national politics and global issues, sometimes even affecting the ability to reconstruct their lives when tragedies occur. The First Year Out is an invaluable resource for anyone caught up in the storm and stress of working with these young adults.
New teachers have it tough. They have a very difficult and complex job, and they must learn how to do it in front of a studio audience of unruly adolescents, anxious parents, and watchful administrators. To help new teachers navigate this daunting backdrop, Finding Success the First Year is here to act as a personal guide to the first year of teaching. This book was written by a new teacher navigating through his own first year, and it uses those experiences to serve as a foundation for a step-by-step guide on how to survive and thrive in that all important first year. With everything from answers to frequent new-teacher questions and warnings of common new teacher pitfalls to specific strategies and veteran tricks useful for clawing back precious hours of the day, Matthew Johnson gives clear tips and clear reasons for them in a straightforward, jargonless voice and a mixture of practicality and philosophy.
The period 1907–1913 marks a crucial transitional moment in American cinema. As moving picture shows changed from mere novelty to an increasingly popular entertainment, fledgling studios responded with longer running times and more complex storytelling. A growing trade press and changing production procedures also influenced filmmaking. In Early American Cinema in Transition, Charlie Keil looks at a broad cross-section of fiction films to examine the formal changes in cinema of this period and the ways that filmmakers developed narrative techniques to suit the fifteen-minute, one-reel format. Keil outlines the kinds of narratives that proved most suitable for a single reel’s duration, the particular demands that time and space exerted on this early form of film narration, and the ways filmmakers employed the unique features of a primarily visual medium to craft stories that would appeal to an audience numbering in the millions. He underscores his analysis with a detailed look at six films: The Boy Detective; The Forgotten Watch; Rose O’Salem-Town; Cupid’s Monkey Wrench; Belle Boyd, A Confederate Spy; and Suspense.
By the time young children enter statutory education, they may have already attended a number of different educational settings, from entry to group settings outside home, to joining playgroup or nursery school. Each of these experiences is likely to affect children's capacity to adjust and to learn. This book focuses on children's experiences of personal and curricular transitions in early childhood. The authors are all academics with international reputations in the field of early childhood education. They draw on their research in Europe, Australasia and the USA to consider issues such as: *the optimum environment and appropriate pedagogy for young children's learning *how children, parents and educators cope with the transition from home to the first educational settings *the ways in which professionals can better support and empower children in transition The perspectives of children, parents and early years educators are all considered and case study examples are used throughout. This book will be essential reading for anyone involved in working with young children and their families, including students on early years courses, early years practitioners and early years policy makers.
Issues in Psychology and Psychiatry Research and Practice: 2011 Edition is a ScholarlyEditions™ eBook that delivers timely, authoritative, and comprehensive information about Psychology and Psychiatry Research and Practice. The editors have built Issues in Psychology and Psychiatry Research and Practice: 2011 Edition on the vast information databases of ScholarlyNews.™ You can expect the information about Psychology and Psychiatry Research and Practice in this eBook to be deeper than what you can access anywhere else, as well as consistently reliable, authoritative, informed, and relevant. The content of Issues in Psychology and Psychiatry Research and Practice: 2011 Edition has been produced by the world’s leading scientists, engineers, analysts, research institutions, and companies. All of the content is from peer-reviewed sources, and all of it is written, assembled, and edited by the editors at ScholarlyEditions™ and available exclusively from us. You now have a source you can cite with authority, confidence, and credibility. More information is available at http://www.ScholarlyEditions.com/.

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