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Modern Western biography has become one of the most popular and most controversial forms of literature. Critics have attacked its tendency to rely on a strong narrative drive, its focus on a single person's life and its tendency to delve ever more deeply into that person's inner, private experience, though these tendencies seem to have only increased biography's popularity. To date, however, biography has been a rarely studied literary form. Little serious attention has been given to the light biographies can shed on philosophical problems, such as the intertwining of knowledge and power, or the ways in which we can understand lives, or terms like 'the self'. Should selves be seen as relational or as autonomous? What of the 'lies and silences' of biographies, the ways in which embodiment can be ignored? A study of these problems allows engagement with a range of philosophers and literary theorists, including Roland Barthes, Lorraine Code, Michel Foucault, Emmanuel Levinas, Alasdair MacIntyre, Ray Monk, Friedrich Nietzsche, Paul Ricoeur, Richard Rorty and Charles Taylor. Biography can be a dangerous art, claiming to know 'just how you feel'. This book explores the double-edged nature of biography, looking at what it reveals about both narratives and selves.

Committed to teaching for peace and justice, the author brings to life a teaching approach that empowers youth: • to think critically and creatively about historical, current, and future issues, • to care about classmates and neighbors as well as the global community, • to act—locally and globally—for the greater good. Think, Care, Act: Teaching for a Peaceful Future is readable, practical, conversational, and intimate. It will inspire readers to build a just and peaceful world. Think, Care, Act depicts the daily successes and struggles a peace educator undergoes in encouraging students to envision peace and gain tools to build a culture of peace. The author uses three imperatives—think, care, act—to infuse required curricula with peace, character, and multicultural concepts in daily activities throughout the year. Chapters address critical and creative thinking; media and political literacy; compassionate classroom and school climate; explorations of racism, gender issues, civil discourse, global citizenship, war, and peace; and school, community, and global social-action projects. Chapters include rationales, lesson expectations, and classroom “play-by-play.” Students’ feedback about the impact of lessons is also featured. With its combination of theory and practice Think, Care, Act is unique. It will motivate teachers, education students, and scholars to employ “think, care, act” frameworks to empower students to build a peaceful future.

As local governments and organizations assume more responsibility for ensuring the public health, identity politics play an increasing yet largely unexamined role in public and policy attitudes toward local problems. In Governing How We Care, medical anthropologist Susan Shaw examines the relationship between government and citizens using case studies of needle exchange and Welfare-to-Work programs to illustrate the meanings of cultural difference, ethnicity, and inequality in health care. Drawing on ethnographic research conducted over six years in a small New England city, Shaw presents critical perspectives on public health intervention efforts. She looks at online developments in health care and makes important correlations between poverty and health care in the urban United States. Shaw also highlights the new concepts of community and forms of identity that emerge in our efforts to provide effective health care. Governing How We Care shows how government-sponsored community health and health care programs operate in an age of neoliberalism.

When Susan Elisabeth Subak discovered that members of the Unitarian Church had helped her Jewish father immigrate to the United States, she was unaware of the impact the organization had made during World War II. After years of research, Subak uncovers the little-known story of the Unitarian Service Committee, which rescued European refugees during World War II, and the remarkable individuals who made it happen. The Unitarian Service Committee was among the few American organizations committed to helping refugees during World War II. The staff who ran the committee assisted those endangered by the Nazi regime, from famous writers and artists to the average citizen. Part of a larger network of American relief workers, the Unitarian Committee helped refugees negotiate the official and legal channels of escape and, when those methods failed, the more complex underground channels. From their offices in Portugal and southern France they created escape routes through Europe to the United States, South America, and England, and rescued thousands, often at great personal risk.

Naming the Shadows is the first book to offer practitioners and students-in-training an in-depth exploration of a trauma-focused approach to individual and group psychotherapy that respects scientific rules. Drawing on the authors' own innovative research, on the widespread experience of colleagues, and on vivid dialogue from survivors themselves, Naming the Shadows has important implications for our understanding of the process of coping with childhood sexual abuse.

Designed to teach nurses about the development, motivational, and sociocultural differences that affect teaching and learning, this text combines theoretical and pragmatic content in a balanced, complete style. --from publisher description.

"Offering a sophisticated analysis of how faith both motivates and at times constrains poor mothers' actions, Living Faith reveals the ways it serves as a lens through which many view and interpret their worlds."-- Publisher description.

V.1 the war of the words. V.2 sexchanges.