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A longtime teacher and Harvard researcher presents the latest science on the benefits of T’ai Chi as well as a practical daily program for practitioners of all ages Conventional medical science on the Chinese art of T’ai Chi now shows what T’ai Chi masters have known for centuries: regular practice leads to more vigor and flexibility, better balance and mobility, and a sense of well-being. Cutting-edge research from Harvard Medical School also supports the long-standing claims that T’ai Chi also has a beneficial impact on the health of the heart, bones, nerves and muscles, immune system, and the mind. This research provides fascinating insight into the underlying physiological mechanisms that explain how T’ai Chi actually works. Dr. Peter M. Wayne, a longtime T’ai Chi teacher and a researcher at Harvard Medical School, developed and tested protocols similar to the simplified program he includes in this book, which is suited to people of all ages, and can be done in just a few minutes a day. This book includes: • The basic program, illustrated by more than 50 photographs • Practical tips for integrating T’ai Chi into everyday activities • An introduction to the traditional principles of T’ai Chi • Up-to-date summaries of the research on the health benefits of T’ai Chi • How T’ai Chi can enhance work productivity, creativity, and sports performance • And much more

Touching This Leviathan asks how we might come to know the unknowable--in this case, whales. The book is necessarily interdisciplinary, drawing on biology, theology, local history, literary studies, environmental studies, and writing studies as it invites readers into the belly of the whale.

Peter Marsh and Mark Doel's new book is a radical departure from traditional literature on social work methods. The main reference point is the voice of practitioners, service users and carers, as researched and developed by the authors over twenty years.

"First-year students face a plethora of academic issues when entering the university, and the first-year composition classroom specifically, primarily because both are such radically different educational environments than any other students have previously inhabited. Feeling disoriented, students and their discourse often suffer. Much composition scholarship posits pedagogy to help these students, but Mike Rose laments that these efforts subscribe to the "Myth of Transience": "the belief in the American university that if we can just do x or y, the problem [of poor student writing] will be solved -- in five years, ten years, or a generation -- and higher education will be able to return to its real work" (355). Because the issues facing first-year writers are not transient but rather perennial, perhaps what first-year writers need is not a new pedagogical trick, but rather a reinventing of the way discourse is taught: a new rhetoric. In this thesis, I offer one such rhetoric through an amalgamation of Aristotle's rhetorical theory with nascent ecocomposition theory. A new approach to teaching the rhetorical environment can impart to students the literacy so important to citizenship. Aristotle reminds us that "a command of the written style will save you from the fate of those who do not know how to write - that is, from being forced to hold your peace when there is something you wish to impart to the public" (The Rhetoric of Aristotle 217). Too often first-year students who do not know how to write well and who lack a rhetorical awareness are forced to hold their peace when wishing to engage the academy, and those outside the academy, in fruitful dialogue. The new rhetoric proposed in this thesis, which ultimately is a persuasive document drawing primarily upon the professional literature to envision an effective praxis with ecocomposition, may be the place to begin when helping students in their understanding and application of comPOSITION. James Berlin claims, "The test of one's competence as a composition instructor, it seems to me, resides in being able to recognize and justify the version of the process being taught, complete with all its significance for the student" ("Contemporary Composition" 777). This thesis is my attempt to do just that"--Document.