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      • Mary Abouchaar

        Every story describes a wish that Tyler makes, the steps he takes to obtain it, and the reason why he gladly grants it to a dear one. In "Tyler's Promised Gift" Tyler works hard to obey his mother's commands in anticipation of receiving his promised 'little red car". At his birthday party he offers the car to a younger, sad, and crying guest. In "Tyler's Baby Sister" Tyler tries to get his mother to focus her attention again on him instead of on his baby sister, Tia. Tyler finally realizes that helping his mother to give more care to Tia gave him the most satisfaction. In "Tyler's Acting Practice" Tyler spends hours perfecting his aim when using a slingshot. When he was finally ready to play the part of David in the school play "David and Goliath", he noticed that his friend Joel, who was new to the school this year, was being bullied and excluded from all games because he was missing the net whenever he tried to shoot a basketball. Heroically, Tyler offers the role of David to Joel when he learns that Joel excels at aiming pebbles with his slingshot. His plan to reverse the students' disrespect towards Joel succeeded when everyone in the school auditorium cheered Joel for his perfect aim at the helmet of Goliath. In "Tyler's Lunchbox Treat", Tyler could hardly wait for lunch break to bite into the krispy marshmallow treat his mother had baked for him.  When Tyler discovers that the sandwich of his lunch companion was missing, and that he couldn't share his peanut butter sandwich with him because his companion was allergic to peanuts, Tyler gives him his krispy marshmallow square. Tyler always feels like a winner at the end, and not at all a loser. Children and parents are happy to arrive at the ending of each story.

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      • World for kids

        Our passion is to show kids, how colourful and fascinating the world is. There is not only one way to live but so many. We love curious children and we do the books they need to explore the world. So we do travel books for kids and novels for the journey in a hammock.

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        The Arts
        October 2023

        Windows for the world

        Nineteenth-century stained glass and the international exhibitions, 1851–1900

        by Jasmine Allen

        Windows for the world explores the display and reception of nineteenth-century British stained glass in a secular exhibition context. International in scope, the book focuses on the global development of stained glass in this period as showcased at, and influenced by, these exhibitions. It recognises those who made and exhibited stained glass and demonstrates the long-lasting impact of the classification and modes of display at these events. A number of exhibits are illustrated in colour and are analysed in relation to stylistic developments, techniques and material innovations, as well as the broader iconographies of nation and empire in the nineteenth century.

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        Humanities & Social Sciences
        July 2015

        Working in a world of hurt

        by Carol Acton, Jane Potter

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        2022

        Over-the-Counter Trainer

        160 double-sided flashcards for learning and counselling

        by Dr. Kirsten Lennecke, Kirsten Hagel and Claudia Rothermel

        Working at the sales counter is never dull: Every day, people come to you with the widest possible variety of questions and expect good advice. It does not matter whether it is about self-medication for adults, pregnant women, children, about aids and appliances, vegan diets or alternative medicine: Whatever your customer’s concerns – you always offer well-founded counselling. Based on real-life counselling situations routinely encountered in a pharmacy, the authors – all pharmacists with experience of retail sales – provide important information for such conversations and suggest helpful questions to ask when patients seek advice. Become a sales counter expert in no time!

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        Humanities & Social Sciences
        October 2021

        Higher education in a globalising world

        Community engagement and lifelong learning

        by Peter Mayo

        This book focuses on current policy discourse in Higher Education, with special reference to Europe. It discusses globalisation, Lifelong Learning, the EU's Higher Education discourse, this discourse's regional ramifications and alternative practices in Higher Education from both the minority and majority worlds with their different learning traditions and epistemologies. It argues that these alternative practices could well provide the germs for the shape of a public good oriented Higher Education for the future. It theoretically expounds on important elements to consider when engaging Higher Education and communities, discussing the nature of the term 'community' itself. Special reference is accorded to the difference that lies at the core of these ever-changing communities. It then provides an analysis of an 'on the ground project' in University community engagement, before suggesting signposts for further action at the level of policy and provision. This book is relevant to United Nations Sustainable Development Goal 4, Quality education

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        Humanities & Social Sciences
        August 2008

        Time and world politics

        Thinking the present

        by Kimberly Hutchings, Simon Tormey, Jon Simons

        This book offers the first authoritative guide to assumptions about time in theories of contemporary world politics. It demonstrates how predominant theories of the international or global 'present' are affected by temporal assumptions, grounded in western political thought, that fundamentally shape what we can and cannot know about world politics today. The first part of the book traces the philosophical roots of assumptions about time in contemporary political theory. The second part examines contemporary theories of world politics, including liberal and realist International Relations theories and the work of Habermas, Hardt and Negri, Virilio and Agamben. In each case, it is argued, assumptions about political time ensure the identification of the particular temporality of western experience with the political temporality of the world as such and put the theorist in the unsustainable position of holding the key to the direction of world history. In the final chapter, the book draws on postcolonial and feminist thinking, and the philosophical accounts of political time in the work of Derrida and Deleuze, to develop a new 'untimely' way of thinking about time in world politics. ;

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        Humanities & Social Sciences
        August 2018

        Sport and diplomacy

        by J Simon Rofe, Giles Scott-Smith

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        Sociology: sport & leisure
        February 2017

        Localizing global sport for development

        by Iain Lindsey. Series edited by John Horne

        This jointly authored book extends understanding of the use of sport to address global development agendas by offering an important departure from prevailing theoretical and methodological approaches in the field. Drawing on nearly a decade of wide-ranging multidisciplinary research undertaken with young people and adults living and working in urban communities in Zambia, the book presents a localised account that locates sport for development in historical, political, economic and social context. A key feature of the book is its detailed examination of the lives, experiences and responses of young people involved in sport for development activities, drawn from their own accounts. The book's unique approach and content will be highly relevant to academic researchers and post-graduate students studying sport and development in across many different contexts.

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        Humanities & Social Sciences
        April 2021

        What about the workers?

        by Andrew Taylor, Richard Hayton

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        Humanities & Social Sciences
        July 2022

        The social world of the school

        by Hester Barron

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        Humanities & Social Sciences
        November 2023

        Intimacy and mobility in an era of hardening borders

        Gender, reproduction, regulation

        by Haldis Haukanes, Frances Pine

        This book is a collection of articles by anthropologists and social scientists concerned with gendered labour, care, intimacy and sexuality, in relation to mobility and the hardening of borders in Europe. Interrogating the relation between physical, geopolitical borders and ideological, conceptual boundaries, it offers a range of vivid and original ethnographic case studies that will capture the imagination of anyone interested in gendered migration, policies of inclusion and exclusion, and regulation of reproduction and intimacy. The book presents ethnographic and phenomenological discussions of people's changing lives as they cross borders, how people transgress and reshape moral boundaries of proper gender and kinship behaviour, and moral economies of intimacy and sexuality. It also focuses on migrants' navigation of social and financial services in their destination countries, putting questions about rights and limitations on citizenship at the core.

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        Humanities & Social Sciences

        Naguib Mahfouz Annuals: About Youth and Freedom

        by Naguib Mahfouz

        Religion is taught in schools as if a branch of science consisting of some Koranic verses, prophetic tradition (Hadith), creed, worships, and biography! Pupils usually study such items by heart, then they go to exam and forget all. Religion is neither a branch of science nor a branch of material knowledge. Religion is a spiritual education that had to be applied in society. It is felt in the way people behave or conduct. Sometimes we meet a clever pupil but he has bad manners! Another, may get high marks in religion but dismissed out of the school for his ill behaviors and bad manners. I believe that religion must be taught as a spiritual education surrounded by a sphere of sympathy and affection. It is something felt by heart, not studied by heart. Teachers have to adress minds to make pupils convinced. They have to teach them biography of the prophet and also of the orthodox Caliphs. They have to select Koran verses according to “the age and the need”. For example Koranic verses dealing with” prayers”, must be studied in an early stage. Then Koranic verses dealing with “fasting”. After that comes verses dealing with moral conducts. In an advanced stage or secondary school, students can study views, ideas, conceptions, visions and philosophy of Islamic eminent characters, as well as eminent characters of other religions. There is a sort of a deflagrated competition between different religions, though they are similar in concepts and attitudes. Also, rivalary between Islam and Western civilization, and communism, is considered. Western civilization has its own entity. It is an integral doctrine having its theories and applications. Western civilization admits human rights and free economy. It could achieve marvellous progress in different fields of life. At the other hand communism also has its own integral doctrine with a private philosophy, economy and ruling systems. It aspires equality between all people, regardless to their colour or race. As a matter of fact it could achieve marevellous progress in different fields of life. Islam stands in between those two different civilizations, trying to get up and rise after a long sleep in the darkness of stagnancy and retardation. Lately, Islam did not achieve adequate progress in fields like modern science, technology, and material power. But it didn’t surrender, because it is till standing as a civilization having its own historical dignity and tradition. But now it is working hard to compensate what it did lose and indemnify what has gone, without contradicting its message and entity.

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        Business, Economics & Law
        March 2009

        Global justice networks

        Geographies of transnational solidarity

        by Paul Routledge, Andrew Cumbers

        This book provides a critical investigation of what has been termed the 'global justice movement'. Through a detailed study of a grassroots peasants' network in Asia (People's Global Action), an international trade union network (the International Federation of Chemical, Energy, Mining and General Workers) and the Social Forum process, it analyses some of the global justice movement's component parts, operational networks and their respective dynamics, strategies and practices. The authors argue that the emergence of new globally-connected forms of collective action against neoliberal globalisation are indicative of a range of place-specific forms of political agency that coalesce across geographic space at particular times, in specific places, and in a variety of ways. Rather than being indicative of a coherent 'movement', the authors argue that such forms of political agency contain many political and geographical fissures and fault-lines, and are best conceived of as 'global justice networks': overlapping, interacting, competing, and differentially-placed and resourced networks that articulate demands for social, economic and environmental justice. Such networks, and the social movements that comprise them, characterise emergent forms of trans-national political agency. The authors argue that the role of key geographical concepts of space, place and scale are crucial to an understanding of the operational dynamics of such networks. Such an analysis challenges key current assumptions in the literature about the emergence of a global civil society. ;

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