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The article reports on a number of new books from the field of art, biographies, health, history, culture, economics, environment and fiction. Some of them are "White Civility: The Literary Project of English Canada," by Daniel Coleman, "Unholy Stories," by David Carole and "Emmet Hall: Establishment Radical," by Dennis Gruending.

In the early modern period, Persian scholars deliberated on the complexities in the Islamic doctrines in distinct ways. Several Sufis and scholars engaged in intellectual debates regarding ideal Muslim conduct. This paper focuses on 'Abd al-Haqq Muhaddis Dehlawi (1551–1642)—a polymath with specialised training in the Ḥadīs̤ and Sufism—to situate his ideas within the larger intellectual discourse about Islam in South Asia. On account of his training and scholastic approach, an a priori label of orthodoxy and revivalism is associated with 'Abd al-Haqq. However, his letters to Mughal courtiers and his Sufi taz̠kirāt showcase his complex pedagogy as a scholar of Islamic praxis and Sufism. This paper delineates his lucid approach in underlining Islamic tenets and the history of the Sufis in South Asia. [ABSTRACT FROM AUTHOR]

Assistive technologies (AT) perform an important social role, interacting with cultural systems to produce or hinder accessibility to biosocial environments. This interaction profoundly shapes not only how an individual body can be experienced by users but also produce and hinder accessibility to biosocial environments. AT users have historically been viewed through a medical model, which deems them disabled by their impairments and by dominant ableist narratives. Therefore, this paper serves to provide an insight into the importance of ageing with and into AT. This paper aims to investigate polio survivors' and diabetic amputees' experiences of assistive technologies in order to better understand impacts upon narrative and identity. By applying an anthropological and sociological lens, a holistic view of the experiences of polio survivor and amputee AT users is developed. This paper draws on 16 in-depth interviews with polio survivors and diabetic amputees in the United States (US) and Australia, which were analysed using an experience-centered narrative approach. Both projects were approved by ethics boards. All participants provided written consent. Five themes were identified: a) disruption to biographies, which reflected AT impact on how narratives become altered; b) impacts to autonomy, which reflected the importance of regaining previous daily activities; c) re-engaging with community life, which highlighted how AT supported participation in valued activities; d) self-perceptions of assistive technologies, which act in opposition to external perspectives and challenge ableist narratives; and e) an intergenerational comparison of new and older AT users highlights the importance of temporalities. This paper offers new perspectives on ageing with assistive technologies, with a focus on identity and narrative. The importance of this paper is to contribute to the existing literature that demonstrates the cultural implications that arise through embodiment and assistive technologies. The use of assistive technology can help individuals regain function, but the individual circumstances require consideration The use of assistive technology is a complex entanglement of bodies, environments, biographies, and imagined futures. The use of assistive technology can provide participants autonomy over their narratives and assist with maintaining their identities [ABSTRACT FROM AUTHOR]

The author discusses the First TENCompetence Workshop held in Sofia, Bulgaria frm March 30 to 31, 2006. The workshop with the title Learning Networks for Learning Competence Development ia a project funded by the European Commission with the goal of building an integrated set of methods and open source tools to support the lifelong education. The infrastructure that will enable

John Dwyer, a working class Sydney radical active in the period 1890–1914, felt compelled to express his being in narrative—his political aspirations and spiritual speculations, his fraught circumstances as a worker, husband and father. Dwyer's narrative is not a streamlined autobiographical statement: his surviving papers follow the upheavals and strains of his life. By exploring Dwyer's life and personal papers, this article argues that narrative identity provides a significant methodological tool for analysing the lives of historical actors, enriching traditional, materialist interpretations while avoiding the disconnection from historical experience that some critics have associated with postmodernism. The article places a stress on the dilemmas of alienation and subjectivity and explores their relationship with narrative theory. [ABSTRACT FROM AUTHOR]

Many new immigrant students are appearing in family science classes. Faculty members are often not as well prepared as they would like to be to work with students whose first language is not English. The linking of a writing course for immigrant students with content from family gerontology and human development provided the framework for a major biographical writing project. The writing of the life history of an elder from their family provided a strong incentive for these students to write lengthy high quality papers that incorporated research on the history and immigration experiences of their families. The assignment worked equally well with advanced high school and first year college students. Students and faculty evaluated the project very highly and it will be incorporated into the curriculum of the writing program designed to serve the language skill development of new immigrant students. The project can be adopted in a variety of family science or writing courses with mainstream, international, or immigrant students. The assignment offers benefits not only to students who are able to see their own experiences represented in the curriculum but also to elders and the community who are engaged with the academic enterprise. [ABSTRACT FROM PUBLISHER]

Research on coexistence and urban diversity (notably in the United Kingdom, Australia, Malaysia and Singapore) has demonstrated the ways individuals of diverse backgrounds routinely manage differences and interact meaningfully in multicultural societies, drawing on shared cultural knowledge and habits. This paper argues for a deeper exploration of societies where intercultural know-how is more limited and the capacity to negotiate difference has not been inculcated. This description fits several Southeast Asian societies wherein the politics of majority-minority is a dominant feature. This article investigates the possibilities of familiarity and friendship in a multiethnic town in southern Laos where the predominant ideology towards cultural diversity has been one of assimilation. In doing so, the paper reveals ways of creating a sense of belonging and community other than the practices of cultural accommodation. These processes draw on competences and dispositions which individuals have acquired through their mobility, producing a sense of togetherness, albeit contingent and fragmented. [ABSTRACT FROM AUTHOR]

Given that the expectation of the British Educational Research Association Physical Education and Sport Pedagogy Special Interest Group Scholar Lecture is to position yourself throughout the paper, I will start with sharing my academic/career biography, acknowledging that our biographies are inextricably linked to our work and life practices. I will then briefly consider sport pedagogy (SP) as an entity and what we mean by SP, before exploring apprenticeship, academia and administration. It is my intention to provide an honest expression of (i) how I have grown and continue to grow in different phases, (ii) the purpose of each phase in my development and (iii) the related implications that arise for me as a SP scholar and colleague. My focus is on the power we, as individuals and as a community, have to (i) entice and encourage individuals into the area of SP, (ii) to mentor them as they develop as scholars, (iii) to learn from and with them and (iv) to prepare them to become confident, informed and caring individuals with a continued passion for the field. In turn, those individuals who have experienced such a pathway then take on the mantle of starting the process again by enticing and encouraging new individuals into SP. This is very much a thread throughout the paper as I draw on personal experiences from my career as a researcher, teacher educator/academic and administrator, aligned with the concepts of apprenticeship, academia and administration. I draw predominantly on my time as a physical education teacher educator for the past 13 years in the same Irish university setting. My aim throughout the paper is to prompt you to consider your own academic/career development, what ‘phase(s)’ you have/are experiencing and the academic/learning groups you are connected to. [ABSTRACT FROM PUBLISHER]

This article presents information on the 1995 National Conference of the British Accounting Association that was held between April 5-7, 1995 in Bristol, England. Some 270 delegates gathered to present and listen to 130 papers, spread over as many as thirteen parallel sessions. Topics of papers ranged from accounting theory through financial reporting, management accounting and finance to accounting history and critical accounting, and adopted a very wide range of research approaches, from biographical history to statistical market-based analyses. The conference opened with a plenary session in which professor Cyril Tomkins discussed the relevance of research in accounting and finance to the everyday financial director. He noted that the British government intended that research in the natural and social sciences funded by public money should be directed at improving Great Britain's international economic position, effectiveness of public services and public policy, and quality of life, and challenged those attending the conference to think how relevant their own research might be on these criteria.

Action research is now part of the official discourse of the physical education profession. However, the phrase action research is not understood in the same way by all those who use it. This paper argues that action research can be considered as a text that is read differently by different individuals as a result of their different biographies. Importantly, different readings represent different positions with respect to valued forms of knowledge and the human interests they reflect and support. Three different examples of action research from the physical education literature are presented and analyzed from the perspective of knowledge and human interest, and a plea is made to recognize and explicate the assumptions implicit in our own interpretations of action research. [ABSTRACT FROM AUTHOR]

A lack of esteem for teachers and the teaching profession is a central tenet underpinning policy reforms put forward by the 2010 UK Government White Paper ‘The Importance of Teaching’. This article argues that the policy problem and solutions presented in the White Paper lack awareness of the historical and social positioning of teaching. Drawing on in-depth interviews with 32 London-based secondary teacher training students from various social class and ethnic backgrounds, this paper asks how the profession is perceived and what sort of choice it is for the trainees. It employs a Bourdieusian lens and concepts of social and cultural capital to examine the interplay of gendered, classed and ‘raced’ biographies in relation to individuals’ decisions to become teachers. Understanding the social world as ‘accumulated history’, as Bourdieu does, stresses that experiences and outcomes are rooted and collected in a series of historical structures and functionings. The paper argues that the ambiguous status of the profession is both a function and an effect of its conceptualisation as feminised. It also asks whether the weak professional standing of teaching has further destabilising consequences in the present political moment where a string of neoliberal and neoconservative policy reforms reshape the profession. [ABSTRACT FROM PUBLISHER]

This paper presents research findings on practitioners working with young people on Entry to Employment (E2E) programmes in the north of England. E2E continues a long tradition of work-related learning for unemployed school leavers for whom other forms of education or training are deemed unsuitable, and is part of the UK government's strategy for reducing the numbers of young people not in education, employment or training (NEET). The paper explores the biographies of tutors and their routes into E2E teaching. It also discusses the training and development they have experienced, in the light of the expansive-restrictive continuum of workforce development introduced by Fuller and Unwin. By analysing the dispositions, interpretations and actions of practitioners and relating them to wider policy discourses, the paper also examines the learning culture of E2E. It argues that, although they demonstrate significant levels of care, enthusiasm and teaching ability, practitioners operate within a largely restrictive approach to workforce development and learning. The paper concludes that both practitioners and learners would benefit from a re-evaluation of the material and discursive relations under which E2E operates. [ABSTRACT FROM AUTHOR]

The discussion of learning and teaching in this paper is based on data from a research project funded by the Economic and Social Research Council (ESRC) Teaching and Learning Research Programme (TLRP) programme. The research project is investigating the experiences of learning and working in further education colleges in Wales and the data used in this paper were collected during the first three months of the project from in-depth, semi-structured interviews with 27 teachers. This paper begins from the simple proposition that it is important to locate teachers and learners as active participants in at least some of the processes of learning. More specifically, the character of these processes is shaped by the nature of the social contexts in which interaction occurs and the ways in which teachers and students construct their roles within it. Our analysis of the data suggests that teachers' conceptualisations of their students' learning can be related not only to their own and students' backgrounds and learning biographies, but also to the wider structural context within which learning in FE is currently located. This kind of analysis has implications for how to analyse learning processes both theoretically and methodologically and the ways in which researchers convey their findings to a practitioner audience. [ABSTRACT FROM AUTHOR]

Narratives are important to us not only or even primarily because they tell about our past lives, but because they enable us to make sense of the present. We attempt to create coherence and give meaning to our lives by learning to read time backwards. This paper examines a counter narrative of entry into the teaching profession showing how the construction of one teacher's identity is presented as a biographical narrative that he assumes to be at odds with an 'orthodox' narrative of becoming a teacher. The paper offers an interpretation of the personal narrative, told as counter to an assumed 'orthodox' story of entry into teaching. It also examines the relationship between the personal narrative and the contested site of the master narrative and its counter as the point at which the individual both positions themselves and is positioned within the discourse of teaching. [ABSTRACT FROM AUTHOR]

Extreme sports have unfortunately gained a reputation for being risk focused and adrenaline fuelled. This perspective has obscured the place of the natural world, making extreme athletes appear to seek to conquer, compete against or defeat natural forces. In contrast, this paper explores findings from a larger hermeneutic phenomenological study that suggests extreme sports can initiate a positive change in participants' relationships with the natural world. Data sources include first-hand accounts of extreme sports participants such as biographies, videos, papers and journals as well as interviews with ten male and five female extreme sports participants. Reports indicate that extreme sport participants develop feelings of connection to the natural world and describe themselves as being at one with the natural world or connected through a life enhancing energy. The paper draws on theoretical perspectives in ecopsychology which suggest that feeling connected to nature leads to a desire to care for the natural world and contributes to more environmentally sustainable practices. [ABSTRACT FROM AUTHOR]

This paper examines some of the dilemmas that accompany the emergence of the personal voice in scholarly work, by taking a close, grounded look at the way in which these unfolded in a specific academic course. As part of the course, entitled "A cultural approach to the life cycle", students were asked to participate in a group exhibition in which they were to display their life stories using a variety of texts, objects and photographs. The paper reflects upon a number of questions evoked by the exhibition: What made this event so powerful, moving and pleasurable for those involved? How, if at all, did the women choose to engage in dialogue with broader social, cultural and political contexts in the display of their life stories? What common identities, if any, emerged in the group exhibition and, in this process, what particular identities were put aside? What was made possible by the use of a wide variety of media in the presentation of life stories? Finally, what were some of the broader pedagogical implications that emerge out of this experiment in teaching? [ABSTRACT FROM AUTHOR]

This paper examines the increasing interest of Swedish schools to construct, analyze, assess and control the individual progression and social integration of students using biographical registers. I argue that this tendency - involving biography as a form of governance - can be seen as a revision of early 20th-century biographical research by the Chicago School of Sociology. In this paper I consider the theoretical, methodological and political background of the Chicago work in order to compare it to the Swedish use of student biographies. Their current use involves a twofold subjectification of students - as "objects" of assessment and as "relays" for assessment. Finally, this subjectivity is understood in relation to international initiatives in education restructuring where new ways of governing - often labeled as progressive - impose social control, heighten individual responsibility and, not least, create new forms of social exclusion. [ABSTRACT FROM AUTHOR]

An important aspect of current international travel and tourism is the degree to which they are becoming embedded as regularised and prescribed parts of the lives of individuals, families, and various organisations. At the individual and family levels, patterns of regularised international mobility often only manifest themselves on a time scale that far exceeds that of the reference periods normally used in long-distance travel surveys. Other methods are thus needed to address these issues. This paper discusses a particular method used in ongoing research into the international mobility of young Swedes. Students in the last year of upper secondary school are asked to formulate their international mobility biographies, i.e. all international trips conducted during their childhood and adolescence. The paper discusses the potential of such a ‘biographical approach’ to gathering information about various forms of the regularisation or institutionalisation of international mobility. The approach suggested is contextualised through a review of relevant biographically oriented concepts and approaches in the fields of mobility and tourism research. Methodological challenges involved in collecting information on travel behaviour retrospectively are then discussed, with reference to initial experience gained from research concerning the international mobility of young Swedes. [ABSTRACT FROM AUTHOR]

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Writing biography is rarely as straightforward as simply drawing together the threads of someone else's life. Not only must the biographer grapple with the challenge of pulling that life into a narrative shape, she must also deal with the issue of the biographical self to consider the way in which that self impacts and influences the story. Seen like this, biography becomes a collaborative experience--a mesh of self/other relations. Using the case study of the "Michael Fields "--the subjects of my biography in-progress--this paper explores the effects of the researcher/subject relationship and the way in which it effects a kind of scholarly desire both on (and off) the page. [ABSTRACT FROM AUTHOR]

Erna was one of the child patients treated by Melanie Klein in Berlin, employing her recently discovered play technique. Since Erna died in Chile, the authors considered the IPA Congress in Santiago an opportunity to present a paper as a homage both to Erna and, especially, to Klein. She learned much from that very disturbed child, which she later used to sustain the ongoing development of her theories. The paper explores biographic data relevant to understanding both the case and the theories. It analyses the case material to follow Klein in the discovery and the handling of the child's transference and the harsh expressions of hate, jealousy and envy, which are brought in, with sad consequences, by strong persecutory feelings. Klein's comparison of this case with that of Freud's Wolf-man is also considered, mostly to show that the similarities were less than originally claimed, and that Klein, perhaps, was introducing a theoretic shift which led her technique to gradually change from 'Nachträglichkeit' to the 'signification-resignification' pair, akin to Strachey's concept of the mutative interpretation. Lastly, the comprehension of Erna's strong psychotic traits and the links with later developments of the theory on psychosis are studied. [ABSTRACT FROM AUTHOR]

This paper links a critical view on human development programmes as "normalization" with narrative analysis of biography construction. Using material on Finnish expatriate employees, the paper analyses how a group of university engineers produced a mature subjectivity, with college degree engineers crafting a position as underdeveloped corporate persons. It is shown how college engineers initially adapted a contending "global" ideal rather than the prevailing engineer image in their story-telling. The straightforward style of narration, however, exhausted the internationalization version of their development and left them reproducing a "getting to maturity" position as expatriates craving home organization engineer values and networks. University engineers, in contrast, employed sophisticated telling techniques to create a sense of gradual revelation, this contributing to the emergence of close to normality subjectivity. Case suggests that organizational narratives of self face the task of not only separating the subject from the lion-subject but also of managing the tension between the attainability and the unattainability of developmental ideals. [ABSTRACT FROM AUTHOR]

The conventional approach to youth transitions has focused on particular transitional points taking place after the completion of compulsory education. This paper focuses on the ways in which institutional regulations, individual agency, and emotions are related in bringing about such significant transitions that take place outside the traditional transitional points and before the endpoint of compulsory education. It seeks to contribute to the understanding of agency as being emotionally and socially structured and interlinked to the family and the institutional resources available for a young person. It uses Ruth Lister's typology of forms of agency as well as the concept of ‘bounded’ agency introduced by Karen Evans in 2007. Drawing on research focusing on the biographies and future hopes of young people involved in programmes offering targeted support, the paper aims to illustrate young people's attempts to take control of their complicated life situations in the areas of family life, peer relations, and education. By initiating a transition from one status to another outside the traditional transitional points, the young people were able to position themselves in a way that allowed them, from their point of view, to become better resourced in their present situation as well as in terms of their future. [ABSTRACT FROM PUBLISHER]

This paper presents the view that Dendera or Sungura music can be a powerful form of cultural and historical narratives in Zimbabwe. It draws theory from scholars of autobiography such as Olney, Berryman and Javangwe and it defines the music genre as a narrative form. The paper argues that Simon Chimbetu's work is not only entertaining but also carries historical representations of human experience and his music becomes a cultural metaphor around which a story can be built. Through a tapestry of sonic narratives developing from his short lyrical content, the paper traces nodes of the artiste's life and how he performs his deepest feelings on stage. It the process he unwittingly writes the story of his own life on a very unusual template: on stage through performance. This study of Chimbetu is in essence part of an effort by African scholarship to be actively involved in the interrogation and redefinition of the various images of Zimbabwean music not as an alternative voice in cultural narratives but as a centre of cultural discourses in the nation. [ABSTRACT FROM PUBLISHER]

This paper focuses on the archiving of emotion in online photo sharing, and specifically on biography sites in which we are encouraged to package our lives as a succession of dramatic moments. It considers how social software functions to animate memory and history in ways that extend photography's role as a medium through which individuals confirm and explore their own identity. The paper focuses on thisMoment (www.thismoment.com), which innovates certain key features of popular photo archives such as Flickr and Nokia Lifeblog. On this site, visual “moments” are given an emotional classification (“This moment made me feel ... happy/proud/etc”). Perhaps more importantly, a dynamic visual timeline enables users to supplement their own photographic memories with fragments from the mass media, thereby aiding memorialization and personalizing history. Such practices inevitably arrive in the context of contemporary developments in neo-liberalism, and despite significant continuities demand a rethinking of dominant theories of popular photography. [ABSTRACT FROM AUTHOR]

This paper reports on a five-year study which explored the engagement of a group of long-term mentally ill adults in community provision in which they learned basic, expressive literacy. The research mapped points in the learning, writing and auto/biographic engagement where set identities were being troubled, and frisson created in the challenge of the new. This was not always sustained or managed comfortably, raising questions about the containing function of such community learning provision. The study took a critical ethnographic approach in which biographic narrative interviews with learners played a major part. The Lacanian concept of point de capiton is used here, in order to illustrate the extent to which the mentally ill learner of basic literacy is prescribed in and through current educational policy and practice. Given these constraints, the longitudinal data did, however, appear to reveal instances of both agency and defiance, with individuals making a stand regarding their learning. The paper suggests that the anxious regimes of adult learning, ironically, despite their 'discourses of certainty', appeared to replicate symptoms many individuals were suffering from as part of their long-term illness. It asks whether this model of education, in which prescription, observation and quasi-diagnosis prevail, is the most appropriate given the saturated experiences of the mentally ill, of being prescribed to, observed and diagnosed. [ABSTRACT FROM AUTHOR]

This paper is a biographical introduction to the life and works of Dr Marion Woodman. Written from the vantage point of one who has known Dr Woodman personally and professionally as a colleague and friend for the past two decades, the article's purpose is two-fold: to present a chronological digest of Dr Woodman to readers who may be new to her; and, secondly, to reprise her life events and publications to seasoned readers of her works and audiences of her many tapes, lectures, and intensives. The paper attempts to combine a chronology, personal anecdotes that illumine her character and personality, brief explanations of some of the terminology associated with her writing and teaching, and to foreground some of the major themes in Dr Woodman's oeuvre. A shorter version of this paper was read on 4 June 2007, on the occasion of Dr Woodman's having received a Lifetime Achievement Award from the Ontario Institute for Studies in Education of the University of Toronto. [ABSTRACT FROM AUTHOR]

How women remember, represent and write about their own lives and each other's lives is a central problem in the field of feminist auto/biography. Eglantyne Jebb (1876-1928) did not live long enough to write her own life story, but she is known as the founder of the Save the Children Fund in 1919 and as the author of the Declaration of the Rights of the Child, which was adopted by the League of Nations in 1924. Women who had a great deal invested in the telling of Jebb's life story provide the only accounts we have of her life. This article contributes to the field of feminist auto/biography by providing a fuller depiction of the life of Eglantyne Jebb. Today, the value of Jebb's private writing lies in its wit and honesty. Her letters and diaries illustrate the familiar hard and heroic struggle to accommodate to the ordinary and extraordinary demands of family relationships, the search for adult intimacy, the desire for a meaningful career and the acceptance, in the final years of her life, of new challenges and possibilities whereby Eglantyne Jebb became a notable humanitarian and children's rights activist. [ABSTRACT FROM AUTHOR]

The article discusses the lack of biographical literature available on the pioneers of radio and wireless broadcasting. Apart from a large number of books about Guglielmo Marconi and Nikola Tesla, the author found, in 2006, that most of the books about early inventors in those fields were long out of print. The article contains a lengthy bibliography of biographies and studies of early radio researchers many of which are rare or impossible to obtain.

This paper examines various issues surrounding the use of writing in the teaching and learning of mathematics using the voice and experiences of a licensed High School teacher instructing introductory college mathematics as a graduate teaching assistant. In general, we detail the journey taken by this teacher to explore the push for writing by major mathematical organizations, to learn about options for implementing writing as well as the benefits of doing so, and then to actually implement writing in her own classroom on a weekly basis. In particular, the teacher we studied employed three major types of writing activities: mathematical biographies, minute papers, and journaling. We include descriptions of the specific writing assignments she used, examples showing the range of student responses, and a discussion of the teacher's reaction to her student's submissions. We make many arguments for the use of writing in the teaching and learning of mathematics using this teacher's experience but recognize that one of the greatest concerns many teachers have about incorporating writing into their classroom is time. One major point we draw attention to is that whether you choose to implement and assess writing assignments meticulously or casually, there are benefits to be experienced in some capacity for both the student and teacher. Generally speaking, we observed that the writing activities the teacher employed influenced her decision-making in the classroom and caused her and her students to become reflective on their roles and expectations in the classroom. The teacher found that the additional burden caused by having students write was minimal and, when compared to the useful information she received, was insignificant. As a result, we provide further proof that writing activities can be incorporated and the benefits of doing so can be realized without significant changes to an instructor's routine. [ABSTRACT FROM AUTHOR]

This paper was born of the experience of caring for a loved one at the end of life. The sense of being torn between accepting one's lot and wishing for something “other” is at the heart of the concept described as “intimate fidelity.” Intimate fidelity is discussed as part of a multi-layered concept of fidelity, embracing aspects of the professional caring relationship, and which builds into a value that shapes the fabric of the community. Academic literature fails to address this understanding of fidelity, so with some creativity, we turned to popular literature-novels and biographies- to find rich understandings of the concept of fidelity. Then following a traditional system of thematic analysis, three aspects of the concept of fidelity are presented, in the context of caring for loved ones, professional caring, and caring in the community. [ABSTRACT FROM PUBLISHER]

The original sheet music collection of "Blind Tom" Wiggins is frequently requested by patrons of the Columbus State University Archives. As musicians and researchers discover the music of this amazing 19th-century performer, enhanced methods of access to these rare archival materials are needed. This paper provides a brief biographical introduction to the life of the musical prodigy "Blind Tom" and will discuss the efforts of the CSU Archives to preserve and enhance access in both print and digital format to the original materials housed in the facility. [ABSTRACT FROM AUTHOR]

This paper offers a short biography of the housing consultant Elizabeth Denby (1894–1965). It begins by proposing a context, and way of conceptualizing how the built environment is created, in order to explain Denby and her work and suggests that she is best understood as forming part of a tradition of influential women space-makers which began with Octavia Hill. It then proceeds to a discussion of the three main areas of practice in which she became a significant figure in the world of housing and architecture in inter-war England. This focuses on design projects such as Kensal House; her development of a distinctively pro-urban theory of planning exemplified in the All-Europe House mixed-development project; her book Europe Re-housed and her work in design reform. In concluding, the paper evaluates Denby’s longer-term influences and argues first that the extent of her ideas and influence in the inter-war period helped perpetuate the eligibility of women to comment upon and inform the making of the British landscape into the post-war era. Secondly, it argues that this influence also derives from her membership of that cohort of reformers which effected the union of the philosophies and practices of the voluntary housing sector with the emerging modernist movement in architecture, design and planning in the 1930s and war years, a marriage that would have considerable impact on the form of post-war Britain. [ABSTRACT FROM AUTHOR]

Feminist poststructuralist approaches to research can authorize different ways of working with different types of texts in search of insight into the discursive constitution of subjects. In this paper I undertake a close reading of women's memories about early sexual experiences generated in a small collective biography workshop. The collective poetic text that emerges from the workshop is analysed in terms of recent feminist sociological research on girls' experiences of (hereto)sex and in terms of Foucault's work on power. Analysis reveals the discursive complexity and deep (and often dangerous) contradictions through which girls negotiate their shifting subjectivities as they become sexual. My readings of this text imply that school sex education programs might attend more closely to the ambiguities of agency and desire experienced by adolescent subjects of the curriculum. Finally, I suggest that reflexive readings of our own (sexed) subjectivities can be productive professional development strategies for teachers of sex education. [ABSTRACT FROM AUTHOR]

This paper reviews the utility of the framework offered by Giddens' 1991 work Modernity and Self Identity: Self and Society in a Late Modern Age , for the analysis of longitudinal qualitative studies. Working from two different longitudinal qualitative data sets, the authors explore the extent to which the notion of the 'reflexive project of self' and associated concepts might be operationalized to assist with the analysis and interpretation of empirical data. We first explore the notion of 'fateful moments' in a longitudinal qualitative interview-based study of young people's biographies. We then explore the importance of mechanisms of 'shame' as accompaniment to dramatic life transition, using data taken from a 3-year study of female sex workers in New Zealand. The paper concludes by arguing that although Giddens' work provides us with an interesting starting point and some useful operational tools, in practice the data outgrow the theory. [ABSTRACT FROM AUTHOR]

In the article the author presents a commentary on a paper by Philip Kuhn on the life of psychologist Ernest Jones. He says that Kuhn describes a sordid event in the life of Jones. Although the episode involves a school setting rather than a psychoanalytic process, the incident has remarkable similarities to the boundary violations so prevalent in the early history of psychoanalysis. A detailed examination of the institutional response to the allegations illuminates a persistent wish to deny abuses of power, the pervasiveness of corruption in our analytic parents, and the misuses of sexual desire in our midst. The author says that Kuhn has provided us with a scholarly, carefully researched account of a sordid incident in the life of a pivotal figure in the history of psychoanalysis. Ernest Jones, while in charge of the "mental defective schools" in the Education Department of the London City Council, had complaints of sexual misconduct filed against him by two barely pubescent girls under his care. One cannot, of course, discern the facts about what actually happened during his examination of these two children. Each reader will make a judgment about how persuasive Kuhn is in making his case.

In 1912, Friedrich Heinrich Lewy first described the inclusion bodies namedafter him and seen in paralysis agitans (p.a.). Tretiakoff had found (1919)that the nucleus niger is most likely to be affected but in a subsequent large-scaleseries of post-mortem examinations (1923). Lewy was able to confirm this fora minority of cases only, with the exception of those that displayed postencephaliticParkinsonism (and an unknown number of atypical Parkinson syndrome cases notidentified until the 1960s). In a speculative paper (1932), he saw similaritiesbetween inclusion bodies in p.a. and viral diseases like lyssa and postulateda viral genesis of p.a. In a historical review of basal ganglia diseases (1942),he did not mention the putative significance of the inclusion bodies for thepost-mortem diagnosis. It seems that their importance was seen only afterLewy's death, long after Tretiakoff's initial naming of the “corpsde Lewy”. Lewy, however, had already described their diffuse and corticaldistribution (1923). An identification of diffuse Lewy body disease or dementiafollowed much later. Lewy's career in many diverse branches of neurology and internal medicinewas strongly affected by World War I and the difficult situation faced byJews in Germany. Shortly after the Neurological Institute was founded in Berlinin 1932 (as a clinic and research institute), he was forced, in 1933, to emigrate.His exile in England and the United States mirrors the fate of many GermanJews and academics in the first half of the 20th century. [ABSTRACT FROM AUTHOR]

This paper addresses the debate around Walter's (1996) biographical model of grief. It discusses McLaren's (1998) criticisms of Walter and argues, contrary to McLaren, that bereavement counselling is unavoidably directive, that very important sections of it still emphasize emotion work and that it effects a separation of emotions, relationships and stories. The paper goes on to suggest that Walter's notion of biography needs to be expanded to emphasize how the discourses of the bereaved speak of the bereaved as much as the deceased, and how these are creative achievements of 'emplottment' and characterization that shape and reflect the emotions of the bereaved and their relationship with the deceased. It suggests that we talk of the stories of the bereaved rather than a biography of the deceased. [ABSTRACT FROM AUTHOR]

This is an informal account of Sir Frederic Bartlett's department at the time I was a student and started research in the late 1940s and 1950s, developing some themes of his influence and how his ideas, with Craik's, have had a major effect on experimental psychology ever since. As one of the diminishing tribe of those who knew ''Sir Fred'', it seems appropriate to make this quite a personal statement, representative of his influence on us, rather than a formal paper. His interests were very great, including not only memory, but thinking and social issues largely based on anthropology, as well as practical problems of selection for skill, and design of machines to be appropriate for humans. A ''subliminal'' theme is errors of perception. It is this that will be developed here as, following his influence as my teacher, this has been the central interest of my work, which took off from the Cambridge Psychology Department of that time. [ABSTRACT FROM AUTHOR]

The article offers information on the conference titled "Biography in East Asia, 1400-1900" that was held at the University of British Columbia in Vancouver from June 27-29, 2013. Topics include the life story of Yue Fei, biographies of Korean loyalism, and the connection between biography and literature. The event featured speakers including Leo Shin, Kenneth Hammond, and Grace Fong.

This paper presents the theoretical foundation for a different type of place-centered or regional geography. The framework rests upon an integration of time-geography and the emerging theory of structuration. It also builds upon a conceptualization of place as a constantly becoming human product as well as a set of features visible upon the landscape. Place is seen as a process whereby the reproduction of social and cultural forms, the formation of biographies. and the transformation of nature ceaselessly become one another at the same time that time-space specific activities and power relations continuously become one another. It is further contended that the ways in which these phenomena are interwoven in the becoming of place or region are not subject to universal laws but vary with historical circumstances. Three empirical foci that suggest themselves from the framework are briefly discussed. [ABSTRACT FROM AUTHOR]

This article criticizes several biographical sketches of journalist Mary Heaton Vorse. Vorse, a nationally know labor journalist and lecturer, covered virtually all the major labor strikes in the U.S. from 1920-1950. However, this paper will focus on the accounts of how Vorse sustained an injury at the Republic Steel strike in Youngstown, Ohio on June 19, 1938. There have at least been five brief sketches of Vorse's biography since 1938. These include two reference book entries, a portion of a book chapter, a book preface and an obituary. Each of these short biographical accounts makes the claim that, while Vorse was in Youngstown covering the strike, variously she was shot by a policeman, shot by vigilantes, or clubbed by a policeman. It is the contention of this paper, however, that none of this accounts is accurate, and that the truth is different. The first of these biographical sketches is Marquis W. Childs' Foreword to Vorse's book "Labor's New Millions," published within a year after the incident took place. He concluded that Vorse was shot whereas Vorse's own account of the incident never mentioned that she was shot. Rather, on Vorse's own words, she was wounded just like her friend Scotty O'Hara and brought to the hospital.

Focuses on the life and works of Charles C. Adams, geographer and former president of the Ecological Society of America. Educational background; Career highlights; Achievements and awards.

The article discusses various articles published within the issue including one that presents a biography of Joost Kalker and another that focuses on the methods of contact mechanics.

This essay treats the question of missing entries in Pierre Bayle's Dictionnaire historique et critique: why do some prominent names have no articles of their own although they do feature under different headings? After a brief analysis of the structure of the Dictionnaire, the categories of 'hosts', 'servants', and 'guests' are introduced to clarify the different roles played by names throughout the work. The paper then focuses on the case of the missing article 'Descartes', whose absence may be explained partly by Bayle's personal relations with Descartes's biographer Adrien Baillet, and perhaps also by Bayle's increasing interest in Spinoza. This paper does not aim to solve the question of absences, but to argue that this question may lead to productive new ways of reading Bayle. [ABSTRACT FROM AUTHOR]

The article reports on Hideki Yukawa, a Japanese theoretical physicist and the first Japanese to win the Nobel prize. Yukawa was born in 1907. He read his first and most celebrated paper "On the Interaction of Elementary Particles I," in October 1934. In 1939, he was appointed professor of physics at the Kyoto University, Kyoto, Japan. In 1948, he was invited to the Institute for Advanced Study at Princeton, New Jersey. In 1949, he was honored with the Nobel Prize for Physics. During his stay in Princeton, New Jersey, he established a close friendship with Professor Albert Einstein. He died in 1981.

Biography mediates between bios and graphein; it maps the work of culture onto the living body and enfolds the living body into the work of culture. The biographical promise is twofold: to construct a narrative out of the life traces of a dead or otherwise absent subject, and thus to stage a three-way encounter in which the biographer mediates between reader and subject. The fundamental premises of this endeavour have been called into question by a variety of antibiographical arguments which are explored here. The aim is not to reassert a binary of the biographical and the antibiographical, but to show how the dialogue between them might help to dislodge the concept of self from the central position it still occupies in theories and practices of life writing. What biography seeks to bring to the reader—and what antibiography doubts it can—is not a speaking/writing self, but a silent/absent other. In its mediation of otherness, biography can stand as a challenge to the tendency of self-narrative, self-inscription and self-representation to predominate within life writing. By considering the critique of biography that has flourished alongside the biographical tradition in the counter-traditions of anti-, pseudo- and metabiography, we might reinvigorate our sense of what distinguishes biography from other life-writing practices. The paper enlists pseudobiographical fictions—literary and cinematic—for an antibiographical archive, locating critical interventions in such unlikely places as Ingmar Bergman's 1964 comedy All These Women. [ABSTRACT FROM AUTHOR]