Explore the vast range of titles available.

The eruption of a new military conflict between Israel and Hamas in the summer of 2014 was at first followed by unequivocal French support for Israel’s right to defend itself. However, the rising death toll in Gaza and the spread of a pro-Palestinian protest movement on French soil altered this position radically, making way for an assertive French peace initiative. This article adopts a historical perspective and relies on a comprehensive analysis of French public sources to examine the impact exerted by this distant conflict over French foreign and domestic policies throughout the war and its aftermath. Ultimately, it shows that, although France’s determination to take action was in part motivated by foreign policy factors, public opinion played an important, if not equivalent, role in the country’s diplomatic activism.

Background: Exposure to potentially traumatizing events, defined as events involving actual or threatened death or serious injury, is associated with an elevated risk of developing enduring physical, psychological and social problems. Complex post-traumatic stress disorder (PTSD) is a disorder that can occur after prolonged and repeated trauma. At least 30% of the sexually abused population is male, but in spite of this fact, treatment research focusing on male victims is virtually non-existent in comparison to research on female victims. Objective: Trauma-stabilizing group treatment is an increasingly used treatment method for patients with complex PTSD. The aim of the present study was to explore how men participating in a gender-specific trauma-stabilizing intervention experience this treatment approach. Methods: Five men who participated in a trauma-stabilizing group treatment were interviewed with a semi-structured qualitative interview. The data were analysed using interpretative phenomenological analysis. Results: The analysis revealed five main themes. The themes highlight the experiences of the participants and describe positive and negative experiences: (1) Group atmosphere, comprising safety, community, emotional openness, anxiety and pressure; (2) Learning, categorized into knowledge and self-understanding; (3) Motivation, which describes both inner and outer motivation; (4) Structure, comprising structure of the meetings, group size and duration of the meetings; and (5) Gender, defined as the experiences of being in an all-male group with female group leaders. Conclusions: There seem to be a lot of advantages to inviting men to attend gender-specific groups for trauma-stabilizing treatment. The men emphasized the support they received and that participating in a mixed-gender group would have been more difficult. In the future, it may be important to arrange all-male stabilization groups with more focus on male-specific topics.

This article reports research on the influences of age and power relations on Vietnamese tertiary students of non-English majors in making spoken invitations in English. The investigation also captures the need for socially oriented explanations of the English language learning and using through the speech act of inviting. The study found that these learners' ways of inviting are significantly affected by the Vietnamese culture. In the act of inviting a 23-year-old teacher of English to the class exhibition or graduation party, all students interviewed made their invitations formally, hesitantly and indirectly to show their politeness and respect towards the invitee who has power or authority over them. In the situation of inviting a fifty-year-old acquaintance to a birthday party or a concert, 17 participants out of 20 gave tentative expressions to the invitee who is much older than they are. The results also show that the students regarded themselves as the subordinates to an acquaintance who is on a level with their parents in the Vietnamese system of hierarchy; therefore, they used humble language with conventional terms of addressing (uncle and auntie) to the invitee and expressed their concern about the invitee's health condition. In the context of inviting a close friend or a classmate at the same age to have a cup of coffee, the subjects reveal their beat-about-the-bush style of speaking. [PUBLICATION ABSTRACT]

What made the Romans laugh? Was ancient Rome a carnival, filled with practical jokes and hearty chuckles? Or was it a carefully regulated culture in which the uncontrollable excess of laughter was a force to fear—a world of wit, irony, and knowing smiles? How did Romans make sense of laughter? What role did it play in the world of the law courts, the imperial palace, or the spectacles of the arena? Laughter in Ancient Rome explores one of the most intriguing, but also trickiest, of historical subjects. Drawing on a wide range of Roman writing—from essays on rhetoric to a surviving Roman joke book—Mary Beard tracks down the giggles, smirks, and guffaws of the ancient Romans themselves. From ancient “monkey business” to the role of a chuckle in a culture of tyranny, she explores Roman humor from the hilarious, to the momentous, to the surprising. But she also reflects on even bigger historical questions. What kind of history of laughter can we possibly tell? Can we ever really “get” the Romans’ jokes?

Ropes course research rarely investigates how program design and delivery contributes to program outcomes. This study used experience sampling and meansend analysis to 1) compare the meaningful involvement opportunities provided by two alternate ropes course design and delivery approaches, Challenge by Choice (CbC) and Inviting Optimum Participation (I-OPt), and 2) describe program design and delivery attributes effecting participant outcomes. The experience sampling data showed a significant main effect for the degree of meaningful involvement during high (belayed) ropes course activities. Follow-up ANOVAs indicated I-OPt programs participants experienced significantly more choice. Means-end analysis revealed I-OPt participants were more likely to mention low activities and group efficacy and less likely to mention anxiety while the reverse was true for CbC participants.

The purpose of this article is to probe teacher beliefs about the cultures and curricula of mathematics classroom. By examining the case of a teacher in New York City--his teaching practices and the resulting learning environment fostered there--certain pedagogical and epistemological beliefs can be highlighted. The author first examines some polar beliefs concerning teaching and learning middle school mathematics. The author then explores what she means by the \"culture of a classroom\" by applying Lakoff and Johnson's (1980) framework for metaphorical reasoning

Time on task, with its twin elements of purposeful use of \"time\" and rededication to ensuring the quality of the \"task,\" presents educators at all levels with the opportunity to effect change through relatively straightforward means. The purpose of this article is to highlight several aspects of using time effectively through a series of vignettes, to apply the current research on time on task, and to offer to middle school educators a variety of ways to help remedy lost time on task. Careful planning; attending to individual needs by differentiating instruction, recognizing different intelligences, learning styles, and abilities of students; employing innovative instructional materials available from a wide range of print and electronic resources; and meticulously structuring classroom time can help all middle school educators to improve instruction and student learning. (Contains 1 figure.)

This chapter contains sections titled: Towards New Ways of Being Together Conceptual Foundations: Care as Disposition and Embodied Practice Care, Social Reproduction, and the Home Care and Welfare Provision Care as a Transformative Ethic in a Globalizing World Conclusion References