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Roddy MacKenzie's father served in Bomber Command during the Second World War, but like so many brave veterans who had survived the war, he spoke little of his exploits. So, when Roddy started on his personal journey to discover something of what his father had achieved, he uncovered a great deal about the devastating effectiveness of Bomber Command and the vital role it played in the defeat of Third Reich. He realised that the true story of Bomber Command's achievements has never been told nor fully acknowledged. Roddy became a man on a mission, and this startlingly revealing, and often personal study, is the result. Bomber Command: Churchill's Greatest Triumph takes the reader through the early days of the Second World War and introduces all the key individuals who turned the Command into the war-winning weapon it eventually became, as well as detailing the men and machines which flew night after night into the heart of Hitler's Germany. The main focus of his book is the destruction and dislocation wrought by the bombing to reduce, and ultimately destroy, Germany's ability to make war. In his analysis, Roddy dug deep into German archival material to uncover facts rarely presented to either German or English language readers. These demonstrate that Bomber Command's continual efforts, at appalling cost in aircrew casualties and aircraft losses, did far more damage to the Reich than the Allies knew. Roddy's father served with the Royal Canadian Air Force and Roddy naturally highlights its contribution to Bomber Command's successes, another aspect of this fascinating story which the author believes has not been duly recognized. Bomber Command: Churchill's Greatest Triumph will certainly raise the debate on the controversial strategy adopted by ‘Bomber'Harris and how he was perceived by many to have over-stepped his remit. But most of all, this book will revise people's understanding of just how important the endeavours were of those men who flew through the dark and through the searchlights, the flak, and the enemy night fighters, to bring the Second World War in Europe to its crushing conclusion.

'The book neatly illuminates a forgotten history of female chemists — and this is not an overstatement. It contains a multitude of names, events and socio-economic interactions in the pursuit of women's education and professional emancipation that are guaranteed to contain stories that readers will not have heard before … It is easily a dip-in and dip-out type of read, allowing simple navigation to specific areas of Britain, disciplines and professions … Besides highlighting the women who fought against an inherently male-dominated system and celebrating their supporters, this book also examines the events and the history surrounding their lives and endeavours. It pays particular note to the nations of the British Isles and gives equal contribution to those lost in history as to those names we are all so familiar with. A fantastic resource that has been excellently researched, I am sure it will remain an ageless tribute and reference work.'Education in ChemistryHistorically, British chemistry has been perceived as a solely male endeavour. However, this perception is untrue: the allure of chemistry has attracted British women for centuries past. In this new book, the authors trace the story of women's fascination with chemistry back to the amateur women chemists of the late 1500s. From the 1880s, pioneering academic girls'schools provided the knowledge base and enthusiasm to enable their graduates to enter chemistry degree programs at university. The ensuing stream of women chemistry graduates made interesting and significant contributions to their fields, yet they have been absent from the historical record.In addition to the broad picture, the authors focus upon the life and contributions of some of the individual women chemists who were determined to survive and flourish in their chosen field. From secondary school to university to industry, some of the women chemists expressed their sentiments and enthusiasm in chemistry verse. Examples of their poetic efforts are sprinkled throughout to give a unifying theme from grade school to university and industrial employment. This book provides a well-researched glimpse into the forgotten world of British women in chemistry up to the 1930s and 1940s.

George Gabriel Stokes was one of the most important mathematical physicists of the 19th century. During his lifetime he made a wide range of contributions, notably in continuum mechanics, optics and mathematical analysis. His name is known to generations of scientists and engineers through the various physical laws and mathematical formulae named after him, such as the Navier-Stokes equations in fluid dynamics. Born in Ireland into a family of academics, clergymen and physicians, he became the longest serving Lucasian Professor of Mathematics at Cambridge. Impressive as his own scientific achievements were, he made an equally important contribution as a sounding board for his contemporaries, providing good judgement and mathematical rigour in his wide correspondence and during his 31 years as Secretary of the Royal Society where he played a major role in the direction of British science. Outside his own area he was a distinguished public servant and MP for Cambridge University. He was keenly interested in the relation between science and religion and wrote at length on their interaction. Stokes was a remarkable scientist who lived in an equally remarkable age of discovery and innovation. This edited collection of essays brings together experts in mathematics, physics and the history of science to cover the many facets of Stokes's life in a scholarly but accessible way to mark the bicentenary of his birth.

In Powering Up Students: The Learning Power Approach to high school teaching, Guy Claxton and Graham Powell detail the small tweaks to daily practice that will help high school teachers boost their students'learning dispositions and attitudes. Foreword by John Hattie. The Learning Power Approach (LPA) is a pedagogical formula which aims to develop all students as confident and capable learners ready, willing, and able to choose, design, research, pursue, troubleshoot, and evaluate learning for themselves, alone and with others, in school and out. This approach therefore empowers teachers to complement their delivery of content, knowledge, and skills with the nurturing of positive habits of mind that will better prepare students to flourish in later life. Building upon the foundations carefully laid in The Learning Power Approach (ISBN 9781785832451), the first book in the Learning Power series, Guy Claxton and Graham Powell's Powering Up Students embeds the ideas of this influential method in the context of the high school. It offers a thorough explanation of how the LPA's design principles apply to this level of education and, by presenting a wide range of practical strategies and classroom examples, illustrates how they can be put into action with different age groups and in different curricular areas especially relating to literacy and numeracy, but also in specific subjects such as science, history, geography, and design technology. All teachers can foster the capacity of students to be, for example, curious, attentive, imaginative, rational, and reflective and Guy and Graham provide clear guidance on how this can be achieved. Step by step, they explore all aspects of pedagogy: from how to make learning compelling and challenging, to how best to make use of the environment for learning; from how to coach students so that they become more independent and responsible directors of their own learning, to subtle shifts in teacher language and behaviour that change the climate for learning. Rooted in the authors'knowledge of international research about how students can and should learn in schools, this practical guide is suitable for both newly qualified and experienced teachers of students aged 11 to 18. It will also appeal to those school principals, educationalists, and administrators who are committed to improving both students'achievement and their preparedness for the world of learning beyond school.

This interdisciplinary essay collection investigates the various interactions of people, feelings, and things throughout premodern Europe. It focuses on the period before mass production, when limited literacy often prioritised material methods of communication. The subject of materiality has been of increasing significance in recent historical inquiry, alongside growing emphasis on the relationships between objects, emotions, and affect in archaeological and sociological research. The historical intersections between materiality and emotions, however, have remained under-theorised, particularly with respect to artefacts that have continuing resonance over extended periods of time or across cultural and geographical space. Feeling Things addresses the need to develop an appropriate cross-disciplinary theoretical framework for the analysis of objects and emotions in European history, with special attention to the need to track the shifting emotional valencies of objects from the past to the present, and from one place and cultural context to another. The collection draws together an international group of historians, art historians, curators, and literary scholars working on a variety of cultural, literary, visual, and material sources. Objects considered include books, letters, prosthetics, religious relics, shoes, stone, and textiles. Many of these have been preserved in international galleries, museums, and archives, while others have remained in their original locations, even as their contexts have changed over time. The chapters consider the ways in which emotions such as despair, fear, grief, hope, love, and wonder become inscribed in and ascribed to these items, producing'emotional objects'of significance and agency. Such objects can be harnessed to create, affirm, or express individual relationships, as, for example, in religious devotion and practice, or in the construction of cultural, communal, and national identities.

Excerpt from Annals of Augusta County, Virginia: With Reminiscences Illustrative of the Vicissitudes of Its Pioneer Settlers; Biographical Sketches of Citizens Locally Prominent, and of Those Have Founded Families in the Southern and Western States; A Diary of the WarOur chief authorities are a work styled Plantation Papers, being an account of the settlements in Ulster in 1610, by the Rev. George Hill and Reid's History of the Presbyterian Church in Ireland. The history of the scotch-irish is necessarily a history of the troubles they suffered on account of their religion. It must be borne in mind, however, in this connection, that the great principle of relig ious liberty was not recognized in the 17th and the early part of the 18th centuries. The opinion prevailed that it was the duty of the civil government to maintain the church and, the church being divided into various sects, nearly every sect was striving to obtain government recognition and support, to the exclusion of every other. In nearly all European countries some one church was established by law, and nonconformity to it was regarded as disloyal and punishable; and no doubt some good men believed they were doing God service by trying to crush out all those who followed not with them. And it was too often the case that the persecuted became persecutors when they obtained the power. Of course, no church of the present day is responsible for the errors and wrongs of a former age. Ulster, the most northern province of Ireland, is composed of the following nine counties Antrim, Armagh, Cavan, Bonigal, Down, Fermanagh, Londonderry, Monaghan, and Tyrone. In consequence of rebellions in Ireland during the latter years of the reign of Queen Elizabeth, large portions of the land held by the titled proprietors were confiscated, and many new settlers were intro duced from England. At the time James came to the throne, the country enjoyed peace, which was due to the desolations the land had suffered. The province of Ulster was almost depopulated. The rem nant of its inhabitants suffered the combined horrors of pestilence and famine. With the exception of a few fortified cities, the towns and villages were destroyed and scarcely any buildings remained except the castles of the English conquerors, or the wretched cabins of the natives. There was scarcely any cultivation, and many of the people betook themselves to woods where they lived almost in a state of nature. The state of civilization among the natives may be inferred from the fact that they attached horses to the plows by their tails.

Why do women in contemporary western societies experience contradiction between their autonomous and maternal selves? What are the origins of this contradiction and the associated ‘double shift'that result in widespread calls to either ‘lean in'or ‘opt out'? How are some mothers subverting these contradictions and finding meaningful ways of reconciling their autonomous and maternal selves?In Modern Motherhood and Women's Dual Identities, Petra Bueskens argues that western modernisation consigned women to the home and released them from it in historically unprecedented, yet interconnected, ways. Her ground-breaking formulation is that western women are free as ‘individuals'and constrained as mothers, with the twist that it is the former that produces the latter. Bueskens'theoretical contribution consists of the identification and analysis of modern women's duality, drawing on political philosophy, feminist theory and sociology tracking the changing nature of discourses of women, freedom and motherhood across three centuries. While the current literature points to the pervasiveness of contradiction and double-shifts for mothers, very little attention has been paid to how (some) women are subverting contradiction and ‘rewriting the sexual contract'. Bridging this gap, Bueskens'interviews ten ‘revolving mothers'to reveal how periodic absence, exceeding the standard work-day, disrupts the default position assigned to mothers in the home, and in turn disrupts the gendered dynamics of household work. A provocative and original work, Modern Motherhood and Women's Dual Identities will appeal to graduate students and researchers interested in fields such as Women and Gender Studies, Sociology of Motherhood and Social and Political Theory.

Following an assassination attempt on George III in 1800, new legislation significantly altered the way the criminally insane were treated by the judicial system in Britain. This book explores these changes and explains the rationale for purpose-built criminal lunatic asylums in the Victorian era.Specific case studies are used to illustrate and describe some of the earliest patients at Broadmoor Hospital the Criminal Lunatic Asylum for England and Wales and the Criminal Lunatic Department at Perth Prison in Scotland. Chapters examine the mental and social problems that led to crime alongside individuals considered to be weak-minded, imbeciles or idiots. Family murders are explored as well as individuals who killed for gain. An examination of psychiatric evidence is provided to illustrate how often an insanity defence was used in court and the outcome if the judge and jury did not believe these claims. Two cases are discussed where medical experts gave evidence that individuals were mentally irresponsible for their crimes but they were led to the gallows.Written by genealogists and historians, this book examines and identifies individuals who committed heinous crimes and researches the impact crime had on themselves, their families and their victims.

Preaching Apocrypha in Anglo-Saxon England is the first in-depth study of Christian apocrypha focusing specifically on the use of extra-biblical narratives in Old English sermons. The work contributes to our understanding of both the prevalence and importance of apocrypha in vernacular preaching, by assessing various preaching texts from Continental and Anglo-Saxon Latin homiliaries, as well as vernacular collections like the Vercelli Book, the Blickling Book, Ælfric's Catholic Homilies, and other manuscripts from the tenth through twelfth centuries. Vernacular sermons were part of a media ecology that included Old English poetry, legal documents, liturgical materials, and visual arts. Situating Old English preaching within this network establishes the range of contexts, purposes, and uses of apocrypha for diverse groups in Anglo-Saxon society: cloistered religious, secular clergy, and laity, including both men and women. Apocryphal narratives did not merely survive on the margins of culture, but thrived at the heart of mainstream Anglo-Saxon Christianity.

The final section of the Montpellier Codex analysed in full for the first time, with major implications for late-medieval music.The Montpellier Codex (Bibliothèque interuniversitaire, Section Médecine, H.196) occupies a central place in scholarship on medieval music. This small book, packed with gorgeous gold leaf illuminations, historiated initials, and exquisite music calligraphy, is one of the most famous of all surviving music manuscripts, fundamental to understandings of the development of thirteenth- and fourteenth-century polyphonic composition. At some point in its historyan eighth section (fascicle) of 48 folios was appended to the codex: when and why this happened has long perplexed scholars. The forty-three works contained in the manuscript's final section represent a collection of musical compositions, assembled at a complex moment of historical change, straddling the historiographical juncture between the thirteenth and fourteenth centuries. This book provides the first in-depth exploration of the contents and contexts of the Montpellier Codex's final fascicle. It explores the manuscript's production, dating, function, and notation, offering close-readings of individual works, which illuminate compositionally progressive features of therepertoire as well as its interactions with existing musical and poetic traditions, from a variety of perspectives: thirteenth- and fourteenth-century music, art history, and manuscript culture. CATHERINE A. BRADLEY isan Associate Professor at the University of Oslo; KAREN DESMOND is Assistant Professor of Music at Brandeis University. Contributors: Rebecca A. Baltzer, Edward Breen, Sean Curran, Rachel Davies, Margaret Dobby, Mark Everist, Solomon Guhl-Miller, Anna Kathryn Grau, Oliver Huck, Anne Ibos-Augé, Eva M. Maschke, David Maw, Dolores Pesce, Alison Stones, Mary Wolinski

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