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The Imaginer of Memos is an example of what I call ficlution: fic, the first three letters of fiction, and lution, the last two syllables of solution to form the word ficlution: A type of writing that presents a fictitious story that is meant to entertain and stimulate; but also, to present a real human problem, combining emotions with facts, and offering a possible solution to that problem. Here is the story of a man, who struggles to over come many handicaps, as a child and as an adult-as all humans in their own lives must do. Along the way he experiences love and triumph, pain and suffering, loneliness and friendship. Finally, he becomes aware of and he accepts a life long mission of faith: Memos. That mission is to fill in the details of the concept of Memos to form a new social unit through which mankind may ultimately find the meaning of life and the universe. Leo Farr is happily married and has five children and five grandchildren. He is presently retired from the State of California and living in Sacramento, California. Over the years, as a counselor and supervisor in the Department of Rehabilitation, as a coach for youth sports, and as an author he has shown a deep interest in the development of children and the personality of adults. He has written three other books: Stacey and her Lessons in Learning;Children, Dogs, and other Wild Things; and Ficlution of Coaching, Eating, and Mankind.
Making Citizenship Work seeks to address questions of how a community reaches a place where it can actually make citizenship work. A second question addressed is "What does citizenship represent to different communities?" Across thirteen chapters a collection of experts traverse multiple disciplines in analyzing citizenship from different points of access. Each chapter revolves around the premise that empowerment of communities, and individuals within the community, comes in different forms and is governed by multiple needs and visions. Authors utilize case studies to demonstrate the different roles that communities from a broad sector of our society adopt to accomplish constructing democratic processes that reflect their goals, needs, and cultures. Concurrently authors address the structural obstacles to the empowerment of communities, arguing that the democratic process does not and cannot accommodate the diverse communities of society within a single universalistic model of citizenship. They conclude that fundamentally citizenship is not simply a legal right, an obligation, a state of rights, but a practice, an action on the behalf of community. Making Citizenship Work challenges conventional thinking about politics while also encouraging readers to go beyond the box that deters us from visualizing a human society. It is an ideal book for undergraduate and graduate courses in political science, sociology, history, social work and Ethnic Studies.
This book partakes of a long tradition of dream interpretation, but, at the same time, is unique in its cross-cultural and interdisciplinary methods and in its mix of theoretical and analytical approaches. It includes a great chronological and geographical range, from ancient Sumeria to eighteenth-century China; medieval Hispanic dream poetry to Italian Renaissance dream theory; Shakespeare to Nerval; and from Dostoevsky, through Emily Bront�, to Henry James. Rupprecht also incorporates various critical orientations including archetypal, comparative, feminist, historicist, linguistic, postmodern, psychoanalytic, religious, reader response, and self-psychology.
With a very simple text accompanied by rich, vibrant illustrations a young narrator describes what it means to be a child with rights -- from the right to food, water and shelter, to the right to go to school, to the right to be free from violence, to the right to breathe clean air, and much more. The book emphasizes that these rights belong to every child on the planet, whether they are "black or white, small or big, rich or poor, born here or somewhere else." It also makes evident that knowing and talking about these rights are the first steps toward making sure that they are respected. A brief afterword explains that the rights outlined in the book come from the Convention on the Rights of the Child, which was adopted by the UN General Assembly in 1989. The treaty sets out the basic human rights that belong to children all over the world, recognizing that children need special protection since they are more vulnerable than adults. It has been ratified by 193 countries, with the exception of Somalia and the United States. Once a country has ratified the document, they are legally bound to comply with it and to report on their efforts to do so. As a result, some progress has been made, not only in awareness of children's rights, but also in their implementation. But there are still many countries, wealthy and poor, where children's basic needs are not being met. To read a summary of the Convention on the Rights of the Child, go to www.unicef.org/crc/files/Rights_overview.pdf.