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George C. Marshall was an American military leader, Chief of Staff of the Army, Secretary of State, and the third Secretary of Defense. Once noted as the "organizer of victory" by Winston Churchill for his leadership of the Allied victory in World War II, Marshall served as the United States Army Chief of Staff during the war and as the chief military adviser to President Franklin D. Roosevelt. As Secretary of State, his name was given to the Marshall Plan, for which he was awarded the Nobel Peace Prize in 1953. He drafted this manuscript while he was in Washington, D.C., between 1919 and 1924 as aide-de-camp to General of the Armies John J. Pershing. However, given the growing bitterness of the "memoirs wars" of the period he decided against publication, and the draft sat unused until the 1970s when Marshall's step-daughter and her husband decided to publish it.
This succinct, accessible two-volume set covers all aspects of Celtic historical life, from prehistory to the present day. The study of Celtic history has a wide international appeal, but unfortunately many of the available books on the subject are out-of-date, narrowly specialized, or contain incorrect information. Online information on the Celts is similarly unreliable. This two-volume set provides a well-written, up-to-date, and densely informative reference on Celtic history that is ideal for high school or college-aged students as well as general readers. The Celts: History, Life, and Culture uses a cross-disciplinary approach to explore all facets of this ancient society. The book introduces the archaeology, art history, folklore, history, linguistics, literature, music, and mythology of the Celts and examines the global influence of their legacy. Written entirely by acknowledged experts, the content is accessible without being simplistic. Unlike other texts in the field, The Celts: History, Life, and Culture celebrates all of the cultures associated with Celtic languages at all periods, providing for a richer and more comprehensive examination of the topic.
Fourteen authors, including many of the best-known scholars in the field, explore how people actually experience their culture and how those experiences are expressed in forms as varied as narrative, literary work, theater, carnival, ritual, reminiscence, and life review. Their studies will be of special interest for anyone working in anthropological theory, symbolic anthropology, and contemporary social and cultural anthropology, and useful as well for other social scientists, folklorists, literary theorists, and philosophers.
This book explores and critiques topical debates in educational sciences, philosophy, social work and cognitive neuroscience. It examines constructions of children, parents and the welfare state in relation to neurosciences and its vocabulary of brain architecture, critical periods and toxic stress. The authors provide insight into the historical roots of the relationship between early childhood education policy and practice and sciences. The book argues that the neurophilia in the early childhood education field is not a coincidence, but relates to larger societal changes that value economic arguments over ethical, social and eminently pedagogical concerns. It affects the image of the child, the parent and the very meaning of education in general. Constructions of Neuroscience in Early Childhood Education discusses what neuroscience has to offer, what its limitations are, and how to gain a more nuanced view on its benefits and challenges. The debates in this book will support early childhood researchers, students and practitioners in the field to make their own judgements about new evolutions in the scientific discourse.
The essays collected in The Five Senses in Medieval and Early Modern England examine the interrelationships between sense perception and secular and Christian cultures in England from the medieval into the early modern periods. They address canonical texts and writers in the fields of poetry, drama, homiletics, martyrology and early scientific writing, and they espouse methods associated with the fields of corpus linguistics, disability studies, translation studies, art history and archaeology, as well as approaches derived from traditional literary studies. Together, these papers constitute a major contribution to the growing field of sensorial research that will be of interest to historians of perception and cognition as well as to historians with more generalist interests in medieval and early modern England. Contributors include: Dieter Bitterli, Beatrix Busse, Rory Critten, Javier Díaz-Vera, Tobias Gabel, Jens Martin Gurr, Katherine Hindley, Farah Karim-Cooper, Annette Kern-Stähler, Richard Newhauser, Sean Otto, Virginia Richter, Elizabeth Robertson, and Kathrin Scheuchzer