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This book is about the social psychological dynamics and phenomenology of social inclusion and exclusion. The editors take as their starting point the assumption that social life is conducted in a framework of relationships in which individuals seek inclusion and belongingness. Relationships necessarily include others, but equally they have boundaries that exclude. Frequently these boundaries are challenged or crossed. The book will draw together research on individual motivation, small group processes, stigmatization and intergroup relations, to provide a comprehensive social psychological account of social inclusion and exclusion.
In this exploration of the social context of reading and writing in pre-industrial England, David Cressy tackles important questions about the limits of participation in the mainstream of early modern society. To what extent could people at different social levels share in political, religious, literary and cultural life; how vital was the ability to read and write; and how widely distributed were these skills? Using a combination of humanist and social-scientific methods, Dr Cressy provides a detailed reconstruction of the profile of literacy in sixteenth- and seventeenth-century England, looking forward to the eighteenth century and also making comparisons with other European societies.
Michael Clanchy's From Memory to Written Record, first published in 1979, has shaped the study of medieval literacy. Apart from continuing to work on 'pragmatic literacy', he has also turned his attention to other forms of making, keeping, and using written texts. This book collates six articles since published, showing new directions in the field of medieval literacy and communication. The first two chapters--'Looking Back from the Invention of Printing' and 'Parchment and Paper: Manuscript Culture, 1100-1500 AD'--provide an overview of further work on medieval manuscript culture. The next four--'Images of Ladies with Prayer Books: What Do They Signify?'; 'An Icon of Literacy: The Depiction at Tuse of Jesus Going to School'; 'The ABC Primer: Was it in Latin or English?'; 'Did Mothers Teach Their Children to Read?'--highlight a new interest in gender that has reviewed earlier ideas on literacy. Featuring 49 colour illustrations, the book also includes an Introduction, Bibliography, and Index.
How do you teach tolerance, self-awareness, and responsibility? How can you help children deal with fear, mistrust, or aggression? Play a game with them! Games are an ideal way to help children develop social and emotional skills; they are exciting, relaxing, and fun. 101 LIFE SKILLS GAMES FOR CHILDREN: LEARNING, GROWING, GETTING ALONG (Ages 6-12) is a resource that can help children understand and deal with problems that arise in daily interactions with other children and adults. These games help children develop social and emotional skills and enhance self-awareness. The games address the following issues: dependence, aggression, fear, resentment, disability, accusations, boasting, honesty, flexibility, patience, secrets, conscience, inhibitions, stereotypes, noise, lying, performance, closeness, weaknesses, self confidence, fun, reassurance, love, respect, integrating a new classmate, group conflict. Organized in three main chapters: (I-Games, You-Games and We-Games), the book is well structured and easily accessible. It specifies an objective for every game, gives step-by-step instructions, and offers questions for reflection. It provides possible variations for each game, examples, tips, and ideas for role plays. Each game contains references to appropriate follow-up games and is illustrated with charming drawings.