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In Singing the New Song, Katherine Zieman examines the institutions and practices of the liturgy as central to changes in late medieval English understandings of the written word. Where previous studies have described how writing comes to supplant oral forms of communication or how it objectifies relations of power formerly transacted through ritual and ceremony, Zieman shifts the critical gaze to the ritual performance of written texts in the liturgy—effectively changing the focus from writing to reading. Beginning with a history of the elementary educational institution known to modern scholars as the "song school," Zieman shows the continued centrality of liturgical and devotional texts to the earliest stages of literacy training and spiritual formation. Originally, these schools were created to provide liturgical training for literate adult performers who had already mastered the grammatical arts. From the late thirteenth century on, however, the attention and resources of both lay and clerical patrons came to be devoted specifically to young boys, centering on their function as choristers. Because choristers needed to be trained before they received instruction in grammar, the liturgical skills of reading and singing took on a different meaning. This shift in priorities, Zieman argues, is paradigmatic of broader cultural changes, in which increased interest in liturgical performance and varying definitions attached to "reading and singing" caused these practices to take on a life of their own, unyoked from their original institutional settings of monastery and cathedral. Unmoored from the context of the choral community, reading and singing developed into discrete, portable skills that could be put to use in a number of contexts, sacred and secular, Latin and vernacular. Ultimately, they would be carried into a wider public sphere, where they would be transformed into public modes of discourse appropriated by vernacular writers such as Geoffrey Chaucer and William Langland.
Written specifically for dental hygienists, this comprehensive textbook covers concepts, issues, techniques, and methods related to dental public health. It focuses on the assessment of factors that affect oral health of populations and the development of policy in response to a population's needs. It also provides information regarding the active promotion of oral health maintenance. This text is unique in that it applies the Dental Hygiene Process of Care - a globally accepted, foundational concept in clinical care for dental hygienists - to the subject of dental public health, lending it greater relevance and familiarity to dental hygiene students. In addition, the text is based on the American Association of Dental Educators' Competencies for Dental Hygienists. A chapter on National Board Preparation, including Board-style review questions, prepares students for the national exam. Review questions and learning activities are also incorporated into each chapter.
This book collects parent narratives, personal experience, and academic research to portray the lives of parent caregivers, looking at both the trials and the triumphs inherent in raising a child with special needs. It presents parents as moral individuals struggling to find their own way through relatively unexplored territory, in order to provide for their child the best life possible.
Is it possible to learn something without being aware of it? How does emotion influence the way we think? How can we improve our memory? Fundamentals of Cognition, Fourth Edition, provides a basic, reader-friendly introduction to the key cognitive processes we use to interact successfully with the world around us. Our abilities in attention, perception, learning, memory, language, problem solving, thinking, and reasoning are all vitally important in enabling us to cope with everyday life. Understanding these processes through the study of cognitive psychology is essential for understanding human behaviour. This edition has been thoroughly updated and revised with an emphasis on making it even more accessible to introductory-level students. This new edition includes: updated references for readers who are looking for more detailed information; checks to make sure that statements made in the previous version are still valid, given recent findings on replication issues; extended research activities and "In the Real World" case studies to make it easy for students to engage with the material; real-world topics such as discussions of attention-deficit/hyperactivity disorder, the reading problems of individuals with dyslexia, why magic tricks work, and why we cannot remember the Apple logo accurately; an extensive set of "Key term" definitions; supporting Instructor and Student Resources containing multiple choice questions, flashcards, simulations of key experiments, and instructor resources. The book provides a perfect balance between traditional approaches to cognition and cutting-edge cognitive neuroscience and cognitive neuropsychology. Covering all the key topics within cognition, this comprehensive overview is essential reading for all students interested in psychology.
Deliberative democratic theory emphasises the importance of informed and reflective discussion and persuasion in political decision-making. The theory has important implications for constitutionalism - and vice versa - as constitutional laws increasingly shape and constrain political decisions. The full range of these implications has not been explored in the political and constitutional literatures to date. This unique Handbook establishes the parameters of the field of deliberative constitutionalism, which bridges deliberative democracy with constitutional theory and practice. Drawing on contributions from world-leading authors, this volume will serve as the international reference point on deliberation as a foundational value in constitutional law, and will be an indispensable resource for scholars, students and practitioners interested in the vital and complex links between democratic deliberation and constitutionalism.