What if we ascribe significance to aesthetic and social divergences rather than waving them aside as anomalous? What if we look closely at what does not appear central, or appears peripherally, or does not appear at all, viewing ellipses, outliers, absences, and outtakes as significant? Eccentric Modernisms places queer demands on art history, tracing the relational networks connecting cosmopolitan eccentrics who cultivated discrepant strains of modernism in America during the 1930s and 1940s. Building on the author’s earlier studies of Gertrude Stein and other lesbians who participated in transatlantic cultural exchanges between the world wars, this book moves in a different direction, focusing primarily on the gay men who formed Stein’s support network and whose careers, in turn, she helped to launch, including the neo-romantic painters Pavel Tchelitchew and writer-editor Charles Henri Ford. Eccentric Modernisms shows how these “eccentric modernists” bucked trends by working collectively, reveling in disciplinary promiscuity and sustaining creative affiliations across national and cultural boundaries.

Ian Burgham's poems are often as rugged and darkly haunted as the Scottish coasts some of them visit, and many concern personal loss and longing, while being capable as well of great tenderness. These are also the poems of an international traveler who brings a distinctive philosophical mind and visionary eye to bear simultaneously on what is impermanent and on what endures in the world's geography.

Why do smokers claim that the first cigarette of the day is the best? What is the biological basis behind some heavy drinkers' belief that the "hair-of-the-dog" method alleviates the effects of a hangover? Why does marijuana seem to affect ones problem-solving capacity? Intoxicating Minds is, in the author's words, "a grand excavation of drug myth." Neither extolling nor condemning drug use, it is a story of scientific and artistic achievement, war and greed, empires and religions, and lessons for the future. Ciaran Regan looks at each class of drugs, describing the historical evolution of their use, explaining how they work within the brain's neurophysiology, and outlining the basic pharmacology of those substances. From a consideration of the effect of stimulants, such as caffeine and nicotine, and the reasons and consequences of their sudden popularity in the seventeenth century, the book moves to a discussion of more modern stimulants, such as cocaine and ecstasy. In addition, Regan explains how we process memory, the nature of thought disorders, and therapies for treating depression and schizophrenia. Regan then considers psychedelic drugs and their perceived mystical properties and traces the history of placebos to ancient civilizations. Finally, Intoxicating Minds considers the physical consequences of our co-evolution with drugs -- how they have altered our very being -- and offers a glimpse of the brave new world of drug therapies.

Issues in English Teaching invites primary and secondary teachers of English to engage in debates about key issues in subject teaching. The issues discussed include: *the increasingly centralised control of the curriculum, assessment, and pedagogy in the school teaching of English in England and Wales as a result of initiatives such as the National Literacy Strategy *new technologies which are transforming pupils' lived experience of literacy or literacies *the accelerating globalisation of English and the independence of other versions of English from English Standard English. A National Curriculum with a nationalist perspective on language, literacy and literature cannot fully accommodate English *what has become 'naturalised' and 'normalised' in English teaching, and the educational and ideological reasons for this *hierarchies that have been created in the curriculum and pedagogy, identifying who and what has been given low status, excluded or marginalised in the development of the current model of English. Issues in English Teaching will stimulate student teachers, NQTs, language and literacy co-ordinators, classroom English teachers and aspiring or practising Heads of English, to reflect on the identity or the subject, the principles and policies which, have determined practice, and those which should influence future practice.

Covering each of the core curriculum areas in turn, this is a reference on school subject teaching. The authors assess the development of teaching within each subject area since the 1944 Education Act up to the year 2000. Future challenges are also explored.

Beginning is the hardest ITPment, not because openers are all that scarce but because you're blowing into, cracking a universe. l Maurice Natanson q;>enings are already directed toward closings. The first question in presenting a body of work is where to cut in. This is an especially difficult question since the cut-in provides a perspecti ve on what follows. A cut is an angle of entry. Wherever I enter, from there, a realm unfolds itself. In that sense, my angle of entry is my point of view. A realm cut into has an orientation. It evidences a hierarchy of importance, relevance, accessability, value, or logic. Its content is no longer neutral and equivalent. From my perspective, the realm is not only differentiated in sUbstance but differential in significance. There is a relation between angles and attitudes. Where I look from is tied up with how I see. The first cut opens out into a frame of reference. What count as lines of evidence in that realm materialize along with its background expectancies, its assumptions, concentrations, and confusions, its coslTPlogy, quirks, and enchantments. Hence, once I am corrunitted to a perspective, I am implicated in a methodology, one possessed of puzzles of a certain shape, ITPving toward solutions wi thin its orthodoxy. Openings are directed toward closings. Another cut would open onto another realm. The realm of events I cut into is a Taleworld, inhabited by characters acting in their own space and time.

In this detailed investigation of ‘masculine’ gendered identity, first published in 1990, David Jackson uses his own personal history to look at the specific ways in which men become ‘masculine’. In doing so he examines, but also offers some positive challenges to, the assumed qualities and values of growing up ‘manly’. Jackson looks closely at the psychological and social forces active in his own development: relations with his father, violence at school, male banter and joking, sporting activities, boys’ comics, and sexual relations. The title is a deliberate blend between life story and critical commentary that makes use of some areas of post-structuralist theory to make visible the social and emotional processes that contribute to one man’s life history. With an innovative theoretical approach, this reissue will be of particular value to those interested in the social, psychological and cultural forces that have gone into the historical shaping of men and masculinities.