"Science tends to generalize, and generaliza tions mean simplifications . . . . And generaliza tions are also more satisfying to the mind than details. Of course, details and generalizations must be in proper balance: Generalizations can be reached only from details, while it is the generalization which gives value and interest to the detail:' . . . (A. Szent-Gyorgy, Science 1964) The first edition of this book, published in German as Tabak abhiingigkeit in 2001, was prompted by the fact that no single volume was available in Germany or elsewhere summarising the adverse repercussions of cigarette smoking on human health. As far as my own research was able to ascertain, the last comprehensive work dealing with this subject was writ ten in Germany by the Dresden internist, F. Lickint, whose Tabak und Organismus was published in 1939 by the Hip pokrates-Verlag. All subsequent monographs in this field have tended to focus on detailed aspects, and there has been no shortage of publications on subjects such as how smokers can quit smoking, healthy eating for smokers etc. Friends and colleagues abroad have urged me to prepare an English language version of Tabakabhiingigkeit. In gladly complying with this suggestion, I have intentionally prepared an up dated and slightly enlarged new edition, taking account of the rapidly proliferating literature on the subject up to the start of 2002. The harmful sequelae of smoking are played down by politicians in many industrialised countries, including Ger many.

Writing Studio Pedagogy (WSP) breaks from the tradition of teaching and responding to writing in traditional ways and moves the teaching and learning experience off the page and into engaging spaces in multiple ways, which can enhance the composing process. Through this collection, scholars interested in rethinking approaches to teaching, writing pedagogy, and innovative learning will find new ways to challenge their own understandings of space, place, and collaboration. WSP involves an attention to space and place in the development of rhetorical acts by focusing on the ways in which they enhance pedagogy. This book takes a unique opportunity to return to pedagogy as the foremost priority in any learning space. Educators might preference WSP for its emphasis on student-centeredness by creating productive interactions, intersections, and departures that arrive from prioritizing learning. WSP acknowledges the centralized role of students and teachers as co-facilitators in learning and writing. These threads are intentionally broad-based, as the chapters contained in this book speak to the complexity of WSP across institutions.