Although Engleitner and Adolf Hitler grew up in the same province in Austria and shared the same cultural background and education system, the convictions and attitudes they developed were diametrically opposed. Whereas Hitler caused untold suffering to millions as a merciless mass murderer, Engleitner devoted his life to peace, refusing to buckle even in the face of death. Why would a man facing imprisonment and unspeakable suffering in a Nazi concentration camp, chose not to sign a document giving him his freedom? Instead he submitted to Nazi persecution, enduring imprisonment in Buchenwald, Niederhagen, and Ravensbruck concentration camps, rather than renouncing his faith as one of Jehovah's Witnesses.

From the film director behind his creation, Four gives readers an exclusive look at the adventures of Antoine Doinel through the screenplays and stills of the four films he appears in. Thought by many to be the fictional alter ego of Francois Truffaut, Antoine Doinel, played in all movies by Jean-Pierre Leaud, was a fictional character created by Truffaut that depicted many of his own memories ranging from childhood through divorce. Four is an enchanting look at the character of Antoine through screenplays and stills from four of Truffaut’s most well-known films: The 400 Blows, Love at Twenty, Stolen Kisses, and Bed and Board.

Rather than embracing difference as a reflection of wider society, academic ecosystems seek to normalise and homogenise ways of working and of being a researcher. As a consequence, ableism in academia is endemic. However, to date no attempt has been made to theorise experiences of ableism in academia. Ableism in Academia provides an interdisciplinary outlook on ableism that is currently missing. Through reporting research data and exploring personal experiences, the contributors theorise and conceptualise what it means to be/work outside the stereotypical norm. The volume brings together a range of perspectives, including feminism, post-structuralism, such as Derridean and Foucauldian theory, crip theory and disability theory, and draw on the width and breadth of a number of related disciplines. Contributors use technicism, leadership, social justice theories and theories of embodiment to raise awareness and increase understanding of the marginalised; that is those academics who are not perfect. These theories are placed in the context of neoliberal academia, which is distant from the privileged and romanticised versions that exist in the public and internalised imaginations of academics, and used to interrogate aspects of identity, aspects of how disability is performed, and to argue that ableism is not just a disability issue. This timely collection of chapters will be of interest to researchers in Disability Studies, Higher Education Studies and Sociology, and to those researching the relationship between theory and personal experience across the Social Sciences.

Fills the need for an experimental physics text. There are three main sections of the text. The first is an introduction that offers valuable insights into the importance of the human element in physics and traces the course of its historical development. This section also explains the objectives of the physics laboratory and the skills you must master to maintain a ``Notebook'' and analyze data, and presents a general discussion of spectroscopy experiments. The second section discusses the unique and valuable role of the computer in the laboratory and explains how to use it; software is included with the text. The final section contains over twenty experiments, providing students with a broad introduction into the use of a variety of instruments for carrying out many different measurements.

As a teacher, what are my personal, social and emotional responsibilities in supporting pupils with psychological development? Psychology has underpinned educational practice since its inception but understanding what that means in practical terms for educational settings today can seem bewildering. The team draw upon the whole field, covering not only developmental, health, and educational/child psychology, but also organisational and counselling perspectives. Drawing on examples from rural early years settings to large urban secondary schools, this book looks at how psychology can support your teaching practice. It does this by looking at different situations within a teacher's roles and responsibilities, and what this also means for understanding their professional identity. Expertly crafted by Jeremy Monsen, Lisa Marks Woolfson and James Boyle, bringing together the expertise of a team of practitioners and psychologists, this book draws together the latest research and current practice. The team also support you to consider and develop your own views, beliefs and values and explores why it is your responsibility as an educator to make use of psychology not only to ensure the best possible opportunities for children and young people, but also for your own growth in your professional journey.