LEADER 05945nam 2200709 a 450 001 9910790822303321 005 20200520144314.0 010 $a94-6091-999-5 010 $a94-6209-001-7 024 7 $a10.1007/978-94-6209-001-9 035 $a(CKB)2550000001170552 035 $a(EBL)3034745 035 $a(SSID)ssj0000878809 035 $a(PQKBManifestationID)11482779 035 $a(PQKBTitleCode)TC0000878809 035 $a(PQKBWorkID)10837110 035 $a(PQKB)11550824 035 $a(DE-He213)978-94-6209-001-9 035 $a(MiAaPQ)EBC3034745 035 $a(OCoLC)823386801 035 $a(nllekb)BRILL9789462090019 035 $a(MiAaPQ)EBC1083736 035 $a(Au-PeEL)EBL3034745 035 $a(CaPaEBR)ebr10617867 035 $a(OCoLC)858885088 035 $a(Au-PeEL)EBL1083736 035 $a(CaONFJC)MIL422098 035 $a(PPN)168343282 035 $a(EXLCZ)992550000001170552 100 $a20130105d2012 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aEleMENtary school$b[electronic resource] $e(hyper)masculinity in a feminized context /$fScott Richardson 205 $a1st ed. 2012. 210 $aRotterdam $cSense Publishers$d2012 215 $a1 online resource (170 p.) 300 $aDescription based upon print version of record. 311 $a94-6091-998-7 311 $a1-283-90848-4 320 $aIncludes bibliographical references. 327 $aPreliminary Material -- Owen and Scott -- Scott -- Owen -- Fairfield Elementary -- Alex?s Year Begins -- Alex?s Year -- Alex?s Year Ends -- Dru -- Sources -- References. 330 $aScott Richardson gives us a finely detailed experiential account of how gender and teaching are woven together in public schools. Through his own memories and the narrativized experiences of his research subjects, Richardson demonstrates both the institutional benefits associated with being male and the fragility of masculinity. Membership in the ?Boys? Club? of hypermasculinity requires constant checking, surveillance, and choices that fit within the narrow range of dominant masculinity (so well detailed by R. W. Connell). Richardson?s causal style parallels the ease with which men in leadership and teaching positions articulate their allegiance to gender norms and one another, and in effect, set critique of such gender norms above comment: it?s just the way things are done. - Cris Mayo, Associate Professor of Education Policy, Organization and Leadership & Gender and Women?s Studies, University of Illinois at Urbana-Champaign; Faculty Director of the Odyssey Project; author of Disputing the Subject of Sex: Sexuality and Public School Controversies. Scott Richardson has written a provocative work that lifts the veil and explores a secret space hiding in plain sight in every school in America. The taboo is gender, and for teachers who often feel bound and gagged, unseen and unheard, Richardson?s efforts offer a life-altering experience that will change the way we understand classrooms. eleMENtary School: (hyper)masculinity in a Feminized Context is both forbidden fruit and a small masterpiece. - William Ayers, Distinguished Professor of Education and Senior University Scholar, University of Illinois at Chicago (retired); founder of the Center for Youth and Society; author of To Teach: The Journey of a Teacher, and co-author-editor of The Handbook of Social Justice in Education with T. Quinn & D. Stovall. eleMENtary School tells the important and untold story of teachers? enactments of normative masculinity. Through vivid and compelling accounts of male teachers like Dru, Alex and Owen we learn about how contemporary definitions of masculinity prevent teachers from fulfilling their potential as educators, as colleagues and as role models. Only by reading carefully a documented analysis like these can we begin to critically examine the way in which we can encourage male teachers to develop what Scott Richardson calls an ?ethic of care,? that supports gender equality, rather than allowing them to continue to engage in damaging practices of normative masculinity. - CJ Pascoe, Assistant Professor of Sociology; author of Dude You?re a Fag: Masculinity and Sexuality in High School and Anas, Mias and Wannas: Identity and Community in a Pro-ana Subculture. Scott Richardson's eleMENtary School: (hyper)masculinity in a Feminized Context is a remarkable innovative contribution to teacher lore, narrative inquiry, and gender studies. Readers cannot experience this book without pondering, questioning, rethinking, and reconstructing their perspective on education and its socio-sexual and political milieu. Surely, that is one of the most laudable consequences of a scholarly contribution in education. I urge educators at all levels to let this book have impact on their outlooks. - William H. Schubert, Professor Emeritus, Dept. of Curriculum & Instruction, University of Illinois at Chicago; former Director the Teacher Lore Project; co-author-editor of Teacher Lore: Learning from Our Own Experience with W. Ayers, and author of Love, Justice and Education. Scott Richardson is an Assistant Professor of Educational Foundations, Women?s Studies faculty member, and co-founder of the Sexuality & Gender Institute at Millersville University. 606 $aSex differences in education 606 $aMale elementary school teachers 606 $aMasculinity 606 $aGender identity 615 0$aSex differences in education. 615 0$aMale elementary school teachers. 615 0$aMasculinity. 615 0$aGender identity. 676 $a370 700 $aRichardson$b Scott$0688320 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790822303321 996 $aEleMENtary school$93697776 997 $aUNINA LEADER 02579nam 2200721 a 450 001 9910139724403321 005 20250522133823.0 010 $a1-283-44908-0 010 $a9786613449085 010 $a1-4443-4745-4 010 $a1-4443-4742-X 035 $a(CKB)2550000000079557 035 $a(EBL)844066 035 $a(OCoLC)779166496 035 $a(SSID)ssj0000596111 035 $a(PQKBManifestationID)11369710 035 $a(PQKBTitleCode)TC0000596111 035 $a(PQKBWorkID)10558329 035 $a(PQKB)11630915 035 $a(MiAaPQ)EBC844066 035 $a(Au-PeEL)EBL844066 035 $a(CaPaEBR)ebr10528117 035 $a(CaONFJC)MIL344908 035 $a(PPN)162431635 035 $a(EXLCZ)992550000000079557 100 $a20110826d2012 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aSubprime cities $ethe political economy of mortgage markets /$fedited by Manuel B. Aalbers 205 $a1st ed. 210 $aMalden, Mass. $cWiley-Blackwell$d2012 215 $a1 online resource (362 p.) 225 1 $aStudies in Urban and Social Change 300 $aDescription based upon print version of record. 311 08$a1-4443-3777-7 311 08$a1-4443-3776-9 320 $aIncludes bibliographical references and index. 327 $apt. 1. Introduction -- pt. 2. The political economy of the mortgage market -- pt. 3. Cities, race, and the subprime crisis -- pt. 4. Conclusion. 330 $a"Subprime Cities: The Political Economy of Mortgage Markets presents a collection of works from social scientists that offer important insights into what is happening in today's mortgage market including the causes, effects, and aftermath of the 'subprime' mortgage crisis"--$cProvided by publisher. 410 0$aStudies in Urban and Social Change 606 $aSubprime mortgage loans 606 $aMortgage loans 606 $aGlobal Financial Crisis, 2008-2009 606 $aPréstecs hipotecaris$2thub 606 $aCrisi econòmica, 2008-2009$2thub 608 $aLlibres electrònics$2thub 615 0$aSubprime mortgage loans. 615 0$aMortgage loans. 615 0$aGlobal Financial Crisis, 2008-2009. 615 7$aPréstecs hipotecaris 615 7$aCrisi econòmica, 2008-2009 676 $a332.7/2 701 $aAalbers$b Manuel$0868915 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910139724403321 996 $aSubprime cities$91939808 997 $aUNINA LEADER 04945nam 22005413 450 001 9910164075503321 005 20230725063637.0 010 $a9781908692764 010 $a1908692766 035 $a(CKB)3710000001057024 035 $a(MiAaPQ)EBC4807454 035 $a(Au-PeEL)EBL4807454 035 $a(CaPaEBR)ebr11348239 035 $a(OCoLC)974589256 035 $a(BIP)059098957 035 $a(Exl-AI)4807454 035 $a(Perlego)3019555 035 $a(MiAaPQ)EBC32247518 035 $a(Au-PeEL)EBL32247518 035 $a(OCoLC)1555346868 035 $a(EXLCZ)993710000001057024 100 $a20210901d2011 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aNapoleon's Conquest of Prussia - 1806 205 $a1st ed. 210 1$aSan Francisco :$cWagram Press,$d2011. 210 4$d©2011. 215 $a1 online resource (210 pages) 327 $aTitle page -- AUTHOR'S PREFACE -- INTRODUCTION -- ILLUSTRATIONS -- MAPS AND PLANS -- CHAPTER I -- THE ORIGIN OF THE WAR -- CHAPTER II -- THE ARMIES OF THE CONTENDING POWERS -- CHAPTER III -- THE PLANS OF CAMPAIGN -- CHAPTER IV -- MOVEMENTS OF BOTH SIDES UP TO THE 1OTH OCTOBER -- CHAPTER V -- THE ACTION OF SAALFELD (OCT. 10) -- CHAPTER VI -- OPERATIONS FROM THE 10TH TO THE 13TH OCTOBER -- CHAPTER VII -- THE BATTLE OF JENA -- CHAPTER VIII -- THE BATTLE OF AUERSTA?DT -- CHAPTER IX -- STRATEGY AND TACTICS OF THE FIRST PERIOD OF THE WAR -- CHAPTER X -- EVENTS OF THE 15TH TO 17TH OCTOBER -- CHAPTER XI -- FROM THE ACTION OF HALLE TO THE OCCUPATION OF BERLIN -- CHAPTER XII -- THE PURSUIT OF HOHENLOHE AND HIS CAPITULATIOH AT PRENZLAU -- CHAPTER XIII -- BLU?CHER'S MARCH TO LUBECK AND SURRENDER AT RATKAU -- CHAPTER XIV -- THE FATE OF MAGDEBURG, HESSE-CASSEL, AND HAMELN -- CHAPTER XV -- CONCLUDING REMARKS ON THE SECOND PERIOD OF THE WAR. 330 8 $aAt the beginning of 1806, Napoleon could feel rather satisfied with his conquests, although the Russian Bear had been brutally beaten and the Austrian Eagle damaged beyond repair after the carnage of Austerlitz. However lurking to the north were the inheritors of Frederick the Great's legacy of Rossbach and Leuthen, their sullen neutrality during 1805 had been bought by the price of the annexation of Hanover, the Prince-elector of which sat on the British throne. It would only be a matter of time before the Prussian army tested their might against Napoleon's legions, young Prussians could be found outside the French embassy in Berlin sharpening their swords against its steps, Queen Luise was a vocal focus for the war party.With the most positive expectations for the campaign, the lumbering Prussian army, led by veterans in their sixties, seventies and even eighties, groped to find Napoleon and his much faster moving corps d'arme?e. Napoleon's Marshals and generals were mostly, apart from a few notable exceptions, one bordering on treason, at the top of their professional competency. Few if any however would have expected the campaign to unfold as it did, as Napoleon actively searched for the main Prussian army, he found and destroyed a significant portion of the army at Jena, a single of his corps, under Davout, faced and defeated the majority at Auersta?dt. What followed thereafter was the most relentless pursuit of the Napoleonic Wars, combined with a number of capitulations which did not honour to Prussian arms.Prussia was defeated completely, with a scant regard to future relations with this state, Napoleon dismembered the state, imposed war reparations that would have made the French at Compiegne, a century, later blush, allowed his soldiers to pillage on an unheard of scale. Not that he himself was immune to the tendency to take what might allowed, he took amongst other trophies, Frederick the Great's own sword. Reduced to a second rate power Prussia, occupied by French soldiers, would look to the crumbs that Napoleon might hand out and hope that other powers might topple the mighty Napoleon.As with all of Petre's books on the Napoleonic period, his work is well written, scrupulously researched and balanced.We have taken the liberty as diacritics appear in Petre's book to change Blucher to Blu?cher.Author - Francis Lorraine Petre OBE - (1852-1925)Plans - ALL included - 7 totalPortraits and Illustrations - ALL included - 19 total 606 $aMilitary campaigns$7Generated by AI 606 $aNapoleonic Wars, 1800-1815$7Generated by AI 615 0$aMilitary campaigns 615 0$aNapoleonic Wars, 1800-1815 676 $a940.27343 700 $aPetre O.B.E$b Francis Loraine$01371030 701 $aPublishing$b Pickle Partners$01077764 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910164075503321 996 $aNapoleon's Conquest of Prussia - 1806$93400811 997 $aUNINA