Joan Simon – författare

This book celebrates the achievements of Alice Guy Blaché  (1873–1968), the first woman motion picture director and producer. From 1896 to 1907, she created films for Gaumont in Paris. In 1907, she moved to the United States and established her own film company, Solax. From 1914 to 1920, Guy Blaché was an independent director for a number of film companies. Despite her immensely productive and creative career, Guy Blaché’s indispensable contribution to film history has been overlooked. She entered the world of filmmaking at its nascent stage, when films were seen primarily as a medium in the service of science or as an adjunct to selling cameras. Working with Gaumont cameramen and cameras and the new technical advances for the projection of film, she became one of the film pioneers ushering in the new era of motion pictures as a narrative form. Written by cinema history experts and curators, this handsome volume brings to light a critical new mass of Guy Blaché’s film oeuvre in an effort to restore her to her rightful place in film history.Published in association with the Whitney Museum of American ArtExhibition Schedule:Whitney Museum of American Art, New York (11/6/09 - 1/24/10)

First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.

This book discusses educational developments during a crucial period of English history in their social context, revising a long-standing interpretation of the effect of Reformation legislation. Tracing trends from the fifteenth to the seventeenth century, it is in three parts. The first considers the pattern in the later maiddle ages and the conditions favouring the spread of humanist ideas which were to be adapted and applied at the Reformation. In Part II there is a detailed survey of measures takeen under Henry VIII and during the reign of Edward VI when state intervention to control the organisation and curriculum of schools and universities laid the foundations of the modern system of education. Finally, after a review of the relation between educational and social change, the focus is on three main aspects during the conservative Elizabethan age: consolidation of the school system, the pattern devised for the institution of the gentleman; the extension of the popular education fostered by the puritan ethic and the pressure of practical needs - forecasting the next major move for educational reform in the mid-seventeenth century.

First published in 1970, The Social Origins of English Education breaks new ground by going back to the origins of English education in tribal society. The author treats the history of education not as the record of a closed educational world, but as an aspect of social and intellectual history.The first part surveys the early development of education in England up to the twelfth century. The second concentrates on particular aspects—rural upbringing, the new concept of education that arose in the town, and the teaching methods of the medieval university. In each case, use is made of specialist studies of a kind rarely drawn upon, though they throw much light on changing educational concepts and forms.

There was a time when bullying was regarded as a relatively innocuous issue—a normal part of growing up—but this is no longer the case. The magnitude of the problems that bullying can lead to is evidenced by the rising amount of professional literature on bullying, as well as recent cases of bully-linked suicide and homicide in the popular media. Bullying always involves at least one bully and one victim, but there are a variety of social roles that can affect the duration and magnitude of bullying. These roles include bully assistants or supporters, victim defenders, and passive bystanders. Fundamental to creating successful intervention programs to prevent or reduce bullying is basic research that identifies the characteristics of those involved in bullying situations (e.g., personality, motivational, intellectual, physical, social, and behavioural). This volume presents a broad range of original research describing how social influences are related to bullying. Reflecting the fact that bullying is a world-wide phenomenon and problem, the research comes from samples of individuals from Australia, Finland, Italy, New England, and Poland, as well as a review of the cyber-bullying literature, which is international in scope. This book was originally published as a special issue of Social Influence.

There was a time when bullying was regarded as a relatively innocuous issue—a normal part of growing up—but this is no longer the case. The magnitude of the problems that bullying can lead to is evidenced by the rising amount of professional literature on bullying, as well as recent cases of bully-linked suicide and homicide in the popular media. Bullying always involves at least one bully and one victim, but there are a variety of social roles that can affect the duration and magnitude of bullying. These roles include bully assistants or supporters, victim defenders, and passive bystanders. Fundamental to creating successful intervention programs to prevent or reduce bullying is basic research that identifies the characteristics of those involved in bullying situations (e.g., personality, motivational, intellectual, physical, social, and behavioural). This volume presents a broad range of original research describing how social influences are related to bullying. Reflecting the fact that bullying is a world-wide phenomenon and problem, the research comes from samples of individuals from Australia, Finland, Italy, New England, and Poland, as well as a review of the cyber-bullying literature, which is international in scope. This book was originally published as a special issue of Social Influence.