Melissa Dickson – författare

Much like the Information Age of the twenty-first century, the Industrial Age was a period of great social changes brought about by rapid industrialization and urbanization, speed of travel, and global communications. The literature, medicine, science, and popular journalism of the nineteenth century attempted to diagnose problems of the mind and body that such drastic transformations were thought to generate: a range of conditions or “diseases of modernity” resulting from specific changes in the social and physical environment. The alarmist rhetoric of newspapers and popular periodicals, advertising various “neurotic remedies,” in turn inspired a new class of physicians and quack medical practices devoted to the treatment and perpetuation of such conditions.Anxious Times examines perceptions of the pressures of modern life and their impact on bodily and mental health in nineteenth-century Britain. The authors explore anxieties stemming from the potentially harmful impact of new technologies, changing work and leisure practices, and evolving cultural pressures and expectations within rapidly changing external environments. Their work reveals how an earlier age confronted the challenges of seemingly unprecedented change, and diagnosed transformations in both the culture of the era and the life of the mind.

Much like the Information Age of the twenty-first century, the Industrial Age was a period of great social changes brought about by rapid industrialization and urbanization, speed of travel, and global communications. The literature, medicine, science, and popular journalism of the nineteenth century attempted to diagnose problems of the mind and body that such drastic transformations were thought to generate: a range of conditions or “diseases of modernity” resulting from specific changes in the social and physical environment. The alarmist rhetoric of newspapers and popular periodicals, advertising various “neurotic remedies,” in turn inspired a new class of physicians and quack medical practices devoted to the treatment and perpetuation of such conditions. Anxious Times examines perceptions of the pressures of modern life and their impact on bodily and mental health in nineteenth-century Britain. The authors explore anxieties stemming from the potentially harmful impact of new technologies, changing work and leisure practices, and evolving cultural pressures and expectations within rapidly changing external environments. Their work reveals how an earlier age confronted the challenges of seemingly unprecedented change, and diagnosed transformations in both the culture of the era and the life of the mind.

What did it mean to hear, for the first time, what George Eliot described as 'that roar which lies on the other side of silence'? Rapid developments in nineteenth-century acoustic science and communications technologies opened up new worlds beyond the limits of normal audibility for the Victorian public. Weaving together explorations of scientific developments with imaginative cultural, spiritual, and literary responses, this book sets out to explore the burgeoning field of acoustics in the nineteenth century and the new language, structure, and conceptual models it offered to broker the boundaries of the individual self. Ranging from Eliot's Middlemarch to Du Maurier's Trilby, and from Laënnec's work on the stethoscope to experiments on animal audition, inquiries into the unconscious, and spiritualist investigations of the hidden world of vibrations, it demonstrates the profound challenge to the boundaries of the human that was issued by new sound technologies in the Victorian period.

An overview of the cultural transmission of the Arabian Nights within nineteenth-century Britain An overview of the cultural transmission of the Arabian Nights within nineteenth-century Britain Fresh readings of canonical texts such as Charlotte Brontë’s Jane Eyre, Charles Dickens’s Hard Times, and Lewis Carroll’s Alice in WonderlandDiverse primary sources analysing the presence of the Arabian Nights in distinct areas of cultural production: constructions of childhood, archaeological and geological science, theatrical display, and exhibitionsAladdin, Sinbad, Ali Baba and the Forty Thieves, Scheherazade winding out her intricate tales to win her nightly stay of execution: the stories of the Arabian Nights are a familiar and much-loved part of the English literary inheritance. But how did these tales become so much a part of the British cultural landscape? Dickson identifies the nineteenth century as the beginning of the large-scale absorption of the Arabian Nights into British literature and culture. She explores how this period used the stories as a means of articulating its own experiences of a rapidly changing environment. She also argues for a view of these tales not as a depiction of otherness, but as a site of recognition and imaginative exchange between East and West, in a period when such common ground was rarely found

An overview of the cultural transmission of the Arabian Nights within nineteenth-century Britain An overview of the cultural transmission of the Arabian Nights within nineteenth-century Britain Fresh readings of canonical texts such as Charlotte Brontë’s Jane Eyre, Charles Dickens’s Hard Times, and Lewis Carroll’s Alice in WonderlandDiverse primary sources analysing the presence of the Arabian Nights in distinct areas of cultural production: constructions of childhood, archaeological and geological science, theatrical display, and exhibitionsAladdin, Sinbad, Ali Baba and the Forty Thieves, Scheherazade winding out her intricate tales to win her nightly stay of execution: the stories of the Arabian Nights are a familiar and much-loved part of the English literary inheritance. But how did these tales become so much a part of the British cultural landscape? Dickson identifies the nineteenth century as the beginning of the large-scale absorption of the Arabian Nights into British literature and culture. She explores how this period used the stories as a means of articulating its own experiences of a rapidly changing environment. She also argues for a view of these tales not as a depiction of otherness, but as a site of recognition and imaginative exchange between East and West, in a period when such common ground was rarely found

This volume explores changing perceptions of health and disease in the context of the burgeoning global modernities of the nineteenth century. With case studies from Britain, America, France, Germany, Finland, Bengal, China and the South Pacific, it demonstrates how popular and medical understandings of the mind and body were reframed by the social, cultural and political structures of ‘modern life’. Chapters in the collection examine ways in which cancer, suicide and social degeneration were seen as products of the stresses and strains of ‘new’ ways of living. Others explore the legal, institutional and intellectual changes that contributed to modern medical practice. The volume traces how physiological and psychological problems were constituted in relation to each other and to their social contexts, offering new ways of contextualising the problems of modernity facing us in the twenty-first century.This book is relevant to United Nations Sustainable Development Goal 3, 'Good health and well-being'.An electronic edition of this book is freely available under a Creative Commons (CC BY-NC-ND) licence.

With foreword by Rick Wormeli

Merging educational neuroscience with a formative assessment process and differentiated instruction, LeAnn Nickelsen and Melissa Dickson developed a four-step cycle of instruction -- (1) chunk, (2) chew, (3) check, and (4) change -- that has the power to double the speed of student learning. Compatible with any subject area, the book''s brain-friendly teaching strategies and plentiful tools are designed to help transform students into active learners and independent thinkers.

Educational neuroscience- and research-based teaching strategies to improve student achievement:

Combine brain science with a formative assessment process and differentiated instruction to maximize student learning.Examine effective teaching strategies and differentiation practices so you can bump it up or break it down according to student needs.Consider the four-step instructional cycle and understand the components of chunk, chew, check, and change.Explore how the formative assessment process can double the speed of learning.Learn how to plan instruction and preassess efficiently so that daily learning targets and formative assessments enable each student to meet standards.Receive templates and teaching strategies that can be easily differentiated and implemented in daily lesson plans.

Contents:Introduction: Maneuver Your Footwork With Four Steps

Part I: Setting Up Your Classroom Dance FloorChapter 1: Choreograph Your Instruction With the Cha-Cha StepsChapter 2: Move Smoothly From Broad Ideas to Smaller IdeasChapter 3: Get to Know Your Dance Partners

Part II: Putting the Steps TogetherChapter 4: Take Step One: Chunk (Instruct)Chapter 5: Take Step Two: Chew (Learn)Chapter 6: Take Step Three: Check (Evaluate)Chapter 7: Take Step Four: Change (Differentiate)Chapter 8: Finesse the Chunk, Chew, Check, and Change Cycle

Epilogue: Swing Into Action With the Four Steps