Susan Gregory – författare

Mastering the Novels of Jane Austen is the ideal companion for anyone studying the works of this endearing literary figure. An engaging account of the six most-read Austen novels, this book captures the imagination with its fresh and lively approach.It provides a detailed critique of Northanger Abbey, Sense and Sensibility, Pride and Prejudice, Mansfield Park, Emma, and Persuasion, linking the significance of the works from the past to the present day in the light of contemporary attitudes to women, tradition, and innovation. The book explores the influence of art, architecture, music, literature, theology, philosophy, history and politics in the novels, and discusses both traditional and contemporary literary theory, examining Austen's use of wit and irony, and the nuances of her vocabulary.A must-have guide for anyone preparing for exams or looking to gain the maximum satisfaction from their reading of the novels of this much-loved author.

This book is not a book about my family. But it is necessary for the reader to understand the part my family plays in the book. Without that foundation of Gregory support, I would not have been able to tell this story. . . The reader should understand that the emotions expressed throughout the book were felt only in the context of my year at Marshall. The intense experience of being totally immersed in the black world produced what the reader may feel are exaggerated expressions of the beauty of blackness. However, the reader should realize that I was discovering blackness and should take this into account when reacting to pointed contrasts between white and black. . . I have recorded the incidents in the book as I saw them. The only details altered are the names of the persons involved. —Susan Gregory, from the Preface and Author’s Note

Interdependency and Care over the Lifecourse draws upon theories of time and space to consider how informal care is woven into the fabric of everyday lives and is shaped by social and economic inequalities and opportunities. The book comprises three parts. The first explores contrasting social and economic contexts of informal care in different parts of the world. The second looks at different themes and dynamics of caring, using fictional vignettes of illness and health, child care, elderly care and communities of care. The book examines the significance to practices of care throughout the lifecourse of: understandings and expectations of care emotional exchanges involved in care memories and anticipations of giving and receiving care the social nature of the spaces and places in which care is carried out the practical time-space scheduling necessary to caring activities.Finally the authors critically examine how the frameworks of caringscapes and carescapes might be used in research, policy and practice. A working example is provided. This book will be of interest to students and researchers of care work, health and social care, geography, sociology of the family and social policy as well as those in business and policy communities trying to gain an understanding of how work and informal care interweave.

Interdependency and Care over the Lifecourse draws upon theories of time and space to consider how informal care is woven into the fabric of everyday lives and is shaped by social and economic inequalities and opportunities. The book comprises three parts. The first explores contrasting social and economic contexts of informal care in different parts of the world. The second looks at different themes and dynamics of caring, using fictional vignettes of illness and health, child care, elderly care and communities of care. The book examines the significance to practices of care throughout the lifecourse of: understandings and expectations of care emotional exchanges involved in care memories and anticipations of giving and receiving care the social nature of the spaces and places in which care is carried out the practical time-space scheduling necessary to caring activities.Finally the authors critically examine how the frameworks of caringscapes and carescapes might be used in research, policy and practice. A working example is provided. This book will be of interest to students and researchers of care work, health and social care, geography, sociology of the family and social policy as well as those in business and policy communities trying to gain an understanding of how work and informal care interweave.

This is a longitudinal follow up to the study reported in The Deaf Child and his Family, now re-published as Deaf Children and their Families. Some 18 years on, 75% of the original families have been traced and this new volume provides an account of the subsequent interviews with both the parents and the deaf young people themselves. Participants reflect not only on the consequences of deafness within their own lives, but on the changing context for deaf people. It includes a comparison of the views of parents with those of their sons and daughters and an examination of factors in early life which may relate to later development. In its provision of a unique insight into the deaf young person's perspective on life, it will be a valuable resource for all those concerned with deafness and special education, including families, deaf people, professionals and academics.

This is the republication of a study originally entitled The Deaf Child and his Family which was a landmark in the study of early deafness. Dr Gregory's work, based on interviews with 122 mothers of deaf children under the age of six years, parallels that already done with hearing children and investigates with the same methodology the ways in which deaf children develop, change and are changed by their home and their wider environment. The book describes the everyday life of young deaf children and their families, looks at the deaf child's activities and their daily routine and considers the support and advice given to the parents during the child's early years. This republication, and the addition of a new introduction, coincides with the publication of Dr Gregory's follow-up longitudinal study of the same cohort of families in Deaf Young People and their Families.

First Published in 1999. The majority of pupils who are deaf or hearing impaired are educated in mainstream classes. This means that mainstream teachers will not only come into contact with these pupils, but will have the responsibility for teaching them. There is a wide range of pupils covered by the title of the book: some deaf pupils will wear hearing aids, some will have a fluctuating hearing loss, and others will prefer to communicate using sign language. If this book succeeds in giving mainstream teachers, learning support assistants and others who may meet deaf and hearing impaired pupils in school a greater understanding not only of the difficulties which these pupils may face but also of the contribution which they can make to the school then it will have fulfilled its aim.

This book is about the lives of 11-year-old children growing up in a Midlands city in the late ‘60s and early ‘70s. Based on interviews with their parents, it describes family life at the time, as well as the experiences, hopes and concerns of the children as they themselves become adolescents. The book reflects upon the changes that occur for children in the transitional period between childhood and adolescence. It looks at the friendship patterns of eleven-year-olds, their special interests and activities and how they spend their leisure time as well as describing the children’s worries and concerns as perceived by their parents. It also considers family life and parental issues in the context of children’s growing independence and their developing sexual maturity.Originally written in the 1980’s but recently discovered and published now for the first time, this is the fifth book in the series of long-term investigations of child up-bringing, by John and Elizabeth Newson, distinguished child psychologists at the University of Nottingham. Their research began in the late 1950s when the cohort of children was a year old; their mothers were subsequently interviewed at intervals as the children grew up. This fifth volume draws links between the material from interviews with parents when their sons and daughters were seven, eleven, sixteen and nineteen years, and also invites comparison with the lives of children growing up now. The final chapter reviews the book series and the Newsons’ research programme.This exceptional book will be of interest to psychologists and other academics interested in child development, as well as professionals involved in work with children and adolescents such as teachers, doctors, nurses and social workers. It also has great historical significance with its potential for comparisons between the lives of children and adolescents now with those growing up some 50 years ago.

This book is about the lives of 11-year-old children growing up in a Midlands city in the late ‘60s and early ‘70s. Based on interviews with their parents, it describes family life at the time, as well as the experiences, hopes and concerns of the children as they themselves become adolescents. The book reflects upon the changes that occur for children in the transitional period between childhood and adolescence. It looks at the friendship patterns of eleven-year-olds, their special interests and activities and how they spend their leisure time as well as describing the children’s worries and concerns as perceived by their parents. It also considers family life and parental issues in the context of children’s growing independence and their developing sexual maturity.Originally written in the 1980’s but recently discovered and published now for the first time, this is the fifth book in the series of long-term investigations of child up-bringing, by John and Elizabeth Newson, distinguished child psychologists at the University of Nottingham. Their research began in the late 1950s when the cohort of children was a year old; their mothers were subsequently interviewed at intervals as the children grew up. This fifth volume draws links between the material from interviews with parents when their sons and daughters were seven, eleven, sixteen and nineteen years, and also invites comparison with the lives of children growing up now. The final chapter reviews the book series and the Newsons’ research programme.This exceptional book will be of interest to psychologists and other academics interested in child development, as well as professionals involved in work with children and adolescents such as teachers, doctors, nurses and social workers. It also has great historical significance with its potential for comparisons between the lives of children and adolescents now with those growing up some 50 years ago.