In a lecture entitled ’Scotland’s shame’, delivered at the Edinburgh Festival in August 1999, Scotland’s leading musical composer James MacMillan sought in an explosive way to expose the continuing pervasiveness of anti-Irish and anti-Catholic sectarianism and bigotry in contemporary Scotland. A decade of heated public debate has followed. Drawing upon post-colonial critiques of the provincial nature of metropolitan theory, this book approaches the Scotland's shame debate as, in many ways, itself a classic metrocentric cultural struggle over the true and essential telos of a once colonised population. It argues that the most interesting question the debate has provoked, a question which thus far has failed to generate a worthy answer, is: is the Irish Catholic encounter with Scotland intelligible and if so, what is the nature of this intelligibility? The purpose of this book is to harness the complex and rich theory of colonialism which French philosopher, political activist and novelist Jean-Paul Sartre developed and struggled over, to venture a qualified and partial interpretation of the Irish Catholic experience of Scotland. Nevertheless, in so doing, the book takes seriously the charge of metrocentricism as it bears on the search for the meaning of the Irish Catholic adventure in Scotland and refuses to permit any simplistic interpretation of this adventure. Presenting findings from a new oral history archive consisting of 67 interviews with members of the Irish Catholic community in Scotland, attention is given to the themes of national identity, estrangement and belonging; diasporic imaginings of Ireland; anti-imperial activism, agitation and advocacy; culture, faith and family; and poverty, work education and equality.

Focusing on late nineteenth- and twentieth-century stories of detection, policing, and espionage by British and South Asian writers, Yumna Siddiqi presents an original and compelling exploration of the cultural anxieties created by imperialism. She suggests that while colonial writers use narratives of intrigue to endorse imperial rule, postcolonial writers turn the generic conventions and topography of the fiction of intrigue on its head, launching a critique of imperial power that makes the repressive and emancipatory impulses of postcolonial modernity visible. Siddiqi devotes the first part of her book to the colonial fiction of Arthur Conan Doyle and John Buchan, in which the British regime's preoccupation with maintaining power found its voice. The rationalization of difference, pronouncedly expressed through the genre's strategies of representation and narrative resolution, helped to reinforce domination and, in some cases, allay fears concerning the loss of colonial power. In the second part, Siddiqi argues that late twentieth-century South Asian writers also underscore the state's insecurities, but unlike British imperial writers, they take a critical view of the state's authoritarian tendencies. Such writers as Amitav Ghosh, Michael Ondaatje, Arundhati Roy, and Salman Rushdie use the conventions of detective and spy fiction in creative ways to explore the coercive actions of the postcolonial state and the power dynamics of a postcolonial New Empire. Drawing on the work of leading theorists of imperialism such as Edward Said, Frantz Fanon, and the Subaltern Studies historians, Siddiqi reveals how British writers express the anxious workings of a will to maintain imperial power in their writing. She also illuminates the ways South Asian writers portray the paradoxes of postcolonial modernity and trace the ruses and uses of reason in a world where the modern marks a horizon not only of hope but also of economic, military, and ecological disaster.

Monster studies, dystopian literature and film studies have become central to research on the now-proliferating works that give voice to culture-specific anxieties. This new development in scholarship reinforces the notion that the genres of fantasy and science fiction call for interpretations that see their spaces of imagination as reflections of reality, not as spaces invented merely to escape the real world. In this vein, Displacing the Anxieties of Our World discusses fictive spaces of literature, film, and video gaming. The eleven essays that follow the Introduction are grouped into four parts: I. “Imagined Journeys through History, Gaming and Travel”; II. “Political Anxieties and Fear of Dominance”; III. “The Space of Fantastic Science and Scholarship”; and IV. “Spaces Natural and Spaces Artificial”. The studies produce a dialogue among disciplinary fields that bridges the imagined space between sixteenth-century utopia and twenty-first century dystopia with analyses penetrating fictitious spaces beyond utopian and dystopian spheres. This volume argues, consequently, that the space of imagination that conjures up versions of the world's frustrations also offers a virtual battleground – and the possibility of triumph coming from a valuable gain of cognizance, once we perceive the correspondence between spaces of the fantastic and those of the mundane.

Get Ready for Unstoppable Inner Peace Author Corinne Zupko undertook her study of psychology out of necessity when debilitating anxiety threatened to derail her life. Seeking ways to do more than temporarily alleviate her symptoms, Corinne began to study A Course in Miracles (ACIM), mindfulness meditation, and the latest therapeutic approaches for treating anxiety. In From Anxiety to Love, she shares what she learned and gently guides you through the process, helping you undo anxiety-based thinking and fostering mindful shifts in your thoughts and actions. Whether struggling with everyday stress or near-crippling discomfort, you will find that Corinne’s approach offers a new way of healing from — rather than just coping with — fear and anxiety.

For thousands of years, Portugal has been the point of arrival and departure for peoples, cultures, languages, ideas, fashions, behaviours, beliefs, institutions and produce. While its miscegenation and global multimodal activity enriched the world in many ways, it also provoked violence, war, suffering and resistance. The Global History of Portugal contains 93 chapters grouped into five parts: Pre-history, Antiquity, Middle Ages, Early Modern period and Modern World. Each chapter begins with an event, interpreted in the light of global history. Each part opens with an introduction, offering a perspective of the period in question. The three Editors, five Scientific Coordinators (João Luís Cardoso, Carlos Fabião, Bernardo Vasconcelos e Sousa, Catia Antunes and António Costa Pinto) and ninety Contributors offer a critical and analytical synthesis of the history that originated in Portuguese territory or passed through it, stimulating the process of encounter and dis-encounter in todays global world. The history presented gives special attention to the world that moulded Portugal and the Portuguese, and to the ways Portugal configured the world. It seeks to identify and understand the transversal entanglements of historic impact and the impulses these gave to the construction of Portugal and the world. Contemporary reflection and academic scholarship on the global history of leading nations has stimulated a rethinking of the past and a more comprehensive recognition of legacy. Historians can no longer overlook the wider world with which their country of investigation has interacted. Portugal's role in the dynamic circulation of peoples and ideas makes it global history not only unique by way of what took place but also in terms of a potential academic template for better understanding of how the past shapes the present, and more particularly the importance of acknowledging a country's past historic mis-steps and how these are dealt with by contemporary populations.

This book is based on a commitment to teaching science to everybody. What may work for training professional scientists does not work for general science education. Students bring to the classrooms preconceived attitudes, as well as the emotional baggage called ""science anxiety."" Students may regard science as cold, unfriendly, and even inherently hostile and biased against women. This book has been designed to deal with each of these issues and results from research in both Denmark and the United States. The first chapter discusses student attitudes towards science and the second discusses science anxiety. The connection between the two is discussed before the introduction of constructivism as a pedagogy that can aid science learning if it also addresses attitudes and anxieties. Much of the book elucidates what the authors have learned as science teachers and science education researchers. They studied various groups including university students majoring in the sciences, mathematics, humanities, social sciences, business, nursing, and eduction; high school students; teachers' seminary students; science teachers at all levels from middle school through college; and science administrators. The insights of these groups constitute the most important feature of the book, and by sharing them, the authors hope to help their fellow science teachers to understand student attitudes about science, to recognize the connections between these and science anxiety, and to see how a pedagogy that takes these into account can improve science learning.

Following the Indian Rebellion of 1857, fear of Indigenous uprisings spread across the British Empire and nibbled at the edges of settler societies. Publicly admitting to this anxiety, however, would have gone counter to Victorian notions of racial superiority. In Settler Anxiety at the Outposts of Empire Kenton Storey opens a window on this time by comparing newspaper coverage in the 1850s and 1860s in the colonies of New Zealand and Vancouver Island. Challenging the idea that there was a decline in the popularity of humanitarianism across the British Empire in the mid-nineteenth century, he demonstrates how government officials and newspaper editors appropriated humanitarian rhetoric as a flexible political language. Whereas humanitarianism had previously been used by Christian evangelists to promote Indigenous rights, during this period it became a popular means to justify the expansion of settlers’ access to land and to promote racial segregation, all while insisting on the “protection” of Indigenous peoples.

This is a single resource offering theoretical perspectives and reviews of research on the link between health behaviors and physical illness to anxiety. The authors explore the idea of reciprocal relations between anxiety and health factors throughout the developmental course. Special attention is devoted to the mechanisms by which certain health factors (e.g. physical exercise) may play a role in the onset or maintenance of particular anxiety disorders.

Anxiety disorders are common in children and adolescents and can be debilitating if not recognized and treated. This issue covers the landscape of anxiety disorders in youth, from development and neurobiology; to treatments, advances, and novel approaches; to informing other systems of care: primary physicians, schools, and parents. Specific anxiety disorders discussed include: Obsessive-compulsive and tic-related disorders, PTSD, and school refusal and panic disorder. Pharmacotherapy, CBT, and Parent-Child interaction therapies are reviewed.