Eighteen-year-old Tyrone Larson ponders the events of his life that led to his part in the death of a high school friend from a drug overdose.

A little dinosaur named Boland tries several ways of dealing with the biggest bully in the swamp forest, until finally hitting on a successful tactic.

`A study of both Tudor Anglo-Irish relations and the 16th century, Morgan's work is first rate, thoughtful, well-researched and subtle.' ARCHIVES As a study of both Tudor Anglo-Irish relations and the sixteenth-century, Morgan's work is first rate, thoughtful, well-researched and subtle. ARCHIVES Fascinating piece of detective work... No serious student of late Tudor Ireland can afford to ignore this rigorous and painstaking analysis. HISTORY Between 1594-1603 Elizabeth I faced her most dangerous challenge - the insurrection in Ireland known to British historians as the rebellion of the earl of Tyrone, and to their Irish counterparts in the Nine Years War. This study examines the causes of the conflict in the developing policy of the Crown, which climaxed in the Monaghan settlement of 1591, and the continuing resilience of the Gaelic system which brought to power Hugh Roe O'Donnell and Hugh O'Neill. The role of Hugh O'Neill, the earl of Tyrone, was pivotal in the conspiracies leading up to the war and in the leadership ofthe Irish cause thereafter. O'Neill's acceptance of an alliance with Spain rather than a fragile compromise with England is the terminal point of the study. By exploiting all the available source material, Dr Morgan has not only provided a critical reassessment of the early career of Hugh O'Neill but also made an original and lasting contribution to both Irish and Tudor historiography. HIRAM MORGAN is lecturer in history, University College, Cork.

This ethnographic research investigates how adolescents use writing. Deborah M. Alvarez uncovers the hidden abuses and violence that adolescents bore with each school day. In two different research sites, the author follows adolescents through their academic and personal lives to discover how they use writing only to uncover the impact the public and private violence had upon their ability to learn. The author details the writing classroom practices; assignments; and how adolescents adapt, reconstruct and appropriate the lessons of the classroom for their purpose and needs. For the adolescents in the book, writing was a way to address the stresses that plagued the adolescents each day, especially when they had no other way to communicate or tell about their lived experiences. Alvarez outlines an alternative Expressivist plan for teaching writing to adolescents. This writing program builds upon the evidence from the case studies, brain theory and research on traumatic stresses to offer teachers and thereby their students a more effective way to teach writing with greater impact for those who need it most.

In this essay collection, scholars in the area of early literacy provide concrete strategies for achieving excellence in literacy instruction. The collection presents current, research-based information on the advances and refinements in the area of emerging literacy and the early stages of formal instruction in reading and writing. Following a foreword (Alan Farstrup) and an introduction (Dorothy S. Strickland and Lesley Mandel Morrow), chapters in the collection are: (1) "Beginning Reading and Writing: Perspectives on Instruction" (William H. Teale and Junko Yokota); (2) "Becoming a Reader: A Developmentally Appropriate Approach" (Susan B. Neuman and Sue Bredekamp); (3) "Literacy Instruction for Young Children of Diverse Backgrounds" (Kathryn H. Au); (4) "Enhancing Literacy Growth through Home-School Connections" (Diana H. Tracey); (5) "Children's Pretend Play and Literacy" (Anthony D. Pellegrini and Lee Galda); (6) "Talking Their Way into Print: English Language Learners in a Prekindergarten Classroom" (Celia Genishi, Donna Yung-Chan, and Susan Stires); (7) "Organizing and Managing a Language Arts Block" (Lesley Mandel Morrow); (8) "Classroom Intervention Strategies: Supporting the Literacy Development of Young Learners at Risk" (Dorothy S. Strickland); (9) "Teaching Young Children to Be Writers" (Karen Bromley); (10) "Phonics Instruction" (Margaret Moustafa); (11) "Reading Aloud from Culturally Diverse Literature" (Lee Galda and Bernice E. Cullinan); (12) "Fostering Reading Comprehension" (Linda B. Gambrell and Ann Dromsky); (13) "Assessing Reading and Writing in the Early Years" (Bill Harp and Jo Ann Brewer); (14) "Sign of the Times: Technology and Early Literacy Learning" (Shelley B. Wepner and Lucinda C. Ray); and (15) "Still Standing: Timeless Strategies for Teaching the Language Arts" (Diane Lapp, James Flood, and Nancy Roser). (NKA)

Attachment in Intellectual and Developmental Disability “Skillfully introduced and edited by Helen Fletcher and her colleagues, this long-needed collection of excellent chapters on attachment and disability reveals the vast wellspring of resilience that persons with disability possess – or can be helped to achieve. Readers will discover how best to support a family member, client or friend with a ‘disability’. A definitive resource for multiple disciplines, this book is surely required reading for all those working in the health professions aimed at addressing the needs of those with severe physical, mental or emotional impairments.” Professor Howard Steele, New School for Social Research “This informative, comprehensive text is unique, and is destined to become an invaluable national and international resource on attachment issues in the field of intellectual and developmental disabilities. Given the breadth and depth of this book, practitioners can use it both as a guide in practice and as a resource for research purposes. Both the editors and contributors are to be congratulated for introducing attachment theory to a wider audience, who will all, I am sure, appreciate the centrality and importance of this theoretical framework to their everyday practice.” Professor Bob Gates, University of West London This title in The Wiley Series in Clinical Psychology is the first to explore the role of attachment theory in understanding and helping children and adults with intellectual and developmental disabilities (IDD). There is a growing evidence base of interventions for IDD underpinned by attachment theory, including direct intervention and the application of attachment theory to understand the interactions and relationships that occur between individuals with IDD and those who support them. Attachment in Intellectual and Developmental Disability brings together leading clinicians and researchers to present and integrate cutting-edge models and approaches that have previously been accessible only to specialists. They discuss the role of attachment theory in clinical practice when working across the lifespan of people with IDD, the theoretical basis of attachment difficulties, and how these difficulties are presented. They also discuss practical approaches to assessment and intervention, using clear case studies to illustrate the applications of attachment theory to clinical work.

"A cancer diagnosis can lead to what feel like impossible questions: How can a person face the fear, sadness, and anger without being paralyzed by them? Is it possible to hold on to hope without being in denial? What is the best way to get needed support? This compassionate book presents dialectical behavior therapy (DBT), a proven psychological intervention that Marsha M. Linehan developed specifically for the impossible situations of life--and which she and Elizabeth Cohn Stuntz now apply to the unique challenges of cancer for the first time. Readers learn powerful skills for making difficult treatment decisions, managing overwhelming emotions, speaking up for their needs, tolerating distress, and living meaningfully, even during the darkest days. Every chapter blends professional expertise, personal stories, and the collective wisdom of other cancer patients and survivors"--

The reign of Elizabeth I will always be remembered for the Armada. But it was the Irish, not the Spanish, who came closest to destroying the security of the Elizabethan state. Between 1560 and 1602, only superior military force -- allied with ruthless subjugation -- preserved England's throne against a succession of rebellions and uprisings throughout Ireland. This classic work by renowned military historian Cyril Falls is the crucial account of the half century that changed the course of Anglo-Irish history. The Elizabethan wars in Ireland involved the collision of two civilizations. Falls's critical work gives a vital perspective to the broad sweep of Anglo-Irish relations.

Critic Clive Barnes once called Eugene O’Neill the “world’s worst great playwright” and Brooks Atkinson called him “a tragic dramatist with a great knack for old-fashioned melodrama.” These descriptions of the man can also be used to describe his work. Despite the fact that O’Neill is the only American playwright to win the Nobel Prize for Literature and his last works are some of America’s finest, most of his published works are not good. This work closely examines how O’Neill’s failures as a playwright are inspiring and how his disappointments are reflections of his own theory that tragedy requires failure, a theory that is evident in his work. Conflicts in O’Neill’s plays are studied at the structural level, with attention paid to genre, language or dialogue, characters, space and time elements, and action. Included is information about O’Neill’s life and a chronological listing of all of his 50 plays with basic details such as production history, principal characters, dramatic action, and a brief commentary.

Big, bad Tyrone the dinosaur wins all the games at Swamp Island by cheating until he foils his own attempt to cheat in the treasure hunt.