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Few regions in the world are as torn by conflicts as the Near East, in which Iran plays a central role. Opportunities to engage with Iran are abundant, but they are squandered when regional states address immediate conflicts in which Iran is only one part, despite its prominent role. Iran’s Interregional Dynamics in the Near East provides a comprehensive guide to broaden our understanding about Iran and its regional neighbors. By analyzing how Iran’s neighbors view their ties with the country, this volume reveals why Iran is less successful in expanding its regional influence than what is commonly assumed. This is the first book of its kind to be written exclusively by authors from and working in the Near East region who came together at a roundtable funded by and convened at Princeton University. As the moderator of the roundtable, the editor of this volume invited the authors to contribute chapters to this timely book. The book explores a wide range of topics to describe the complex relations between Iran and other states in the Near East including Israel, Saudi Arabia, Turkey, Iraq, Syria, the United Arab Emirates, Qatar, Jordan, Lebanon, Bahrain, Kuwait, and Oman. The volume is designed to inform politicians, world leaders, scholars, senior policy makers, and graduate students, and it provides an accessible guide to undergraduate students, junior scholars, and the general public.

This book discusses the Lord’s Resistance Army’s (LRA) use of Old Testament texts and motifs in their rhetoric to mobilise and sustain the rebellion in Northern Uganda, specifically in Gulu district, the area that has been particularly affected by the LRA’s actions throughout more than two decades. This book also delves into the much-ignored religious dimension of studies on the LRA, which forms the core of the LRA's ideology. The LRA uses biblical motifs to legitimize its ideology and practice and this is the first study which goes into a detailed empirical and hermeneutical analysis of the same. More importantly, this book proposes an ethical gender-sensitive model for reading and interpreting the Bible. The book can be used by students of political science, anthropology, religious studies, contemporary religions and new religious movements as well as by biblicists, theologians and general readers whose interests lie in understanding how issues have evolved.

Pensar el estudio de la comunicación como una "guerra" implica reconocer que este no es un campo de estudio delimitado por una sola disciplina o una estricta definición del concepto "comunicación". Exige, también, identificar diversas tradiciones de investigación, así como explorar los principales dilemas que han guiado varias disciplinas en distintas épocas históricas y latitudes del mundo. Esta colección de tres volúmenes propone, entonces, analizar la comunicación y los medios desde muy diversas trincheras. Estos diversos panoramas, enfoques, tradiciones, épocas, escuelas, autores y sus preocupaciones dialogan entre sí. No hay consensos definitivos; pero tampoco perdedores o ganadores en el debate. La "guerra" consiste pues, en identificar lo que está en juego; reconocer la diversidad de opiniones e intereses, y; considerar el vasto arsenal disponible para resolver los grandes dilemas de la comunicación.

Volumen I. Enfoques disciplinarios

Este primer volumen de La comunicación y sus guerras teóricas. Introducción a las teorías de la comunicación y los medios revisa los principales enfoques disciplinarios: sus supuestos, alcances y límites, así como las propuestas generales de los diversos cristales desde los que se mira este complejo campo de estudio. "Y es que en el mundo traidor", dicta el verso, "no hay ni verdad ni mentira: todo es según el color del cristal con que se mira". Este volumen presenta algunas (im)precisiones necesarias, al tiempo que propone un mapa tentativo para navegar en esta muy variada área de estudio. El recorrido comienza por el enfoque tradicional de la sociología invitándonos a cuestionar el determinismo tecnológico que constantemente amenaza el estudio de la comunicación y los medios. Otros "cristales" como el enfoque normativo, el cultural, el afectivo, el biológico, el económico, el digital o el político complementan esta revisión crítica a través de las plumas de los grandes expertos de cada mirada.

Les co-éditeurs de cet ouvrage, Ludovic Cortade (New York University) et Guillaume Soulez (Sorbonne Nouvelle Paris 3), rassemblent un ensemble de contributions rédigées par des spécialistes de l’écrit et de l’écran permettant de penser l’écosystème formé par l’espace, le cinéma et la littérature. A partir des œuvres d’écrivains et réalisateurs, parmi lesquels Emile Zola, Alfred Jarry, Julien Gracq, Jacques Demy, Agnès Varda, Marguerite Duras, Ousmane Sembène ou Edouard Glissant, les problématiques abordées dans ce volume inscrivent l’esthétique de la forme et de la réception dans une stratigraphie de méthodes et de concepts associant la géocritique, la poétique, l’esthétique et la géopolitique. Les auteurs analysent l’espace et les métafictions géographiques, le transhumanisme, la critique de l’espace anthropocentré, la dimension scalaire de la réception et la signification politique et　mémorielle des limites de la représentation de l’espace dans le cinéma et la littérature. Ils interrogent également l’espace à travers le prisme de l’hybridité transculturelle des formes, des récits et de l’esthétique de la réception, participant à la recherche de l’éthique du lieu commun par la parole et l’image partagées à l’ère de l’Anthropocène.

Cet ouvrage paraît en complément de Littérature et cinéma : la culture visuelle en partage (co-édité par les mêmes auteurs). Les deux volumes s’inscrivent dans la nouvelle série « Studies in Film & Literature Cultures » consacrée à l’étude des rapports entre le cinéma et la littérature au sein de la collection Film Cultures de Peter Lang.

Recent inquiries into teacher practices for inclusion have shown that teachers are increasingly challenged by dilemmas of practice that complicate their commitments to equity for students from historically marginalized communities, including students with disabilities. This book seeks to understand the ways that teachers’ engagement with schooling contexts produces forms of inclusive practice that are varied, unpredictable and shifting. The authors' purpose is not to critique these teachers, nor to hold them up somehow as exemplary inclusive educators. Rather, the goal is to disclose the varied, continually developing and shifting trajectories of practice that encompass the struggles and contradictions that are necessarily subsumed in this work. Simultaneously, these teachers were invited to participate five years later in order for the authors to document and understand their shifting perspectives.

Les co-éditeurs de cet ouvrage, Ludovic Cortade (New York University) et Guillaume Soulez (Sorbonne Nouvelle Paris 3), rassemblent un ensemble de contributions rédigées par des spécialistes de l’écrit et de l’écran permettant de penser l’écosystème formé par l’espace, le cinéma et la littérature. A partir des œuvres d’écrivains et réalisateurs, parmi lesquels Emile Zola, Alfred Jarry, Julien Gracq, Jacques Demy, Agnès Varda, Marguerite Duras, Ousmane Sembène ou Edouard Glissant, les problématiques abordées dans ce volume inscrivent l’esthétique de la forme et de la réception dans une stratigraphie de méthodes et de concepts associant la géocritique, la poétique, l’esthétique et la géopolitique. Les auteurs analysent l’espace et les métafictions géographiques, le transhumanisme, la critique de l’espace anthropocentré, la dimension scalaire de la réception et la signification politique et mémorielle des limites de la représentation de l’espace dans le cinéma et la littérature. Ils interrogent également l’espace à travers le prisme de l’hybridité transculturelle des formes, des récits et de l’esthétique de la réception, participant à la recherche de l’éthique du lieu commun par la parole et l’image partagées à l’ère de l’Anthropocène.
Cet ouvrage paraît en complément de Littérature et cinéma : la culture visuelle en partage (co-édité par les mêmes auteurs). Les deux volumes s’inscrivent dans la nouvelle série « Studies in Film & Literature Cultures » consacrée à l’étude des rapports entre le cinéma et la littérature au sein de la collection Film Cultures de Peter Lang.

Hasan al-Turabi (1932-2016) was born into a Sudanese family with a clerical and Sufi history. Whilst studying law at the University of Khartoum, he became a leader of the Islamic student movement. After earning bachelor's and master's degrees from the University of London, he achieved a PhD at the University of Sorbonne in 1964. Upon returning to Sudan to pursue an academic career at the University of Khartoum, he soon became one of the leaders of the Islamic National Front. After being imprisoned for nearly seven years, he went on to hold numerous government posts, culminating in his most influential period during the rule of ‘Umar al-Bashir. He ultimately fell out of favour with the government, and faced trials and imprisonment. The Political Thought of Hasan al-Turabi identifies Turabi as arguably the leading Sudanese Islamic political thinker and activist of recent times, and sets out the main influences upon Turabi’s thought. Yet it is demonstrated that Turabi was an original thinker, who digested but then adapted the thought of his predecessors. Whilst his political goal was to politically unite the Islamic world, he also strove to improve relations with the non-Muslim world. Furthermore, his political thought sought to unite the Muslims and non-Muslims of Sudan in a peaceful unity, whilst working to raise the status of the poor and women.

Imagine the hours and weeks after you've witnessed a school shooting. You run the emotional gamut between disorientation and severe anxiety. When you return to the classroom, you're unsure how to cope. Your classroom used to be a safe space; is it still? In this book, the experience of two teachers before, during and after they witnessed school shootings are analyzed to determine the effects of these incidents on their lives. In one case, a teacher who observed a shooting of one student by another, struggled with severe Post-Traumatic Stress Disorder. Her issues, along with actions by school administration, led to her psychological disability. In the second case, at a different school, another teacher watched a gunman randomly firing at students; he was able to continue teaching. A comparison helps to understand the psychological and organizational factors that affect educators who witnessed a school shooting.

This book would be critical in courses training school administrators, and for those teaching graduate research courses. In addition, this would be useful for mental health professionals and emergency responders seeking to get a glimpse into what teachers who witness school shootings are going through.

This book seeks to (1) familiarise Translation and Interpreting (T/I) students/researchers/scholars with different qualitative and quantitative (various statistical and mathematical formulae and equations) techniques when analysing and interpreting results/findings; (2) make T/I students, researchers, and scholars more critical and prudent readers of both qualitative and quantitative research methods; (3) improve the quality of T/I scholars’ research papers employing various qualitative and quantitative research methods; and (4) facilitate the teaching/instruction of qualitative and quantitative research methods in T/I classrooms.

Unlike most translation and interpreting research books, this book discusses both qualitative and quantitative aspects of T/I studies. It also proposes some new and updated information regarding translation assessment and evaluation products. This text also covers the applicability of abstracting and indexing as most translation and interpreting students are not familiar with journal metrics regarding where and how to publish their research papers. Last but not least, the book includes different translation and interpreting examples, Learn More! and Read More! sections which add to the book.

Thomas Chalmers was arguably the most popular Scot and influential churchman of his age, however, when he was first educated, ordained, installed, and serving as a parish minister in the Church of Scotland, he was by his own admission not yet a converted Christian. How could a minister of the gospel not believe the gospel? How this happened is telling of his context, country, and church, but it is not a short story. From a confusion of church and state dating back to the Scottish Reformation to an increasing secularism in and through the Scottish Enlightenment, the Church of Scotland moved increasingly away from its Reformation roots and the necessity of the gospel in Christian conversion, as evidenced in the early life of Thomas Chalmers.