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Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsKevin SwickKevin Swick is an Associate Professor of Early Childhood Education at the University of South Carolina in Columbia. Thomas E. Gatewood is a Professor of Secondary Education at Central Michigan University in Mount Pleasant. Both have written widely and been active in NMSA, Gatewood as a Past President and Swick as former chairman of the Publications Committee.Thomas GatewoodKevin Swick is an Associate Professor of Early Childhood Education at the University of South Carolina in Columbia. Thomas E. Gatewood is a Professor of Secondary Education at Central Michigan University in Mount Pleasant. Both have written widely and been active in NMSA, Gatewood as a Past President and Swick as former chairman of the Publications Committee.

Negotiation JournalVolume 3, Issue 4 p. 397-410 Mediating Neighborhood Conflict: Conceptual and Strategic Considerations Harry Mika, Harry Mika Harry Mika is a member of the Department of Sociology, Anthropology, and Social Work at Central Michigan University, Mount Pleasant, Michigan 48859. Coordinator of the Criminal Justice Program, he is a practicing mediator and consultant on alternative dispute resolution.Search for more papers by this author Harry Mika, Harry Mika Harry Mika is a member of the Department of Sociology, Anthropology, and Social Work at Central Michigan University, Mount Pleasant, Michigan 48859. Coordinator of the Criminal Justice Program, he is a practicing mediator and consultant on alternative dispute resolution.Search for more papers by this author First published: October 1987 https://doi.org/10.1111/j.1571-9979.1987.tb00435.xCitations: 7AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume3, Issue4October 1987Pages 397-410 RelatedInformation

"Exercising When You're Overweight." The Physician and Sportsmedicine, 24(10), pp. 81–82 Additional informationNotes on contributorsRichard B. ParrDr Parr is a professor in the Department of Health Promotion and Rehabilitation at Central Michigan University in Mount Pleasant, Michigan. He is a fellow of the American College of Sports Medicine.

RIO GRANDE VALLEY, the Robert C. Vackar College of Business and Entrepreneurship, School of Accountancy invites applications from

The Oxford Handbook of Modernisms situates literary modernisms and the modernist arts in a series of unfolding relations with mass society and popular culture in both national and transnational settings. Containing fifty-six specially commissioned essays, it updates and extends the scope and depth of previous synoptic guides, bringing together new approaches to the more obvious themes of modernist studies as well as new research on the variety of cultural, aesthetic, and geographical factors that were intrinsic to the creation of modernism. The contributors draw upon a variety of interdisciplinary approaches and new methodologies in order to take account of the development of revisionist modernist studies over the past three decades. Two innovative features of the Handbook are its focus upon the cross-media and international character of modernism. A number of the essays examine visual culture and other media in order to delineate the aesthetic, intellectual, and cultural formations linking the innovations and experiments of literary modernism with work in other arts and media. Others seek to analyse how Anglo-American and European models were inflected in a different temporal frame and in quite distinct geographical contexts. The Handbook is divided into six sections in order to reflect changed critical perspectives upon modernism's formal innovation and experiment, to foreground the relation of literature and the other arts, and to understand these in appropriate intellectual, social, and geocultural settings. The received canon is therefore revisited and ‘made new’ as the varying aspects of metropolitan, regional, national, and transnational modernisms come into view.

The article, devoted to the 300th anniversary of St. Petersburg State University, examines the formation and functioning of the anthropocentric linguistic paradigm on the example of the development of the philological school of English Studies at the University. The comprehensive linguocognitive research, which is currently being successfully conducted within the School of English Studies by scholars from the Department of English Philology and Language and Culture Studies and the Department of English Philology and Translation, is the result of the gradual development of a linguistic paradigm whose origins were laid down by lecturers at the beginning of the last century. We focused in particular on preserving the origins and century-old traditions of the School of Anglistics in modern linguocognitive and cultural studies, as well as on the University’s philologists unequivocal contribution to investigating the singularity of English-language space at the level of its semantic, linguo-cultural and pragmacognitive characteristics.

Pacific Philosophical QuarterlyVolume 73, Issue 2 p. 174-184 Article DOES REID REJECT/REFUTE THE REPRESENTATIONAL THEORY OF MIND? Robert Stecker, Robert Stecker Central Michigan University, Mount Pleasant, MichiganSearch for more papers by this author Robert Stecker, Robert Stecker Central Michigan University, Mount Pleasant, MichiganSearch for more papers by this author First published: June 1992 https://doi.org/10.1111/j.1468-0114.1992.tb00334.xCitations: 3AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume73, Issue2June 1992Pages 174-184 RelatedInformation

The Young Scholars Network of ECREA (YECREA) is happy to invite students and early-career scholars to a full day of workshops right before the 8th European Communication Conference (ECC) in Braga, Portugal. <strong> Date: </strong> 01 October 2020 <strong> Deadline of application: </strong> April 05, 2020 <strong> Number of participants: </strong> 8-10 for each workshop.

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