Titlebook: Marked Identities; Narrating Lives betw Roberta Piazza,Alessandra Fasulo Book 2015 Palgrave Macmillan, a division of Macmillan Publishers L

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,‘They Paint Everyone With the Same Brush but It Just Simply Isn’t the Case’: Reconstructing and Redds us that ‘homeless people are some of the most vulnerable and socially excluded in our society’ (2012); . repeatedly refers to the homeless as existing within a ‘shared social problem’ (2012) and CentrePoint (2012) reinforces a list of supposedly universal ‘effects of homelessness’ as being ‘disru

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,On the Margins: Aboriginal Realities and ‘White Man’s Research’,ation, with the average age being 27 years for Aboriginal Canadians as compared to 40 years for non-Aboriginal Canadians. Although ‘Aboriginal’ is the official Canadian term, many indigenous communities prefer terms based on self-governance, of which there are three main groups: the First Nations wh

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Reordered Narratives and the Changes in Self-Understanding From Addiction to Recovery,ween addiction and recovery will help delineate salient features of the phenomenology of addiction and of the change leading to recovery. I will also examine the changes in identity as constructed in the narratives of the participants. The analysis will highlight temporality as a central feature of

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History in Waiting: Receiving a Diagnosis of Asperger in Midlife,n 1994. In 2013, i.e. less than 20 years later, it was removed from the new edition of the manual (the .-5) and reabsorbed into the autistic spectrum (American Psychiatric Association, 2013). The intervening two decades have seen a number of dramatic changes in the meaning attached to the labels of

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Alessandra Fasulo,Roberta Piazza die Einteilung einer formalen Typologie. Sie dürfte in vielen Einzelheiten ergänzungsbedürftig bleiben. Jedoch sollen Beispiele für Einzelmedien und Medienkombinationen wenigstens so umrissen werden, daß aus ihnen eine Operationalisierung der didaktischen Zielsetzungen und ihres möglichen Einbaus i

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Roberta Piazza die Einteilung einer formalen Typologie. Sie dürfte in vielen Einzelheiten ergänzungsbedürftig bleiben. Jedoch sollen Beispiele für Einzelmedien und Medienkombinationen wenigstens so umrissen werden, daß aus ihnen eine Operationalisierung der didaktischen Zielsetzungen und ihres möglichen Einbaus i