Euphoria swept Canada, and especially Ontario, with the outbreak of World War I. Young men rushed to volunteer for the Canadian Expeditionary Force, and close to 50 per cent of the half-million Canadian volunteers came from the province of Ontario. Why were people excited by the prospect of war? What popular attitudes about war had become ingrained in the society? And how had such values become so deeply rooted in a generation of young men that they would be eager to join this 'great adventure'?
Historian Mark Moss seeks to answer these questions in Manliness and Militarism: Educating Young Boys in Ontario for War. By examining the cult of manliness as it developed in Victorian and Edwardian Ontario, Moss reveals a number of factors that made young men eager to prove their mettle on the battlefields of Europe. Popular juvenile literature — the books of Henty, Haggard, and Kipling, for example, and numerous magazines for boys, such as the Boy's Own Paper and Chums — glorified the military conquests of the British Empire, the bravery of military men, especially Englishmen, and the values of courage and unquestioning patriotism. Those same values were taught in the schools, on the playing fields, in cadet military drill, in the wilderness and Boy Scout movements, and even through the toys and games of young children.
The lessons were taught, and learned, well. As Moss concludes: 'Even after the horrors became known, the conflict ended, and the survivors came home, manliness and militarism remained central elements of English-speaking Ontario's culture. For those too young to have served, the idea of the Great War became steeped in adventure, and many dreamed of another chance to serve. For some, the dream would become a reality.'

Manliness and Militarism: Educating Young Boys in Ontario for War (Canadian Social History Series)

History

Moss, Mark

Americas

University of Toronto Press

Understanding Drugs and Behaviour

Why are some drugs highly addictive? What exactly are the effects of different types of psychoactive drugs? How can they produce such dramatic effects on mood, cognition, sensation, awareness, health and well-being? Understanding Drugs and Behaviour describes in detail how the main psychoactive drugs can alter brain chemistry and modify behaviour. Written by experienced lecturers with a high level of research expertise, all the main drugs used in today’s society are included, such as alcohol, nicotine, cannabis, LSD and Ecstacy, opiates, CNS stimulants, as well as clinical medications.  Teaching and learning features include:  Chapter overviews      In-depth core material    End of chapter questions    Key references Extensive glossary      Journals and websites of interest   This introductory text will be of use to students of psychology, behavioural sciences, health sciences, nursing, physiology and pharmacology.

Health, Fitness & Dieting

Morinan, Alun

Scholey, Andrew

Mental Health

John Wiley&Sons, Inc.

Humanity is at a crossroads. Never have we had so much potential to do good in the world or literally transform our civilization into transnational gulags. 
Almost 175 Years have passed since the Communist Manifesto was written and circulated by Marx and Engels.\nSome statistics point to it being one of the most widely read and distributed works of political science and economics. However, the core ideology has led to hundreds of millions of murders worldwide at the hands of those who fervently 'believed' and 'reformed' society by its decrees.\nIt's about time something was written to help challenge and potentially unwind some of the moral, intellectual, social, and economic damage done since. Why is it that an idea with a consistent failure rate draws more young people to it than ever before? What is it about the original book that's so infectious that it continues to influence people around the world almost two centuries later? What elements of the original text are accurate observations, and what conclusions are drawn ignorant of human psychology and praxeology that lead to devastating consequences? 
We wrote The UnCommunist Manifesto to answer these questions and much more.\nWe emulated the format and length of the Communist Manifesto, so it is a sharp, concise and lucid read, but the message contained is a reminder for people to reach upward and become better versions of themselves instead of renouncing individual responsibility by classifying themselves into static groups and intellectually validating their desire to bring others down to their level.\nOne goal was to change the axis of the “struggle.”\nMarx and Engels outlined it as “a struggle between two classes’, whom an individual is arbitrarily assigned to based on their material wealth. We reject this and assert that the real struggle is between individual autonomy, sovereignty, and responsibility versus the collectivist tendency toward group identity politics, rights, entitlements, and co-dependencies. Between cooperation and coercion. It always has been.\nWe hope to see it used as an inspirational text in the years ahead as Individuals seek to maintain autonomy and claim sovereignty, while the collective seeks to coerce.\nOur longer-term hope is that this text can be a beacon of hope, sanity, and sense in a world being swallowed up by the envy inherently justified by Marxist doctrine.\nHumanity is at a crossroads. Never have we had so much potential to do good in the world, or literally transform our civilisation into transnational gulags.\nThe siren call of Marxist entropy is stronger than ever. 
The greatness and sanctity of the individual and the soul must counter it. 
May this book be not just an answer to the misguided, nihilistic, and often dangerous ideology that is Marxism, but a message of hope, responsibility, and liberty for all.This is the first edition, and we hope that you find deep meaning within it.\nAleks Svetski & Mark Moss

The UnCommunist Manifesto: A Message of Hope, Responsibility and Liberty for All.

Business & Money

Svetski, Aleksandar

Economics

UnCommunist Publications

Over the past 50 years, the influence of visuals has impacted society with greater frequency. No subject is immune from the power of visual culture, and this fact becomes especially pronounced with regards to history and historical discourse. Where once the study of the past was books and printed articles, the environment has changed and students now enter the lecture hall with a sense of history that has been gleaned from television, film, photography, and other new media. They come to understand history based on what they have seen and heard, not what they have read.What are the implications of this process, this visualization of history? Mark Moss discusses the impact of visuals on the study of history with an examination of visual culture and the future of print. Recognizing the visual bias of the younger generations and using this as a starting point for teaching history is a critical component for reaching students. By providing an analysis of photography, film, television, and computer culture, Moss uses the Holocaust as an historical case study to illustrate the ways in which visual culture can be used to bring about an awareness of history, as well as the potential for visual culture becoming a driving force for social and cultural change.

Toward the Visualization of History: The Past as Image

Reference

Lexington Books

Over the past 50 years, the influence of visuals has impacted society with greater frequency. No subject is immune from the power of visual culture, and this fact becomes especially pronounced with regards to history and historical discourse. Where once the study of the past was books and printed articles, the environment has changed and students now enter the lecture hall with a sense of history that has been gleaned from television, film, photography, and other new media. They come to understand history based on what they have seen and heard, not what they have read. What are the implications of this process, this visualization of history? Mark Moss discusses the impact of visuals on the study of history with an examination of visual culture and the future of print. Recognizing the visual bias of the younger generations and using this as a starting point for teaching history is a critical component for reaching students. By providing an analysis of photography, film, television, and computer culture, Moss uses the Holocaust as an historical case study to illustrate the ways in which visual culture can be used to bring about an awareness of history, as well as the potential for visual culture becoming a driving force for social and cultural change.

Mark Moss's The Media and the Models of Masculinity details the impact that the mass media has upon men's sense of identity, style, and deportment. From advertising to television shows, mass consumer culture defines and identifies how men select and sort what is fashionable and acceptable. Utilizing a large mine of mediated imagery, men and boys construct and define how to dress, act, and comport themselves. By engaging critical discussions on everything from fashion, to domestic space, to sports and beyond, readers are privy to a modern and fascinating account of the diverse and dominant perceptions of and on Western masculine culture. Historical tropes and models are especially important in this construction and influence and impact contemporary variations.

The Media and the Models of Masculinity

Politics & Social Sciences

Social Sciences

Employing the most recent works in the a variety of different disciplines, Mark Moss's The Media and the Models of Masculinity makes the current discourse(s) on masculinity accessible to students in media studies, men's studies, and history. By engaging in critical discussions on everything from fashion, to domestic space, to sports and television, readers will be privy to a modern and fascinating account of the diverse and dominant perceptions of and on masculine culture.

Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information

Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information, by Mark Moss, is an exploration of how the traditional educational environment, particularly in the post-secondary world, is changing as a consequence of the influx of new technology. Students come to the classroom or lecture hall expecting to have their habits and tastes, gleaned from the online world, replicated in an Educational environment. Faculty who do not adapt face enormous obstacles, and faculty that do adapt run the risk of eroding the integrity of what they have been trained to teach. Students now have access to myriad of technologies that instead of supplementing the educational process, have actually taken it over. Issues that run from plagiarism to the erosion of the humanities are now rampant concerns in the post secondary world. Behavior issues, YouTube videos, cell phones, and the incessant clicking of the computer keys are just a few of the technologies altering the educational landscape. Moss discusses that it is now not only how we learn, but what we continue to teach, and how that enormously important legacy is protected. Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information, by Mark Moss, argues that education has changed and the supremacy of the book and the lecture is now open for debate. What has been gained over the last five hundred years is now susceptible to the vagaries of technology, which compel us to question their continuing relevance.

Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information, by Mark Moss, is an exploration of how the traditional educational environment, particularly in the post-secondary world, is changing as a consequence of the influx of new technology. Students now have access to myriad of technologies that instead of supplementing the educational process, have actually taken it over. Faculty who do not adapt face enormous obstacles, and those who do adapt run the risk of eroding the integrity of what they have been trained to teach. Moss discusses that it is now not only how we learn, but what we continue to teach, and how that enormously important legacy is protected.

Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information, by Mark Moss, is an exploration of how the traditional educational environment, particularly in the post-secondary world, is changing as a consequence of the influx of new technology. Students now have access to myriad of technologies that instead of supplementing the educational process, have actually taken it over. Faculty who do not adapt face enormous obstacles, and those who do adapt run the risk of eroding the integrity of what they have been trained to teach. Moss discusses that it is now not only how we learn, but what we continue to teach, and how that enormously important legacy is protected.

See the best price to sell, buy, or rent books by Moss, Mark. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Books by Moss, Mark

See the best price to sell, buy, or rent books by Moss, Mark. BookScouter helps to compare book prices from 25+ online bookstores and 30+ buyback vendors with a single search.

Manliness and Militarism: Educating Young Boys in Ontario for War (Canadian Social History Series)

Understanding Drugs and Behaviour

The UnCommunist Manifesto: A Message of Hope, Responsibility and Liberty for All.

Toward the Visualization of History: The Past as Image

Toward the Visualization of History: The Past as Image

The Media and the Models of Masculinity

The Media and the Models of Masculinity

Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information

Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information

Education and Its Discontents: Teaching, the Humanities, and the Importance of a Liberal Education in the Age of Mass Information