My Boys Can Swim!: The Official Guy's Guide to Pregnancy

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Finally—A Pregnancy Book That Won't Put Men to Sleep
My Boys Can Swim! tells real men everything they really want to know about pregnancy, such as: How much is it going to cost? Why does your wife primp before seeing her doctor when she hasn't put a stitch of make-up on for you in months? And, most important, what's it going to do to your sex life?
This rollicking, laugh-out-loud book is for expectant dads in search of bottom-line pregnancy information, without all that boring touchy-feely stuff you find in those books written for women. Inside you'll discover helpful—and hilarious—information and insights on such topics as:
The Maternity Wardrobe: "A key part of the maternity wardrobe is maternity underwear—parachute-like undies big enough to fit an NFL defensive lineman."
Baby Names: "Don't give your kids mockable names like Thaddeus, which is Greek for 'I'm a dork and should be beaten up.'"
The Birth: "No one told me it's normal that babies' heads can be misshapen at birth. I was convinced that my wife gave birth to Veldar, the conehead."


From the Trade Paperback edition.
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About the author

New father Ian Davis is a lobbyist in Washington, D.C., for a Fortune 500 company.


From the Trade Paperback edition.
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Reviews

4.2
9 total
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Additional Information

Publisher
Crown Archetype
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Published on
Feb 19, 2009
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Pages
112
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ISBN
9780307558145
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Features
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Language
English
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Genres
Family & Relationships / Parenting / Fatherhood
Health & Fitness / Pregnancy & Childbirth
Humor / Topic / Marriage & Family
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Content Protection
This content is DRM protected.
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Eligible for Family Library

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Ian Davis
This book investigates the dynamic relationship between masculinity, fiction and teaching answering one central question. How are male teachers influenced by fictional narratives in the construction of masculinities within education? It achieves this in three major steps: by describing a methodological system of narrative analysis that is able to account for the influence of a fictional text alongside a reading of interview data, by focusing on a specific cohort of male teachers in order to measure the influence of a fictional text and the literary tropes they contain, both widening and restricting perceptions of teachers and teaching. The book demonstrates how fictional narratives and their encompassing ideologies can become a powerful force in the shaping of male teachers professional identities. The book focuses on a collection of 22 fictional narratives drawn from the teacher text genre. Each text describes the world of teachers and teaching from differing perspectives, in differing forms including, literary texts; dramatic works such as plays or musicals; feature films; and television and radio series. The teacher text is a popular and prolific genre. As part of the analysis the book pilots an innovative methodological process hat reconciles the structural and textual differences between fictional texts and interview data in an effort to find points of commonality and mutual influence. Stories of Men and Teaching reveals how teaching professionals utilise tropes found in fictional texts in chaotic and unstructured ways to manage points of professional intensity as they arise. Key features such as legacy, fear, belonging, reparation and violence are identified as themes that occupy male teachers most when considering their own identity and professional performance, and each is also represented in the fictional teacher text canon.
Ian Davis
Disasters can dominate newspaper headlines and fill our TV screens with relief appeals, but the complex long-term challenge of recovery—providing shelter, rebuilding safe dwellings, restoring livelihoods and shattered lives—generally fails to attract the attention of the public and most agencies. On average 650 disasters occur each year. They affect more than 200 million people and cause $166 trillion of damage. Climate change, population growth and urbanisation are likely to intensify further the impact of natural disasters and add to reconstruction needs. Recovery from Disaster?explores the field and provides a concise, comprehensive source of knowledge for academics, planners, architects, engineers, construction managers, relief and development officials and reconstruction planners involved with all sectors of recovery, including shelter and rebuilding. With almost 80 years of first-hand experience of disaster recovery between them, Ian Davis (an architect) and David Alexander (a geographer) draw substantially from first-hand experiences in a variety of recovery situations in China, Haiti, Italy, Japan, New Zealand, Pakistan, the Philippines and the USA.

The volume is further enriched by two important and unique features: 21 models of disaster recovery are presented, seven of which were specifically developed for the book. The second feature is a survey of expert opinion about the nature of effective disaster recovery—the first of its kind. More than 50 responses are provided in full, along with an analysis that integrates them with the theories that underpin them. By providing a framework and models for future study and applications, Davis and Alexander seek both to advance the field and to provide a much-needed reference work for decision makers. With a broad perspective derived from the authors' roles held as university professors, researchers, trainers, consultants, NGO directors and advisors to governments and UN agencies, this comprehensive guide will be invaluable for practitioners and students of disaster management.

Ian Davis
This book investigates the dynamic relationship between masculinity, fiction and teaching answering one central question. How are male teachers influenced by fictional narratives in the construction of masculinities within education? It achieves this in three major steps: by describing a methodological system of narrative analysis that is able to account for the influence of a fictional text alongside a reading of interview data, by focusing on a specific cohort of male teachers in order to measure the influence of a fictional text and the literary tropes they contain, both widening and restricting perceptions of teachers and teaching. The book demonstrates how fictional narratives and their encompassing ideologies can become a powerful force in the shaping of male teachers professional identities. The book focuses on a collection of 22 fictional narratives drawn from the teacher text genre. Each text describes the world of teachers and teaching from differing perspectives, in differing forms including, literary texts; dramatic works such as plays or musicals; feature films; and television and radio series. The teacher text is a popular and prolific genre. As part of the analysis the book pilots an innovative methodological process hat reconciles the structural and textual differences between fictional texts and interview data in an effort to find points of commonality and mutual influence. Stories of Men and Teaching reveals how teaching professionals utilise tropes found in fictional texts in chaotic and unstructured ways to manage points of professional intensity as they arise. Key features such as legacy, fear, belonging, reparation and violence are identified as themes that occupy male teachers most when considering their own identity and professional performance, and each is also represented in the fictional teacher text canon.
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