In reproducing sixty-six letters in the Carl H. Pforzheimer Library, plus eight letters orportions of letters previously published, thisbook offers one of the best sources availablefor the last fourteen years of Browning'slife.

Written to a dear friend who was also a"learned lady," the letters deal with Browning's poetry, his social life, and his friendships. They also give some of his views onthe nature of poetry, of art, and of religion.The editor's introduction offers the readera view of Mrs. Fitzgerald and her family,of the social background with which manyof the letters are concerned, and of Browning, his sister, and his son.

Notes clarify the many allusions that appear in the letters. An appendix by MarcelleThiébaux includes careful bibliographicaldescriptions of the manuscripts and a classified list of the writing paper Browning used, information which should enable future editors to assign at least approximate dates tosome of the letters Browning himself leftundated.

Today's emphasis on metrics and personalization make evidence-based instruction an imperative. In this practice-based handbook, the authors draw on the research of the humanistic psychologist and educator Carl Rogers to present an empathetic approach to information literacy sessions, reference service, and outreach.  With an eye on everyday library work, they offer concrete, empirically-based strategies to connect with learners at all levels. Offering plentiful examples of pedagogy in action, this book covers:

• 6 cognitive principles for organizing information literacy instruction, with sample worksheets and organization tools for instruction planning;
• how to establish rapport and kindle learners' motivation;
• tactics for transcending "cite 5 sources" and other uninspiring research assignments;
• educational evidence debunking the mythical perception that because students are skilled at computers and mobile technology, they already know how to do research;
• questions to keep in mind for inspiring autonomous learning;
• the power of story, as described by Joan Didion, Brené Brown's Ted Talk, and educational psychology research;
• the science behind information overload; and
• a balanced framework for evaluating specific educational technology tools.

Fusing theory with practice, this handbook is a valuable resource to help every practitioner connect with learners more effectively.

Kazakh, a Turkic language that uses Cyrillic script, is the official state language of Kazakhstan and is also spoken by people in parts of China, Russia, and neighboring Central Asian countries. This unique learner’s dictionary features simple definitions, literal translations, English equivalents, full example sentences, and grammar and usage for over 2,000 Kazakh idioms.

As students progress to the upper-intermediate and advanced levels of language learning, they come in contact with cultural concepts embedded in simple words that they have learned as part of everyday vocabulary. Thus, they expand their vocabulary into idiomatic expressions. Upper-intermediate and advanced learners of Kazakh will find this extensive reference work useful to understand those culturally bound idioms.

Idioms in this reference volume are organized into categories—the human body, food, clothing, color, number, animals, and nature—that best represent the topics on which language learners focus at the beginning and intermediate levels of language study. Five indexes make finding the idiom you want—by idiom, keyword, or expression in both Kazakh and English—easier.

One child in five in America is the child of immigrants, and their numbers increase each year. Very few will return to the country they barely remember. Who are they, and what America do they know?

Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull--often dangerous--schools can corrode hopes. The vast majority learn English--but it is the English of video games and the neighborhood, not that of standardized tests.

For some of these children, those heading off to college, America promises to be a land of dreams. These lucky ones have often benefited from caring mentors, supportive teachers, or savvy parents. For others, the first five years are marked by disappointments, frustrations, and disenchantment. How can we explain their varied academic journeys?

The children of immigrants, here to stay, are the future--and how they adapt will determine the nature of America in the twenty-first century.

One child in five in America is the child of immigrants, and their numbers increase each year. Very few will return to the country they barely remember. Who are they, and what America do they know?

Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull--often dangerous--schools can corrode hopes. The vast majority learn English--but it is the English of video games and the neighborhood, not that of standardized tests.

For some of these children, those heading off to college, America promises to be a land of dreams. These lucky ones have often benefited from caring mentors, supportive teachers, or savvy parents. For others, the first five years are marked by disappointments, frustrations, and disenchantment. How can we explain their varied academic journeys?

The children of immigrants, here to stay, are the future--and how they adapt will determine the nature of America in the twenty-first century.

How do people decide whether or not to take chances with their health and safety? Do they pay attention to warnings about hazardous products used at home or on the job? What is the best way to present this information? These questions are becoming increasingly important as direct government regulation is replaced by programs to educate workers and consumers about risk. Information itself is becoming a regulatory device, but until now little has been known about its use and effectiveness.

Learning about Risk offers important new evidence on how people process information about risk and how they make choices under uncertainty. Drawing on work in a variety of disciplines—economics, decision science, marketing, and psychology—as well as on extensive original survey data, the authors take a close look at one type of risk information: the labeling of hazardous products and chemicals. They use the word labeling to mean all the tangible ways in which information is transmitted, including not merely warnings on bottles and cans but also leaflets and brochures, signs in the workplace, and store displays. The authors surveyed hundreds of consumers and chemical workers to explore a range of issues—the accuracy and appropriateness of people's risk assessments, the types of precautions they take, the values they attach to these measures, the wages they expect for performing risky jobs, and the relationship between the precaution taken and the content, wording, and format of the warning.

Overall, the authors show that information policies are a promising approach to controlling risks in the marketplace and on the job. Their findings will be of interest to government officials, policy analysts, economists, psychologists, and managers concerned professionally with the labeling of hazardous products.

This book offers

• Step-by-step directions for both the educator and learner and all necessary handouts, including directions and worksheets. The reader can use the book to quickly and easily set up centers. Some centers require only photocopies and basic materials to get started.
• Guidance on how to create cross-curricular centers that target the AASL Standards and other content-area standards. A table is provided to enable educators to create centers that address specific standards or content areas. Centers for distance learning are also identified.
• Suggested modifications for both struggling and advanced learners, plus ideas for collaborating with other educators. These features broaden the potential audience beyond elementary school learners. 

Rooting her account in John Dewey’s ideas, Goddard moves from early nineteenth century supporters of the union of learning and labor to the interconnected histories of CMTS, New Jersey’s Manual Training and Industrial School for Colored Youth, North Dakota’s Normal and Industrial School, and related programs elsewhere. Goddard analyzes the work of movement figures like abolitionist Theodore Weld, educators Calvin Woodward and Booker T. Washington, social critic W.E.B. Du Bois, Dewey himself, and his influential Chicago colleague Ella Flagg Young. The book contrasts ideas about manual training held by advocate Nicholas Murray Butler with those of opponent William Torrey Harris and considers overlooked connections between industrial education and the Arts and Crafts Movement.

An absorbing merger of history and storytelling, Learning for Work looks at the people who shaped industrial education while offering a provocative vision of realizing its potential today.

Learning French from Spanish and Spanish from French provides adult English speakers who have learned either Spanish or French as a second language with the tools to learn the other as a third language. Research in the growing fields of third-language acquisition and multilingualism documents how successful language learners intuitively build on their existing knowledge as they learn a new language. In this vein, Learning French from Spanish and Spanish from French takes advantage of the fact that learners with intermediate proficiency in a second language are used to thinking consciously about language, know themselves as language learners, and can capitalize on what they know about one language to understand the other. With chapters conveniently organized by grammatical concept and including supplementary resources such as exercises, parallel reading texts, and audio files, this book will benefit students, travelers, and budding multilinguals alike.

Once known as a “drug capital” and associated with kidnappings, violence, and excess, Bogotá, Colombia, has undergone a transformation that some have termed “the miracle of Bogotá.” Beginning in the late 1980s, the city emerged from a long period of political and social instability to become an unexpected model of urban development through the redesign and revitalization of the public realm—parks, transportation, and derelict spaces—under the leadership of two “public space mayors,” Antanas Mockus and Enrique Peñalosa (the latter reelected in 2015). In Learning from Bogotá, Rachel Berney analyzes how these mayors worked to reconfigure the troubled city into a pedagogical one whose public spaces and urban policy have helped shape a more tolerant and aware citizenry.

Berney examines the contributions of Mockus and Peñalosa through the lenses of both spatial/urban design and the city’s history. She shows how, through the careful intertwining of new public space and transportation projects, the reclamation of privatized public space, and the refurbishment of dilapidated open spaces, the mayors enacted an ambitious urban vision for Bogotá without resorting to the failed method of the top-down city master plan. Illuminating the complex interplay between formal politics, urban planning, and improvised social strategies, as well as the negative consequences that accompanied Bogotá’s metamorphosis, Learning from Bogotá offers significant lessons about the possibility for positive and lasting change in cities around the world.

The recent body of case-study work on chaplaincy care synthesizes the inherent narrative nature of chaplaincy with the structured rigors of contemporary care research. This volume is composed of contributions from both practitioners and academic researchers, joining reflections on the challenges of case studies in chaplaincy care with specific results. Drawing on reflections on methodology and professionalization in chaplaincy, the volume hopes to contribute to answering the question of how and why chaplaincy works.

Learning from the Lived Experiences of Graduate Student Writers is a timely resource for understanding and resolving some of the issues graduate students face, particularly as higher education begins to pay more critical attention to graduate student success. Offering diverse approaches for assisting this demographic, the book bridges the gap between theory and practice through structured examination of graduate students’ narratives about their development as writers, as well as researched approaches for enabling these students to cultivate their craft.

The first half of the book showcases the voices of graduate student writers themselves, who describe their experiences with graduate school literacy through various social issues like mentorship, access, writing in communities, and belonging in academic programs. Their narratives illuminate how systemic issues significantly affect graduate students from historically oppressed groups. The second half accompanies these stories with proposed solutions informed by empirical findings that provide evidence for new practices and programming for graduate student writers.

Learning from the Lived Experiences of Graduate Student Writers values student experience as an integral part of designing approaches that promote epistemic justice. This text provides a fresh, comprehensive, and essential perspective on graduate writing and communication support that will be useful to administrators and faculty across a range of disciplines and institutional contexts.
 
Contributors: Noro Andriamanalina, LaKela Atkinson, Daniel V. Bommarito, Elizabeth Brown, Rachael Cayley, Amanda E. Cuellar, Kirsten T. Edwards, Wonderful Faison, Amy Fenstermaker, Jennifer Friend, Beth Godbee, Hope Jackson, Karen Keaton Jackson, Haadi Jafarian, Alexandria Lockett, Shannon Madden, Kendra L. Mitchell, Michelle M. Paquette, Shelley Rodrigo, Julia Romberger, Lisa Russell-Pinson, Jennifer Salvo-Eaton, Richard Sévère, Cecilia D. Shelton, Pamela Strong Simmons, Jasmine Kar Tang, Anna K. Willow Treviño, Maurice Wilson, Anne Zanzucchi

Identifying “lessons learned” is not new—the military has been doing it for decades. However, members of the worldwide intelligence community have been slow to extract wider lessons gathered from the past and apply them to contemporary challenges. Learning from the Secret Past is a collection of ten carefully selected cases from post-World War II British intelligence history. Some of the cases include the Malayan Emergency, the Cuban Missile Crisis, Northern Ireland, and the lead up to the Iraq War. Each case, accompanied by authentic documents, illuminates important lessons that today's intelligence officers and policymakers—in Britain and elsewhere—should heed.

Written by former and current intelligence officers, high-ranking government officials, and scholars, the case studies in this book detail intelligence successes and failures, discuss effective structuring of the intelligence community, examine the effective use of intelligence in counterinsurgency, explore the ethical dilemmas and practical gains of interrogation, and highlight the value of human intelligence and the dangers of the politicization of intelligence. The lessons learned from this book stress the value of past experience and point the way toward running effective intelligence agencies in a democratic society.

Scholars and professionals worldwide who specialize in intelligence, defense and security studies, and international relations will find this book to be extremely valuable.

An expert guide to raising creative, passionate learners, from the bestselling author of What the Best College Teachers Do.

Children are eager learners. As anyone who has taken a car trip with a toddler will tell you, they have a seemingly endless urge to ask questions about whatever pops into their heads. And yet, many kids end up bored and alienated at school. What can parents do to sustain their natural curiosity?

In The Learning Household, educators Ken Bain and Marsha Marshall Bain argue that parents can do a lot. Too often, however, parents emphasize grades instead of instilling the creativity, grit, and enthusiasm necessary to navigate a rapidly changing world. At its best, school provides opportunities to cultivate innovation and apply knowledge to novel problems. But before children can experience such an education, parents must create “a learning household” in which they encourage children to ask thoughtful questions rather than memorize correct answers, to discover their passions rather than fret about report cards, and to take risks rather than worry about failing.

Providing dozens of activities that can be adapted to meet the needs of every family, The Learning Household is an essential guide to bringing curiosity back to the classroom and fostering an appreciation for the intrinsic value of learning.

How do you supervise a graduate student working in a library—and not just adequately, but well? What is a valuable and meaningful work experience? How can libraries design more equitable and ethical positions for students?

Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries provides practical, how-to guidance on creating and managing impactful programs as well as meaningful personal experiences for students and library staff in academic libraries. Fourteen chapters are divided into four thorough sections:

• Creating Access Pathways
• Developing, Running, and Evolving Programs for LIS Students
• Working with Graduate Students without an LIS Background: Mutual Opportunities for Growth
• Centering the Person 

For generations, schools have aimed to introduce students to a broad range of topics through curriculum that ensure that they will at least have some acquaintance with most areas of human knowledge by the time they graduate. Yet such broad knowledge can’t help but be somewhat superficial—and, as Kieran Egan argues, it omits a crucial aspect of true education: deep knowledge.

Real education, Egan explains, consists of both general knowledge and detailed understanding, and in Learning in Depth he outlines an ambitious yet practical plan to incorporate deep knowledge into basic education. Under Egan’s program, students will follow the usual curriculum, but with one crucial addition: beginning with their first days of school and continuing until graduation, they will eachalso study one topic—such as apples, birds, sacred buildings, mollusks,circuses, or stars—in depth. Over the years, with the help and guidance of their supervising teacher, students will expand their understanding of their one topic and build portfolios of knowledge that grow and change along with them. By the time they graduate each student will know as much about his or her topic as almost anyone on earth—and in the process will have learned important, even life-changing lessons about the meaning of expertise, the value of dedication, and the delight of knowing something in depth.

Though Egan’s program may be radical in its effects, it is strikingly simple to implement—as a number of schools have already discovered—and with Learning in Depth as a blueprint, parents, educators, and administrators can instantly begin taking the first steps toward transforming our schools and fundamentally deepening their students’ minds.

Two complementary lectures approach the problems of education from both practical and imaginative viewpoints.

In The Developing Imagination, Northrup Frye argues that “the ultimate purpose of teaching literature is…the transferring of the imaginative habit…from the laboratory of literature to the life of mankind.” Frye’s sympathies are with the pupil as he defends imagination and individualism.

A. R. MacKinnon’s Insistent Tasks in Language Learning suggests that “fragmentation” between primary, secondary, and college education intensifies the divergence of humanities and sciences. He proposes a means of cooperation between all educational levels.

Entrepreneurial creativity, private investment, and competition have been among America's great strengths. Can they be harnessed to improve troubled public schools? Or is private management of public schools at best a gimmick, and at worst an undemocratic sellout?

In the 1990s, some failing school systems turned to private education management organizations to manage their schools. The EMOs promised academic improvement to families and profits to their investors. Wall Street and foundations lavished hundreds of millions of dollars on for-profit and nonprofit start-ups, and thousands of students' educations began to be directed not by school officials, but by private companies.

In Learning on the Job, industry insider Steven Wilson, the founder and CEO of Advantage Schools, looks back on the first tumultuous decade of this social experiment. Digging deep into the academic, financial, logistic, and political records of seven leading EMOs, including his own, he reveals the potential and pitfalls of their business and educational models, and their actual successes in the classrooms and the boardrooms. Have they given their students a better education? Can they succeed as businesses? Can businesses in fact run better public schools than school districts?

With remarkable honesty and fairness on an ideologically charged topic, Wilson describes the follies and wisdom, overreaching and real accomplishment, of the first education entrepreneurs. Acknowledging that they had much to learn about the real-world challenges of running schools, he passionately defends the promise of private involvement in public schooling.

Hilde Bruch sets out to accomplish what has, until now, been virtually impossible—the teaching of psychotherapy by use of the written word, communicating the wisdom of a lifetime. Perhaps Dr. Bruch’s unique success at a task that has been tried and tried again, only to result in stereotyped dos and don’ts, stems from her own learning experiences with two great teachers: Harry Stack Sullivan and Frieda Fromm-Reichmann.

Dr. Bruch shares her knowledge of the essential purpose of intensive psychotherapy as it has been shaped over her many years as a psychiatrist, psychoanalyst, and teacher. She sets forth a theoretical frame in straightforward and unmystical language without minimizing the complexities of demand that therapy makes on both patient and therapist.

The reader accompanies the therapist from his first encounter with the stranger who comes to him with his trouble through the various steps that lead to the resolution of the problems. The patient is viewed as a participant in a multifaceted system of many experiences and people, not as an individual isolated from the world around him. In Dr. Bruch’s conception, psychotherapy is a situation where two people interact and try to come to an understanding of one another, with the specific goal of accomplishing something beneficial for the complaining person. The factors that help or hinder the attainment of this interaction are spelled out in the book, and the entire process of learning psychotherapy is thereby illuminated.

An award-winning cognitive scientist offers a counterintuitive guide to cultivating imagination.

Imagination is commonly thought to be the special province of youth—the natural companion of free play and the unrestrained vistas of childhood. Then come the deadening routines and stifling regimentation of the adult world, dulling our imaginative powers. In fact, Andrew Shtulman argues, the opposite is true. Imagination is not something we inherit at birth, nor does it diminish with age. Instead, imagination grows as we do, through education and reflection.

The science of cognitive development shows that young children are wired to be imitators. When confronted with novel challenges, they struggle to think outside the box, and their creativity is rigidly constrained by what they deem probable, typical, or normal. Of course, children love to “play pretend,” but they are far more likely to simulate real life than to invent fantasy worlds of their own. And they generally prefer the mundane and the tried-and-true to the fanciful or the whimsical.

Children’s imaginations are not yet fully formed because they necessarily lack knowledge, and it is precisely knowledge of what is real that provides a foundation for contemplating what might be possible. The more we know, the farther our imaginations can roam. As Learning to Imagine demonstrates, the key to expanding the imagination is not forgetting what you know but learning something new. By building upon the examples of creative minds across diverse fields, from mathematics to religion, we can consciously develop our capacities for innovation and imagination at any age.

Learning to Love offers a range of perspectives on the embodied, relational, affective, and sociopolitical project of “learning to love” at the New Life Center for Holistic Growth, a popular “mind-body-spirit” bookstore and practice space in northeast China, in the early part of the 21st century. This intimate form of self-care exists alongside the fast-moving, growing capitalist society of contemporary China and has emerged as an understandable response to the pressures of Chinese industrialized life in the early 21st century. Opening with an investigation of the complex ways newcomers to the center suffered a sense of being “off,” both in and with the world at multiple scales, Learning to Love then examines how new horizons of possibility are opened as people interact with one another as well as with a range of aesthetic objects at New Life. 

Author Sonya Pritzker draws upon the core concepts of scalar intimacy—a participatory, discursive process in which people position themselves in relation to others as well as dominant ideologies, concepts, and ideals—and scalar inquiry—the process through which speakers interrogate these forms, their relationship with them, and their participation in reproducing them. In demonstrating the collaborative interrogation of culture, history, and memory, she examines how these exercises in physical, mental, and spiritual self-care allow participants to grapple with past social harms and forms of injustice, how historical systems of power—including both patriarchal and governance structures—continue in the present, and how they might be transformed in the future. By examining the interactions and relational experiences from New Life, Learning to Love offers a range of novel theoretical interventions into political subjectivity, temporality, and intergenerational trauma/healing.

An open challenge to Common Core’s drive for uniformity

Nicholas Tampio watched as his kindergartner’s class shifted from one where teachers, aides, parents, and students worked hard to create a rewarding educational experience to one in which teachers delivered hours-long lectures using packaged lesson plans. Learning versus the Common Core explains how standards-based education reform is transforming nearly every aspect of public education by looking closely at the standards, the agenda of people pushing standards-based reform, and how these fit within a global pattern of education reform. With a nod to the philosophy of John Dewey, Tampio concludes with a vision of what democratic education can look like today—and how people can form rhizomatic alliances across different political and ethical backgrounds to fight the Common Core.

Forerunners: Ideas First
Short books of thought-in-process scholarship, where intense analysis, questioning, and speculation take the lead

Who is the learning-disabled child? As theories multiply and research accumulates, this pressing question persists, leaving parents and educators and, particularly, students at a loss. The Learning-Disabled Child does much toward providing an answer. A broad-based account of what is currently known and done about learning disabilities, the book gets at the roots of this perplexing problem—in the law, in the school system, and in the child—and offers a new outlook for its treatment.

Since the 1970s, millions of children have been misclassified by public schools as learning-disabled, while many others with true learning disabilities go unidentified and unhelped, as case material presented here makes poignantly clear. Over the same period, research on the nature of learning disabilities, based on samples of misclassified children, has yielded a cloudy and confusing picture. Drawing on her own background in cognitive, developmental, and abnormal psychology, as well as her research into reading and dyslexia, Sylvia Farnham-Diggory cuts through the confusion surrounding learning disabilities. She describes advanced research and clinical data that elucidate handicaps in reading, writing, spelling, drawing, calculation, remembering, and problem-solving. In addition, she outlines a straightforward assessment procedure that would reduce the misclassification of learning-disabled children and, if adopted by schools and private diagnostic services, would save the nation billions of misspent dollars.

Prescriptive as well as descriptive, The Learning-Disabled Child offers invaluable advice to parents seeking the best methods of diagnostic evaluation, and to teachers in search of the most effective means of helping these children. Far-reaching in its scope and firmly practical in its orientation, the book will prove instrumental in the identification, understanding, and treatment of learning disabilities.

First settled by Stephen F. Austin's colonists in the early nineteenth century, Colorado County has deep roots in Texas history. Mainly rural and agrarian until late in the twentieth century, Colorado County was a cotton-growing region whose population was about evenly divided between blacks and whites. These life-long neighbors led separate and unequal lives, memories of which still linger today. To preserve those memories, Patsy Cravens began interviewing and photographing the older residents of Colorado County in the 1980s. In this book, she presents photographs and recollections of the last generation, black and white, who grew up in the era of Jim Crow segregation.

The folks in Colorado County have engrossing stories to tell. They recall grinding poverty and rollicking fun in the Great Depression, losing crops and livestock to floods, working for the WPA, romances gone wrong and love gone right, dirty dancing, church and faith, sharecropping, quilting, raising children, racism and bigotry, and even the horrific lynching of two African American teenagers in 1935. The Colorado County residents' stories reveal an amazing resiliency and generosity of spirit, despite the hardships that have filled most of their lives. They also capture a rural way of life that was once common across the South, but is now gone forever.

Leaving a Legacy: Lessons from the Writings of Daniel Drake is a selective collection of excerpts from the vast writings from the nineteenth-century doctor and medical pioneer Daniel Drake. From Drake’s life, documented here in his own words from excerpts of lectures, personal journal entries, presentations, speeches, books, and letters to his children, readers learn about the scope of his accomplishments in medicine, contributions to his community, and dedication to his family. Diller goes beyond biography to contextualize Drake’s life choices and what made him a role model for today’s physicians. Diller selected one hundred and eighty thematically arranged excerpts, which he paired with original reflection questions to guide the reader through thought-provoking prompts. In doing so, Diller presents the lessons from Drake’s remarkable life and work as a guide for others who wish to build an enduring legacy.

Leaving Iberia: Islamic Law and Christian Conquest in North West Africa examines Islamic legal responses to Muslims living under Christian rule in medieval and early modern Iberia and North Africa. The fall of al-Andalus, or reconquista, has long been considered a turning point, when the first substantial Muslim populations fell under permanent Christian rule. Yet a near-exclusive focus on conquered Iberian Muslims has led scholars to overlook a substantial body of legal opinions issued in response to Portuguese and Spanish occupation in Morocco itself, beginning in the early fifteenth century.

By moving beyond Iberia and following Christian conquerors and Muslim emigrants into North Africa, Leaving Iberia links the juristic discourses on conquered Muslims on both sides of the Mediterranean, critiques the perceived exceptionalism of the Iberian Muslim predicament, and adds a significant chapter to the story of Christian-Muslim relations in the medieval Mediterranean. The final portion of the book explains the disparate fates of these medieval legal opinions in colonial Algeria and Mauritania, where jurists granted lasting authority to some opinions and discarded others. Based on research in the Arabic manuscript libraries of five countries, Leaving Iberia offers the first fully annotated translations of the major legal texts under analysis.

Winner of the Barnes and Noble Discovery Prize

Winner of the California Book Award for First Fiction

A New York Times Notable Book

In the insular Portuguese fishing community of Provincetown, Josie Carvalho’s life has been shaped by the annual influx of summer tourists and his great aunt’s fervent, if idiosyncratic, Catholicism. The counterweight to these forces has always been Josie’s relationship with his grandfather John Joseph, a drunk, clam-poaching old man who is nevertheless a sly and masterful storyteller.

After a stranger starts dating Josie’s mother and upsets the family’s equilibrium, John Joseph heals the rift with the colorful and adventurous stories of their ancestor, Francisco Carvalho, a Portuguese explorer who just may have beaten Columbus to the New World. With the guidance of these obscure but inspired tales, Josie begins to find new ways of understanding his family and the outside world. This new edition of Leaving Pico makes Frank X. Gaspar’s award-winning coming-of-age novel accessible to a new generation of readers.

Acclaimed by critics as a second F. Scott Fitzgerald, Billy Lee Brammer was once one of the most engaging young novelists in America. “Brammer’s is a new and major talent, big in scope, big in its promise of even better things to come,” wrote A. C. Spectorsky, a former staffer at the New Yorker. When he published his first and only novel, The Gay Place, in 1961, literary luminaries such as David Halberstam, Willie Morris, and Gore Vidal hailed his debut. Morris deemed it “the best novel about American politics in our time.” Halberstam called it “a classic . . . [a] stunning, original, intensely human novel inspired by Lyndon Johnson. . . . It will be read a hundred years from now.” More recently, James Fallows, Gary Fisketjon, and Christopher Lehmann have affirmed The Gay Place’s continuing relevance, with Lehmann asserting that it is “the one truly great modern American political novel.”

Leaving the Gay Place tells a sweeping story of American popular culture and politics through the life and work of a writer who tragically exemplifies the highs and lows of the country at mid-century. Tracy Daugherty follows Brammer from the halls of power in Washington, DC, where he worked for Senate majority leader Johnson, to rock-and-roll venues where he tripped out with Janis Joplin, and ultimately to back alleys of self-indulgence and self-destruction. Constantly driven to experiment with new ways of being and creating—often fueled by psychedelics—Brammer became a cult figure for an America on the cusp of monumental change, as the counterculture percolated through the Eisenhower years and burst out in the sixties. In Daugherty’s masterful recounting, Brammer’s story is a quintessential American story, and Billy Lee is our wayward American son.

In this study, an eminent sociologist of the Arab world analyzes student politics in Lebanon and their relationship to the civil war. This focus is part of a larger concern with upheaval in Arab society and with political and social integration in mosaic societies in general. Professor Barakat provides a clear, thorough, and comprehensive analysis of late twentieth century Lebanese society and the dominant ideological veins within it.

Lebanon in Strife is a comparative study of Lebanese youth with special emphasis on their alienation from society and politics and their place at the vanguard of social change. The study is set in the context of the continual confrontation between forces for change and the established order in Lebanon, viewed from both a local and an international perspective. The author argues that vertical loyalties (based on religious, ethnic, or regional ties) are more significant than horizontal loyalties (based on socioeconomic class) in determining Lebanese student political behavior and attitudes. However, vertical loyalties are explained in socioeconomic terms, for the two forms of cleavages coincide; and the whole society is composed of religious communities arranged in a hierarchy of power and status. The author shows that these ties conflict with and undermine orderly social change and national unity and that they could account for conditions that have led to civil war in Lebanon.

In an epilogue, Professor Barakat relates his analysis of student politics to political developments in Lebanon during the civil war of 1975–1976, including an assessment of the role of Syria and the prospects for a negotiated end to armed struggle in the country.

This is the first empirical study of Lebanese political life viewed from the standpoint of its central force for change, the students. It is an invaluable resource for students of the modem Middle East as well as for specialists in sociology, politics, and history. Lebanon in Strife has special relevance to problems of political change and development in the Third World countries, providing a sociopolitical model for the analysis of student politics in traditional and transitional societies.

Il y a plaisir à saluer l‘arrivée d’un philosophe tout neuf qui soudain bondit dans le cortège dionysiaque. Plus on est de fous, plus on pense, le proverbe dit vrai et notre temps de misère a plus que besoin de se refaire – s’il se peut – une vigueur spéculative. Il y a plus que du plaisir, une vraie jubilation lorsque le tout neuf philosophe affirme une pensée de la jouissance, de l’abondance et de la dépense au sens de Bataille (ici toujours discrètement mais efficacement présent). Une pensée énergique au sens le plus – oserais-je dire « vitalisant » du terme. L’energeia n’a-t-elle de sens que depuis l’être ? N’y a-t-il pas une autre énergie à penser ? Une énergie non pas de l’être, ni relative à celle extraite de la nature pour des fins productives et économiques, mais une énergie excédentaire, une sorte de « dépense improductive » (Bataille) de la vie ? Une énergie qui serait le luxe biologique du vivant. Ce luxe biologique, Valentin Husson le pense comme – on ne peut plus dire « ontologique » – comme existence en un sens qui se dérobe à Heidegger et à son « sens de l’être » pour affirmer un avoir à être selon lequel l’être se dissipe au-delà de toute consistance tandis que l’avoir à prend toute l’énergie d’une vie en débordante envie d’elle-même. Jean-Luc Nancy

In this book the Nobel Prize-winning economist Robert Lucas collects his writings on economic growth, from his seminal On the Mechanics of Economic Development to his previously unpublished 1997 Kuznets Lectures.

The chapters progress from a general theory of how growth could be sustained and why growth rates might differ in different countries, to a model of exceptional growth in certain countries in the twentieth century, to an account of the take-off of growth in the Industrial Revolution, and finally to a prediction about patterns of growth in this new century. The framework in all the chapters is a model with accumulation of both physical and human capital, with emphasis on the external benefits of human capital through diffusion of new knowledge or on-the-job learning, often stimulated by trade. The Kuznets Lectures consider the interaction of human capital growth and the demographic transition in the early stages of industrialization. In the final chapter, Lucas uses a diffusion model to illustrate the possibility that the vast intersociety income inequality created in the course of the Industrial Revolution may have already reached its peak, and that income differences will decline in this century.

The premier political philosopher of his day, John Rawls, in three decades of teaching at Harvard, has had a profound influence on the way philosophical ethics is approached and understood today. This book brings together the lectures that inspired a generation of students--and a regeneration of moral philosophy. It invites readers to learn from the most noted exemplars of modern moral philosophy with the inspired guidance of one of contemporary philosophy's most noteworthy practitioners and teachers.

Central to Rawls's approach is the idea that respectful attention to the great texts of our tradition can lead to a fruitful exchange of ideas across the centuries. In this spirit, his book engages thinkers such as Leibniz, Hume, Kant, and Hegel as they struggle in brilliant and instructive ways to define the role of a moral conception in human life. The lectures delineate four basic types of moral reasoning: perfectionism, utilitarianism, intuitionism, and--the ultimate focus of Rawls's course--Kantian constructivism. Comprising a superb course on the history of moral philosophy, they also afford unique insight into how John Rawls has transformed our view of this history.

This last book by the late John Rawls, derived from written lectures and notes for his long-running course on modern political philosophy, offers readers an account of the liberal political tradition from a scholar viewed by many as the greatest contemporary exponent of the philosophy behind that tradition.

Rawls's goal in the lectures was, he wrote, "to identify the more central features of liberalism as expressing a political conception of justice when liberalism is viewed from within the tradition of democratic constitutionalism." He does this by looking at several strands that make up the liberal and democratic constitutional traditions, and at the historical figures who best represent these strands--among them the contractarians Hobbes, Locke, and Rousseau; the utilitarians Hume, Sidgwick, and J. S. Mill; and Marx regarded as a critic of liberalism. Rawls's lectures on Bishop Joseph Butler also are included in an appendix. Constantly revised and refined over three decades, Rawls's lectures on these figures reflect his developing and changing views on the history of liberalism and democracy--as well as how he saw his own work in relation to those traditions.

With its clear and careful analyses of the doctrine of the social contract, utilitarianism, and socialism--and of their most influential proponents--this volume has a critical place in the traditions it expounds. Marked by Rawls's characteristic patience and curiosity, and scrupulously edited by his student and teaching assistant, Samuel Freeman, these lectures are a fitting final addition to his oeuvre, and to the history of political philosophy as well.

After burning up the blacktop in New Mexico with The Fast Red Road and rewriting Indian history on the Great Plains with The Bird is Gone, Stephen Graham Jones now takes us to Montana. Set on a Blackfeet Indian reservation, Ledfeather lays bare the life of one Indian boy, Doby Saxon: his near-death experience, his suicide attempts, his brief glimpse of victory, and the unnecessary death of one of his best friends.

But through Doby emerges a connection to the past, to an Indian Agent who served the United States government over a century before. This revelation leads to another and another until it becomes clear that the decisions of this single Indian agent have impacted the lives of generations of Blackfeet Indians—and the life of Doby Saxon, a boy standing in the middle of the road at night, his hands balled into fists, the reservation wheeling all around him like the whole of Blackfeet history collapsing in on him.

Jones’s beautifully complex novel is a story of life, death, love, and the ties that bind us not only to what has been, but what will be: the power of one moment, the weight of one decision, the inevitability of one outcome, and the price of one life.

Lee Kuan Yew, Singapore's first prime minister (from 1959 to1990), has been an international figure not only for establishing Singapore's political and economic stability but also for fostering economic development throughout Asia. He is particularly renowned as a principle architect of the 'Asian values' campaign of the 1990s, which sought to preserve the undemocratic traits of Asian culture while attending to the demands of a capitalist economy operating globally.

A critical examination of Lee's life, career, and ideas, this is the first book to analyze the origins and substance of Lee's political thought. Augmenting established primary sources with his own interviews and correspondence with Lee's old associates, Barr shows how Lee has been influenced by British and Chinese racism and elitism, western progressivism, and even the cultural evolutionism of Arnold Toynbee. This reassessment of Lee's achievements and worldview sheds new light on a key figure on the world stage.

The political and economic history of Latin America has been marked by great hopes and even greater disappointments. Despite abundant resources—and a history of productivity and wealth—in recent decades the region has fallen further and further behind developed nations, surpassed even by other developing economies in Southeast Asia and elsewhere.

In Left Behind, Sebastian Edwards explains why the nations of Latin America have failed to share in the fruits of globalization and forcefully highlights the dangers of the recent turn to economic populism in the region. He begins by detailing the many ways Latin American governments have stifled economic development over the years through excessive regulation, currency manipulation, and thoroughgoing corruption. He then turns to the neoliberal reforms of the early 1990s, which called for the elimination of deficits, lowering of trade barriers, and privatization of inefficient public enterprises—and which, Edwards argues, held the promise of freeing Latin America from the burdens of the past. Flawed implementation, however, meant the promised gains of globalization were never felt by the mass of citizens, and growing frustration with stalled progress has led to a resurgence of populism throughout the region, exemplified by the economic policies of Venezuela’sHugo Chávez. But such measures, Edwards warns, are a recipe for disaster; instead, he argues, the way forward for Latin America lies in further market reforms, more honestly pursued and fairly implemented. As an example of the promise of that approach, Edwards points to Latin America's giant, Brazil, which under the successful administration of President Luis Inácio da Silva (Lula) has finally begun to show signs of reaching its true economic potential.

As the global financial crisis has reminded us, the risks posed by failing economies extend far beyond their national borders. Putting Latin America back on a path toward sustained growth is crucial not just for the region but for the world, and Left Behind offers a clear, concise blueprint for the way forward.

Despite St. Louis’s mid-twentieth-century reputation as a conservative and sleepy midwestern metropolis, the city and its surrounding region have long played host to dynamic forms of social-movement organizing. This was especially the case during the 1960s and 1970s, when a new generation of local activists lent their energies to the ongoing struggles for Black freedom, lesbian and gay liberation, feminist social transformations, environmental protection, an end to the Vietnam War, and more. This volume, the first of its kind, offers fifteen scholarly contributions that together bring into focus the exceptional range of progressive activist projects that took shape in a single midwestern city during these tumultuous decades.

In contrast to scholarship that seeks to interpret the era’s social-movement initiatives in a primarily national context, the works presented in this expansive collection emphasize the importance of locality, neighborhood, community institutions, and rooted social networks. Documenting wrenching forces of metropolitan change as well as grassroots resilience, Left in the Midwest shows us how place powerfully shaped agendas, worldviews, and opportunities for the disparate groups that dedicated themselves to progressive visions for their city. By revising our sense of the region’s past, this volume also expands our sense of the possibilities that the future may hold for activist movements seeking change in St. Louis and beyond.
 

In the 1930s as the capitalist system faltered, many in the United States turned to the political Left. Hollywood, so deeply embedded in capitalism, was not immune to this shift. Left of Hollywood offers the first book-length study of Depression-era Left film theory and criticism in the United States. Robé studies the development of this theory and criticism over the course of the 1930s, as artists and intellectuals formed alliances in order to establish an engaged political film movement that aspired toward a popular cinema of social change. Combining extensive archival research with careful close analysis of films, Robé explores the origins of this radical social formation of U.S. Left film culture.

Grounding his arguments in the surrounding contexts and aesthetics of a few films in particular—Sergei Eisenstein's Que Viva Mexico!, Fritz Lang's Fury, William Dieterle's Juarez, and Jean Renoir's La Marseillaise—Robé focuses on how film theorists and critics sought to foster audiences who might push both film culture and larger social practices in more progressive directions. Turning at one point to anti-lynching films, Robé discusses how these movies united black and white film critics, forging an alliance of writers who championed not only critical spectatorship but also the public support of racial equality. Yet, despite a stated interest in forging more egalitarian social relations, gender bias was endemic in Left criticism of the era, and female-centered films were regularly discounted. Thus Robé provides an in-depth examination of this overlooked shortcoming of U.S. Left film criticism and theory.

How do survivors recover from the worst urban flood in American history, a disaster that destroyed nearly the entire physical landscape of a city, as well as the mental and emotional maps that people use to navigate their everyday lives? This question has haunted the survivors of Hurricane Katrina and informed the response to the subsequent flooding of New Orleans across many years.

Left to Chance takes us into two African American neighborhoods—working-class Hollygrove and middle-class Pontchartrain Park—to learn how their residents have experienced “Miss Katrina” and the long road back to normal life. The authors spent several years gathering firsthand accounts of the flooding, the rushed evacuations that turned into weeks- and months-long exile, and the often confusing and exhausting process of rebuilding damaged homes in a city whose local government had all but failed. As the residents’ stories make vividly clear, government and social science concepts such as “disaster management,” “restoring normality,” and “recovery” have little meaning for people whose worlds were washed away in the flood. For the neighbors in Hollygrove and Pontchartrain Park, life in the aftermath of Katrina has been a passage from all that was familiar and routine to an ominous world filled with raw existential uncertainty. Recovery and rebuilding become processes imbued with mysteries, accidental encounters, and hasty adaptations, while victories and defeats are left to chance.

Left-leaning political parties play an important role as representatives of the poor and disempowered. They once did so by promising protections from the forces of capital and the market’s tendencies to produce inequality. But in the 1990s they gave up on protection, asking voters to adapt to a market-driven world. Meanwhile, new, extreme parties began to promise economic protections of their own—albeit in an angry, anti-immigrant tone.

To better understand today’s strange new political world, Stephanie L. Mudge’s Leftism Reinvented analyzes the history of the Swedish and German Social Democrats, the British Labour Party, and the American Democratic Party. Breaking with an assumption that parties simply respond to forces beyond their control, Mudge argues that left parties’ changing promises expressed the worldviews of different kinds of experts. To understand how left parties speak, we have to understand the people who speak for them.

Leftism Reinvented shows how Keynesian economists came to speak for left parties by the early 1960s. These economists saw their task in terms of discretionary, politically-sensitive economic management. But in the 1980s a new kind of economist, who viewed the advancement of markets as left parties’ main task, came to the fore. Meanwhile, as voters’ loyalties to left parties waned, professional strategists were called upon to “spin” party messages. Ultimately, left parties undermined themselves, leaving a representative vacuum in their wake. Leftism Reinvented raises new questions about the roles and responsibilities of left parties—and their experts—in politics today.

The story of Don Juan first appeared in writing in seventeenth-century Spain, reaching Russia about a century later. Its real impact, however, was delayed until Russia’s most famous poet, Alexander Pushkin, put his own, unique, and uniquely inspirational, spin on the tale. Published in 1830, TheStone Guest is now recognized, with other Pushkin masterpieces, as part of the Russian literary canon. Alexander Burry traces the influence of Pushkin’s brilliant innovations to the legend, which he shows have proven repeatedly fruitful through successive ages of Russian literature, from the Realist to the Silver Age, Soviet, and contemporary periods. Burry shows that, rather than creating a simple retelling of an originally religious tale about a sinful, consummate seducer, Pushkin offered open-ended scenes, re-envisioned and complicated characters, and new motifs that became recursive and productive parts of Russian literature, in ways that even Pushkin himself could never have predicted.

Wars always harm civilians. How wars are waged—with what means and methods, and with what underlying animus—has great impact on civilian suffering and social memory. Across time frames and cultures, this book examines the various distinct features of anti- and post-colonial wars, the two World Wars, and recent wars of the 21st century in terms of their disruption of everyday life and their enduring distortion of social ecosystems. With a lens trained on how civilians and soldiers remember the experience of armed conflict, Legacies of War challenges narrow conceptions of the cost of war.

Jennifer Leaning, a humanitarian and human rights analyst, draws on her diverse experience to describe both the long- and short-term consequences of wars waged in the midst of—or even against—civilian populations. The book illuminates a breakdown of distinction between home front and battlefront and the resulting erosion of civilian protection with the rise of intrastate war and policies of war-at-a-distance. Enlisting seasoned contributors for a wide-ranging set of essays, the book identifies significant trends in the conduct of war, and traces how these trends are later rendered in individual and social rituals of interpretation, commemoration, expiation, or avoidance.

• span the entire 20th Century, stretching from rural South Carolina and Florida to urban centers like New York and Los Angeles;
• profile better known figures such as Augusta Baker and Eliza Atkins Gleason as well as many who have yet to receive their due;
• grapple with the toxic legacy of segregation in library education, universities, public libraries, schools, and other institutions, showing how these persevering Black women dared to strive and work towards more equitable futures;
• include an inspiring Afterword by Dr. Aisha Johnson-Jones, an educator and revelator of Southern intellectual history;
• will encourage LIS students and newer librarians of all backgrounds to see themselves reflected in the profession’s long and rich heritage; and
• shed light on how librarianship can become ever more diverse and community centered.