America’s commitment to public schooling once seemed unshakable. But today the movement to privatize K–12 education is stronger than ever. Samuel E. Abrams examines the rise of market forces in public education and reveals how a commercial mindset has taken over.
“[An] outstanding book.”
—Carol Burris, Washington Post
“Given the near-complete absence of public information and debate about the stealth effort to privatize public schools, this is the right time for the appearance of [this book]. Samuel E. Abrams, a veteran teacher and administrator, has written an elegant analysis of the workings of market forces in education.”
—Diane Ravitch, New York Review of Books
“Education and the Commercial Mindset provides the most detailed and comprehensive analysis of the school privatization movement to date. Students of American education will learn a great deal from it.”
—Leo Casey, Dissent
An edited volume reflecting on different aspects of teaching in prison and different points of view.
This book seeks to address some of the major issues faced by faculty who are teaching college classes for incarcerated students. Composed of a series of case studies meant to showcase the strengths and challenges of teaching a range of different disciplines in prison, this volume brings together scholars who articulate some of the best practices for teaching their expertise inside alongside honest reflections on the reality of educational implementation in a constrained environment. The book not only provides essential guidance for faculty interested in developing their own courses to teach in prisons, but also places the work of higher education in prisons in philosophical context with regards to racial, economic, social, and gender-based issues. Rather than solely a how-to handbook, this volume also helps readers think through the trade-offs that happen when teaching inside, and about how to ensure the full integrity of college access for incarcerated students.
What do we want schools to accomplish? The only defensible answer, Deanna Kuhn argues, is that they should teach students to use their minds well, in school and beyond.
Bringing insights from research in developmental psychology to pedagogy, Kuhn maintains that inquiry and argument should be at the center of a “thinking curriculum”—a curriculum that makes sense to students as well as to teachers and develops the skills and values needed for lifelong learning. We have only a brief window of opportunity in children’s lives to gain (or lose) their trust that the things we ask them to do in school are worth doing. Activities centered on inquiry and argument—such as identifying features that affect the success of a music club catalog or discussing difficult issues like capital punishment—allow students to appreciate their power and utility as they engage in them.
Most of what students do in schools today simply does not have this quality. Inquiry and argument do. They are education for life, not simply more school, and they offer a unifying purpose for compulsory schooling as it serves an ever more diverse and challenging population.
In this hard-hitting history of "the gospel of education," W. Norton Grubb and Marvin Lazerson reveal the allure, and the fallacy, of the longstanding American faith that more schooling for more people is the remedy for all our social and economic problems--and that the central purpose of education is workplace preparation.
But do increasing levels of education accurately represent the demands of today's jobs? Grubb and Lazerson argue that the abilities developed in schools and universities and the competencies required in work are often mismatched--since many Americans are under-educated for serious work while at least a third are over-educated for the jobs they hold. The ongoing race for personal advancement and the focus on worker preparation have squeezed out civic education and learning for its own sake. Paradoxically, the focus on schooling as a mechanism of equity has reinforced social inequality. The challenge now, the authors show, is to create environments for learning that incorporate both economic and civic goals, and to prevent the further descent of education into a preoccupation with narrow work skills and empty credentials.
Rodowick takes after the theories of Hannah Arendt and argues that thinking is an art we practice with and for each other in our communities.
In An Education in Judgment, philosopher D. N. Rodowick makes the definitive case for a philosophical humanistic education aimed at the cultivation of a life guided by both self-reflection and interpersonal exchange. Such a life is an education in judgment, the moral capacity to draw conclusions alone and with others, and letting one’s own judgments be answerable to the potentially contrasting judgments of others. Thinking, for Rodowick, is an art we practice with and learn from each other on a daily basis.
In taking this approach, Rodowick follows the lead of Hannah Arendt, who made judgment the cornerstone of her conception of community. What is important for Rodowick, as for Arendt, is the cultivation of “free relations,” in which we allow our judgments to be affected and transformed by those of others, creating “an ever-widening fabric of intersubjective moral consideration.” That is a fragile fabric, certainly, but one that Rodowick argues is worth pursuing, caring for, and preserving. This original work thinks with and beyond Arendt about the importance of the humanities and what “the humanities” amounts to beyond the walls of the university.
Deals with the realities of education in a debt-ridden African country trying to cope with the pressures of externally imposed educational budgets.
Peterson describes the travelogue's characteristic form and style and demonstrates how imperialist ideologies were realized and reshaped through the moving image. She argues that although educational films were intended to legitimate filmgoing for middle-class audiences, travelogues were not simply vehicles for elite ideology. As a form of instructive entertainment, these technological moving landscapes were both formulaic and also wondrous and dreamlike. Considering issues of spectatorship and affect, Peterson argues that scenics produced and disrupted viewers' complacency about their own place in the world.
In 2002 the No Child Left Behind Act rocked America's schools with new initiatives for results-based accountability. But years before NCLB was signed, a new movement was already under way by mayors to take control of city schools from school boards and integrate the management of public education with the overall governing of the city. The Education Mayor is a critical look at mayoral control of urban school districts, beginning with Boston's schools in 1992 and examining more than 100 school districts in 40 states.
The authors seek to answer four central questions: • What does school governance look like under mayoral leadership? • How does mayoral control affect school and student performance? • What are the key factors for success or failure of integrated governance? • How does mayoral control effect practical changes in schools and classrooms?
The results of their examination indicate that, although mayoral control of schools may not be appropriate for every district, it can successfully emphasize accountability across the education system, providing more leverage for each school district to strengthen its educational infrastructure and improve student performance. Based on extensive quantitative data as well as case studies, this analytical study provides a balanced look at America's education reform.
As the first multidistrict empirical examination and most comprehensive overall evaluation of mayoral school reform, The Education Mayor is a must-read for academics, policymakers, educational administrators, and civic and political leaders concerned about public education.
A candid look into the private and political life of Minnesota's native son.
“I went to Nicaragua with nothing but a tourist visa, $1,500 in cash, the name of someone at the Agrarian Reform Ministry, and the idea of being a revolutionary intellectual. . . . The idea took hold in a simple character flaw: wanting to believe that I knew better than everyone else.” —From the preface
When Michael Johns joined a Sandinista militia in 1983, a fellow revolutionary dubbed him a rábano, a radish: red on the outside but white on the inside. Now, more than twenty-five years later, Johns appreciates the wisdom of that label as he revisits the questions of identity he tried to resolve by working with the Sandinistas at that point in his life. In The Education of a Radical, Johns recounts his immersion in Marxism and the Nicaraguan sojourn it led to, with a painful maturation process along the way.
His conversion began in college, where he joined a student group called the Latin American Solidarity Association and traveled to Chiapas, Mexico, for research on his senior thesis. Overwhelmed by the poverty he witnessed (and fascinated by a new friend named Maricela who was trying to turn peasants into revolutionaries and who carried a heavily highlighted copy of Late Capitalism), he experienced an ideological transformation. When a Marxist professor later encouraged him to travel to Nicaragua, the real internal battle began for him, a battle that was intensified by the U.S. invasion of Grenada and its effect on the Sandinistas, who believed they were the next target for an imminent American invasion. Before he knew it, Johns was digging trenches and learning how to use an AK-47. His intellectual ideals came face-to-face with revolutionary facts, and the results would perplex him for years to come.
Bringing to life a vivid portrait of the sometimes painful process of reconciling reality with romanticized principles, The Education of a Radical encapsulates a trove of truths about humanity, economics, and politics in one man’s memorable journey.
Brimming with honestly and passion, The Education of a WASP chronicles one white woman's discovery of racism in 1960s America. First published in 1970 and highly acclaimed by reviewers, Lois Stalvey's account is as timely now as it was then. Nearly twenty years later, with ugly racial incidents occurring on college campuses, in neighborhoods, and in workplaces everywhere, her account of personal encounters with racism remains deeply disturbing. Educators and general readers interested in the subtleties of racism will find the story poignant, revealing, and profoundly moving.
“Delightful and horrible, a singular book.” —Choice
“An extraordinarily honest and revealing book that poses the issue: loyalty to one’s ethnic group or loyalty to conscience.” —Publishers Weekly
An examination and analysis of history education in American colleges and universities
In 1958, the American Historical Association began a study to determine the status and condition of history education in U.S. colleges and universities. Published in 1962 and addressing such issues as the supply and demand for teachers, student recruitment, and training for advanced degrees, that report set a lasting benchmark against which to judge the study of history thereafter. Now, more than forty years later, the AHA has commissioned a new report. The Education of Historians for the Twenty-first Century documents this important new study's remarkable conclusions.
Both the American academy and the study of history have been dramatically transformed since the original study, but doctoral programs in history have barely changed. This report from the AHA explains why and offers concrete, practical recommendations for improving the state of graduate education. The Education of Historians for the
Twenty-first Century stands as the first investigation of graduate training for historians in more than four decades and the best available study of doctoral education in any major academic discipline.
Prepared for the AHA by the Committee on Graduate Education, the report represents the combined efforts of a cross-section of the entire historical profession. It draws upon a detailed review of the existing studies and data on graduate education and builds upon this foundation with an exhaustive survey of history doctoral programs. This included actual visits to history departments across the country and consultations with scores of individual historians, graduate students, deans, academic and non-academic employers of historians, as well as other stakeholders in graduate education.
As the ethnic and gender composition of both graduate students and faculty has changed, methodologies have been refined and the domains of historical inquiry expanded. By addressing these revolutionary intellectual and demographic changes in the historical profession, The Education of Historians for the Twenty-first Century breaks important new ground. Combining a detailed historical snapshot of the profession with a rigorous analysis of these intellectual changes, this volume is ideally positioned as the definitive guide to strategic planning for history departments. It includes practical recommendations for handling institutional challenges as well as advice for everyone involved in the advanced training of historians, from department chairs to their students, and from university administrators to the AHA itself.
Although focused on history, there are lessons here for any department. The Education of Historians for the Twenty-first Century is a model for in-depth analysis of doctoral education, with recommendations and analyses that have implications for the entire academy. This volume is required reading for historians, graduate students, university administrators, or anyone interested in the future of higher education.
In the mid-nineteenth century, Laura Bridgman, a young child from New Hampshire, became one of the most famous women in the world. Philosophers, theologians, and educators hailed her as a miracle, and a vast public followed the intimate details of her life with rapt attention. This girl, all but forgotten today, was the first deaf and blind person ever to learn language.
Laura’s dark and silent life was transformed when she became the star pupil of the educational crusader Dr. Samuel Gridley Howe. Against the backdrop of an antebellum Boston seething with debates about human nature, programs of moral and educational reform, and battles between conservative and liberal Christians, Ernest Freeberg tells this extraordinary tale of mentor and student, scientist and experiment.
Under Howe’s constant tutelage, Laura voraciously absorbed the world around her, learning to communicate through finger language, as well as to write with confidence. Her remarkable breakthroughs vindicated Howe’s faith in the power of education to overcome the most terrible of disabilities. In Howe’s hands, Laura’s education became an experiment that he hoped would prove his own controversial ideas about the body, mind, and soul.
Poignant and hopeful, The Education of Laura Bridgman is both a success story of how a sightless and soundless girl gained contact with an ever-widening world, and also a cautionary tale about the way moral crusades and scientific progress can compromise each other. Anticipating the life of Helen Keller a half-century later, Laura’s is a pioneering story of the journey from isolation to accomplishment, as well as a window onto what it means to be human under the most trying conditions.
By the close of the eighteenth century, learning to read and write became closely associated with learning about the material world, and a vast array of games and books from the era taught children how to comprehend the physical world of “things.” Examining a diverse archive of popular science books, primers, grammars, toys, manufacturing books, automata, and literature from Maria Edgeworth, Jean-Jacques Rousseau, and Anna Letitia Barbauld, The Education of Things attests that material culture has long been central to children’s literature.
Elizabeth Massa Hoiem argues that the combination of reading and writing with manual tinkering and scientific observation promoted in late eighteenth- and early nineteenth-century Britain produced new forms of “mechanical literacy,” competencies that were essential in an industrial era. As work was repositioned as play, wealthy children were encouraged to do tasks in the classroom that poor children performed for wages, while working-class children honed skills that would be crucial to their social advancement as adults.
Why—contrary to much expert and popular opinion—more education may not be the answer to skyrocketing inequality.
For generations, Americans have looked to education as the solution to economic disadvantage. Yet, although more people are earning degrees, the gap between rich and poor is widening. Cristina Groeger delves into the history of this seeming contradiction, explaining how education came to be seen as a panacea even as it paved the way for deepening inequality.
The Education Trap returns to the first decades of the twentieth century, when Americans were grappling with the unprecedented inequities of the Gilded Age. Groeger’s test case is the city of Boston, which spent heavily on public schools. She examines how workplaces came to depend on an army of white-collar staff, largely women and second-generation immigrants, trained in secondary schools. But Groeger finds that the shift to more educated labor had negative consequences—both intended and unintended—for many workers. Employers supported training in schools in order to undermine the influence of craft unions, and so shift workplace power toward management. And advanced educational credentials became a means of controlling access to high-paying professional and business jobs, concentrating power and wealth. Formal education thus became a central force in maintaining inequality.
The idea that more education should be the primary means of reducing inequality may be appealing to politicians and voters, but Groeger warns that it may be a dangerous policy trap. If we want a more equitable society, we should not just prescribe more time in the classroom, but fight for justice in the workplace.
Educational and Developmental Aspects of Deafness details the ongoing revolution in the education of deaf children. More than 20 researchers contributed their discoveries in anthropology, education, linguistics, psychology, sociology, and other major disciplines, with special concentration upon the education of deaf children.
Divided into two parts on education at home and in school, this incisive book documents breakthroughs such as the public's interest in sign language, the increasing availability of interpreters, the growing perception of deafness as a social condition, not a pathology, and other positive trends. It is unique as the first purely research-based text and reference point for further study of the education of deaf children.
This incisive book explores the current state of educational interpreting and how it is failing deaf students. The contributors, all renowned experts in their field, include former educational interpreters, teachers of deaf students, interpreter trainers, and deaf recipients of interpreted educations.
Educational Interpreting presents the salient issues in three distinct sections. Part 1 focuses on deaf students—their perspectives on having interpreters in the classroom, the language myths that surround them, the accessibility of language to them, and their cognition. Part 2 raises questions about the support and training that interpreters receive from the school systems, the qualifications that many interpreters bring to an interpreted education, and the accessibility of everyday classrooms for deaf students placed in such environments. Part 3 presents a few of the possible suggestions for addressing the concerns of interpreted educations, and focuses primarily on the interpreter.
The contributors discuss the need to (1) define the core knowledge and skills interpreters must have and (2) develop standards of practice and assessment. They also stress that interpreters cannot effect the necessary changes alone; unless and until administrators, parents, teachers, and students recognize the inherent issues of access to education through mediation, little will change for deaf students.
Much has changed in the area of school law since the first edition of The Educator’s Guide to Texas School Law was published in 1986. This new tenth edition of The Educator’s Guide offers an authoritative source on Texas school law through the 2021 legislative sessions. Intended for educators, school board members, attorneys, and taxpayers, it explains what the law is and what the implications are for effective school operations; it helps professional educators avoid expensive and time-consuming lawsuits by taking effective preventive action; and it serves as a highly valuable resource for school law courses and staff development sessions.
The tenth edition begins with a review of the legal structure of the Texas school system, incorporating recent features such as charter schools and districts of innovation, then addresses the instructional program, service to students with special needs, the rights of public school employees, the role of religion, student discipline, governmental transparency, privacy, parental rights, and the parameters of legal liability for schools and school personnel. The book includes discussion of major federal legislation, such as the Individuals with Disabilities Education Act, the Family Educational Rights and Privacy Act, Section 504 of the Rehabilitation Act of 1973, and Title IX. On the state level, the book incorporates laws pertaining to cyberbullying, inappropriate relationships between students and employees, and human sexuality instruction.
Edward Albee was a giant in American theater, in the same pantheon with Arthur Miller, Eugene O’Neill, and Tennessee Williams. His prolific career included three Pulitzer Prizes and the 2005 Lifetime Achievement Tony Award.
Albee continued producing major works for the theater into his eighties, including a prequel to The Zoo Story, which shocked the country when it first appeared in 1958—and his plays have seen major revivals on and off Broadway in recent years. Yet even with this resurgence of popularity, no up-to-date treatment of his plays is currently in print.
With engaging discussions of his most famous plays, such as Who’s Afraid of Virginia Woolf and Three Tall Women, as well as his lesser known works, this essential guide reveals the heart of Albee’s drama, highlighting the themes of sex, death, loneliness, and time that have occupied the playwright during his more than fifty years in the theater.
Toby Zinman is the theater critic for the Philadelphia Inquirer. She has written for numerous publications, including Variety,American Theater, and Theatre Journal. She is Professor of English at the University of the Arts, Philadelphia.
Edward Albee - American Writers 77 was first published in 1969. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
Edward Everett Hale is remembered by millions as the author of The Man Without a Country. This popular and gifted nineteenth-century writer was an outstanding and prolific contributor to the fields of journalism, fiction, essay, and history. He wrote more than 150 books and pamphlets (one novel sold more than a million copies in his lifetime) and was intimately associated with the publication of many of the early American journals, among them the North American Review, Atlantic Monthly, and Christian Examiner. He served as editor of Old and New and was a frequent contributor to the foremost newspapers and periodicals of his time.
Yet the writings of this “journalist with a touch of genius” were only incidental to Hale’s Christian ministry in New England and in Washington, D.C., where he was for five years Chaplain of the Senate. His literary creed reflected that of his ministry, for Hale’s interpretation of the social gospel comprised an active concern with all phases of human affairs.
Confidant of poets and editors, friend to diplomats and statesmen, Hale helped mold public opinions in economics, sociology, history, and politics through three-quarters of what he called “a most extraordinary century in history.” In recounting Hale’s life and times, Holloway vividly portrays this fascinating and often turbulent era.
Edward Lear, while probably best known as the author of The Owl and the Pussycat and the famous Nonsense Books, was by profession a draughtsman and painter. For over fifty years after 1836, from the age of twenty-four, he spent much of his life traveling or in residence abroad, producing thousands of sketches and drawings, some of which he later elaborated or used as studies for paintings. He is now belatedly becoming recognized as one of the best topographical draughtsmen of his day.
Philip Hofer has long been an admirer and collector of the works of Edward Lear. He here presents a selection of Lear's landscape drawings chosen from his own collection and from the more than four thousand in the Harvard collection, which is the most extensive in the world. Hofer, whose constant concern has been in large part responsible for the excellence of this collection, introduces the plates with a biographical sketch of Lear, an extensive treatment of his development as a landscape draughtsman, and an appraisal of his work. He then reviews the growing appreciation of Lear's drawings and the present status of Lear collections both here and abroad, and adds a brief selected bibliography.
During the 1880s a massive scientific effort was launched by the Smithsonian Institution to discover who had built the prehistoric burial mounds found throughout the United States. Arkansaw Mounds tells the story of this exploration and of Edward Palmer, one of the nineteenth century’s greatest natural historians and archaeologists, who was recruited to lead the research project. Arkansas was unusually rich in prehistoric remains, especially mounds, and became a major focus of the study. Palmer and his team of researchers discovered that the mounds had been built by the ancestors of the historic North American Indians, shattering the then-popular theory that a lost non-Indian race had built them.
Contributors. Jonathan Arac, Paul A. Bové, Terry Cochran, Barbara Harlow, Kojin Karatani, Rashid I. Khalidi, Sabu Kohsu, Ralph Locke, Mustapha Marrouchi, Jim Merod, W. J. T. Mitchell, Aamir R. Mufti, Jacqueline Rose, Edward W. Said, Gayatri Chakravorty Spivak, Lindsay Waters
Edward Taylor - American Writers 52 was first published in 1965. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
One Nobel Prize–winning physicist called Edward Teller, “A great man of vast imagination…[one of the] most thoughtful statesmen of science.” Another called him, “A danger to all that is important… It would have been a better world without [him].” That both opinions about Teller were commonly held and equally true is one of the enduring mysteries about the man dubbed “the father of the H-bomb.” In the story of Teller’s life and career, told here in greater depth and detail than ever before, Peter Goodchild unravels the complex web of harsh early experiences, character flaws, and personal and professional frustrations that lay behind the paradox of “the real Dr. Strangelove.”
Goodchild’s biography draws on interviews with more than fifty of Teller’s colleagues and friends. Their voices echo through the book, expressing admiration and contempt, affection and hatred, as we observe Teller’s involvement in every stage of building the atomic bomb, and his subsequent pursuit of causes that drew the world deeper into the Cold War—alienating many of his scientific colleagues even as he provided the intellectual lead for politicians, the military, and presidents as they shaped Western policy. Goodchild interviewed Teller himself at the end of his life, and what emerges from this interview, as well as from Teller’s memoirs and recently unearthed correspondence, is a clearer view of the contradictions and controversies that riddled the man’s life. Most of all, though, this absorbing biography rescues Edward Teller from the caricatures that have served to describe him until now. In their place, Goodchild shows us one of the most powerful scientists of the twentieth century in all his enigmatic humanity.
Featured is a new interview with Said, conducted by W. J. T. Mitchell, in which Said discusses the importance of the visual to his thinking, specifically the works of Goya and Caravaggio, which in turn made possible Said's valuable contributions to our understanding of photography and painting. Other contributions reflect on Said's influences on the American public sphere; the subtle personal politics that inform the relationship between music and emotion; Said's importance to a thinking about "race before racism" and the disappearance of the American; and jazz man Jim Merod reflects on Said's "sublime lyrical abstractions."
Covering with insight the many debates Said so deftly entered and formed, the distinguished contributors to this volume reflect upon his oeuvre to create an atmosphere of thoughtfulness, questioning, and interactivity.
Having largely given up on a career in film, Edward Yang had been working as a computer engineer for several years when he saw Herzog's Aguirre, Wrath of God. Inspired to return to film, Yang, along with a handful of other filmmakers, including the great Hou Hsiao-hsien, went on to found the Taiwanese New Wave of the early 1980s.
Film critic John Anderson's Edward Yang offers a comprehensive overview of the work of the writer-director—already considered one of the most important filmmakers of the past twenty years—from his breakthrough feature That Day, on the Beach to the epic Yi-Yi. Rooted in questions about what it means to be Taiwanese, Yang's films reveal the complexity of life within the island's patchwork culture. Anderson identifies the key narrative strategies, formal devices, moral vision, and sociopolitical concerns shot through Yang's films. He explains what makes these films so distinctive by pinpointing the specific qualities of Yang's style and outlook.
Much as abortion in the United States today is a contentious issue used for scripting women's roles and potential into the national agenda, divorce was an issue dividing England in the Edwardian era. According to Janice Harris, anything and everything, from illicit sex and family values to the Garden of Eden, wrath of children, poverty of women, nature of cruelty, scandal of America, threat of Germany, and future of England were part of the debate over divorce. Living under marriage laws far more restrictive than those of their Protestant neighbors, Edwardian women and men campaigned for reform with a barrage of compelling stories. Organizing her analysis around three major sources of narrative on divorce––the Sunday papers, the Report of the Royal Commission on Divorce and Matrimonial causes, and the novel––Harris uncovers a war of words and a competition of tales. In raising questions about the winners, losers, and spoils, Harris expands our understanding of the history of divorce, the wars between the sexes, and the political import of those wars.
In the end, she presents a complex and lively story herself, one that illuminates battles over marriage and divorce taking place in our own era as well. This humane book on a long-neglected subject marks an important contribution to narrative studies and Edwardian history.
This volume contains 189 hitherto unpublished letters by Edwin Arlington Robinson. They were written between 1897 and 1930 to one of his first admirers, Edith Brower of Pennsylvania.
The letters begin when the twenty-seven-year-old poet writes gratefully to the stranger who has expressed appreciation of his first, privately printed, book of poems, The Torrent and the Night Before. Soon he was carrying on an intense correspondence, baring his soul—safely, he believed, because the woman he described as “infernally bright and not at all ugly,” with “something of a literary reputation,” was “too old to give me a chance to bother myself with any sentimental uneasiness.” (She was twenty-one years his senior.)
Continually reflecting his laconic, self-deprecating Yankee spirit, the letters range from the uncontrollable outpourings of a lonely individual, desperate for encouragement and understanding, to brief words of greeting or farewell. Without reserve, Robinson—who was eventually awarded the Pulitzer prize for poetry three times—confides his reactions to people and places, his thoughts about his own work, and his personal opinions of such writers as Browning, Dickens, Hardy, Moody, and Pater.
Mr. Cary has included Miss Brower’s unpublished memoir on the poet’s character and literary career, “Memories of Edwin Arlington Robinson,” and her penetrating review of The Children of the Night. In addition to an informative Introduction, he contributes full explanatory notes, a list of Robinson’s works, and an index.
“Blood,” Goethe observed in Faust, “is a very special juice.” How special it is and how complex as well is revealed in Douglas Surgenor’s Edwin J. Cohn and the Development of Protein Chemistry.
As Surgenor aptly shows, what began as a modest program in basic research at the Harvard Medical School in 1920 with the establishment of a small laboratory for the study of the physical chemistry of proteins, suddenly and quite unexpectedly took on immensely practical proportions twenty years later when the onset of World War II made requisite new sophisticated blood techniques and blood substitutes for the treatment of military casualties.
The knowledge and expertise gained by Edwin Cohn and his laboratory associates in the study of proteins, amino acids, and peptides in blood after 1920 put them in a unique position to carry out the search for new blood products. Edwin J. Cohn and the Development of Protein Chemistry discloses how the wartime emergency called into play Cohn’s talents as a leader who drew together chemists, clinicians, pathologists, immunologists, and others in the attainment of a complex goal. The revolution Cohn started has still not run its course.
E.E. Cummings - American Writers 87 was first published in 1969. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
When pulled from the mud of creeks, ponds, rivers, or the sea, the eel, with its slick, snake-like body, emerges as an extremely mundane and even unappealing fish. But don’t let the appearance fool you—the eel has been one of the world’s favorite foods since ancient Greece, and the eel’s life cycle is one of the most remarkable on the planet—during the middle ages, impoverished Londoners survived on eel and the eel later saved the Mayflower pilgrims from starvation on American shores.
In Eel, RichardSchweid chronicles the many facets of these slippery creatures from their natural history to their market value and contemporary consumption to their appearance in art and literature and finally to their present threatened status. So far, eels have steadfastly refused to reproduce in captivity, apparently requiring the vastness of the open ocean to successfully mature—which has imperiled the species’ long-term survival. Schweid explains that freshwater eels are born in remote ocean depths and make a journey of thousands of miles to fresh water where they spend most of their lives before making a return journey to the ocean to mate and die.
Well-illustrated and containing many little-known facts about this surprising fish, Eel will appeal to general readers of natural history and others wishing to discover something more about the common unagi on the sushi menu.
Sinéad Murphy’s Effective History presents its reader with a thorough explanation and evaluation of H.-G. Gadamer’s concept of “effective history,” not only as it pertains to the broader range of hermeneutic and postmodern thinkers working in the wake of Kantian philosophy, but first and foremost as a careful and measured consideration of the practice of effective history as a critical method for philosophy in our current times. In this latter sense, the work pushes Gadamer’s thinking forward into new territory and provides an insightful estimation of the value of hermeneutic inquiry.
Murphy demonstrates that the notion of effective history not only stems from a central issue in Kant’s critical philosophy (the divide between the empirical and transcendental, between history and pure knowledge), but that it is best understood through an analysis of the various ways that certain contemporary thinkers fall into the traps and contradictions that stem from Kant’s critical turn.
What makes civil society organizations effective performers? What are key practices for businesses creating social value activities as a part of their overall operations? Business leaders have long analyzed corporate practices; this book represents an innovative analysis of how one does good in an effective and strategic manner. This book aims to enable social and business leaders to gain a greater understanding of how to achieve high performance in terms of social value creation.
Social Enterprise Knowledge Network is a research partnership encompassing eleven leading management schools—nine in Latin America, one in Spain, and Harvard Business School—with a demonstrated capacity to produce high-quality, original, field-based research in Latin America.
Based on the results of a two-year research process on how social and business organizations in Iberoamerica achieve superior social performance, Effective Management of Social Enterprises presents the most comprehensive and in-depth analysis of such practices ever undertaken in this region. This practitioner-oriented book also enriches the literature on organizational performance, social enterprise, and corporate social responsibility, and on Iberoamerica more generally.
Drawn from quantitative and qualitative work of practitioners in the field, this edited collection provides an update to the Staples and Ornatowski's influential Foundations of Teaching Technical Communication (1997). The collection is organized around the broad themes of expanding pedagogy, shaping curriculum, incorporating technology, and engaging community. In each section, authors illustrate their experiences with teaching in the university technical communication classroom, addressing topics such as rethinking the role of internships, redesigning student learning outcomes for assessment practices, incorporating ethics into the technical communication classroom, using visual communication in community context, and engaging plain language. These sixteen chapters, taken as a whole or individually, provide readers with insights and examples into teaching technical communication in the 21st century.
Ink landscape painting is a distinctive feature of the Northern Song, and painters of this era produced some of the most celebrated artworks in Chinese history. The Efficacious Landscape addresses how landmark works of this pivotal period first came to be identified as potent symbols of imperial authority and later became objects through which exiled scholars expressed disaffection and dissent. In fulfilling these diverse roles, landscape demonstrated its efficacy in communicating through embodiment and in transcending the limitations of the concrete.
Building on decades of monographic writings on Song painting, this carefully researched study presents a syncretic vision of how ink landscape evolved within the eleventh-century court community of artists, scholars, and aristocrats. Detailed visual analyses of surviving works and new insight about key landscapes by the court painter Guo Xi support the perspective put forward here and introduce original methodologies for interpreting painting as an integral element of political and cultural history. By focusing on the efforts of emperors, empresses, and eunuchs to cultivate ink landscape and its iconography, this investigation also tackles the social and class dichotomies that have long defined and frustrated existing scholarship on this period’s paintings, highlighting instead the interconnectedness of painting practice’s elite modalities.
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