The World Health Organization (WHO) has called upon the global health community to “End Preventable Maternal Mortality by 2030”.  This book is the 2nd in a series that highlights issues and proposes solutions to maternal mortality by ending the dearth of expert capacity in Obstetrics and Gynecology (OBGYN) for both clinical care and national leadership in Sub-Saharan Africa.
 
This volume follows the first, entitled Building Academic Partnerships to Reduce Maternal Morbidity and Mortality:  ACall to Action and Way Forward (http://amzn.to/22pZ0Wd), which identified the critical components for capacity building in expert women’s health care.  Each chapter of this current edition is organized to address these critical components from multiple perspectives including African obstetrician/gynecologists, Ministries of Health and Education, American/European obstetrician/gynecologists and professional organizations.
 
Within the pages of this book, readers will encounter the tremendous passion African OBGYNs have for expanding their expertise to deal with the tragedies that befall women on a daily basis. The entire specialty of OBGYN is poised to mobilize the educational resources, experience and expertise to support African OBGYNs in their re-invention of Obstetrics and Gynecology in the African context, for the African continent.  A complete reading of this book will leave the reader with a deep understanding of the issues and solutions. 
 
The deficit of expert obstetric and gynecologic care in Sub-Saharan Africa leads to the silent suffering of millions of women and families due to unnecessary mortality and debilitating morbidity to women and girls of all ages.  Pregnancy and its consequences have significant effects on women and they deserve safe labor and delivery with the expectation of bearing a live-born infant. 
 
In 2016, we are rightly focused on maternal, perinatal and early neonatal mortality.  This urgent crisis must continue to be aggressively addressed, but a long-term view would demand that targeted interventions must not occur in a vacuum.  The same specialists who provide critical and lifesaving obstetric care are the same ones who can diagnose fetal problems, diagnose and treat ectopic pregnancy both medically and surgically, and treat the myriad medical and surgical issues that face women throughout their lifetime.  In essence, they provide the complex, evidence-based interventions that women in most parts of the world enjoy.  Current attempts to replace this expert and comprehensive clinical capacity with health workers trained to perform specific tasks has gained favor, and fills an urgent need.  But when done without also creating the cadre and institutions for supervision, long-term prospects for impact are poor.
 
The rich text presented herein will not only tell the story, but will also provide the concrete steps needed to replicate the successful Ghana experience – sustainably - in other African countries.  The 1000+ OBGYN Project (www.1000obgyns.org) has brought together a vast array of educational resources and a network of university programs, expert clinical organizations and professional societies to implement this collective wisdom.  The group is poised for action to end preventable maternal and neonatal mortality by 2030.  We welcome your interest and participation.

Engaging Modernity is the definitive history of Asante royal regalia and music ensembles. This second edition includes an ethnographical account of the 2014 Asanteman Grand Adae festival that prominently features the complex heritage of the visual and the performing arts in motion. Ampene’s contextual account illuminates the historical narratives the regalia objects render as they move through space and time, as well as the metalanguage embodied in the objects and the symbolic language they convey in Akanland. The book combines text with over three hundred color photographs to construct subtle and nuanced views of the material culture associated with Asante royal court in the twenty-first century. Engaging Modernity is an essential and a vast transdisciplinary resource for the humanities and beyond.

 

This book presents the stories of eleven patients and family members who received the diagnosis of esophageal cancer. The stories, provided by esophageal cancer survivors, illustrate some of the setbacks and some of the triumphs, that these individuals and their families encountered. All of these patients underwent a remarkable surgical procedure known as an esophagectomy. During this operation, the majority of the esophagus is removed. In order to restore swallowing, the stomach is reconfigured into a tube that is repositioned in the chest and neck and sutured to the remaining esophagus. The stories convey courage and strength in the face of a major life-changing event and its consequences. The authors describe in detail what the experience was like for themselves and their loved ones. Their stories are inspiring and offer hope to others facing this illness. Book sales support patient and family education in the Thoracic Surgery section of the University of Michigan Health System.

Endowments, foundations, pension funds, private equity, venture capital, hedge funds: these terms are now commonplace as the world of institutional investing has become increasingly complex over the past hundred years. But how did it get this way? The Evolution of Investing at the University of Michigan traces the development of institutional investing through the lens of one of the country’s largest endowments, illustrating how tidal changes in the law, new approaches to governance, portfolio theory and continuing academic advances and studies, as well as incredible innovation in the practice of investment management, have all combined to create the highly sophisticated investing landscape of today.

Every day, students at the University of Michigan work hard to develop their skills as writers. Every winter, we have a chance to sample the fruits of this labor as we select winners for the first-year writing prize. The English Department Writing Program and the Sweetland Center for Writing established a first-year writing prize in 2010. With generous support from the Sweetland Center for Writing, Andrew Feinberg and Stacia Smith (both of whom earned English degrees from the University of Michigan), and the Granader Family, we have developed a tradition of honoring students who produce writing of exceptional quality.

In this collection, we share the writing of prize-winning students so that other writers may learn from, and feel inspired by, their examples. The featured essays illustrate how writers formulate compelling questions, engage in dialogue with other thinkers, incorporate persuasive and illuminating evidence, express powerful and poetic insights, and participate in meaningful conversations.

We are equally grateful to the many students who submitted essays for these writing prizes and the many instructors who encouraged and supported them. As writing teachers, we relish the opportunity to learn from the challenging questions, intellectual energy, creativity, and dedication that our students and their teachers bring to our classrooms. We hope that you will gain as much pleasure as we have from reading the writing contained in this volume.

Every day, students at the University of Michigan work hard to develop their skills as writers. Every winter, we have a chance to sample the fruits of this labor as we select winners for the first-year writing prize. The English Department Writing Program and the Sweetland Center for Writing established a first-year writing prize in 2010. With generous support from the Sweetland Center for Writing, Andrew Feinberg and Stacia Smith (both of whom earned English degrees from the University of Michigan), and the Granader Family, we have developed a tradition of honoring students who produce writing of exceptional quality.

In this collection, we share the writing of prize-winning students so that other writers may learn from, and feel inspired by, their examples. The featured essays illustrate how writers formulate compelling questions, engage in dialogue with other thinkers, incorporate persuasive and illuminating evidence, express powerful and poetic insights, and participate in meaningful conversations.

We are equally grateful to the many students who submitted essays for these writing prizes and the many instructors who encouraged and supported them. As writing teachers, we relish the opportunity to learn from the challenging questions, intellectual energy, creativity, and dedication that our students and their teachers bring to our classrooms. We hope that you will gain as much pleasure as we have from reading the writing contained in this volume.

Ask any professional, business person, or employer about one of the most important qualifications for college-educated workers, and the answer will be nearly universal: the ability to write well. The Upper-Level Writing Requirement (ULWR) was established to enable undergraduates in the College of Literature, Science, and the Arts to develop their capacities as writers. Originally designed in 1978 to help students “understand and communicate effectively the central concepts, approaches, and materials of their discipline,” the ULWR supports a slightly different goal in today’s more interdisciplinary context. A significant percentage of students now have more than one major or fulfill the ULWR outside of their majors. Likewise, many faculty members are increasingly concerned with preparing students to write for various professional and public audiences as well as for discipline-based ones. However, whether students fulfill the ULWR within or outside of their majors or write for audiences within or outside of the academy, they are held to the same standards of effective writing.

This collection demonstrates the continuing value of the ULWR. Courses like the ones in which students produced these essays create contexts where students meet the expectations of the ULWR and can push beyond them to an even more impressive level of accomplishment. While the specifics of what counts as evidence and how one makes a convincing argument vary across the essays included here, each one embodies qualities that mark effective writing. The authors deal with a wide variety of topics, but in every case they combine deep understanding of a specific area with excellent prose. They take risks and adhere to conventions; they synthesize complex ideas and provide rich detail; they exert intellectual independence and respect disciplinary conventions, from creative nonfiction in the humanities to empirical research in the sciences.

We have been honoring students for outstanding writing in ULWR courses since 2010, but since 2014, thanks to a generous gift from the Granader Family, the prizes are more substantial. We are grateful to the Granaders for choosing to recognize student writing in this way. This collection is another form of recognition for the award-winning students. By publishing this student writing both online and in hard copy we make it available as a model and as a source of inspiration for others.

Talented and committed as they are, these students represented here did not become award-winners entirely on their own. Each of them benefited from well-designed assignments, careful reading, and suggestions for revision from the instructors who nominated them. The instructors’ introductions for each selection provide a window into student learning as well as into the specific dimensions of each student’s achievements.

Ask any professional, business person, or employer about one of the most important qualifications for college-educated workers, and the answer will be nearly universal: the ability to write well. The Upper-Level Writing Requirement (ULWR) was established to enable undergraduates in the College of Literature, Science, and the Arts to develop their capacities as writers. Originally designed in 1978 to help students "understand and communicate effectively the central concepts, approaches, and materials of their discipline," the ULWR supports a slightly different goal in today's more interdisciplinary context. A significant percentage of students now have more than one major or fulfill the ULWR outside of their majors. Likewise, many faculty members are increasingly concerned with preparing students to write for various professional and public audiences as well as for discipline-based ones. However, whether students fulfill the ULWR within or outside of their majors or write for audiences within or outside of the academy, they are held to the same standards of effective writing.

This collection demonstrates the continuing value of the ULWR. Courses like the ones in which students produced these essays create contexts where students meet the expectations of the ULWR and can push beyond them to an even more impressive level of accomplishment. While the specifics of what counts as evidence and how one makes a convincing argument vary across the essays included here, each one embodies qualities that mark effective writing. The authors deal with a wide variety of topics, but in every case they combine deep understanding of a specific area with excellent prose. They take risks and adhere to conventions; they synthesize complex ideas and provide rich detail; they exert intellectual independence and respect disciplinary conventions, from creative nonfiction in the humanities to empirical research in the sciences.

We have been honoring students for outstanding writing in ULWR courses since 2010, but since 2014, thanks to a generous gift from the Granader Family, the prizes are more substantial. We are grateful to the Granaders for choosing to recognize student writing in this way. This collection is another form of recognition for the award-winning students. By publishing this student writing both online and in hard copy we make it available as a model and as a source of inspiration for others.

Talented and committed as they are, these students represented here did not become award-winners entirely on their own. Each of them benefited from well-designed assignments, careful reading, and suggestions for revision from the instructors who nominated them. The instructors' introductions for each selection provide a window into student learning as well as into the specific dimensions of each student's achievements.

#exstrange: a curatorial intervention on eBay presents the #exstrange exhibition project, which transformed one of the largest marketplaces on the web — eBay — into a site of artistic production. This book documents artworks, reveals the aftermath of auctions and correspondences between artists and bidders, and features essays by lead curators Marialaura Ghidini and Rebekah Modrak, cultural critic Mark Dery, journalist Rob Walker, media and material culture scholar Padma Chirumamilla, guest curator Gaia Tedone, and artist and writer Renee Carmichael.
 
Over 80 contemporary artists and designers created “artworks as auctions” for #exstrange between January 15 and April 15, 2017, each using the elements of the auction listing—descriptive text, images, pricing, and categories—as tools of production.
 
Works include artist Lucy Pawlak’s collaboration with the Beat Officer to sell a series of clay objects as missing evidence from unexplained events in Mexico; IOCOSE’s sale of instant protests in the category “Specialty Services” where buyers chose the protest mantras, and outsourced performers demonstrated; and Susanne Cockrell & Ted Purves’ offering of a stick-gun with the memory of their son’s play in “Entertainment Memorabilia.”
 
Featured artists:
10.000 • Lanfranco Aceti • AILADI • Aysha Al Moayyed • Nasser Alzayani • Mary Ayling • Georgia Banks • Ann Bartges • Yogesh Barve • Kim Beck • Ajit Bhadoriya • Natalie Boterman • Sophia Brueckner • Carmel Buckley • Renee Carmichael • Alessio Chierico • Mia Cinelli • Susanne Cockrell • ConnX • Da Burn Gallery • Julia del Río • Tyler Denmead • César Escudero • Nihaal Faizal • FICTILIS • Eryn Foster • John D. Freyer • Elisa Giardina Papa • Angela Glanzmann • Maximilian Goldfarb • Archana Hande • Abhishek Hazra • Adam Hewins • Megan Hildebrandt • Joey Holder • Masimba Hwati • Regin Igloria • IOCOSE • JODI • Geraldine Juárez • KairUs Art+Research • Katerina Kamprani • Kamilia Kard • Tara Kelton • Matt Kenyon • Stephanie LaFreniere • Eno Laget • Nicolás Lamas • Martin Lang • Taekyeom Lee • LEXX Exhibitor Space • Lloyd Corporation • Silvio Lorusso • Breda Lynch • Garrett Lynch • Eva and Franco Mattes • Kembrew McLeod • Kathleen Meaney • Maria Miranda • Crisia Miroiu • Joana Moll • Martín Nadal • Norie Neumark • Xi Jie Ng • Maeve O'Neill • Chiara Passa • Lucy Pawlak • Sreshta Rit Premnath • Niko Princen • Ted Purves • Renuka Rajiv • Luis Romero • Armando Rosales • Robert Sakrowski • Alessandro Sambini • Sarah Ancelle Schönfeld • Anke Schüttler • Guido Segni • Chinar Shah • Jenine Sharabi • Yastika Prakash Shetty • Anupam Singh • Gagan Singh • Ishan Srivstava • Isabella Streffen • Surabhi Vaya • Wang Yue • Wu Jiaru • Yashaswini • Laura Yuile • Carlo Zanni • Huaqian Zhang
 
Guest curators:
Latifa Al Khalifa • Bani Brusadin • Peter Dykhuis • Fred Feinberg & Lu Zhang • Harrell Fletcher • Tamara Ibarra • João Laia • Nora O Murchú • Domenico Quaranta • Gaia Tedone • TSAO Yidi