Some of the most engaged and frequent users of public libraries are over the age of 50. They may also be the most misunderstood. As Baby Boomers continue to swell their ranks, the behavior, interests, and information needs of this demographic have changed dramatically, and Schull's new book offers the keys to reshaping library services for the new generations of active older adults. A must-read for library educators, library directors, and any information professional working in a community setting, this important book

• Analyzes key societal trends, such as longer lifespans and improved population health, and their implications for libraries' work with this demographic
• Profiles Leading-Edge States and Beacon Libraries from across the nation at the forefront of institutional change
• Discusses issues such as creativity, health, financial literacy, life planning, and intergenerational activities from the 50+ perspective, while showing how libraries can position themselves as essential centers for learning, encore careers, and community engagement
• Spotlights best practices that can be adapted for any setting, including samples of hundreds of projects and proposals that illustrate new approaches to 50+ policies, staffing, programs, services, partnerships, and communications

The wisdom and insight contained in this book can help make the library a center for positive aging.

This book will appeal to professional scholars and graduate students with an interest in Aristotle’s ethics and in ethics generally. It proposes comprehensive interpretations of some difficult passages in Aristotle’s two major ethical works ( the Nicomachean Ethics and the Eudemian Ethics ). It brings to bear upon the analysis of human behavior passages in Aristotle’s logical works and in his Physics. It also draws connections among areas of particular interest to contemporary ethics: action theory, the analysis of practical reason, and virtue ethics.

"Both Thomistic scholars and analytic philosophers interested in theories of human action and accountability will find this book a welcome addition to their libraries. Truly a substantive addition to both Thomistic scholarship and the ongoing analytic investigation into human action and responsible agency."—American Catholic Philosophical Quarterly

"A first-rate book...Brock's lucid and illuminating analysis offers much of value to both intellectual historians and theologians, as well as philosophers."—Theological Studies"Brock's treatment of Aquinas's account of action exhibits a rare combination of rigor and learning. It is, no doubt, the best we have."—The Thomist

This volume brings together Seth Benardete’s studies of Hesiod, Homer, and Greek tragedy, eleven Platonic dialogues, and Aristotle’s Metaphysics.

The Argument of the Action spans four decades of Seth Benardete’s work, documenting its impressive range. Benardete’s philosophic reading of the poets and his poetic reading of the philosophers share a common ground, guided by the key he found in the Platonic dialogue: probing the meaning of speeches embedded in deeds, he uncovers the unifying intention of the work by tracing the way it unfolds through a movement of its own. Benardete’s original interpretations of the classics are the fruit of this discovery of the “argument of the action.”

Presents a case for strong learning communities that take a clear political stand in favor of socially engaged art pedagogies.

The main aim of Art, Sustainability and Learning Communities is to show how shared spaces for exchange in the fields of art education and continuous professional development can reflect, inspire, and integrate sustainability principles that are becoming crucial in today’s world. The authors propose the idea that coordinated action can lead to a more sustainable future by promoting a sense of community, lifelong learning, and confidence in the possibility of changing current conditions.

Its three parts combine expertise in visual arts education, education for sustainable development, contemporary art practice, and sustainability activism. While Part I focuses on literature in the field and the interrelation of different disciplines, Part II provides concrete examples of professional learning communities and pedagogies that can be used to enrich the field of art education. Finally, Part III presents brief case studies illustrating international projects by contemporary artists, curators, environmentalists, and others, providing educators with several inspirational models of concrete and creative action.
 

With Artist as Author, Christa Noel Robbins provides the first extended study of authorship in mid-20th century abstract painting in the US. Taking a close look at this influential period of art history, Robbins describes how artists and critics used the medium of painting to advance their own claims about the role that they believed authorship should play in dictating the value, significance, and social impact of the art object. Robbins tracks the subject across two definitive periods: the “New York School” as it was consolidated in the 1950s and “Post Painterly Abstraction” in the 1960s. Through many deep dives into key artist archives, Robbins brings to the page the minds and voices of painters Arshile Gorky, Jack Tworkov, Helen Frankenthaler, Kenneth Noland, Sam Gilliam, and Agnes Martin along with those of critics such as Harold Rosenberg and Rosalind Krauss. While these are all important characters in the polemical histories of American modernism, this is the first time they are placed together in a single study and treated with equal measure, as peers participating in the shared late modernist moment.
 

Arts educators have adopted social justice themes as part of a larger vision of transforming society. Social justice arts education confronts oppression and inequality arising from factors related to race, ethnicity, nationality, religion, class, ability, gender, and sexuality.

This edition of Common Threads investigates the intersection of social justice work with education in the visual arts, music, theatre, dance, and literature. Weaving together resources from a range of University of Illinois Press journals, the editors offer articles on the scholarly inquiry, theory, and practice of social justice arts education. Selections from the past three decades reflect the synergy of the diverse scholars, educators, and artists actively engaged in such projects. Together, the contributors bring awareness to the importance of critically reflective and inclusive pedagogy in arts educational contexts. They also provide pedagogical theory and practical tools for building a social justice orientation through the arts.

Contributors: Joni Boyd Acuff, Seema Bahl, Elizabeth Delacruz, Elizabeth Garber, Elizabeth Gould, Kirstin Hotelling, Tuulikki Laes, Monica Prendergast, Elizabeth Saccá, Alexandra Schulteis, Amritjit Singh, and Stephanie Springgay

Most people get information about child sexual abuse from media coverage, social movements, or conversations with family and friends. Confronting Child Sexual Abuse describes how these forces shape our views of victims and offenders, while also providing an in-depth look at prevention efforts and current research. Sociologist Anne Nurse has synthesized studies spanning the fields of psychology, sociology, communications, criminology, and political science to produce this nuanced, accessible, and up-to-date account. Topics include the prevalence of abuse, the impact of abuse on victims and families, offender characteristics, abuse in institutions, and the efficacy of treatments. Written for people who care for kids, for students considering careers in criminal justice or human services, and for anyone seeking information about this devastating issue, Nurse’s book offers new public policy ideas as well as practical suggestions on how to engage in prevention work. Interactive links to studies, videos, and podcasts connect readers to further resources.

A postcolonial examination of co-production as an urban development strategy. 

In urban development, co-production refers to a strategy that prioritizes collaboration across multiple institutions and with citizens, aiming to enable conflict resolution and transformative change. However, critics contend that these theoretical ambitions often have limited practical impact. Co-production of Knowledge in Action examines how co-production is articulated and deployed in cities such as Lima, Freetown, Kampala, Dar es Salaam, and Delhi. It engages with ongoing experiences of co-production-inspired action, mapping the different aspirations that inform co-production practices and their impacts on urban communities. Critiquing co-production strategies for urban development in relation to practical experiences in these cities, this volume adopts a postcolonial approach to knowledge production as a means to transform urban planning practices. 

Richard Ferrier expounds on the basic truth learned from Alan Keyes during work on his political campaign in 1996. "He taught us to see what President Lincoln saw 160 years ago: an American should always take his principles and form his sentiments from those expressed in the Declaration of Independence." Whereas it might seem America is the product of political divorce, the Declaration instead endows our nation with the qualities of a marriage. We are a deliberate union, Ferrier says, and we must strive to live well politically by doing right by the pledge contained in the Declaration.

Here Ferrier transforms decades of teaching American history and its founding into a reflection on its most important document. Our troubled times call for a return to America's fundamental principles. This book shows their sources, their truth, and their lasting power. It is a labor of love, and of hope. 

Anyone seeking opportunity in the United States should read this book and be reminded of the privilege and obligation of the American way of life, all contained in the Declaration of Independence. 

Evaluating skills and knowledge capture lies at the cutting edge of contemporary higher education where there is a drive towards increasing evaluation of classroom performance and use of digital technologies in pedagogy. Developing Educators for the Digital Age is a book that provides a narrative account of teacher development geared towards the further usage of technologies (including iPads, MOOCs and whiteboards) in the classroom presented via the histories and observation of a diverse group of teachers engaged in the multiple dimensions of their profession.

Drawing on the insights of a variety of educational theories and approaches (including TPACK) it presents a practical framework for capturing knowledge in action of these English language teachers – in their own voices – indicating how such methods, processes and experiences shed light more widely on related contexts within HE and may be transferable to other situations.

This book will be of interest to the growing body of scholars interested in TPACK theory, or communities of practice theory and more widely anyone concerned with how new pedagogical skills and knowledge with technology may be incorporated in better practice and concrete instances of teaching.

Striking photographs and stories from more than two decades on the frontlines by a groundbreaking photojournalist—and the first female American war correspondent to be killed in action.

In 1941, twenty-two-year-old Georgette "Dickey" Chapelle sold her first photo essay to Look magazine. A year later, with World War II underway, she was photographing American soldiers in combat training in Panama. By the end of the war, she had captured the devastation at Iwo Jima and Okinawa, and in the ensuing decades, Dickey and her camera were on the scene at many of the world’s hotspots—from Cuba and the Dominican Republic to Algeria and Lebanon to Vietnam and Laos. Dickey Chapelle Under Fire exposes her remarkable story and shares over 150 stunning images from her extraordinary career as a photojournalist.

In the male-dominated world of war journalism, Chapelle fought to be taken seriously. She eventually earned the respect of many of her male colleagues and broke down barriers for future generations of female journalists. She embedded herself with military units on frontlines around the globe, capturing not only the horrors of war but also the camaraderie and everyday routines of service men and women.

Always one to follow the action, Chapelle traveled with Algerian rebels across the North African desert and with Fidel Castro through the jungles of Cuba. She spent two months in a Hungarian prison after being caught smuggling aid to refugees fleeing a Soviet invasion. Beginning in 1961, Chapelle set her lens and viewfinder on Southeast Asia, capturing the growing conflict there, until she was killed while on patrol with marines in Vietnam in April 1965—making her the first female American war correspondent to be killed in action.

For twenty-five years, Chapelle's photographs graced the pages of National Geographic, the National Observer, Life, and other major publications. Despite her tragic end, Chapelle’s tenacity, courage, and compassion shine throughout her work, highlighting the human impact of war while revealing the larger stories beyond the battlefield. Her legacy lives on through this powerful collection. 

All too often, in a hurried attempt to “catch up,” diversity training can create division among staff or place undue burdens on a handful of employees. Instead, academic libraries need approaches to diversity, equity, and inclusion (DEI) that position these priorities as ongoing institutional and professional goals. This book’s model programs will help academic libraries do exactly that, sharing a variety of initiatives that possess clear goals, demonstrable outcomes, and reproducible strategies. Librarians, administrators, and directors will all benefit from the programs detailed inside, which include such topics as

• a university library’s community of practice for interactions and learning around DEI;
• cultural competency training to create more welcoming instruction spaces;
• student workshops on literature searches that mitigate bias;
• overcoming the historic tendency to marginalize LGBTQ+ representation in archives;
• a curriculum and design workshop that moved from discussing social values to embedding them in actions;
• the founding of a library-led LGBT club for students at a rural community college;
• a liberal arts college’s retention-boosting program for first-generation students;
• tailoring a collection and library services to the unique needs of student veterans; and
• a framework for moving from diversity to equity and inclusion, toward a goal of social justice.

The Second Vatican Council urged Eastern Catholics to cultivate their share of divine revelation for the benefit of the entire Catholic Church. Yet, more than 50 years later, the Eastern Catholic Churches frequently remain on the margins, both in the theological academy and in the life of the Church more broadly. In an effort to remedy this situation, at least in part, this volume offers a scholarly reflection on the unique patrimony of the Eastern Catholic Churches, divided according to the categories of Liturgy, Theology, Spirituality, Discipline, and Culture. In so doing, it both follows the categories used to define a Church sui iuris in the Code of Canon Law for the Eastern Churches, and builds on the legacy of the Rev. Peter Galadza, to whom the volume is dedicated. On one hand, the volume and its essays are intentionally introductory, revealing the worlds of Eastern Catholicism and the variety of theological approaches that take place there. Emerging in part from the experience of teaching and preaching by scholars of Eastern Christianity, who are frequently asked for a basic introduction to Eastern Catholic theology, and have little to offer in response, these essays gather an international group of scholars engaging in critical, theological reflection from an Eastern Catholic perspective. This approach is rounded out by contributions from Roman Catholic, Orthodox, and Protestant scholars, who articulate their own reception and appreciation of the Eastern Catholic theological heritage.  At the same time, however, several of the essays in this volume relate the history and current reality of Eastern Catholicism to the Orthodox and Roman Catholic Churches, yet without ignoring how frequently Eastern Catholics live, worship, and theologize without self-conscious regard for their unique ecclesial situation. Indeed, these authors show, Eastern Catholic theology can be unself-consciously grounded in the patristic tradition, and Eastern Catholics can simply “do” theology, without worrying about ecclesial politics. Readers will thus find here the best of both worlds: both an introduction to the unique and frequently ignored patrimony of the Eastern Catholic Churches, and a series of essays that avoids the all-to-common pitfall of reducing these traditions to a parody of other Churches, Eastern or Western. Instead, by engaging with the sources of the Christian tradition – as Eastern Catholics, yes, but first and foremost as Christians – the authors reveal how much their tradition can offer the Catholic Church as a whole.

Action movie stars ranging from Jackie Chan to lesser-known stunt women and men like Zoë Bell and Chad Stahelski stun their audiences with virtuosic martial arts displays, physical prowess, and complex fight sequences. Their performance styles originate from action movies that emerged in the industrial environment of 1980s Hong Kong. In Experts in Action Lauren Steimer examines how Hong Kong--influenced cinema aesthetics and stunt techniques have been taken up, imitated, and reinvented in other locations and production contexts in Hollywood, New Zealand, and Thailand. Foregrounding the transnational circulation of Hong Kong--influenced films, television shows, stars, choreographers, and stunt workers, she shows how stunt workers like Chan, Bell, and others combine techniques from martial arts, dance, Peking opera, and the history of movie and television stunting practices to create embodied performances that are both spectacular and, sometimes, rendered invisible. By describing the training, skills, and labor involved in stunt work as well as the location-dependent material conditions and regulations that impact it, Steimer illuminates the expertise of the workers whose labor is indispensable to some of the world's most popular movies.

In Feminist Reflections on Childhood, Penny Weiss rediscovers the radically feminist tradition of advocating for the liberatory treatment of youth. Weiss looks at both historical and contemporary feminists to understand what issues surrounding the inequality experienced by both women and children were important to the authors as feminist activists and thinkers. She uses the writings of Mary Wollstonecraft, Elizabeth Cady Stanton, and Simone de Beauvoir to show early feminist arguments for the improved status and treatment of youth. Weiss also shows how Charlotte Perkins Gilman, a socialist feminist, and Emma Goldman, an anarchist feminist, differently understood and re-visioned children’s lives, as well as how children continue to show up on feminist agendas and in manifestos that demand better conditions for children’s lives.

Moving to contemporary theory, Feminist Reflections on Childhood also looks at how feminist disability theory is well-positioned to recognize the voices of children, and how queer theory provides lessons on contemporary trends that provide visions and strategies for more constructive adult-child relations. Weiss, who includes her own experiences as a mother and foster mother throughout the book, closes her distinctively feminist takes on childhood with a consideration of speculative fiction stories that offer examples of what feminists think makes childhood (un)livable.

This book dedicates three essays each to three different theological problems regarding the Holy Spirit: In God and for Us (The "Filioque" and "Uncreated Grace"); Thomas's Understanding (Not His Commentators) of the Relation between nature and sanctifying grace; and our ability (and that of the angels at their creation) in fact to resist God' grace and thus be the first cause of sin. This later problem is developed in an "excursus" on the way God moves the free will, one that takes into consideration much recent work on this issue and situates the essays' position in relation to it. The book ends with a brief epilogue on the credibility of God, again giving Thomas's account of this. The principal aim throughout is to understand the doctrine of Thomas Aquinas. It places his views in relation to three audiences: chiefly to the orthodox regarding the first issue; to Catholics in relation to the second; and to Protestants in relation to the third. Thus, its second aim is to join "ecumenical debate" about these matters. The essays were mostly written to be delivered orally, to an informed audience of philosophers and theologians., but one that consisted of "generalists" and serious students of Thomas, as well as of "professional" philosophers and theologians. All three of the debated issues discussed have generated an enormous amount of disagreement and debate, not a little of it being quite "technical." Thus, each issue would easily require a long and significant book to be addressed as it deserves. The essays do not do this, but they do indicate what Torre holds is the "directive line" of Thomas's thought that deserves to be defended and developed in each case, and, in each case, this line is held to be markedly different than many have thought it to be.

In this encyclopedic work of intellectual history, Philip D. Curtain sought to discover the British image of Africa for the years 1780–1850.

In this encyclopedic work of intellectual history, Philip D. Curtain sought to discover the British image of Africa for the years 1780–1850.

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 

Chapters cover topics including developing experiential learning opportunities for online students; cocreated cocurricular graduate learning experiences; an empathy-driven approach to crafting an internship; self-advocacy and mentorship in LIS graduate student employment; and sharing perspectives on work and identity between a graduate student and an academic library manager. Throughout the book you’ll find “Voices from the Field,” profiles that showcase the voices and reflections of the graduate students themselves, recent graduates, and managers.
 
Learning in Action brings together a range of topics and perspectives from authors of diverse backgrounds and institutions to offer practical inspiration and a framework for creating meaningful graduate student work experiences at your institutions.

How is moral theology related to pastoral theology? In this first English translation of Living the Truth, Klaus Demmer answers this question by offering a complete theory of action. Its crucial element is truthfulness, which Demmer claims is a basic attitude that must be translated concretely into our individual decisions. Demmer demonstrates that the demand for truthfulness offers a critical corrective to the usual praxis whereby ethical norms are formulated. This has significant consequences for every area of ethical directives, including questions about celibacy and partnerships.

Demmer moves away from the act-centered morality that dominates the neo-Scholastic manuals of moral theology. His concern is to show how our actions embody and carry out a more original anthropological project. Not only does this anthropological project condition our insights into goods and values, it provides the criteria by which our actions are judged morally. This book will be welcomed by all who are looking for ethical norms, and by all whose task it is to formulate such norms.

Many in the world of scholarship share the conviction that open access will be the engine of transformation leading to more culture, more research, more discovery, and more solutions to small and big problems. This collection brings together librarians, scholars, practitioners, policymakers, and thinkers to take measure of the open access movement. The editors meld critical essays, research, and case studies to offer an authoritative exploration of

• the concept of openness in scholarship, with an overview of how it is evolving in the US, Canada, Europe, and Asia;
• open access publishing, including funding models and the future of library science journals;
• the state of institutional repositories;
• Open Educational Resources (OER) at universities and a consortium, in subject areas ranging from literary studies to textbooks; and
• open science, open data, and a pilot data catalog for raising the visibility of protected data.

A history of 1960s activist art group Black Mask.
 
With Up Against the Real, Nadja Millner-Larsen offers the first comprehensive study of the group Black Mask and its acrimonious relationship to the New York art world of the 1960s. Cited as pioneers of now-common protest aesthetics, the group’s members employed incendiary modes of direct action against racism, colonialism, and the museum system. They shut down the Museum of Modern Art, fired blanks during a poetry reading, stormed the Pentagon in an antiwar protest, sprayed cow’s blood at the secretary of state, and dumped garbage into the fountain at Lincoln Center. Black Mask published a Dadaist broadside until 1968, when it changed its name to Up Against the Wall Motherfucker (after line in a poem by Amiri Baraka) and came to classify itself as “a street gang with analysis.” American activist Abbie Hoffman described the group as “the middle-class nightmare . . . an anti-media phenomenon simply because their name could not be printed.”
 
Up Against the Real examines how and why the group ultimately rejected art in favor of what its members deemed “real” political action. Exploring this notorious example of cultural activism that rose from the ruins of the avant-garde, Millner-Larsen makes a critical intervention in our understanding of political art.