We live in a society obsessed with tracing the cause of homosexuality. Is there a gene that can be identified? Or do the origins lie outside of biology in the cultural context of childhood or adolescence? Most importantly, should we care about any of these questions?
Drawing on their own work with gays, lesbians, and bisexuals as well as other pertinent studies, psychoanalysts Bertram J. Cohler and Robert Galatzer-Levy have written a groundbreaking work that examines how psychological development and clinical intervention as well as social and historical change across generations contribute to how we think about sexuality. The authors argue that there is little support for assuming that homosexuality has a biological basis. Recognizing the many pathways that lead to same-gender sexual orientation, the authors conclude that the cause is much less important than understanding the meaning of being homosexual. They consider the destructive nature of an intolerant society that fosters so-called conversion psychotherapy and stress the importance of helping to rebuild a sense of coherence and personal integrity among homosexuals.
A Course on Words
Waldo E. Sweet and Glenn M. Knudsvig University of Michigan Press, 1989
A great many students enter an etymology course with only one goal -- to learn new words with the hope that they will be more successful in classwork, in standardized exams, or in a variety of work-related situations. In A Course on Words students will indeed learn new words, but, more important, they will gain an understanding of how words are built and how they can use this information to analyze new words that they will encounter outside the classroom. They will spend most of the time learning elements of words that will enable them to determine the meanings of many new words in the future. As one student put it, this book seems to "sensitize us to words and get us to think about words."
The book is unusual in that it offers both programmed and nonprogrammed material. Each type of material is designed to provide students with the maximum amount of involvement and practice. The students do not simply read definitions of words, as is the case with some courses. Rather, they engage in many different activities; not only defining words but analyzing and building them, and learning to use context to derive meaning. The programmed approach enables students to do the work on their own and receive immediate checks of their answers. Classroom time, therefore, is free for review, reinforcement of programmed activities, work on the nonprogrammed material, and attention to the needs of individual students. The book also includes at the end a set of Supplementary Exercises for each unit. The nonprogrammed materials include "Review Exercises," "Words of Interesting Origin," "Easily Confused Words," and "Latin Phrases." These provide practice in concepts learned in the unit and an opportunity to explore a wide variety of topics, such as eponymous words and the literal meanings of Latin expressions used in English.
The rapid evolutionary development of modern Homo sapiens over the past 200,000 years is a topic of fevered interest in numerous disciplines. How did humans, while undergoing few physical changes from their first arrival, so quickly develop the capacities to transform their world? Gary Tomlinson’s Culture and the Course of Human Evolution is aimed at both scientists and humanists, and it makes the case that neither side alone can answer the most important questions about our origins.
Tomlinson offers a new model for understanding this period in our emergence, one based on analysis of advancing human cultures in an evolution that was simultaneously cultural and biological—a biocultural evolution. He places front and center the emergence of culture and the human capacities to create it, in a fashion that expands the conceptual framework of recent evolutionary theory. His wide-ranging vision encompasses arguments on the development of music, modern technology, and metaphysics. At the heart of these developments, he shows, are transformations in our species’ particular knack for signmaking. With its innovative synthesis of humanistic and scientific ideas, this book will be an essential text.
In the Course of Performance is the first book in decades to illustrate and explain the practices and processes of musical improvisation. Improvisation, by its very nature, seems to resist interpretation or elucidation. This difficulty may account for the very few attempts scholars have made to provide a general guide to this elusive subject. With contributions by seventeen scholars and improvisers, In the Course of Performance offers a history of research on improvisation and an overview of the different approaches to the topic that can be used, ranging from cognitive study to detailed musical analysis. Such diverse genres as Italian lyrical singing, modal jazz, Indian classical music, Javanese gamelan, and African-American girls' singing games are examined. The most comprehensive guide to the understanding of musical improvisation available, In the Course of Performance will be indispensable to anyone attracted to this fascinating art.
Contributors are Stephen Blum, Sau Y. Chan, Jody Cormack, Valerie Woodring Goertzen, Lawrence Gushee, Eve Harwood, Tullia Magrini, Peter Manuel, Ingrid Monson, Bruno Nettl, Jeff Pressing, Ali Jihad Racy, Ronald Riddle, Stephen Slawek, Chris Smith, R. Anderson Sutton, and T. Viswanathan.
James M Lang Harvard University Press, 2008 Library of Congress LB2331.L245 2008 | Dewey Decimal 378.12
You go into teaching with high hopes: to inspire students, to motivate them to learn, to help them love your subject. Then you find yourself facing a crowd of expectant faces on the first day of the first semester, and you think “Now what do I do?”
Practical and lively, On Course is full of experience-tested, research-based advice for graduate students and new teaching faculty. It provides a range of innovative and traditional strategies that work well without requiring extensive preparation or long grading sessions when you’re trying to meet your own demanding research and service requirements. What do you put on the syllabus? How do you balance lectures with group assignments or discussions—and how do you get a dialogue going when the students won’t participate? What grading system is fairest and most efficient for your class? Should you post lecture notes on a website? How do you prevent cheating, and what do you do if it occurs? How can you help the student with serious personal problems without becoming overly involved? And what do you do about the student who won’t turn off his cell phone?
Packed with anecdotes and concrete suggestions, this book will keep both inexperienced and veteran teachers on course as they navigate the calms and storms of classroom life.
An invaluable text in language and linguistics because it has a unique scope: a one-volume description of the Spanish language and its differences from English, and ranges from pronunciation and grammar to word meaning, language use, and social and dialectical variation. Designed for survey courses in Spanish linguistics with technical concepts explained in context for beginners in the field, Spanish/English Contrasts brings out the ways in which insights into the two languages have evolved as scholars have built on the work and research of others in the field. A bilingual glossary of linguistic terms is provided to facilitate discussion in either language.
This second edition is thoroughly updated to incorporate insights and issues that have come to the fore from the explosion of research in the past twenty-five years in all of the areas covered by the book. It includes an expanded bibliography and index, and adds new exercises for student application and class discussion. Its approach remains broadly based however, in order to accommodate a range of areas and data rather than focusing narrowly on one single theory or research area, and it continues to emphasize implications for language teaching, translation, and other practical applications.
For a moment Dick Beardsley became the most famous runner in the world by losing a race. In the 1982 Boston Marathon, Beardsley, foiled by a motorcycle that cut him off, finished two seconds behind Alberto Salazar in one of the most memorable contests in marathon history. Staying the Course recounts that race and the difficult years that followed, including his recovery from a near-fatal farm accident, his subsequent addiction to painkillers, and a public arrest for forging prescriptions. His story of overcoming obstacles speaks to anyone who loves competition, who has survived catastrophe, or who has pursued a seemingly impossible goal.
A Syllabus of Modern World History was first published in 1932. 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.Originally published in 1930 for use with Robinson and Beard’s Development of Modern Europe, this syllabus of modern world history was designed for the freshman survey course at the University of Minnesota. After careful revision, the current syllabus accompanies Ferdinand Schevill’s A History of Europe, a standard history course text during the early twentieth century.
“They carried the most valuable cargo ever brought to our shores.”—JAMES PHINNEY BAXTER III, Office of Scientific Research and Development
“The first cavity magnetron is displayed in the Science Museum as one of the most important technological objects of the twentieth century. As Stephen Phelps reveals in this much needed book, the United Kingdom’s decision to share its secrets with the United States was a key turning point in the Second World War.”—JOHN LIFFEN, Curator, Science Museum, London
In August 1940, a German invasion of Britain looked inevitable. Luftwaffe bombers were pounding British cities, France had surrendered, and the Low Countries were under German control. Although sympathetic to Britain’s plight, the United States remained staunchly neutral. Unknown to the rest of the world, Britain’s brightest scientific and military minds had been working on futuristic technology for a decade, including radar and jet propulsion. While the great value of radar to locate and identify objects at long distance and at night or in bad weather was appreciated, at the time it was thought that practical radar required a room-sized device for generating an effective signal. Now, suddenly, British scientists had something extraordinary—the cavity magnetron, a generator hundreds of times more powerful than any other in use and small enough to be held in the hand. With the British economy and industry reeling from the war, Winston Churchill gambled on an unorthodox plan: a team of scientists and engineers would travel under cover to the United States and give the still-neutral Americans the best of Britain’s military secrets. It was hoped that in exchange the United States would provide financial and manufacturing support—which might even lead to their official entry into the war.
The Tizard Mission, named for its leader Sir Henry Tizard, steamed across the Atlantic carrying a suitcase-sized metal deed box. Designed to sink in the event the ship was torpedoed by a U-boat, the box contained details of the Whittle jet engine, research for an atomic bomb, and a precious cavity magnetron. The Americans proved to be astonished, receptive, and efficient: Bell Telephone produced the first thirty magnetrons in October 1940, and over a million by the end of the war. With this device, both warships and aircraft could carry war-winning radar. But Britain did not only give America military secrets, these same technologies would produce a fortune for postwar commercial industries, with the magnetron being the key component to the microwave oven. In The Tizard Mission: The Top-Secret Operation That Changed the Course of World War II, Stephen Phelps reveals how the Tizard Mission was the turning point in the technological war, giving Britain the weapons it desperately needed and laying the groundwork for both the Special Relationship and much of the United States’s postwar economic boom, an effect that still resonates today.
While Turkey in recent years has experienced an exhaustive accession process to join the EU -a long desired aim-, at the same time it has been increasing its involvement across the Middle East, leading to a debate over whether it is altering its focus from West to East. This book reveals that a shift in focus can be seen through analysis of the Turkish political elites’ definitions of "self" and "other" that were established as part of the EU accession process. Melek Saral uses these definitions to help us better understand the shift that Turkey is currently undergoing.