Like its predecessor, this important new work is focused on the connection between trade and investment on the one hand and U.S. foreign policy on the other. David Pletcher describes the trade of the United States with the Far East, the islands of the Pacific, and the northwest coast of North America from 1784 (the year of the first American trading expedition to China) to 1844 (the year of the first trade treaty with China, followed immediately by the U.S. acquisition of Oregon and California). He then traces the growth of trade and investment in Alaska, Hawaii, and the South Pacific from 1844 to 1890 and proceeds to do the same for China, Japan, and Korea. In the ensuing chapters, Pletcher covers the 1890s, including the annexation of Hawaii, the Sino-Japanese War, the acquisition of the Philippines, and the Open Door policy in China.
He concludes that the American expansion across the Pacific and into the Far East was not a deliberate, consistent drive for economic hegemony but a halting, experimental, improvised movement, carried out against determined opposition and indifference and dotted with setbacks and failures. Providing his own judgments about the wisdom and effectiveness of America's new endeavors, Pletcher summarizes the problems and handicaps involved, demonstrating that errors of the twentieth century were at least partly the result of poor preparation in the 1880s and 1890s.
Touching on every place where Americans undertook significant economic activity, The Diplomacy of Involvement will be an important aid for seasoned scholars, as well as an excellent introduction for the novice.
In Literacy as Involvement, Deborah Brandt examines the cultural and social roots of the acts of reading and writing. The book asks, for example, whether literacy is a natural growth of or a radical shift from orality. It questions the contrary views that literacy is either the learning of the conventions of language or is better understood as heightened social ability. Finally, it raises the possibility that knowing how to read and write is actually understanding how we respond during the acts of reading and writing.
This examination of literacy as process is also offered as a critique of prevailing theories of literacy advanced by such scholars as Walter J. Ong, S.J., David Olson, and E. D. Hirsch. They depict literacy as a textual experience that is socially and linguistically detached. Brandt critically examines the underlying assumptions from research on writing processes and argues that they call for a major reformation of prevailing conceptions of literacy. Specifically, she analyzes several expository texts from a process perspective to establish the interaction of reader and writer in even the most seemingly formal and detached writing. In her conclusion, Brandt brings together the major findings of her study to address pressing literacy issues, including the problem of illiteracy in our schools.
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