Zoos, aquaria, and wildlife parks are vital centers of animal conservation and management. For nearly fifteen years, these institutions have relied on Wild Mammals in Captivity as the essential reference for their work. Now the book reemerges in a completely updated second edition. Wild Mammals in Captivity presents the most current thinking and practice in the care and management of wild mammals in zoos and other institutions. In one comprehensive volume, the editors have gathered the most current information from studies of animal behavior; advances in captive breeding; research in physiology, genetics, and nutrition; and new thinking in animal management and welfare.
In this edition, more than three-quarters of the text is new, and information from more than seventy-five contributors is thoroughly updated. The standard text for all courses in zoo biology, Wild Mammals in Captivity will, in its new incarnation, continue to be used by zoo managers, animal caretakers, researchers, and anyone with an interest in how to manage animals in captive conditions.
Primary sources include court depositions as well as excerpts from the diaries and letters of contemporaries. They cover trials for witchcraft, reports of diabolical possessions, suits of defamation, and reports of preternatural events. Each section is preceded by headnotes that describe the case and its background and refer the reader to important secondary interpretations. In his incisive introduction, David D. Hall addresses a wide range of important issues: witchcraft lore, antagonistic social relationships, the vulnerability of women, religious ideologies, popular and learned understandings of witchcraft and the devil, and the role of the legal system. This volume is an extraordinarily significant resource for the study of gender, village politics, religion, and popular culture in seventeenth-century New England.
“To understand the ways students learn to write, we must go beyond the small and all too often marginalized component of the curriculum that treats writing explicitly and look at the broader, though largely tacit traditions students encounter in the whole curriculum,” explains David R. Russell, in the introduction to this singular study. The updated edition provides a comprehensive history of writing instruction outside general composition courses in American secondary and higher education, from the founding public secondary schools and research universities in the 1870s, through the spread of the writing-across-the-curriculum movement in the 1980s, through the WAC efforts in contemporary curriculums.
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