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Talcott Parsons is regarded, by admirers and critics alike, as a major creator of the sociological thought of our time. Despite the universal recognition of his influence, however, Parsons's thought is not well understood, in part because his work presents the reader with almost legendary difficulties. Most of his important essays and books presume that the reader is familiar with his rather specialized vocabulary, and even when Parsons begins by defining basic terms, his special uses for words and his style of exposition strike many readers as forbidding.

In his extensive introduction to this volume, Leon H. Mayhew brings a new focus and clarity to Talcott Parsons's work. Explicating Parsons on his own terms, Mayhew discusses the basic tools of Parsonian analysis and interprets the larger themes of his work. He provides a chronological account of the development of Parsons's thought, his presuppositions, and his position on the ideological spectrum of social thought.

Mayhew then presents twenty of Parsons's essays, touching on each of the major aspects of his work, including "action" theory and the celebrated four-function scheme. Other topics covered include the role of theory in social research, evolutionary universals in society, influence, control, and the mass media.

"Talcott Parsons on Institutions and Social Evolution will become a standard reference for those studying that development of his sociological ideas."—Martin Bulmer, The Times Higher Education Supplement

The sixteen essays in this anthology describe the practice of teaching about place, with the goal of inspiring educators as well as other readers to discover the value of close investigation of their own places. The contributors discuss places from the desert river canyons of the American West, to the bayous of Texas, to wildlife refuges on the Atlantic Coast, to New England’s forests and river, and back to the wildland-urban interface in suburban Southern California.  These essays reveal broader lessons about the possibilities and limitations that come with teaching about place and inhabiting our own places outside the classroom. Contributors include: Ann Zwinger, Bradley John Monsma, SueEllen Campbell, Terrell Dixon, and John Elder.

Just as the term design has been going through change, growth and expansion of meaning, and interpretation in practice and education – the same can be said for design research. The traditional boundaries of design are dissolving and connections are being established with other fields at an exponential rate. Based on the proceedings from the 2017 International Association of Societies of Design Research conference, Re:Research is an edited collection that showcases a curated selection of 83 papers – just over half of the works presented at the conference. With topics ranging from the introduction of design in the primary education sector to designing information for Artificial Intelligence systems, this book collection demonstrates the diverse perspectives of design and design research. Divided into seven thematic volumes, this collection maps out where the field of design research is now.


 


 


 


Opening a Design Education Pipeline from University to K-12 and Back


•       Peter Scupelli, Doris Wells-Papanek, Judy Brooks, Arnold Wasserman


 


To prepare students to imagine desirable futures amidst current planetary-level challenges, design educators must think and act in new ways. In this paper, we describe a pilot study that illustrates how educators might teach K-12 students and university design students to situate their making within transitional times in a volatile and exponentially changing world. We describe how to best situate students to align design thinking and learning with future foresight. Here we present a pilot test and evaluate how a university-level Design Futures course content, approach, and scaffolded instructional materials – can be adapted for use in K-12 Design Learning Challenges. We describe the K-12 design-based learning challenges/experiences developed and implemented by the Design Learning Network (DLN). The Design Futures course we describe in this paper is a required course for third-year undergraduate students in the School of Design at Carnegie Mellon University. The “x” signifies a different type of design that aligns short-term action with long-term goals. The course integrates design thinking and learning with long-horizon future scenario foresight. Broadly speaking, we ask how might portions of a design course be taught and experienced by teachers and students of two different demographics: within the university (Design Undergraduates) and in K-12 (via DLN). This pilot study is descriptive in nature; in future work, we seek to assess learning outcomes across university and K-12 courses. We believe the approach described is relevant for lifelong learners (e.g., post-graduate-level, career development, transitional adult education).


 


Re-Clarifying Design Problems Through Questions for Secondary School Children: An Example Based on Design Problem Identification in Singapore Pre-Tertiary Design Education


•       Wei Leong, Leon Loh, Hwee Mui, Grace Kwek, Wei Leong Lee


 


It is believed that secondary school students often define design problems in the design coursework superficially due to various reasons such as lack of exposure, inexperience and the lack of research skills. Questioning techniques have long been associated with the development of critical thinking. Based on this context and assumption, the current study aimed to explore the use of questioning techniques to enable pre-tertiary students to improve their understanding of design problems by using questions to critique their thinking and decision-making processes and in turn, generate more effective design solutions. A qualitative approach is adopted in this study to identify the trajectories of students during design problem identification and clarification process. Using student design journals as a form of record for action and thoughts, they are analyzed and supplemented by hearing survey with the teacher-in-charge. From the study, the following points can be concluded: (1) questions can be a useful tool to facilitate a better understanding of the design problem. (2) The process of identification and clarification of design problem is important in the development of critical thinking skills and social-emotional skills of the students. (3) It is important that students are given time and opportunity to find out the problems by themselves. (4) Teachers can be important role models as students may pick up questioning techniques from teacher–student discussions. (5) Departmental reviews and built-in professional development time for weekly reviews on teaching and learning strategies are necessary for the continual improvement D&T education.


 


Surveying Stakeholders: Research Informing Design Curriculum


•       Andrea Quam


 


Fundamental to design education is the creation and structure of curriculum. Neither the creation of design curriculum, nor the revaluation of existing curriculum is well documented. With no clear documentation of precedent, best practices are left open to debate. This paper and presentation will discuss the use of a survey as a research tool to assess existing curriculum at Iowa State University in the United States. This tool allowed the needs and perspectives of the program’s diverse stakeholders to be better understood. Utilizing survey methods, research revealed the convergence and divergence of stakeholders’ philosophies, theories and needs in relation to design curriculum. Accreditation and professional licensing provide base level of guidelines for design curriculum in the United States. However, each program’s curricular structure beyond these guidelines is a complicated balance of resources, facilities, faculty and the type of institution in which it is housed. Once established, a program’s curriculum is rarely reassessed as a whole, but instead updated with the hasty addition of classes upon an existing curricular structure. Curriculum is infrequently re-addressed, and when it is, it is typically based on the experience and opinions of a select group of faculty. This paper presents how a survey was developed to collect data to inform curricular decision-making, enabling the reduction of faculty bias and speculation in the process. Lessons learned from the development of this research tool will be shared so it might be replicated at other institutions, and be efficiently repeated periodically to ensure currency of a program’s curriculum.


 


New Challenges when Teaching UX Students to Sketch and Prototype


•       Joep Frens, Jodi Forlizzi, John Zimmerman


 


In this paper we report on new challenges when teaching User Experience (UX) students how to sketch and prototype their designs. We argue that UX students sketch and prototype differently than other design students, and we discuss how changes in the field necessitate a response in education. We describe sketching and prototyping as a continuum that students successfully traverse when they follow a process of “double loop learning.” We highlight three new challenges: (1) New computational design materials, (2) new maker tools and (3) changes within the tech industry. We explore these three challenges through examples from our students, and we outline strategies for sketching and prototyping in this new reality. We conclude that this is a starting point for further work on keeping education up to speed with practice.


 


How to Teach Industrial Design?: A Case Study of College Education for Design Beginners


•       Joomyung Rhi


 


Industrial design education has existed for a long time as part of the university system, but the curriculum and contents of each subject vary considerably from school to school. In recent years, the introduction of new concepts that change the definition of design has blurred the boundaries of design, making the curriculum different. Establishing a standard curriculum to address these challenges is an important task, but it is necessary to fully understand how design education actually takes place and to share content with educators. This paper aims to contribute to the debate on industrial design education by fully disclosing the process and results of the first stage of industrial design education of a university by autobiographical method. The first course, Product Design Practice 1, is a studio class based on a task feedback iteration system. Students are required to submit assignments showing weekly progress. The instructor reviewed the assignments submitted before the class and gave written comments in class. In addition, details of the design process and method that are difficult to identify as novice students are learned through twelve case studies and applied to the project. This Task Feedback Repeating Class system gives students the opportunity to implement design ability while gaining detailed skills with a comprehensive view. Through this process, the researcher got a reflection on the class and implications for the improvement of the class.


 


Preliminary Study on the Learning Pressure of Undergraduate Industrial Design Students


      - Wenzhi Chen


 


Learning pressure affects students’ learning process and performance. Industrial design education emphasizes that operations on real design problems that have heavy working loads may cause learning pressure. The purpose of this study is to explore the issues causing learning pressure and the pressure management strategies of undergraduate industrial design students. There were 297 students who participated in the questionnaire survey. The main findings are as follows: First, learning pressure includes academic pressure, peer pressure, self-expectations, time pressure, financial pressure, pressure from instructors, external pressure, future career, pressure from parents, resource pressure, achievement and situational pressure. In addition, the main learning pressure is caused by finance, time, resources, external issues and future career. Second, the pressure management strategies include problem solving, procrastination and escape, help seeking, leisure, emotional management and self-adjustment. The most useful strategy for managing pressure is leisure, and procrastination and escape is the least useful strategy. Third, all learning pressures are significantly correlated with procrastination and escape strategy, but the coefficients are low. The results can be a reference for industrial design education and related research.


 


Rewarding Risk: Exploring How to Encourage Learning that Comes from Taking Risks


•       Dennis Cheatham


 


High-stakes testing that became the norm after the “No Child Left Behind Act” of 2001 helped condition students to strive for correct answers for clear problems, all on the first try. However, the iterative process inherent in designing requires risk-taking to conduct a trial-and-error process of defining problems and exploring possible solutions. This design research project was operated with Miami University Graphic Design students to test their willingness to take risks in their coursework to achieve their self-defined measures of success. Students identified that improving their skills was how they defined success. An interaction design assignment involving front-end coding was modified to test students’ comfort taking risks to grow their skills. Most students took risks in the assignment to grow their interaction design skills. The project revealed that closer attention to student motivation when developing learning experiences could help students make the transition to practicing design as an iterative process fraught with risk.


 


An Analysis of the Educational Value of PBL Design Workshops


•       Ikjoon Chang, Suhong Hwang


 


The purpose of this study is to plan and operate design-workshops based on project-based learning (PBL), and examine their educational value for students. The PBL workshop encourages direct participation from students and produces educational value, and it is important to raise the interest level of workshops to elicit proactive participation. The workshop in this study was carried out over 2 weeks in January 2017 at Korea’s Yonsei University. The workshop was composed of eight teams of students from three countries, including Korea, China and Japan, and the course was primarily divided into two sessions. The workshop participants examined in this thesis were notably satisfied with the elements of the course meant to garner interest. In the questionnaire results, participants also indicated that they obtained ample educational value through the workshop. An important element of the workshop was to connect the participants with businesses, which is also an important component of design education. Despite this, participants expressed a relatively lower level of satisfaction compared to other elements of the workshop. The results and analysis of this study will hopefully become a meaningful resource for educators when designing workshops in the future.


 


Collaborative Design Education with Industry: Student Perspective by Reflection


      - Nathan Kotlarewski, Louise Wallis, Michael Lee, Gregory Nolan, Megan Last


 


This study suggests that student reflection on academic and industry collaborative projects can enhance student’s understanding on the design process to solve live industry problems. It contributes to the body of design literature to support students learning of explicit and implicit knowledge. A 2017 learning by-making (LBM) unit in the School of Architecture and Design, at the University of Tasmania, Australia, developed a unit for students to collaborate with Neville Smith Forest Products Pty. Ltd (NSFP). NSFP is a local Tasmanian timber product manufacturer who currently stockpiles out-of-grade timber that has limited market applications. Undergraduate design students from second- and third-year Furniture, Interior and Architecture degrees collaborated with NSFP to value-add to their out-of-grade resource in the LBM unit. A series of design challenges, observations of industry practice and access to out-of-grade timber from NSFP exposed students to live industry problems and provided them the opportunity to build professional design skills. Students reflected on the collaborative LBM unit in a reflection journal, which was used to provide evidence of their learning experiences. The collaborative environment between academia and industry allowed students to acquire an understanding of timber product manufacturing that helped them develop empathy toward the industry problem and influence the development of new products. This study presents how student reflections influenced a change in their design process as they progressed through sequential design challenges to address an industry problem by adopting Valkenburg and Dorst reflective learning framework.


 


Interdisciplinary Trends in Design Education: The Analysis of Master Dissertation of College of Design and Innovation, Tongji University


•       Lisha Ren, Yan Wang


 


This paper expounds the background of Chinese design education as well as the orientation of the design education of Tongji University in the new times, it also collects 458 Master Thesis of College of Design and Innovation during 2010–2016 as analyzed sample. Based on the coding of subject classification, quantitative analysis and content analysis are made in order to understand the interdisciplinary education status of College of Design and Innovation from the two perspectives: the overall cross-disciplinary performance and the relationship between different cross-disciplinary directions.


 


From ANT to Material Agency: A Design and Science Research Workshop


•       Anne-Lyse Renon, A. De Montbron, Annie Gentes, Julien Bobroff


 


This paper studies a design workshop that investigates complex collaboration between fundamental physics and design. Our research focuses on how students create original artifacts that bridge the gap between disciplines that have very little in common. Our goal is to study the micro-evolutions of their projects. Elaborating first on Actor Network Theory we study how students’ projects evolved over time and through a diversity of inputs and media. Throughout this longitudinal study, we use then a semiotic and pragmatic approach to observe three “aesthetical formations”: translation, composition and stabilization. These formations suggest that the question of material agency developed in the field of archeology and cognitive science need to be considered in the design field to explain metamorphoses from the brief to the final realizations.


 

, in particular, witnessed numerous efforts to define, discipline or 'liberate' temporal experience. Within this broader framework of thinking about temporality, 'rhythm' came to form the object of an intense and widespread preoccupation. Rhythmical research played a central role not only in the reconceptualisation of human physiology and labour in the late nineteenth century, but also in the emergence of a new leisure culture in the early twentieth. The book traces the ways in which notions of 'rhythm' were mobilised both to conceptualise modernity (narrate its origins and prescribe its directions) and, in particular, to forge a new understanding of temporal media that came to mark the mass-mediated experience of the 1920s: a conception of artistic media as mediators between the organic and the rational, the time of the body and that of the machine. Michael Cowan is Associate Professor of German and World Cinemas at McGill University. He is the author of Cult of the Will: Nervousness and German Modernity (2008), as well as several articles and collections on German literature, film, media and cultural history.

In the last ten years, television has reinvented itself in numerous ways. The demise of the U.S. three-network system, the rise of multi-channel cable and global satellite delivery, changes in regulation policies and ownership rules, technological innovations in screen design, and the development of digital systems like TiVo have combined to transform the practice we call watching tv. If tv refers to the technologies, program forms, government policies, and practices of looking associated with the medium in its classic public service and three-network age, it appears that we are now entering a new phase of television. Exploring these changes, the essays in this collection consider the future of television in the United States and Europe and the scholarship and activism focused on it.

With historical, critical, and speculative essays by some of the leading television and media scholars, Television after TV examines both commercial and public service traditions and evaluates their dual (and some say merging) fates in our global, digital culture of convergence. The essays explore a broad range of topics, including contemporary programming and advertising strategies, the use of television and the Internet among diasporic and minority populations, the innovations of new technologies like TiVo, the rise of program forms from reality tv to lifestyle programs, television’s changing role in public places and at home, the Internet’s use as a means of social activism, and television’s role in education and the arts. In dialogue with previous media theorists and historians, the contributors collectively rethink the goals of media scholarship, pointing toward new ways of accounting for television’s past, present, and future.

Contributors. William Boddy, Charlotte Brunsdon, John T. Caldwell, Michael Curtin, Julie D’Acci, Anna Everett, Jostein Gripsrud, John Hartley, Anna McCarthy, David Morley, Jan Olsson, Priscilla Peña Ovalle, Lisa Parks, Jeffrey Sconce, Lynn Spigel, William Uricchio

Ten Theses for an Aesthetics of Politics is an invitation to culture makers, political thinkers of all kinds, and everyday spectators to reconsider their love of the world of appearances. Inspired by Jacques Rancière’s Ten Theses on Politics and work by Hannah Arendt, Stanley Cavell, and Roland Barthes, Davide Panagia offers conceptual provocations that emphasize the sense of conviction one has when facing the frictions of aesthetic experience. Rooted in varied and variable experiences of border crossings, Panagia invites readers to reflect on the relational practices that appearances engender.

Forerunners: Ideas First is a thought-in-process series of breakthrough digital publications. Written between fresh ideas and finished books, Forerunners draws on scholarly work initiated in notable blogs, social media, conference plenaries, journal articles, and the synergy of academic exchange. This is gray literature publishing: where intense thinking, change, and speculation take place in scholarship.

Pentecostal serpent handlers, also known as Signs Followers, hold a literal interpretation of a verse in the New Testament’s Gospel of Mark which states that, among other abilities, true believers shall be able to “take up serpents.” For more than a century members of this uniquely Appalachian religious tradition have handled venomous snakes during their worship services, risking death as evidence of their unwavering faith. Despite scores of deaths from snakebite and the closure of numerous churches in recent decades, there remains a small contingent of serpent handlers devoted to keeping the practice alive.

Who are the serpent handlers? What motivates them to continue their potentially lethal practices through the generations? Documentary photographer Lauren Pond traveled to West Virginia in search of answers to these questions. There she met Pastor Randy “Mack” Wolford, one of the best-known Signs Following preachers in the region, and spent the following year documenting Mack and his family. The course of her work changed dramatically in May 2012, when Mack, then forty-four years old, suffered a fatal rattlesnake bite during a worship service she attended. Pond photographed the events that followed and has continued her relationship with Mack’s family.

Test of Faith provides a deeply nuanced, personal look at serpent handling that not only invites greater understanding of a religious practice that has long faced derision and criticism; it also serves as a meditation on the photographic process, its ethics, and its capacity to generate empathy.

Published by Duke University Press and the Center for Documentary Studies at Duke University

Tests of Time brings us fourteen witty and elegant essays by novelist and literary critic William H. Gass, "the finest prose stylist in America" (Steven Moore, Washington Post). Whether he's exploring the nature of narrative, the extent and cost of political influences on writers, or the relationships between the stories we tell and the moral judgments we make, Gass is always erudite, entertaining, and enlightening.

Maeda Ai was a prominent literary critic and an influential public intellectual in late-twentieth-century Japan. Text and the City is the first book of his work to appear in English. A literary and cultural critic deeply engaged with European critical thought, Maeda was a brilliant, insightful theorist of modernity for whom the city was the embodiment of modern life. He conducted a far-reaching inquiry into changing conceptions of space, temporality, and visual practices as they gave shape to the city and its inhabitants. James A. Fujii has assembled a selection of Maeda’s essays that question and explore the contours of Japanese modernity and resonate with the concerns of literary and cultural studies today.

Maeda remapped the study of modern Japanese literature and culture in the 1970s and 1980s, helping to generate widespread interest in studying mass culture on the one hand and marginalized sectors of modern Japanese society on the other. These essays reveal the broad range of Maeda’s cultural criticism. Among the topics considered are Tokyo; utopias; prisons; visual media technologies including panoramas and film; the popular culture of the Edo, Meiji, and contemporary periods; maps; women’s magazines; and women writers. Integrally related to these discussions are Maeda’s readings of works of Japanese literature including Matsubara Iwagoro’s In Darkest Tokyo, Nagai Kafu’s The Fox, Higuchi Ichiyo’s Growing Up, Kawabata Yasunari’s The Crimson Gang of Asakusa, and Narushima Ryuhoku’s short story “Useless Man.” Illuminating the infinitely rich phenomena of modernity, these essays are full of innovative, unexpected connections between cultural productions and urban life, between the text and the city.

This collection of theater writings by the Russian modernist Sigizmund Krzhizhanovsky brings his powerful, wildly imaginative vision of theater to an English-language audience for the first time. The centerpiece is his play That Third Guy (1937), a farce written at the onset of the Stalinist Terror and never performed. Its plot builds on Alexander Pushkin's poem "Cleopatra," while parodying the themes of Eros and empire in the Cleopatra tales of two writers Krzhizhanovsky adored: Shakespeare and George Bernard Shaw. In a chilling echo of the Soviet 1930s, Rome here is a police state, and the Third Guy (a very bad poet) finds himself in its dragnet. As he scrambles to escape his fate, the end of the Roman Republic thunders on offstage.

The volume also features selections from Krzhizhanovsky's compelling and idiosyncratic essays on Shakespeare, Pushkin, Shaw, and the philosophy of theater. Professionally, he worked with director Alexander Tairov at the Moscow Kamerny Theater, and his original philosophy of the stage bears comparison with the great theater theorists of the twentieth century. In these writings, he reflects on the space and time of the theater, the resonance of language onstage, the experience of the actor, and the relationship between the theater and the everyday. Commentary by Alisa Ballard Lin and Caryl Emerson contextualizes Krzhizhanovsky's writings.

A testament to the "spirit of poesy" that informs the life and work of Geza von Molnar, this volume of essays comes together around his principal preoccupations: the philosophical foundations of Goethe's writings, the structure and reception of German romanticism, the ethics of reading, and the fate of European Jewry. At the center of this work is the idea of a genuinely free humanity—from its ambiguous presence in the aesthetic projects of Goethe and German romanticism to its utter absence in the Nazi extermination camps. Combining works in philosophy, literature, and Jewish studies by established and younger scholars, this collection contributes significantly to an understanding of German culture.

If anything is endangered in America it is our experience of wild nature—gross contact. There is knowledge only the wild can give us, knowledge specific to it, knowledge specific to the experience of it. These are its gifts to us.

How wild is wilderness and how wild are our experiences in it, asks Jack Turner in the pages of The Abstract Wild. His answer: not very wild. National parks and even so-called wilderness areas fall far short of offering the primal, mystic connection possible in wild places. And this is so, Turner avows, because any managed land, never mind what it's called, ceases to be wild. Moreover, what little wildness we have left is fast being destroyed by the very systems designed to preserve it.

Natural resource managers, conservation biologists, environmental economists, park rangers, zoo directors, and environmental activists: Turner's new book takes aim at these and all others who labor in the name of preservation. He argues for a new conservation ethic that focuses less on preserving things and more on preserving process and "leaving things be." He takes off after zoos and wilderness tourism with a vengeance, and he cautions us to resist language that calls a tree "a resource" and wilderness "a management unit."

Eloquent and fast-paced, The Abstract Wild takes a long view to ask whether ecosystem management isn't "a bit of a sham" and the control of grizzlies and wolves "at best a travesty." Next, the author might bring his readers up-close for a look at pelicans, mountain lions, or Shamu the whale. From whatever angle, Turner stirs into his arguments the words of dozens of other American writers including Thoreau, Hemingway, Faulkner, and environmentalist Doug Peacock.

We hunger for a kind of experience deep enough to change our selves, our form of life, writes Turner. Readers who take his words to heart will find, if not their selves, their perspectives on the natural world recast in ways that are hard to ignore and harder to forget.

A curated collection of the best Advice King columns, with a new introduction by the Advice King and a foreword by Tracy Moore

The African Genius presents the ideas, social systems, religions, moral values, arts, and metaphysics of a range of African peoples. Basil Davidson points toward the Africa that might emerge from an ancient civilization that was overlaid and battered by colonialism, then torn apart by the upheaval of colonialism’s dismantlement. Davidson disputes the notion that Africa gained under colonialism by entering the modern world. He sees, instead, an ancient order replaced by modern dysfunction. Davidson’s depiction of the sophisticated “native genius” that has carried Africans through centuries of change is vital to an understanding of modern Africa as well.

Of Angie Estes, the poet and critic Stephanie Burt has written that she “has created some of the most beautiful verbal objects in the world.” In The Allure of Grammar, Doug Rutledge gathers insightful responses to the full range of Estes’s work—from a review of her first chapbook to a reading of a poem appearing in her 2018 book, Parole—that approach these beautiful verbal objects with both intellectual rigor and genuine awe.

In addition to presenting an overview of critical reactions to Estes’s oeuvre, reviews by Langdon Hammer, Julianne Buchsbaum, and Christopher Spaide also provide a helpful context for approaching a poet who claims to distrust narrative. Original essays consider the craft of Estes’s poetry and offer literary analysis. Ahren Warner uses line breaks to explore a postmodern analysis of Estes’s work. Mark Irwin looks at her poetic structure. Lee Upton employs a feminist perspective to explore Estes’s use of italics, and B. K. Fischer looks at the way she uses dance as a poetic image. Doug Rutledge considers her relationship to Dante and to the literary tradition through her use of ekphrasis. An interview with Estes herself, in which she speaks of a poem as an “arranged place . . . where experience happens,” adds her perspective to the mix, at turns resonating with and challenging her critics.

The Allure of Grammar will be useful for teachers and students of creative writing interested in the craft of non-narrative poetry. Readers of contemporary poetry who already admire Estes will find this collection insightful, while those not yet familiar with her work will come away from these essays eager to seek out her books.

This collection of essays taken from a series of papers given at the Popular Culture division of the MLA convention in 1987 consists of a serious investigation of Popular Culture and in simplest terms investigates what people do and why they do it. Rolin's collection deals with the national identity of consumer countries and comes to grips with the fact that the consumption of foreign products could generate emoions of disjunction and displacement.

Temple worship has long distinguished the Church of Jesus Christ of Latter-day Saints from mainstream Christendom. Even the denominations that trace their roots to LDS Church founder Joseph Smith have largely defined temple doctrines and ordinances as relics of the past; others have adopted and restored them to what they deem to be their purest form. To understand the LDS people is to grasp the impact the temple has had on church members as they embraced both temple-related teachings as essential to exaltation as well as the brick-and-mortar structures that stand as symbols of faith and sacrifice.  

Christian Larsen has assembled a collection of essays that illuminate the role of the temple and its rocky relationship with controversial subjects such as race and marriage. Some temples were built, abandoned, and given new life; others were either constructed for temporary use or never built at all. The nature of LDS temple ordinances is such that what LDS members deem sacred, others dismiss as secret. 

With the birth of film came the birth of a revolutionary visual language. This new, unique vocabulary—the cut, the fade, the dissolve, the pan, and a new idea of movement gave not only artists but also architects a completely new way to think about and describe the visual. The Architecture of the Screen examines the interrelations between the visual language of film and the onscreen perception of space and architectural design, revealing how film’s visual vocabulary influenced architecture in the twentieth century and continues to influence it today. Graham Cairns draws on film reviews, architectural plans, and theoretical texts to illustrate the unusual and fascinating relationship between the worlds of filmmaking and architecture.

Spanning the past three decades, these essays focus on the roles of the writer and literature today. In the first half of this series of witty, probing essays on reading and writing, Wolf examines the individual's, in particular the writer's, relationship to society. The final sections, "On War and Peace and Politics" and "The End of the German Democratic Republic," demonstrate the ways in which Wolf's political thinking has evolved and cast light on the political situation in East Germany prior to reunification.

"An important publication, ably served by the editing of Alexander Stephan; the knowledgeable translation by Jan Van Heurck; and Grace Paley's sisterly introduction, which . . . claims at least the later Christa Wolf for a pacifist feminism."—Peter Demetz, New York Times

The Bark River valley in southeastern Wisconsin is a microcosm of the state's - indeed, of the Great Lakes region's - natural and human history. "The Bark River Chronicles" reports one couple's journey by canoe from the river's headwaters to its confluence with the Rock River and several miles farther downstream to Lake Koshkonong. Along the way, it tells the stories of Ice Age glaciation, the effigy mound builders, the Black Hawk War, early settlement and the development of waterpower sites, and recent efforts to remove old dams and mitigate the damage done by water pollution and invasive species.
Along with these big stories, the book recounts dozens of little stories associated with sites along the river. The winter ice harvest, grain milling technology, a key supreme court decision regarding toxic waste disposal, a small-town circus, a scheme to link the Great Lakes to the Mississippi River by canal, the murder of a Chicago mobster, controversies over race and social class in Waukesha County's lake country, community efforts to clean up the river and restore a marsh, visits to places associated with the work of important Wisconsin writers - these and many other stories belong to the Bark River chronicles.

For the two voyageurs who paddle the length of the Bark, it is a journey of rediscovery and exploration. As they glide through marshes, woods, farmland, and cities, they acquire not only historical and environmental knowledge but also a renewed sense of the place in which they live. Maps and historical photographs help the reader share their experience.

A hilarious collection by the inimitable writer whom Dave Barry calls his idol, "the funniest writer who ever lived"!
 

American humor wouldn't be the same if it weren't for Robert C. Benchley. His sketches and articles, published in periodicals like Life, Vanity Fair, and The New Yorker, earned him a reputation as one of the sharpest humorists of his time; his influence—on contemporaries such as E. B. White, James Thurber, and S. J. Perelman, or followers like Woody Allen, Steve Martin, and Richard Pryor—has left an indelible mark on the American comic tradition. The Benchley Roundup collects those pieces, selected by Benchley's son Nathaniel, "which seem to stand up best over the years," a compendium of the most endearing and enduring work from one of America's funniest and most penetrating wits.

"It took me fifteen years to discover that I had no talent for writing, but I couldn't give it up because by then I was too famous."
—Robert Benchley

From the Preface:
“I wrote these stories between 1992 and 2018. They cover a dozen different sports for a dozen different media outlets, from the Ann Arbor News to National Public Radio, and they stretch from a couple pages to a dozen. But they have one thing in common: they all meant a lot to me when I wrote them, and they still do today.”
 
The Best of Bacon presents both new and familiar stories by best-selling author John U. Bacon, all centered on sports in his home state of Michigan. Best known for his acclaimed books on college football, Bacon’s writing has been praised for going beyond traditional Xs and Os sports reporting. True to that reputation, this collection showcases personal, behind-the-scenes stories of players, coaches, and even fans. Many of these stories are connected to specific moments in time—a great season, the passing of a legendary broadcaster, or a star player’s daily grind before a big game—and will immediately transport readers to some of the highs (and lows) of their own sports memories. More often, Bacon’s writing explores timeless themes—why we love sports, how we pass that passion down to the next generation, and how it will be threatened or preserved in the future.

​Michigan is one of the nation’s best sports states, home to countless amateur squads, two Big Ten schools, and professional teams in all four major sports whose histories reach back to the start of their leagues—something only New York, Massachusetts, and Illinois can also claim. This book covers the spectrum, from insider profiles of big names like Magic Johnson, Bo Schembechler, and Joe Louis, to cautionary tales of the debilitating greed threatening our favorite pastimes, to uplifting stories of the unsung heroes whose passion drives them to coach Little League baseball teams or run summer camps for peanuts. These stories speak to the value of sports, but also to our values. Whether a Spartan or a Wolverine, a long-suffering Lions’ backer or a diehard Wing-Nut, a lifetime sports fan or just someone who loves a good story, there is something here for everyone.

Movement is our first language, our universal language. Expression of body movement is the very basis of life as the nineteen contributors to The Body Can Speak: Essays on Creative Movement Education with Emphasis on Dance and Drama attest. Students use their bodies as an instrument of expression, and movement as medium; this means investigating space, energy, time, and motion in order to gain insight into these basic principles. At the same time they gain essential awareness of the self. Such work stimulates the senses and intellect, and develops a tangible new vision to satisfy the human need for aesthetic and artistic expression.

As editor of this collection, accomplished dancer and artistic director Annelise Mertz provides both an aesthetic appreciation for creative movement education as well as practical pedagogy for incorporating dance and drama into contemporary curriculum. Mertz has assembled here a definitive body of work from fellow artists and former students that speaks to the need to actively promote art as part of education.

The book gives voice to accomplished teachers, actors, dancers, directors, authors, and choreographers who share their experiences while they address creative movement education from preschool through college. Forty-eight photographs add an illuminating visual dimension to this wealth of stimulating ideas. The Body Can Speak provides a balanced and varied mosaic, with each essay offering evidence that creative movement education is vital for human development.

Contributors include Becky Engler-Hicks, Ruth Grauert, Anna Halprin, Joanna G. Harris, Margaret N. H’Doubler, Michael Hoeye, Murray Louis, Annelise Mertz, Jaime Nisenbaum, Carol North, Jeff Rehg, Shirley Ririe, G. Hoffman Soto, Emma D. Sheehy, Harold Taylor, Branislav Tomich, Dorothy M. Vislocky, and Joan J. Woodbury.