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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.


 

Clement Greenberg (1909–1994), champion of abstract expressionism and modernism—of Pollock, Miró, and Matisse—has been esteemed by many as the greatest art critic of the second half of the twentieth century, and possibly the greatest art critic of all time. On radio and in print, Greenberg was the voice of "the new American painting," and a central figure in the postwar cultural history of the United States.

Greenberg first established his reputation writing for the Partisan Review, which he joined as an editor in 1940. He became art critic for the Nation in 1942, and was associate editor of Commentary from 1945 until 1957. His seminal essay, "Avant-Garde and Kitsch" set the terms for the ongoing debate about the relationship of modern high art to popular culture. Though many of his ideas have been challenged, Greenberg has influenced generations of critics, historians, and artists, and he remains influential to this day.

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The Grene and Lattimore edition of the Greek tragedies has been among the most widely acclaimed and successful publications of the University of Chicago Press. On the occasion of the Centennial of the University of Chicago and its Press, we take pleasure in reissuing this complete work in a handsome four-volume slipcased edition as well as in redesigned versions of the familiar paperbacks.

For the Centennial Edition two of the original translations have been replaced. In the original publication David Grene translated only one of the three Theban plays, Oedipus the King. Now he has added his own translations of the remaining two, Oedipus at Colonus and Antigone, thus bringing a new unity of tone and style to this group. Grene has also revised his earlier translation of Prometheus Bound and rendered some of the former prose sections in verse. These new translations replace the originals included in the paperback volumes Sophocles I (which contains all three Theban plays), Aeschylus II, Greek Tragedies, Volume I, and Greek Tragedies, Volume III, all of which are now being published in second editions.

All other volumes contain the translations of the tragedies of Aeschylus, Sophocles, and Euripides for the most part from the original versions first published in the 1940s and 1950s. These translations have been the choice of generations of teachers and students, selling in the past forty years over three million copies.

This inaugural volume of a four-volume set marks the beginning of the publication of all 180 of the extant sermons composed and delivered by Emerson between the start of his ministerial career in 1826 and his final retirement from the pulpit in 1838. 

Edited from manuscripts in the Houghton Library, Harvard University, the sermons are presented in chronological order in a clear text approximating as nearly as possible the original version read by Emerson to his congregation.  The historical introduction by David M. Robinson gives a significant appraisal of Emerson's life between 1826 and 1838 and of his absorption in and reaction against the religious culture of his time.

 

Nikolai Gogol was an artist who, like Rabelais, Cervantes, Swift, and Sterne, "knew how to walk upside down in our valley of sorrows so as to make it to a merry place." The list of writers who credit his absurd, bitingly satirical, wildly funny work as an influence includes Dostoevsky, Kafka, Mikhail Bulgakov, Nabokov, Flannery O'Connor, and many more. 

 

This two-volume edition at last brings all of Gogol's fiction (except his novel Dead Souls) together in paperback. Volume 1 includes Evenings on a Farm near Dikanka, the early Ukrainian folktales that first brought Gogol fame, as well as "Nevsky Prospekt" and "Diary of a Madman." 
 

The complete tragic works of the leading Stoic philosopher and playwright
 
Edited by world-renowned classicists Elizabeth Asmis, Shadi Bartsch, and Martha C. Nussbaum, the Complete Works of Lucius Annaeus Seneca series offers authoritative, modern English translations of the writings of the Stoic philosopher and playwright (4 BCE–65 CE). The two volumes of The Complete Tragedies present all of his dramas, expertly rendered by preeminent scholars and translators.

This first volume contains Medea, The Phoenician Women, Phaedra, The Trojan Women, and Octavia, the last of which was written in emulation of Senecan tragedies and serves as a unique example of political tragedy. High standards of accuracy, clarity, and style are maintained throughout the translations, which render Seneca into verse with as close a correspondence, line for line, to the original as possible, and with special attention paid to meter and overall flow. In addition, each tragedy is prefaced by an original translator’s introduction offering reflections on the work’s context and meaning. Notes are provided for the reader unfamiliar with the culture and history of classical antiquity. Accordingly, The Complete Tragedies will be of use to a general audience and professionals alike, from the Latinless student to scholars and instructors of comparative literature, classics, philosophy, drama, and more.

This is the first volume of a three-volume work on the little-known South Indian folk cult of the goddess Draupadi and on the classical epic, the Mahabharata, that the cult brings to life in mythic, ritual, and dramatic forms. Draupadi, the chief heroine of the Sanskrit Mahābhārata, takes on many unexpected guises in her Tamil cult, but her dimensions as a folk goddess remain rooted in a rich interpretive vision of the great epic. By examining the ways that the cult of Draupadi commingles traditions about the goddess and the epic, Alf Hiltebeitel shows the cult to be singularly representative of the inner tensions and working dynamics of popular devotional Hinduism. 

D. Gale Johnson, one of the world's foremost agricultural economists, has over the last five decades changed the conduct of research on agricultural economics and policy. The papers brought together in The Economics of Agriculture reveal the breadth and depth of his influence on the creation of modern agricultural economics.

Volume 1 collects for the first time in one source Johnson's most important work. These classic papers explore the consequences of government intervention in United States and world agriculture; the economics of agricultural supply and of rural labor and human capital issues; and the analysis of agricultural productivity in poor countries, including the centrally planned economies of China and Eastern Europe. Models of precise reasoning and powerful empirical research, the papers cover a wide range of topics—from U.S. commodity price policy to the economics of population control and farm policy reform in China. Volume 1 includes a definitive bibliography of Johnson's published writings.

Volume 2 presents twenty-two papers by Johnson's former students and colleagues. International in scope, these papers explore themes and topics inspired by Johnson's work, including agricultural policy and U.S. farm prices; European Common Agricultural Policy; and agricultural and rural development in the Third World. Contributors to Volume 2 are David G. Abler, John M. Antle, Richard R. Barichello, Andrew P. Barkley, Karen Brooks, David S. Bullock, Robert E. Evenson, B. Delworth Gardner, Bruce L. Gardner, Dale M. Hoover, Wallace E. Huffman, Paul R. Johnson, Yoav Kislev, Justin Yifu Lin, Yair Mundlak, John Nash, Keijuro Otsuka, Willis Peterson, Todd E. Petzel, Vernon W. Ruttan, Maurice Schiff, G. Edward Schuh, Theodore W. Schultz, James Snyder, Vasant Sukhatme, Daniel A. Sumner, Vinod Thomas, George Tolley, and Alberto Valdes.

The Encyclopedia of Caribbean Religions is the definitive reference for Caribbean religious phenomena from a Caribbean perspective. Generously illustrated, this landmark project combines the breadth of a comparative approach to religion with the depth of understanding of Caribbean spirituality as an ever-changing and varied historical phenomenon. Organized alphabetically, entries examine how Caribbean religious experiences have been shaped by and have responded to the processes of colonialism and the challenges of the postcolonial world.

 

Systematically organized by theme and area, the encyclopedia considers religious traditions such as Vodou, Rastafari, Sunni Islam, Sanatan Dharma, Judaism, and the Roman Catholic and Seventh-day Adventist churches. Detailed subentries present topics such as religious rituals, beliefs, practices, specific historical developments, geographical differences, and gender roles within major traditions. Also included are entries that address the religious dimensions of geographical territories that make up the Caribbean.

 

Representing the culmination of more than a decade of work by the associates of the Caribbean Religions Project, The Encyclopedia of Caribbean Religions will foster a greater understanding of the role of religion in Caribbean life and society, in the Caribbean diaspora, and in wider national and transnational spaces.

The most authoritative translation of this classic work of Jewish thought

This monument of rabbinical exegesis written at the end of the twelfth century has exerted an immense and continuing influence upon Jewish thought. Its aim is to liberate people from the tormenting perplexities arising from their understanding of the Bible according only to its literal meaning. This edition contains extensive introductions by Shlomo Pines and Leo Strauss, a leading authority on Maimonides.

The Mahabharata, an ancient and vast Sanskrit poem, is a remarkable collection of epics, legends, romances, theology, and ethical and metaphysical doctrine. The core of this great work is the epic struggle between five heroic brothers, the Pandavas, and their one hundred contentious cousins for rule of the land. This is the first volume in what will ultimately become a multi volume edition encompassing all eighteen books.

A classic, accessible guide to the plays of Shakespeare by a legendary teacher and scholar

Centuries after they were originally performed, the plays of Shakespeare continue to inspire, entertain, and awe audiences and readers today. At the same time, however, there's no question that even the most sophisticated reader can sometimes benefit from the insight and guidance of an expert when entering Shakespeare's long-gone world and complicated figurative language. 

 

 

 

The Medici Codex of 1518 is a privately owned choirbook of motets presented by Francis I to Lorenzo de'  Medici, Duke of Urbino. One of the most beautiful manuscripts of the time, it offers and anthology of motets by the greatest composers of the Renaissance, masters such as Josquin, Mouton, Brumel, Willaert, Andreas de Silva, and Costanzo Festa.

It is invaluable for transmitting the excellent readings of the repertory of the French Royal Chapel and a number of political motets of great musical and historical interest that reflect events at the French court and are unique to this collection.

Edward E. Lowinsky presents this anthology as part of a series containing critical editions of major sources of fifteenth- and sixteenth-century music in their entirety.

A major voice in late twentieth-century philosophy, Alan Donagan is distinguished for his theories on the history of philosophy and the nature of morality. The Philosophical Papers of Alan Donagan, volumes 1 and 2, collect 28 of Donagan's most important and best-known essays on historical understanding and ethics from 1957 to 1991.

Volume 1 includes essays on Spinoza, Descartes, Bradley, Collingwood, Russell, Moore, and Popper, as well as two previously unpublished papers on the history of philosophy as a discipline, and on Ryle and Wittgenstein's nature of philosophy. Linked by Donagan's commitment to the central importance of history for philosophy and his interest in problems of historical understanding, these essays represent the remarkable scope of Donagan's thought.

The first volume of Paul Scott's classic account of the last days of British rule in India

No set of novels so richly recreates the last days of India under British rule—"two nations locked in an imperial embrace"—as Paul Scott's historical tour de force, The Raj Quartet. The Jewel in the Crown opens in 1942 as the British fear both Japanese invasion and Indian demands for independence. On the night after the Indian Congress Party votes to support Ghandi, riots break out and an ambitious police sergeant arrests a young Indian for the alleged rape of the woman they both love.

"Lévi-Strauss is a French savant par excellence, a man of extraordinary sensitivity and human wisdom . . . a deliberate stylist with profound convictions and convincing arguments. . . . [The Raw and the Cooked] adds yet another chapter to the tireless quest for a scientifically accurate, esthetically viable, and philosophically relevant cultural anthropology. . . . [It is] indispensable reading."—Natural History

The birth control crusader, feminist, and reformer Margaret Sanger was one of the most controversial and compelling figures in the twentieth century. The Selected Papers of Margaret Sanger, Volume 1 is composed of Sanger’s letters, diaries, journals, articles, and speeches, most of which have not appeared previously in print. Now in paperback, the book documents the critical phases and influences of an American feminist icon and offers rare glimpses into her working-class childhood, burgeoning feminism, spiritual and scientific interests, sexual explorations, and diverse roles as wife, mother, lover, nurse, journalist, radical socialist, and activist.

This volume is a superb introduction to the richness and originality of Abraham and Torok's approach to psychoanalysis and their psychoanalytic approach to literature. Abraham and Torok advocate a form of psychoanalysis that insists on the particularity of any individual's life story, the specificity of texts, and the singularity of historical situations. In what is both a critique and an extension of Freud, they develop interpretive strategies with powerful implications for clinicians, literary theorists, feminists, philosophers, and all others interested in the uses and limits of psychoanalysis.

Central to their approach is a general theory of psychic concealment, a poetics of hiding. Whether in a clinical setting or a literary text, they search out the unspeakable secret as a symptom of devastating trauma revealed only in linguistic or behavioral encodings. Their view of trauma provides the linchpin for new psychic and linguistic structures such as the "transgenerational phantom," an undisclosed family secret handed down to an unwitting descendant, and the intra-psychic secret or "crypt," which entombs an unspeakable but consummated desire. Throughout, Abraham and Torok seek to restore communication with those intimate recesses of the mind which are, for one reason or another, denied expression.

Classics of French theory and practice, the essays in volume one include four previously uncollected works by Maria Torok. Nicholas Rand supplies a substantial introductory essay and commentary throughout. Abraham and Torok's theories of fractured meaning and their search for coherence in the face of discontinuity and disruption have the potential to reshape not only psychoanalysis but all disciplines concerned with issues of textual, oral, or visual interpretation.

In this authoritative three-volume reference work, leading researchers bring together current work to provide a comprehensive analysis of the comparative morphology, development, evolution, and functional biology of the skull.

This second edition of James D. McCawley's classic textbook offers in one volume a complete course in the syntactic structure of English. New to this edition are sections on appositive constructions, parasitic gaps, contrastive negation, and comparative conditional sentences, as well as expanded coverage of cleft sentences and free relatives. The presentation is coherent, comprehensive, and systematically organized, beginning with an overview of McCawley's approach to syntactic analysis and progressing through the major constructions and processes of English grammar. No prior special knowledge of syntax is presupposed, and the number and variety of exercises after each chapter have been increased.

And now available from the author! Answers to Selected Exercises.

Instructors using James D. McCawley's The Syntactic Phenomena of English, Second Edition may request a complimentary copy of Answers to Selected Exercises in The Syntactic Phenomena of English by writing on their department's letterhead to the author, James D. McCawley, Department of Linguistics, 1010 E. 59th Street, Chicago, IL 60637. [Note: This material is available only from the author and is not available from the University of Chicago Press.]

Edited by the acclaimed scholar Jacob Neusner, this thirty-five volume English translation of the Talmud Yerushalmi has been hailed by the Jewish Spectator as a "project...of immense benefit to students of rabbinic Judaism."

This volume contains these four plays:

Resort 76 by Shimon Wincelberg
Will the relentless oppression of the starving workers in a ghetto factory destroy their faith in God? Their love of life? Their ability to resist? If a cat is more valuable than a human being, have hope and goodness been eliminated from the world? A moving and terrifying melodrama.

Throne of Straw by Harold and Edith Lieberman
Through the career of Mordechai Chaim Rumkowski, head of the Lodz, Poland Judenrat, we come to understand the horror of “choiceless choice,” of how giving up some to save others was the worst nightmare for those who sought the responsibilities of ghetto leadership. An epic play with music and song.

The Cannibals by George Tabori
The children of murder victims assemble to enact ritually the destruction of their fathers in the presence of two survivors. As the sons become their fathers, the most profound ethical questions of the Holocaust are raised concerning the limits of humanity in a world of absolute evil. A daring tragicomedy.

Who Will Carry the Word? by Charlotte Delbo (translated by Cynthia Haft)
In the austere, degraded setting of a concentration camp, twenty-two French women attempt to keep their sanity and hope as, one by one, they fall victim to the Nazi terror. Will anyone believe the story of the survivors? A poetic drama of resistance and witness.

Published here for the first time are seven of Emerson's topical notebooks, which served as a source for his lectures, essays, and books of the 1850s, 1860s, and 1870s.  Concerned primarily with nature, art, philosophy, American culture, and his comtemporaries, the notebooks presented in this first of a three-volume editions afford fascinating insight into Emerson's creative practices.  They will offer new perspectives for future readings of his completed works.

The editors provide faithful transcriptions of the notebooks using the highest standards of textual practice.  Their detailed annotations describe and comment on erased or revised passages, translate Greek and Latin quotations, and identify books and articles referred to in the texts of the notebooks.  References to similar passages in Emerson's journals, lectures, and published works are also provided in the annotations.

Publication of these notebooks will inable scholars to trace ideas that have gone unnoticed previously.  The Topical Notebooks of Ralph Waldo Emerson, Volume 1, offers valuable insight into the art and philosophy of one of America's foremost thinkers.  These volumes will be an important addition to any personal or institutional library of nine-teenth-century American literature.

When communism fell in 1989, the question for most Eastern European countries was not whether to go to a market economy, but how to get there. Several years later, the difficult process of privatization and restructuring continues to concern the countries of the region. The Transition in Eastern Europe, Volumes 1 and 2 is an analysis of the experiences of various countries making the transition to market economies and examines the most important challenges still in store.

Volume 1, Country Studies, gives an in-depth, country-by-country analysis of various reform experiences, including historical backgrounds and discussions of policies and results to date. The countries analyzed are Poland, Czechoslovakia, Hungary, eastern Germany, Slovenia, and Russia. Written by leading economists, some of whom helped shape local and national reforms, this volume identifies common progress, common difficulties, and tentative solutions to the problems of economic transition.

Volume 2, Restructuring, focuses on specific issues of transition, including how to design labor market institutions, privatization, new fiscal structures, and bankruptcy laws; how to reorganize foreign trade; and how to promote foreign direct investment. The articles, written by experts in the field, will be of direct help to those involved in the transition process.

These volumes provide a standard reference on economic transition in the region for policymakers in Eastern Europe and in western countries, for international agencies concerned with the transition process, and for anyone interested in learning about the dramatic changes that have recently occurred in Eastern Europe.

The Venture of Islam has been honored as a magisterial work of the mind since its publication in early 1975. In this three-volume study, illustrated with charts and maps, Hodgson traces and interprets the historical development of Islamic civilization from before the birth of Muhammad to the middle of the twentieth century. This work grew out of the famous course on Islamic civilization that Hodgson created and taught for many years at the University of Chicago.

"This is a nonpareil work, not only because of its command of its subject but also because it demonstrates how, ideally, history should be written."—The New Yorker

Volume 1, The Classical Age of Islam, analyzes the world before Islam, Muhammad's challenge, and the early Muslim state between 625 and 692. Hodgson then discusses the classical civilization of the High Caliphate. The volume also contains a general introduction to the complete work and a foreword by Reuben Smith, who, as Hodgson's colleague and friend, finished the Venture of Islam after the author's death and saw it through to publication.

Only recently has linguistic research recognized sign languages as legitimate human languages with properties analogous to those cataloged for French or Navajo, for example. There are many different sign languages, which can be analyzed on a variety of levels—phonetics, phonology, morphology, syntax, and semantics—in the same way as spoken languages. Yet the recognition that not all of the principles established for spoken languages hold for sign languages has made sign languages a crucial testing ground for linguistic theory.

Edited by Susan Fischer and Patricia Siple, this collection is divided into four sections, reflecting the traditional core areas of phonology, morphology, syntax, and semantics. Although most of the contributions consider American Sign Language (ASL), five treat sign languages unrelated to ASL, offering valuable perspectives on sign universals. Since some of these languages or systems are only recently established, they provide a window onto the evolution and growth of sign languages.

Time and Narrative builds on Paul Ricoeur's earlier analysis, in The Rule of Metaphor, of semantic innovation at the level of the sentence. Ricoeur here examines the creation of meaning at the textual level, with narrative rather than metaphor as the ruling concern.

Ricoeur finds a "healthy circle" between time and narrative: time is humanized to the extent that it portrays temporal experience. Ricoeur proposes a theoretical model of this circle using Augustine's theory of time and Aristotle's theory of plot and, further, develops an original thesis of the mimetic function of narrative. He concludes with a comprehensive survey and critique of modern discussions of historical knowledge, understanding, and writing from Aron and Mandelbaum in the late 1930s to the work of the Annales school and that of Anglophone philosophers of history of the 1960s and 1970s.

"This work, in my view, puts the whole problem of narrative, not to mention philosophy of history, on a new and higher plane of discussion."—Hayden White, History and Theory

"Superb. . . . A fine point of entrance into the work of one of the eminent thinkers of the present intellectual age."—Joseph R. Gusfield, Contemporary Sociology

This first book of a three-volume study examines the way trade policies in developing countries affect the level and composition of employment. There is special emphasis on the effects of import substitution policies that attempt to make a country self-sufficient by producing local substitutes for imports, as compared with policies that further the expansion of imports.

Ten countries are studied: Brazil, Chile, Colombia, Indonesia, the Ivory Coast, Pakistan, South Korea, Thailand, Tunisia, and Uruguay. The contributors to the volume analyze the link between trade strategies and employment within a common framework, and the analyses of trade policy include the level and structure of protection, the relation of trade policy to labor demand, the labor intensiveness of trade, and the extent of distortions in factor markets and their effects on trade.