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Nearly five billion years ago, Earth and Mars were born together as planetary siblings orbiting a young, emerging Sun. Yet today, one planet is water rich and life bearing, while the other is seemingly cold, dry, and forbidding.

Earth and Mars is a fusion of art and science, a blend of images and essays celebrating the successful creation of our life-sustaining planet and the beauty and mystery of Mars. Through images of terrestrial landscapes and photographs selected from recent NASA and European Space Agency missions to Mars, Earth and Mars reveals the profound beauty resulting from the action of volcanism, wind, and water. The accompanying text provides a context for appreciating the role of these elemental forces in shaping the surfaces of each planet, as well as the divergent evolutionary paths that led to an Earth that is teeming with life, and Mars that is seemingly lifeless.

Earth and Mars inspires reflection on the extraordinarily delicate balance of forces that has resulted in our good fortune: to be alive and sentient on a bountiful blue world.

A yearbook of yearbooks celebrating the connection between the old and new, the 522 photographs in Image and Reflection stir the memories of every past and present member of the University community, from its beginning at William McIlroy's farm to today's bustling campus.

Yancey explores reflection as a promising body of practice and inquiry in the writing classroom. Yancey develops a line of research based on concepts of philosopher Donald Schon and others involving the role of deliberative reflection in classroom contexts. Developing the concepts of reflection-in-action, constructive reflection, and reflection-in-presentation, she offers a structure for discussing how reflection operates as students compose individual pieces of writing, as they progress through successive writings, and as they deliberately review a compiled body of their work-a portfolio, for example. Throughout the book, she explores how reflection can enhance student learning along with teacher response to and evaluation of student writing.

Reflection in the Writing Classroom will be a valuable addition to the personal library of faculty currently teaching in or administering a writing program; it is also a natural for graduate students who teach writing courses, for the TA training program, or for the English Education program.

Reflection, the capacity to represent our ideas and to make them the object of our own thoughts, has for many centuries been recognized as a key mark of human intelligence. The very success and extension of reflective ideas in logic and computer science underscores the need for conceptual foundations.

This book proposes a general theory of reflective logics and reflective declarative programming languages. This theory provides a conceptual foundation for judging the extent to which a computational system is reflective. Manuel Clavel presents a proof of the reflective nature of rewriting logic and provides examples of the potential for reflective programming in a number of novel computer applications. These applications are implemented in Maude, a reflective programming language and environment based on rewriting logic that can define, represent and execute a breadth of logics, languages and models of computation. A general method to easily build theorem-proving tools in Maude is also proposed and illustrated. The book goes on to promote the notion of a "universal theory" that can simulate the deductions of all representable theories within any given logic.

The incredible success of quantum theory as a mathematical model makes it especially frustrating that we cannot agree on a plausible philosophical or metaphysical description of it. Some philosophers of science have noticed certain parallels between quantum theory and the philosophy of Thomas Aquinas, and these parallels are deepened and strengthened if the “observer” of modern physics is associated with the “intellect” of scholastic ontology. In this case we are talking about a human observer. But this type of observer has a unique quality that is not considered at all by either physics or scholastic philosophy—the human observer is mimetic and therefore “interdividual.” By taking this fundamental anthropological fact into account, it turns out that the critical gaps still separating Aquinas from modern physicists can be effectively closed, reconciling the realism of Aquinas with the empirical evidence of quantum mechanics. This book explores this new bridge between the physical and the human—a bridge essentially designed by scholastic theory, clarified by mimetic theory, and built by quantum theory—and the path it opens to that metaphysical understanding for which philosophers of modern science have been striving. It is an understanding, not merely of the physical but of physics in the fuller sense of what is real and what is true. Here the reader will find a physics that describes the natural world and our place as mimetic observers within it. 

Reflection in writing studies is now entering a third generation. Dating from the 1970s, the first generation of reflection focused on identifying and describing internal cognitive processes assumed to be part of composing. The second generation, operating in both classroom and assessment scenes in the 1990s, developed mechanisms for externalizing reflection, making it visible and thus explicitly available to help writers. Now, a third generation of work in reflection is emerging.
 
As mapped by the contributors to A Rhetoric of Reflection, this iteration of research and practice is taking up new questions in new sites of activity and with new theories. It comprises attention to transfer of writing knowledge and practice, teaching and assessment, portfolios, linguistic and cultural difference, and various media, including print and digital. It conceptualizes conversation as a primary reflective medium, both inside and outside the classroom and for individuals and collectives, and articulates the role that different genres play in hosting reflection. Perhaps most important in the work of this third generation is the identification and increasing appreciation of the epistemic value of reflection, of its ability to help make new meanings, and of its rhetorical power—for both scholars and students.
 
Contributors: Anne Beaufort, Kara Taczak, Liane Robertson, Michael Neal, Heather Ostman, Cathy Leaker, Bruce Horner, Asao B. Inoue, Tyler Richmond, J. Elizabeth Clark, Naomi Silver, Christina Russell McDonald, Pamela Flash, Kevin Roozen, Jeff Sommers, Doug Hesse
 

Roman public and private law regulated many aspects of life in Antiquity. The legal sources, statutes, juristic opinions, textbooks, documents and reports preserve a wealth of information that illuminates Roman society and economy. However, the use of this kind of evidence can be extremely difficult. With this volume, classicists, historians, and legal scholars propose various ways to integrate the legal evidence with other sources for ancient social and economic history.
Speculum Iuris examines the complex relationship between law and social practice from the particular angle of Roman legislation and jurisprudence as conditioned by or reacting to a specific social, economic, and political context. Using various strategies, the editors and contributors mine a huge body of texts to study attitudes and behaviors of the Roman upper class, whose social concerns are reflected in the development of legal rules.
A close reading of juristic opinions and Republican or imperial legislation allows the contributors to find rationales behind rules and decisions in order to explain practices and mentalities of the elite within a larger social context. This book demonstrates clearly that Roman law was not divorced from the realities of daily life, even if some jurists may have been working with purely hypothetical cases.
Speculum Iuris provides a multidisciplinary approach to the question of the interplay of legal and social forces in the Roman world. As such, it will be a helpful study for general classicists and ancient historians, as well as for legal historians, social historians, economic historians, sociologists, and cultural anthropologists.
Jean-Jacques Aubert is Professor of Latin Language and Literature, University of Neuchâtel, Switzerland. Boudewijn Sirks is Professor of the History of Ancient Law, the History of European Private Law, and German Civil Law, Institute for the History of Law, Germany.

In the continental United States, rivers serve to connect state to state, interior with exterior, the past to the present, but they also divide places and peoples from one another. These connections and divisions have given rise to a diverse body of literature that explores American nature, ranging from travel accounts of seventeenth-century Puritan colonists to magazine articles by twenty-first-century enthusiasts of extreme sports. Using pivotal American writings to determine both what literature can tell us about rivers and, conversely, how rivers help us think about the nature of literature, The Meaning of Rivers introduces readers to the rich world of flowing water and some of the different ways in which American writers have used rivers to understand the world through which these waters flow.

      Embracing a hybrid, essayistic form—part literary theory, part cultural history, and part fieldwork—The Meaning of Rivers connects the humanities to other disciplines and scholarly work to the land. Whether developing a theory of palindromes or reading works of American literature as varied as Henry David Thoreau's A Week on the Concord and Merrimack Rivers and James Dickey’s Deliverance, McMillin urges readers toward a transcendental retracing of their own interpretive encounters.

      The nature of texts and the nature of “nature” require diverse and versatile interpretation; interpretation requires not only depth and concentration but also imaginative thinking, broad-mindedness, and engaged connection-making. By taking us upstream as well as down, McMillin draws attention to the potential of rivers for improving our sense of place and time.