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In Critical Transitions: Writing and the Question of Transfer, Chris Anson and Jessie Moore offer an important new collection about prior learning and transfer theories that asks what writing knowledge should transfer, how we might recognize that transfer, and what the significance is—from a global perspective—of understanding knowledge transformation related to writing. The contributors examine strategies for supporting writers' transfer at key critical transitions, including transitions from high-school to college, from first-year writing to writing in the major and in the disciplines, between self-sponsored and academic writing, and between languages. The collection concludes with an epilogue offering next steps in studying and designing for writing transfer.

Contributors: Linda Adler-Kassner, Chris M. Anson, Stuart Blythe, Scott Chien-Hsiung Chiu, Irene Clark, Nicolette Mercer Clement, Stacey M. Cozart, Gita DasBender, Christiane Donahue, Dana Lynn Driscoll, Dana R. Ferris, Gwen Gorzelsky, Regina A. McManigell Grijalva, Carol Hayes, Hogan Hayes, Tine Wirenfeldt Jensen, Ed Jones, Ketevan Kupatadze, Jessie L. Moore, Joe Paszek, Donna Qualley, Liane Robertson, Paula Rosinski, Kara Taczak, Elizabeth Wardle, Carl Whithaus, Gitte Wichmann-Hansen, Kathleen Blake Yancey

Angola, a former Portuguese colony in southern central Africa, gained independence in 1975 and almost immediately plunged into more than two decades of conflict and crisis. Fidel Castro sent Cuban military troops to Angola in support of the Movimento Popular de Libertação de Angola (MPLA), leading to its ascension to power despite facing threats both international and domestic. What is less known, and what Cubans in Angola brings to light, is the significant role Cubans played in the transformation of civil society in Angola during these years. Offering not just military support but also political, medical, administrative, and technical expertise as well as educational assistance, the Cuban presence in Angola is a unique example of transatlantic cooperation between two formerly colonized nations in the global South.

Contributions from anthropology, history, political science, literature, the natural sciences, religion, and philosophy provide a comprehensive overview of the diverse influences America had on Europe. Topics covered include the impact of early botanical and geographic studies on Europe and on the scientific revolution, the structure of indigenous and colonial cultures, and the ideology and ethics of conquest and enslavement. Together, these essays constitute a reevaluation of the images held by the first colonists via new ways of understanding some of the main figures, processes, and events of that era.

Debates continue to rage over the merits or flaws of public land and whether or not it should be privatized—or at least, radically reconfigured in some way. In Defense of Public Lands offers a comprehensive refutation of the market-oriented arguments. Steven Davis passionately advocates that public land ought to remain firmly in the public’s hands. He reviews empirical data and theoretical arguments from biological, economic, and political perspectives in order to build a case for why our public lands are an invaluable and irreplaceable asset for the American people. 

In Defense of Public Lands briefly lays out the history and characteristics of public lands at the local, state, and federal levels while examining the numerous policy prescriptions for their privatization or, in the case of federal lands, transfer. He considers the dimensions of environmental health; markets and valuation of public land, the tensions between collective values and individual preferences, the nature and performance of bureaucratic management, and the legitimacy of interest groups and community decision-making. Offering a fair, good faith overview of the privatizers’ best arguments before refuting them, this timely book contemplates both the immediate and long-term future of our public lands.

Transfer, Memory, and Creativity was first published in 1972.Dr. Haslerud, a psychologist, presents a valuable new theory of the transfer of learning, a theory which provides new insights into a neglected aspect of the psychology of learning. The findings and conclusions of his work have important implications for the problems of education, especially in view of today’s urgent need to improve the results of schooling.Through his concept of after-learning (the learning which takes place after the period of formal learning has ended) as a perceptual process, the author has succeeded in identifying factors or conditions which have tended to limit transfer of learning to boundaries of the literal and to prevent a progression to creative achievement. Dr. Haslerud contends that previous theories of the transfer of learning have been either irrelevant or insusceptible to specific application. With the new theory and its deductions, he points out, all learning can become relevant.Using several new constructs in his theory, Dr. Haslerud spells out the assumptions and definitions of terms which are changed by the perceptual view, supporting them in part by experimental evidence and suggesting ways in which hypotheses which are still provisional may be tested.The book is important for concerned citizens and school and college administrators who are seeking better educational outcomes as well as for educational and other psychologists who research and teaching involves learning theory.

One of the most pressing issues of our time is the possibility of rebuilding the rule of law in former Leninist countries as a part of the transition to a market democracy. Despite formal changes in legislation and an increased attention to law in the rhetoric of policymakers, instituionalization of the rule of law has proven to be an immensely difficult challenge. Leninist regimes destroyed popular faith in law and legal institutions and, like other transitional regimes, contemporary post-communist Russia lacks the necessary institutional infrastructure to facilitate the growth of the rule of law.
Trying to Make Law Matter provides unique insight into the possibility of creating the rule of law. It is based on Kathryn Hendley's pathbreaking field research into the actual practices of Russian trial courts, lawyers, factory managers, and labor unions, contrasting the idealistic legal pronouncements of workers' rights during the Gorbachev era with tawdry reality of inadequate courts and dispirited workers.
Hendley frames her study of Russian law in action with a lively theoretical analysis of the fundamental prerequisites of the rule of law not only as a set of ideals but as a legal system that rests on the participation of rights-bearing citizens. This work will appeal to law, political science, and sociology scholars as well as area specialists and those who study transitions to market democracy.
Kathryn Hendley is Professor, Law and Political Science, University of Wisconsin, Madison.