Documents pour «Purdue University Press»

Affiche du document Research and Reflections on Southeast Asian American Education and Advancement — Research and Reflections on Southeast Asian American Education and Advancement
2h39min00
Sciences humaines et sociales
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212 pages. Temps de lecture estimé 2h39min.
This book is in commemoration of the twentieth anniversary of the Journal of Southeast Asian American Education and Advancement (JSAAEA) and the fiftieth anniversary of Southeast Asian American refugee resettlement in the United States. Pivotal research articles, reviews, and creative works from past issues of JSAAEA have been selected for this volume to document the history and experiences of Cambodian, Laotian, Hmong, and Vietnamese Americans since initial refugee resettlement began in the United States in 1975, as well as the experiences of more recent Southeast Asian immigrant and refugee groups. Reviews of academic books, novels, memoirs, children’s books, and motion pictures further highlight Southeast Asian American perspectives and experiences. Creative works, including poetry and short stories by Cambodian, Laotian, Hmong, Vietnamese, Thai, and Burmese American writers, provide additional and often intimate insights and reflections on the Southeast Asian American experience.INTRODUCTION 1. Commemorating the 20th Anniversary of the Journal of Southeast Asian American Education and Advancement and 50 Years of Southeast Asian American Refugee Resettlement, by Phitsamay S. Uy, Vichet Chhuon, Bryan Thao Worra, Chhany Sak-Humphry, Vikrant Chap, and Wayne E. Wright RESEARCH ARTICLES 2. Heritage Language Maintenance and Use Among 1.5-Generation Khmer College Students, by Ravy S. Lao and Jin Sook Lee 3. Factors Supporting Academic Engagement Among Cambodian American High School Youth, by Vichet Chhuon, Angela Dosalmas, and Nida Rinthapol 4. Trauma and Second Language Learning Among Laotian Refugees, by Daryl M. Gordon 5. Racism, Schooling, and the Streets: A Critical Analysis of Vietnamese American Youth Gang Formation in Southern California, by Kevin D. Lam 6. Health Perceptions and Practices of Burmese Refugee Families: A Participatory Mixed Methods Study, by Suneeta Kercood and Trish Morita-Mullaney 7. Expanding Definitions of Family: Influences on Second-Generation Lao American College Students’ Aspirations, by Malaphone Phommasa 8. Supporting Southeast Asian American Family and Community Engagement for Educational Success, by Phitsamay S. Uy 9. The Model Minority Maze: Hmong Americans Working Within and Around Racial Discourses, by Stacey Lee, Choua Xiong, Linda Marie Pheng, and Mai Neng Vang 10. Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs): Serving and Advocating for the Educational Needs of Southeast Asian American Students, by Mike Hoa Nguyen 11. Vietnamese American Women Public School Administrators Leading for Social Justice and Equity, by Jia Grace Liang 12. HMoob Eldership as Pedagogy: Reclaiming HMoob Knowledge as HMoob Education, by Thong Vang REVIEWS 13. Book Review: Stacey Lee’s (2005) Up Against Whiteness: Race, School, and Immigrant Youth, Reviewed by Chang Pu 14. Book Review: Kao Kalia Yang’s (2008) The Latehomecomer: A Hmong Family Memoir, Reviewed by Sarah Hansen 15. Book Review: Lac Su’s (2009) I Love Yous Are for White People, Reviewed by Quan Manh Ha 16. Book Review: Bic Ngo’s (2010) Unresolved Identities: Discourse, Ambivalence, and Urban Immigrant Students, Reviewed by Gilbert C. Park 17. Book Review: Chia Youyee Vang’s (2010) Hmong America: Reconstructing Community in Diaspora, Reviewed by Yang Sao Xiong 18. Book Review: Thanhha Lai’s (2011) Inside Out & Back Again, Reviewed by Quan Manh Ha 19. Book Review: Cathy J. Schlund-Vials’s (2012) War, Genocide, and Justice: Cambodian American Memory Work, Reviewed by Quan Tue Tra 20. Book Review: Kevin Lam’s (2015) Youth Gangs, Racism, and Schooling: Vietnamese American Youth in a Postcolonial Context, Reviewed by Ezekiel Joubert III 21. Book Review: Children’s Books by Kao Kalia Yang: The Shared Room (2020) and The Most Beautiful Thing (2020), Reviewed by Bao Diep 22. Book Review: Cathy Long’s (2023) The Cambodian Family: Holocaust Survival, Reviewed by Jalisa Sang CREATIVE WORKS 23. To Make A Return, by Mai Der Vang 24. the peace generation; the iron chain; and a poem for Con, by Trangdai Glassey-Tranguyen 25. When The Mountain Spirit Spoke, by Anchalee Panigabutra-Roberts 26. To Own My Own; and The Last of Her Generation, by Pacyinz Lyfoung 27. The Two Leaders: One Wise and One Foolish, by Ahmay Ya 28. Chanda Says; and Dropping Chanda Off at Nursery School, by Bunkong Tuon 29. Light, by Sengarone Peter Vetsmany 30. Charges Against a Newborn; Unanswered; and For the First Generation, by Do Nguyen Mai 31. Your American Songbook; and Context Clues, by Sokunthary Svay 32. Day 785, by Koua Mai Yang 33. #34 Luk Lao, by Victoria Gill 34. Lai mi ka si (I am lai mi); Kan i ton tthan lai (We will meet again); Kan lam tti lai (Let us dance together); Thihnak Mei (Death Fire); and The dead had names, by Thang C. Lian Contributors Index

Research and Reflections on Southeast Asian American Education and Advancement
2h39min00
Sciences humaines et sociales
Youscribe plus
212 pages. Temps de lecture estimé 2h39min.
This book is in commemoration of the twentieth anniversary of the Journal of Southeast Asian American Education and Advancement (JSAAEA) and the fiftieth anniversary of Southeast Asian American refugee resettlement in the United States. Pivotal research articles, reviews, and creative works from past issues of JSAAEA have been selected for this volume to document the history and experiences of Cambodian, Laotian, Hmong, and Vietnamese Americans since initial refugee resettlement began in the United States in 1975, as well as the experiences of more recent Southeast Asian immigrant and refugee groups. Reviews of academic books, novels, memoirs, children’s books, and motion pictures further highlight Southeast Asian American perspectives and experiences. Creative works, including poetry and short stories by Cambodian, Laotian, Hmong, Vietnamese, Thai, and Burmese American writers, provide additional and often intimate insights and reflections on the Southeast Asian American experience.INTRODUCTION 1. Commemorating the 20th Anniversary of the Journal of Southeast Asian American Education and Advancement and 50 Years of Southeast Asian American Refugee Resettlement, by Phitsamay S. Uy, Vichet Chhuon, Bryan Thao Worra, Chhany Sak-Humphry, Vikrant Chap, and Wayne E. Wright RESEARCH ARTICLES 2. Heritage Language Maintenance and Use Among 1.5-Generation Khmer College Students, by Ravy S. Lao and Jin Sook Lee 3. Factors Supporting Academic Engagement Among Cambodian American High School Youth, by Vichet Chhuon, Angela Dosalmas, and Nida Rinthapol 4. Trauma and Second Language Learning Among Laotian Refugees, by Daryl M. Gordon 5. Racism, Schooling, and the Streets: A Critical Analysis of Vietnamese American Youth Gang Formation in Southern California, by Kevin D. Lam 6. Health Perceptions and Practices of Burmese Refugee Families: A Participatory Mixed Methods Study, by Suneeta Kercood and Trish Morita-Mullaney 7. Expanding Definitions of Family: Influences on Second-Generation Lao American College Students’ Aspirations, by Malaphone Phommasa 8. Supporting Southeast Asian American Family and Community Engagement for Educational Success, by Phitsamay S. Uy 9. The Model Minority Maze: Hmong Americans Working Within and Around Racial Discourses, by Stacey Lee, Choua Xiong, Linda Marie Pheng, and Mai Neng Vang 10. Asian American and Native American Pacific Islander Serving Institutions (AANAPISIs): Serving and Advocating for the Educational Needs of Southeast Asian American Students, by Mike Hoa Nguyen 11. Vietnamese American Women Public School Administrators Leading for Social Justice and Equity, by Jia Grace Liang 12. HMoob Eldership as Pedagogy: Reclaiming HMoob Knowledge as HMoob Education, by Thong Vang REVIEWS 13. Book Review: Stacey Lee’s (2005) Up Against Whiteness: Race, School, and Immigrant Youth, Reviewed by Chang Pu 14. Book Review: Kao Kalia Yang’s (2008) The Latehomecomer: A Hmong Family Memoir, Reviewed by Sarah Hansen 15. Book Review: Lac Su’s (2009) I Love Yous Are for White People, Reviewed by Quan Manh Ha 16. Book Review: Bic Ngo’s (2010) Unresolved Identities: Discourse, Ambivalence, and Urban Immigrant Students, Reviewed by Gilbert C. Park 17. Book Review: Chia Youyee Vang’s (2010) Hmong America: Reconstructing Community in Diaspora, Reviewed by Yang Sao Xiong 18. Book Review: Thanhha Lai’s (2011) Inside Out & Back Again, Reviewed by Quan Manh Ha 19. Book Review: Cathy J. Schlund-Vials’s (2012) War, Genocide, and Justice: Cambodian American Memory Work, Reviewed by Quan Tue Tra 20. Book Review: Kevin Lam’s (2015) Youth Gangs, Racism, and Schooling: Vietnamese American Youth in a Postcolonial Context, Reviewed by Ezekiel Joubert III 21. Book Review: Children’s Books by Kao Kalia Yang: The Shared Room (2020) and The Most Beautiful Thing (2020), Reviewed by Bao Diep 22. Book Review: Cathy Long’s (2023) The Cambodian Family: Holocaust Survival, Reviewed by Jalisa Sang CREATIVE WORKS 23. To Make A Return, by Mai Der Vang 24. the peace generation; the iron chain; and a poem for Con, by Trangdai Glassey-Tranguyen 25. When The Mountain Spirit Spoke, by Anchalee Panigabutra-Roberts 26. To Own My Own; and The Last of Her Generation, by Pacyinz Lyfoung 27. The Two Leaders: One Wise and One Foolish, by Ahmay Ya 28. Chanda Says; and Dropping Chanda Off at Nursery School, by Bunkong Tuon 29. Light, by Sengarone Peter Vetsmany 30. Charges Against a Newborn; Unanswered; and For the First Generation, by Do Nguyen Mai 31. Your American Songbook; and Context Clues, by Sokunthary Svay 32. Day 785, by Koua Mai Yang 33. #34 Luk Lao, by Victoria Gill 34. Lai mi ka si (I am lai mi); Kan i ton tthan lai (We will meet again); Kan lam tti lai (Let us dance together); Thihnak Mei (Death Fire); and The dead had names, by Thang C. Lian Contributors Index

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Affiche du document Paroimia: Brusantino, Florio, Sarnelli, and Italian Proverbs From the Sixteenth and Seventeenth Centuries — Paroimia: Brusantino, Florio, Sarnelli, and Italian Proverbs From the Sixteenth and Seventeenth Centuries
Daniela D'Eugenio
4h23min15
Etudes littéraires
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351 pages. Temps de lecture estimé 4h23min.
Proverbs constitute a rich archive of historical, cultural, and linguistic significance that affect genres and linguistics codes. They circulate through writers, texts, and communities in a process that ultimately results in modifications in their structure and meanings. Hence, context plays a crucial role in defining proverbs as well as in determining their interpretation. Vincenzo Brusantino’s Le cento novella (1554), John Florio’s Firste Fruites (1578) and Second Frutes (1591), and Pompeo Sarnelli’s Posilecheata (1684) offer clear representations of how traditional wisdom and communal knowledge reflect the authors’ personal perspectives on society, culture, and literature. The analysis of the three authors’ proverbs through comparisons with classical, medieval, and early modern collections of maxims and sententiae provides insights on the fluidity of such expressions, and illustrates the tight relationship between proverbs and sociocultural factors. Brusantino’s proverbs introduce ethical interpretations to the one hundred novellas of Boccaccio’s The Decameron, which he rewrites in octaves of hendecasyllables. His text appeals to Counter-Reformation society and its demand for a comprehensible and immediately applicable morality. In Florio’s two bilingual manuals, proverbs fulfill a need for language education in Elizabethan England through authentic and communicative instruction. Florio manipulates the proverbs’ vocabulary and syntax to fit the context of his dialogues, best demonstrating the value of learning Italian in a foreign country. Sarnelli’s proverbs exemplify the inherent creative and expressive potentialities of the Neapolitan dialect vis-à-vis languages with a more robust literary tradition. As moral maxims, ironic assessments, or witty insertions, these proverbs characterize the Neapolitan community in which the fables take place.Acknowledgments Foreword Criteria for Transcription Notes on Quotations, Translations, and Abbreviations Chapter One: Literary History and Theories of Paremias Chapter Two: Vincenzo Brusantino’s Le cento novella: Paremias and Tridentine Ethics in Reinterpreting the Decameron Chapter Three: John Florio’s Firste Fruites and Second Frutes: Paremias and Elizabethan Teaching of the Italian Language Chapter Four: Pompeo Sarnelli’s Posilecheata: Paremias and the Multifaceted Neapolitan Baroque Conclusion Index of Paremias in Le cento novella, Firste Fruites, Second Frutes, and Posilecheata Notes Works Consulted Index of Names

Paroimia: Brusantino, Florio, Sarnelli, and Italian Proverbs From the Sixteenth and Seventeenth Centuries
Daniela D'Eugenio
4h23min15
Etudes littéraires
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351 pages. Temps de lecture estimé 4h23min.
Proverbs constitute a rich archive of historical, cultural, and linguistic significance that affect genres and linguistics codes. They circulate through writers, texts, and communities in a process that ultimately results in modifications in their structure and meanings. Hence, context plays a crucial role in defining proverbs as well as in determining their interpretation. Vincenzo Brusantino’s Le cento novella (1554), John Florio’s Firste Fruites (1578) and Second Frutes (1591), and Pompeo Sarnelli’s Posilecheata (1684) offer clear representations of how traditional wisdom and communal knowledge reflect the authors’ personal perspectives on society, culture, and literature. The analysis of the three authors’ proverbs through comparisons with classical, medieval, and early modern collections of maxims and sententiae provides insights on the fluidity of such expressions, and illustrates the tight relationship between proverbs and sociocultural factors. Brusantino’s proverbs introduce ethical interpretations to the one hundred novellas of Boccaccio’s The Decameron, which he rewrites in octaves of hendecasyllables. His text appeals to Counter-Reformation society and its demand for a comprehensible and immediately applicable morality. In Florio’s two bilingual manuals, proverbs fulfill a need for language education in Elizabethan England through authentic and communicative instruction. Florio manipulates the proverbs’ vocabulary and syntax to fit the context of his dialogues, best demonstrating the value of learning Italian in a foreign country. Sarnelli’s proverbs exemplify the inherent creative and expressive potentialities of the Neapolitan dialect vis-à-vis languages with a more robust literary tradition. As moral maxims, ironic assessments, or witty insertions, these proverbs characterize the Neapolitan community in which the fables take place.Acknowledgments Foreword Criteria for Transcription Notes on Quotations, Translations, and Abbreviations Chapter One: Literary History and Theories of Paremias Chapter Two: Vincenzo Brusantino’s Le cento novella: Paremias and Tridentine Ethics in Reinterpreting the Decameron Chapter Three: John Florio’s Firste Fruites and Second Frutes: Paremias and Elizabethan Teaching of the Italian Language Chapter Four: Pompeo Sarnelli’s Posilecheata: Paremias and the Multifaceted Neapolitan Baroque Conclusion Index of Paremias in Le cento novella, Firste Fruites, Second Frutes, and Posilecheata Notes Works Consulted Index of Names

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Affiche du document Arteletra — Arteletra
Jason A. Bartles
1h33min00
Etudes littéraires
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124 pages. Temps de lecture estimé 1h33min.
ArteletrA analyzes the Sixties in Latin America in order to revisit the core claim of literary and cultural studies to political relevancy in the contemporary world: the task of making visible the invisible. Though visibility can secure rights for the disenfranchised, it also risks subjecting them to the biopolitical and capitalist arrangements of space. What is at stake in this book is a series of aesthetic and ethical tools for engaging in politics—defined here as the potential to disagree—without first passing through visibility. These tools cohere around a practice Bartles calls “the politics of going unnoticed,” which he derives from an archive of three noteworthy, though under-appreciated, authors who wrote during the Sixties: Calvert Casey (1924–69), Juan Filloy (1894–2000), and Armonía Somers (1914–94). For the first time ever, Casey, Filloy, and Somers are put in dialogue with one another to further demonstrate the unique contributions of Latin American writers to contemporary debates about the crossroads of literatures and politics. What unites them is their shared investment in stories about those who go unnoticed. As a practice, going unnoticed creates space and opportunities for queer, rural, and female subjects, among others, to step back from unjust institutions. As a political discourse, going unnoticed deactivates the binary structures of biopolitics (e.g., visible/invisible, pure/filthy, friend/enemy) that divide humans from one another in the service of power and economic inequality. Though the politics of going unnoticed was ignored during the Sixties for its apparent individualism, these three writers work through alternatives to the politics of visibility that has animated political discourse on the left for the last half-century. More than a self-interested critique, going unnoticed opens new possibilities for engaging in the messy business of politics while imagining and creating better communities.Acknowledgments Introduction: ArteletrA al vesre PART ONE: The Itinerary of Errant Palindromes Chapter One: On Errant Palindromes Chapter Two: On Going Unnoticed Chapter Three: On Unattended Details PART TWO: The Politics of Going Unnoticed Chapter Four: A Double Negative in Cuba Chapter Five: An Errant Allegory in Argentina Chapter Six: A Nude Woman in Uruguay PART THREE: The Aesthetics of Writing in Plain Sight Chapter Seven: ¡Ay, epopeyA!; or, Filloy’s Gauchos at the Origins Chapter Eight: ¡Sometamos o matemoS!; or, Somers’s Mandrake Syndrome Chapter Nine: Supuso su puS; or, Casey’s Wasted Narratives PART FOUR: The Ethics of Being Perceived Chapter Ten: Exposure through Dialogues Chapter Eleven: From Monodialogues to Pandemonium Chapter Twelve: Aiding the Adversary Conclusion: Re-ves la ArteletrA Notes Works Cited Index

Arteletra
Jason A. Bartles
1h33min00
Etudes littéraires
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124 pages. Temps de lecture estimé 1h33min.
ArteletrA analyzes the Sixties in Latin America in order to revisit the core claim of literary and cultural studies to political relevancy in the contemporary world: the task of making visible the invisible. Though visibility can secure rights for the disenfranchised, it also risks subjecting them to the biopolitical and capitalist arrangements of space. What is at stake in this book is a series of aesthetic and ethical tools for engaging in politics—defined here as the potential to disagree—without first passing through visibility. These tools cohere around a practice Bartles calls “the politics of going unnoticed,” which he derives from an archive of three noteworthy, though under-appreciated, authors who wrote during the Sixties: Calvert Casey (1924–69), Juan Filloy (1894–2000), and Armonía Somers (1914–94). For the first time ever, Casey, Filloy, and Somers are put in dialogue with one another to further demonstrate the unique contributions of Latin American writers to contemporary debates about the crossroads of literatures and politics. What unites them is their shared investment in stories about those who go unnoticed. As a practice, going unnoticed creates space and opportunities for queer, rural, and female subjects, among others, to step back from unjust institutions. As a political discourse, going unnoticed deactivates the binary structures of biopolitics (e.g., visible/invisible, pure/filthy, friend/enemy) that divide humans from one another in the service of power and economic inequality. Though the politics of going unnoticed was ignored during the Sixties for its apparent individualism, these three writers work through alternatives to the politics of visibility that has animated political discourse on the left for the last half-century. More than a self-interested critique, going unnoticed opens new possibilities for engaging in the messy business of politics while imagining and creating better communities.Acknowledgments Introduction: ArteletrA al vesre PART ONE: The Itinerary of Errant Palindromes Chapter One: On Errant Palindromes Chapter Two: On Going Unnoticed Chapter Three: On Unattended Details PART TWO: The Politics of Going Unnoticed Chapter Four: A Double Negative in Cuba Chapter Five: An Errant Allegory in Argentina Chapter Six: A Nude Woman in Uruguay PART THREE: The Aesthetics of Writing in Plain Sight Chapter Seven: ¡Ay, epopeyA!; or, Filloy’s Gauchos at the Origins Chapter Eight: ¡Sometamos o matemoS!; or, Somers’s Mandrake Syndrome Chapter Nine: Supuso su puS; or, Casey’s Wasted Narratives PART FOUR: The Ethics of Being Perceived Chapter Ten: Exposure through Dialogues Chapter Eleven: From Monodialogues to Pandemonium Chapter Twelve: Aiding the Adversary Conclusion: Re-ves la ArteletrA Notes Works Cited Index

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Affiche du document Practical Digital Design — Practical Digital Design
Bruce Reidenbach
5h33min45
Informatique
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445 pages. Temps de lecture estimé 5h34min.
The VHSIC Hardware Description Language (VHDL) is one of the two most popular languages used to design digital logic circuits. This book provides a comprehensive introduction to the syntax and the most commonly used features of VHDL. It also presents a formal digital design process and the best-case design practices that have been developed over more than twenty-five years of VHDL design experience by the author in military ground and satellite communication systems. Unlike other books on this subject, this real-world professional experience captures not only the what of VHDL, but also the how. Throughout the book, recommended methods for performing digital design are presented along with the common pitfalls and the techniques used to successfully avoid them. Written for students learning VHDL for the first time as well as professional development material for experienced engineers, this book’s contents minimize design time while maximizing the probability of first-time design success.PREFACE ACKNOWLEDGMENTS ABOUT THE AUTHOR CHAPTER 1 INTRODUCTION CHAPTER 2 SIGNALS, TIME, AND THE SIMULATION CYCLE CHAPTER 3 THE VHDL DESIGN ENVIRONMENT CHAPTER 4 DECLARATIONS CHAPTER 5 LIBRARIES AND DESIGN UNITS CHAPTER 6 CONCURRENT STATEMENTS CHAPTER 7 SEQUENTIAL STATEMENTS CHAPTER 8 THE PROCESS STATEMENT CHAPTER 9 MODELING CASE STUDIES CHAPTER 10 SUBPROGRAMS CHAPTER 11 SIMULATION AND TEST BENCHES CHAPTER 12 TEST BENCH DEVELOPMENT CHAPTER 13 TEST BENCH CASE STUDIES CHAPTER 14 LOGIC SYNTHESIS CHAPTER 15 ASIC AND FPGA TECHNOLOGY CHAPTER 16 SYNTHESIS CODE EXAMPLES CHAPTER 17 SPECIALIZED CODE EXAMPLES CHAPTER 18 STATE MACHINES CHAPTER 19 FUNCTIONAL DECOMPOSITION CHAPTER 20 FILTER DESIGN EXAMPLE CHAPTER 21 DESIGN REUSE APPENDIX A CODING STYLE GUIDELINES APPENDIX B FUNCTIONAL DESCRIPTION EXAMPLE APPENDIX C VHDL RESERVED WORDS STATEMENT INDEX SUBJECT INDEX

Practical Digital Design
Bruce Reidenbach
5h33min45
Informatique
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445 pages. Temps de lecture estimé 5h34min.
The VHSIC Hardware Description Language (VHDL) is one of the two most popular languages used to design digital logic circuits. This book provides a comprehensive introduction to the syntax and the most commonly used features of VHDL. It also presents a formal digital design process and the best-case design practices that have been developed over more than twenty-five years of VHDL design experience by the author in military ground and satellite communication systems. Unlike other books on this subject, this real-world professional experience captures not only the what of VHDL, but also the how. Throughout the book, recommended methods for performing digital design are presented along with the common pitfalls and the techniques used to successfully avoid them. Written for students learning VHDL for the first time as well as professional development material for experienced engineers, this book’s contents minimize design time while maximizing the probability of first-time design success.PREFACE ACKNOWLEDGMENTS ABOUT THE AUTHOR CHAPTER 1 INTRODUCTION CHAPTER 2 SIGNALS, TIME, AND THE SIMULATION CYCLE CHAPTER 3 THE VHDL DESIGN ENVIRONMENT CHAPTER 4 DECLARATIONS CHAPTER 5 LIBRARIES AND DESIGN UNITS CHAPTER 6 CONCURRENT STATEMENTS CHAPTER 7 SEQUENTIAL STATEMENTS CHAPTER 8 THE PROCESS STATEMENT CHAPTER 9 MODELING CASE STUDIES CHAPTER 10 SUBPROGRAMS CHAPTER 11 SIMULATION AND TEST BENCHES CHAPTER 12 TEST BENCH DEVELOPMENT CHAPTER 13 TEST BENCH CASE STUDIES CHAPTER 14 LOGIC SYNTHESIS CHAPTER 15 ASIC AND FPGA TECHNOLOGY CHAPTER 16 SYNTHESIS CODE EXAMPLES CHAPTER 17 SPECIALIZED CODE EXAMPLES CHAPTER 18 STATE MACHINES CHAPTER 19 FUNCTIONAL DECOMPOSITION CHAPTER 20 FILTER DESIGN EXAMPLE CHAPTER 21 DESIGN REUSE APPENDIX A CODING STYLE GUIDELINES APPENDIX B FUNCTIONAL DESCRIPTION EXAMPLE APPENDIX C VHDL RESERVED WORDS STATEMENT INDEX SUBJECT INDEX

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Affiche du document Unlikely Allies — Unlikely Allies
Paweł Markiewicz
2h50min15
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227 pages. Temps de lecture estimé 2h50min.
Unlikely Allies offers the first comprehensive and scholarly English-language analysis of German-Ukrainian collaboration in the General Government, an area of occupied Poland during World War II. Drawing on extensive archival material, the Ukrainian position is examined chiefly through the perspective of Ukrainian Central Committee head Volodymyr Kubiiovych, a prewar academic and ardent nationalist. The contact between Kubiiovych and Nazi administrators at various levels shows where their collaboration coincided and where it differed, providing a full understanding of the Ukrainian Committee’s ties with the occupation authorities and its relationship with other groups, like Poles and Jews, in occupied Poland.Ukrainian nationalists’ collaboration created an opportunity to neutralize prewar Polish influences in various strata of social life. Kubiiovych hoped for the emergence of an autonomous Ukrainian region within the borders of the General Government or an ethnographic state closely associated with the Third Reich. This led to his partnership with the Third Reich to create a new European order after the war. Through their occupational policy of divide to conquer, German concessions raised Ukrainians to the position of a full-fledged ethnic group, giving them the respect they sought throughout the interwar period. Yet collaboration also contributed to the eruption of a bloody Polish-Ukrainian ethnic conflict. Kubiiovych’s wartime experiences with Nazi politicians and administrators—greatly overlooked and only partially referenced today—not only illustrate the history of German-Ukrainian and Polish-Ukrainian relations, but also supply a missing piece to the larger, more controversial puzzle of collaboration during World War II.Maps Preface 1. The Makings of Ethnic Struggle in Interwar Poland 2. Ukraine—The German Fete 3. “Small Deeds and Great Works” 4. Grateful Traitor 5. Token Concessions 6. “The Basis for Every Nation Is Territory” 7. “They Rejoice in Our Success for Ukraine” 8. Fight and Flight Epilogue Abbreviations Notes Bibliography Index

Unlikely Allies
Paweł Markiewicz
2h50min15
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227 pages. Temps de lecture estimé 2h50min.
Unlikely Allies offers the first comprehensive and scholarly English-language analysis of German-Ukrainian collaboration in the General Government, an area of occupied Poland during World War II. Drawing on extensive archival material, the Ukrainian position is examined chiefly through the perspective of Ukrainian Central Committee head Volodymyr Kubiiovych, a prewar academic and ardent nationalist. The contact between Kubiiovych and Nazi administrators at various levels shows where their collaboration coincided and where it differed, providing a full understanding of the Ukrainian Committee’s ties with the occupation authorities and its relationship with other groups, like Poles and Jews, in occupied Poland.Ukrainian nationalists’ collaboration created an opportunity to neutralize prewar Polish influences in various strata of social life. Kubiiovych hoped for the emergence of an autonomous Ukrainian region within the borders of the General Government or an ethnographic state closely associated with the Third Reich. This led to his partnership with the Third Reich to create a new European order after the war. Through their occupational policy of divide to conquer, German concessions raised Ukrainians to the position of a full-fledged ethnic group, giving them the respect they sought throughout the interwar period. Yet collaboration also contributed to the eruption of a bloody Polish-Ukrainian ethnic conflict. Kubiiovych’s wartime experiences with Nazi politicians and administrators—greatly overlooked and only partially referenced today—not only illustrate the history of German-Ukrainian and Polish-Ukrainian relations, but also supply a missing piece to the larger, more controversial puzzle of collaboration during World War II.Maps Preface 1. The Makings of Ethnic Struggle in Interwar Poland 2. Ukraine—The German Fete 3. “Small Deeds and Great Works” 4. Grateful Traitor 5. Token Concessions 6. “The Basis for Every Nation Is Territory” 7. “They Rejoice in Our Success for Ukraine” 8. Fight and Flight Epilogue Abbreviations Notes Bibliography Index

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Affiche du document Universities in Imperial Austria 1848–1918 — Universities in Imperial Austria 1848–1918
Jan Surman
2h57min45
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237 pages. Temps de lecture estimé 2h58min.
Combining history of science and a history of universities with the new imperial history, Universities in Imperial Austria 1848–1918: A Social History of a Multilingual Space by Jan Surman analyzes the practice of scholarly migration and its lasting influence on the intellectual output in the Austrian part of the Habsburg Empire. The Habsburg Empire and its successor states were home to developments that shaped Central Europe's scholarship well into the twentieth century. Universities became centers of both state- and nation-building, as well as of confessional resistance, placing scholars if not in conflict, then certainly at odds with the neutral international orientation of academe. By going beyond national narratives, Surman reveals the Empire as a state with institutions divided by language but united by legislation, practices, and other influences. Such an approach allows readers a better view to how scholars turned gradually away from state-centric discourse to form distinct language communities after 1867; these influences affected scholarship, and by examining the scholarly record, Surman tracks the turn. Drawing on archives in Austria, the Czech Republic, Poland, and Ukraine, Surman analyzes the careers of several thousand scholars from the faculties of philosophy and medicine of a number of Habsburg universities, thus covering various moments in the history of the Empire for the widest view. Universities in Imperial Austria 1848–1918 focuses on the tension between the political and linguistic spaces scholars occupied and shows that this tension did not lead to a gradual dissolution of the monarchy’s academia, but rather to an ongoing development of new strategies to cope with the cultural and linguistic multitude.List of Illustrations List of Tables Acknowledgments Note on Language Use, Terminology, and Geography Abbreviations Introduction A Biography of the Academic Space Chapter 1 Centralizing Science for the Empire Chapter 2 The Neoabsolutist Search for a Unified Space Chapter 3 Living Out Academic Autonomy Chapter 4 German-Language Universities between Austrian and German Space Chapter 5 Habsburg Slavs and Their Spaces Chapter 6 Imperial Space and Its Identities Chapter 7 Habsburg Legacies Conclusion Paradoxes of the Central European Academic Space Appendix 1 Disciplines of Habilitation at Austrian Universities Appendix 2 Databases of Scholars at Cisleithanian Universities Notes Bibliography Index

Universities in Imperial Austria 1848–1918
Jan Surman
2h57min45
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237 pages. Temps de lecture estimé 2h58min.
Combining history of science and a history of universities with the new imperial history, Universities in Imperial Austria 1848–1918: A Social History of a Multilingual Space by Jan Surman analyzes the practice of scholarly migration and its lasting influence on the intellectual output in the Austrian part of the Habsburg Empire. The Habsburg Empire and its successor states were home to developments that shaped Central Europe's scholarship well into the twentieth century. Universities became centers of both state- and nation-building, as well as of confessional resistance, placing scholars if not in conflict, then certainly at odds with the neutral international orientation of academe. By going beyond national narratives, Surman reveals the Empire as a state with institutions divided by language but united by legislation, practices, and other influences. Such an approach allows readers a better view to how scholars turned gradually away from state-centric discourse to form distinct language communities after 1867; these influences affected scholarship, and by examining the scholarly record, Surman tracks the turn. Drawing on archives in Austria, the Czech Republic, Poland, and Ukraine, Surman analyzes the careers of several thousand scholars from the faculties of philosophy and medicine of a number of Habsburg universities, thus covering various moments in the history of the Empire for the widest view. Universities in Imperial Austria 1848–1918 focuses on the tension between the political and linguistic spaces scholars occupied and shows that this tension did not lead to a gradual dissolution of the monarchy’s academia, but rather to an ongoing development of new strategies to cope with the cultural and linguistic multitude.List of Illustrations List of Tables Acknowledgments Note on Language Use, Terminology, and Geography Abbreviations Introduction A Biography of the Academic Space Chapter 1 Centralizing Science for the Empire Chapter 2 The Neoabsolutist Search for a Unified Space Chapter 3 Living Out Academic Autonomy Chapter 4 German-Language Universities between Austrian and German Space Chapter 5 Habsburg Slavs and Their Spaces Chapter 6 Imperial Space and Its Identities Chapter 7 Habsburg Legacies Conclusion Paradoxes of the Central European Academic Space Appendix 1 Disciplines of Habilitation at Austrian Universities Appendix 2 Databases of Scholars at Cisleithanian Universities Notes Bibliography Index

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Affiche du document Integrating Information into the Engineering Design Process — Integrating Information into the Engineering Design Process
David Radcliffe
2h16min30
Techniques
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182 pages. Temps de lecture estimé 2h16min.
Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering sub-disciplines to show how the core concepts can be applied in those situations. Part 1: Making the Case for Integrated Information in Engineering Design: Information Literary and Lifelong Learning (Michael Fosmire); Multiple Perspectives on Engineering Design (David Radcliffe); Ways that Engineers Use Design Information (Michael Fosmire); Ethical Information Use and Engineering (Megan Sapp Nelson); Information-Rich Engineering Design: A Model (David Radcliffe). Part 2: Pedagogical Advice on How to Implement in Courses: Build a Firm Foundation: Managing Project Information Effectively and Efficiently (Jon Jeffryes); Find the Real Need: Understanding the Task (Megan Sapp Nelson); Scout the Lay of the Land: Exploring the Broader Context of a Project (Amy Van Epps and Monica Cardella); Draw on Existing Knowledge: Taking Advantage of What is Already Known (Jim Clarke); Make Dependable Decisions: Using Trustworthy Information Wisely (Jeremy Garritano); Make It Real: Finding the Most Suitable Materials and Components (Jay Bhatt); Make It Safe and Legal: Meeting Standards, Codes, and Regulations (Bonnie Osif); Get Your Message Across: The Art of Sharing Information (Patrice Buzzanell and Carla Zoltowski); Reflect and Learn: Extracting New Design and Process Knowledge (David Radcliffe); Preparing Students to be Informed Designers: Assessing and Scaffolding Information Literacy (Senay Purzer and Ruth Wertz).Foreword Preface Introduction Part I Information-Rich Engineering Design 1 Multiple Perspectives on Engineering Design, by David Radcliffe 2 Information Literacy and Lifelong Learning, by Michael Fosmire 3 Ways That Engineers Use Design Information, by Michael Fosmire 4 Information-Rich Engineering Design: An Integrated Model, by David Radcliffe Part II Designing Information-Rich Engineering Design Experiences Organize Your Team 5 Act Ethically: Design with Integrity, by Megan Sapp Nelson, Donna Ferullo, and Bonnie Osif 6 Build a Firm Foundation: Managing Project Knowledge Efficiently and Effectively, by Jon Jeffryes Clarify the Task 7 Find the Real Need: Understanding the Task, by Megan Sapp Nelson 8 Scout the Lay of the Land: Understanding the Broader Context of a Design Project, by Amy Van Epps, Monica Cardella 9 Make It Safe and Legal: Meeting Broader Community Expectations, by Bonnie Osif Synthesize Possibilities 10 Draw on Existing Knowledge: Taking Advantage of Prior Art, by Jim Clarke Select Solution 11 Make Dependable Decisions: Using Information Wisely, by Jeremy Garritano Refine Solution 12 Make It Real: Finding the Most Suitable Materials and Components, by Jay Bhatt, Michael Magee, Joseph Mullin Communicate Effectively 13 Get Your Message Across: The Art of Gathering and Sharing Information, by Patrice Buzzanell, Carla Zoltowski Improve Processes 14 Reflect and Learn: Capturing New Design and Process Knowledge, by David Radcliffe Part III Ensuring That Students Develop Information Literacy Skills 15 Scaffold and Assess: Preparing Students to Be Informed Designers, by Senay Purzer, Ruth Wertz Conclusion Contributors Index

Integrating Information into the Engineering Design Process
David Radcliffe
2h16min30
Techniques
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182 pages. Temps de lecture estimé 2h16min.
Engineering design is a fundamental problem-solving model used by the discipline. Effective problem-solving requires the ability to find and incorporate quality information sources. To teach courses in this area effectively, educators need to understand the information needs of engineers and engineering students and their information gathering habits. This book provides essential guidance for engineering faculty and librarians wishing to better integrate information competencies into their curricular offerings. The treatment of the subject matter is pragmatic, accessible, and engaging. Rather than focusing on specific resources or interfaces, the book adopts a process-driven approach that outlasts changing information technologies. After several chapters introducing the conceptual underpinnings of the book, a sequence of shorter contributions go into more detail about specific steps in the design process and the information needs for those steps. While they are based on the latest research and theory, the emphasis of the chapters is on usable knowledge. Designed to be accessible, they also include illustrative examples drawn from specific engineering sub-disciplines to show how the core concepts can be applied in those situations. Part 1: Making the Case for Integrated Information in Engineering Design: Information Literary and Lifelong Learning (Michael Fosmire); Multiple Perspectives on Engineering Design (David Radcliffe); Ways that Engineers Use Design Information (Michael Fosmire); Ethical Information Use and Engineering (Megan Sapp Nelson); Information-Rich Engineering Design: A Model (David Radcliffe). Part 2: Pedagogical Advice on How to Implement in Courses: Build a Firm Foundation: Managing Project Information Effectively and Efficiently (Jon Jeffryes); Find the Real Need: Understanding the Task (Megan Sapp Nelson); Scout the Lay of the Land: Exploring the Broader Context of a Project (Amy Van Epps and Monica Cardella); Draw on Existing Knowledge: Taking Advantage of What is Already Known (Jim Clarke); Make Dependable Decisions: Using Trustworthy Information Wisely (Jeremy Garritano); Make It Real: Finding the Most Suitable Materials and Components (Jay Bhatt); Make It Safe and Legal: Meeting Standards, Codes, and Regulations (Bonnie Osif); Get Your Message Across: The Art of Sharing Information (Patrice Buzzanell and Carla Zoltowski); Reflect and Learn: Extracting New Design and Process Knowledge (David Radcliffe); Preparing Students to be Informed Designers: Assessing and Scaffolding Information Literacy (Senay Purzer and Ruth Wertz).Foreword Preface Introduction Part I Information-Rich Engineering Design 1 Multiple Perspectives on Engineering Design, by David Radcliffe 2 Information Literacy and Lifelong Learning, by Michael Fosmire 3 Ways That Engineers Use Design Information, by Michael Fosmire 4 Information-Rich Engineering Design: An Integrated Model, by David Radcliffe Part II Designing Information-Rich Engineering Design Experiences Organize Your Team 5 Act Ethically: Design with Integrity, by Megan Sapp Nelson, Donna Ferullo, and Bonnie Osif 6 Build a Firm Foundation: Managing Project Knowledge Efficiently and Effectively, by Jon Jeffryes Clarify the Task 7 Find the Real Need: Understanding the Task, by Megan Sapp Nelson 8 Scout the Lay of the Land: Understanding the Broader Context of a Design Project, by Amy Van Epps, Monica Cardella 9 Make It Safe and Legal: Meeting Broader Community Expectations, by Bonnie Osif Synthesize Possibilities 10 Draw on Existing Knowledge: Taking Advantage of Prior Art, by Jim Clarke Select Solution 11 Make Dependable Decisions: Using Information Wisely, by Jeremy Garritano Refine Solution 12 Make It Real: Finding the Most Suitable Materials and Components, by Jay Bhatt, Michael Magee, Joseph Mullin Communicate Effectively 13 Get Your Message Across: The Art of Gathering and Sharing Information, by Patrice Buzzanell, Carla Zoltowski Improve Processes 14 Reflect and Learn: Capturing New Design and Process Knowledge, by David Radcliffe Part III Ensuring That Students Develop Information Literacy Skills 15 Scaffold and Assess: Preparing Students to Be Informed Designers, by Senay Purzer, Ruth Wertz Conclusion Contributors Index

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Affiche du document Jews and Urban Life — Jews and Urban Life
1h41min15
Débats et polémiques
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135 pages. Temps de lecture estimé 1h41min.
Jews and Urban Life recognizes that throughout their long history, Jews have often inhabited cities. The reality of this urban experience ranged from ghetto restrictions to robust participation in a range of civic and social activities. Essays in this collection present relevant examples from within the Jewish community itself, moving historically from the biblical period to the modern-day State of Israel. Taking a comparative approach while recognizing the particulars of individual instances, authors examine these phenomena from a wide variety of approaches, genres, and media. Interdisciplinary and accessibly written, the articles display a multitude of instances throughout history showing the range of Jewish life in urban settings.Acknowledgments Editor’s Introduction Contributors Jews in Ancient Civic Life, by Gary Gilbert Urbanizing Jews: Agriculture, Slave Codes, and the Byzantine Empire, by Anthony Meyer Vienna’s Jewish Community, 1819–1826: Glimpses from Beethoven’s Conversation Books at the Dawn of a New Era, by Theodore Albrecht A Tale of Two Cities: Jewish Creativity in Venice and Prague, by Ori Z. Soltes The Cosmopolitan Jewish City: A Typology, by Alan Levenson The Social Role of Small Jewish Cultural Centers: The Case of Cluj-Napoca, Romania, by Menachem Keren-Kratz Jewish Urbanization and the Midsize City: The Case of Kaunas, Lithuania, by Motti Zalkin Kyiv as a Center of Soviet Jewish Culture in the 1920s–1930s, by Victoria Khiterer The Yiddish Press in Cleveland, by Sean Martin Jews Create Towns: An Examination of the Impact of Joseph Sondheimer on the Creation of Muskogee, Oklahoma, by Mara W. Cohen Ioannides Rescuing that Modest Mansion: The Contributions of Urban Jews to American Historic Preservation, by Barry L. Stiefel Comicus the Cosmopolite: Diasporic Cosmopolitics and the Promise of the City in Mel Brooks’s History of the World, Part I, by David J. Peterson and Joan Latchaw City in the Garden, Garden in the City: Clarence Stein, Moshe Safdie, and the Design of Urban Reform, by Martin H. Shukert

Jews and Urban Life
1h41min15
Débats et polémiques
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135 pages. Temps de lecture estimé 1h41min.
Jews and Urban Life recognizes that throughout their long history, Jews have often inhabited cities. The reality of this urban experience ranged from ghetto restrictions to robust participation in a range of civic and social activities. Essays in this collection present relevant examples from within the Jewish community itself, moving historically from the biblical period to the modern-day State of Israel. Taking a comparative approach while recognizing the particulars of individual instances, authors examine these phenomena from a wide variety of approaches, genres, and media. Interdisciplinary and accessibly written, the articles display a multitude of instances throughout history showing the range of Jewish life in urban settings.Acknowledgments Editor’s Introduction Contributors Jews in Ancient Civic Life, by Gary Gilbert Urbanizing Jews: Agriculture, Slave Codes, and the Byzantine Empire, by Anthony Meyer Vienna’s Jewish Community, 1819–1826: Glimpses from Beethoven’s Conversation Books at the Dawn of a New Era, by Theodore Albrecht A Tale of Two Cities: Jewish Creativity in Venice and Prague, by Ori Z. Soltes The Cosmopolitan Jewish City: A Typology, by Alan Levenson The Social Role of Small Jewish Cultural Centers: The Case of Cluj-Napoca, Romania, by Menachem Keren-Kratz Jewish Urbanization and the Midsize City: The Case of Kaunas, Lithuania, by Motti Zalkin Kyiv as a Center of Soviet Jewish Culture in the 1920s–1930s, by Victoria Khiterer The Yiddish Press in Cleveland, by Sean Martin Jews Create Towns: An Examination of the Impact of Joseph Sondheimer on the Creation of Muskogee, Oklahoma, by Mara W. Cohen Ioannides Rescuing that Modest Mansion: The Contributions of Urban Jews to American Historic Preservation, by Barry L. Stiefel Comicus the Cosmopolite: Diasporic Cosmopolitics and the Promise of the City in Mel Brooks’s History of the World, Part I, by David J. Peterson and Joan Latchaw City in the Garden, Garden in the City: Clarence Stein, Moshe Safdie, and the Design of Urban Reform, by Martin H. Shukert

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Affiche du document Higher Education Careers Beyond the Professoriate — Higher Education Careers Beyond the Professoriate
2h27min00
Emploi et carrières
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196 pages. Temps de lecture estimé 2h27min.
Higher Education Careers Beyond the Professoriate is one of the first collections to explore PhD career versatility within higher education. The twenty-three contributors represent diverse disciplines, institution types, professional roles, and intersectional identities. Each thoughtful and personal essay explores firsthand what it means to remain in higher education, yet not in the traditional role of a professor. Topics include establishing new career paradigms, well-being and work-life balance, blended roles and identities, and professional work around advocacy and inclusion. Unifying the essays is the idea that career diversity is intertwined with other diversity discourse, yielding a broad-based but critical examination of careers in higher education administration.Though the doctoral landscape continues to change, a self-determined, values-driven attitude remains essential. This book offers powerful insight into cultural and structural barriers that inhibit institutional transformation and obscure the real range of PhD futures. Frank about both challenges and opportunities, these essays reveal how letting go of “track” thinking opens a constellation of possibilities and many paths to meaningful work and a fulfilling life.Foreword, by Natalie Lundsteen Introduction: Navigating Disruption, Redefining Success, by Karen Cardozo, Katherine Kearns, and Shannan Palma PART 1: CREATING, FINDING, AND OPENING CAREER DOORS 1 Let’s Stop Saying “Career Path”: Meandering Through a Career in Academia, by David A. McDonald 2 “This Isn’t What I Thought It Would Be”: Building New Identities and Skills in the Academy, by Heather Dwyer and Katharine P. Walsh 3 Getting from Here to There: Navigating Career Crossroads as a Black Woman Scientist, by Diedra M. Wrighting 4 Contingencies and Possibilities, by Alyssa Stalsberg Canelli PART 2: INTER/DISCIPLINARY TRANSFER 5 Applied Humanities at Work in STEM Graduate Education, by Jessica A. Hutchins 6 From Humanities Tenure Track to Medical School Communications, by Leigh Tillman Partington 7 PhDs Going Rogue: From the Bench to the Library and Beyond, by Stacey E. Wahl and Carrie L. Iwema 8 Finding Neverland: From Chimpanzee Research to Career Services, by Sarah K. Barks PART 3: CRAFTING BLENDED POSITIONS AND IDENTITIES 9 Embracing Both/And: Reflections from a Boundary-Spanning Pracademic, by Barbara Jacoby 10 On Our Own Terms: Becoming an Independent Researcher and Writer, by Lee Skallerup Bessette 11 Ambivalent in a Good Way: On Both Staying In and Leaving Academia, by Clare Forstie 12 From Stuck to Satisfied: Creating a Joyful, Balanced Life, by Kristine Lodge PART 4: CENTERING PERSONAL VALUES, CULTIVATING WORK–LIFE FULFILLMENT 13 Finding Your Place, Finding Your Voice, by Alexis Boyer 14 Well-Being as a Guiding Light Toward a Fulfilling Career, by Kristine M. Sikora 15 Embracing Uncertainty: Following My Values Toward a Career in Faculty Development, by Ryan Rideau PART 5: NAVIGATING INSTITUTIONAL STRUCTURES AND CULTURES 16 Horizontal Mentoring: The Positive Impact of a Diverse Graduate Student Professional Development Community, by Marisella Rodriguez and Sarah Silverman 17 When One Door Closes, Another Door . . . Also Closes: The Rewards and Challenges of Work in Diversity, Equity, and Inclusion, by Jacob McWilliams 18 Cultivating Community as an Administrator, by Sarah Chobot Hokanson 19 Queering Careers: LGBTQ+ Advocacy on Campus and Beyond, by Kimberly Creasap and Dorian Rhea Debussy Afterword: Fostering Career Versatility in PhD Education, by Trevor M. Verrot Appendix A. PhD Characteristics of Essay Contributors Appendix B. Current Employment Characteristics of Essay Contributors Appendix C. Personal Identities of Essay Contributors Annotated Bibliography About the Contributors Index

Higher Education Careers Beyond the Professoriate
2h27min00
Emploi et carrières
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196 pages. Temps de lecture estimé 2h27min.
Higher Education Careers Beyond the Professoriate is one of the first collections to explore PhD career versatility within higher education. The twenty-three contributors represent diverse disciplines, institution types, professional roles, and intersectional identities. Each thoughtful and personal essay explores firsthand what it means to remain in higher education, yet not in the traditional role of a professor. Topics include establishing new career paradigms, well-being and work-life balance, blended roles and identities, and professional work around advocacy and inclusion. Unifying the essays is the idea that career diversity is intertwined with other diversity discourse, yielding a broad-based but critical examination of careers in higher education administration.Though the doctoral landscape continues to change, a self-determined, values-driven attitude remains essential. This book offers powerful insight into cultural and structural barriers that inhibit institutional transformation and obscure the real range of PhD futures. Frank about both challenges and opportunities, these essays reveal how letting go of “track” thinking opens a constellation of possibilities and many paths to meaningful work and a fulfilling life.Foreword, by Natalie Lundsteen Introduction: Navigating Disruption, Redefining Success, by Karen Cardozo, Katherine Kearns, and Shannan Palma PART 1: CREATING, FINDING, AND OPENING CAREER DOORS 1 Let’s Stop Saying “Career Path”: Meandering Through a Career in Academia, by David A. McDonald 2 “This Isn’t What I Thought It Would Be”: Building New Identities and Skills in the Academy, by Heather Dwyer and Katharine P. Walsh 3 Getting from Here to There: Navigating Career Crossroads as a Black Woman Scientist, by Diedra M. Wrighting 4 Contingencies and Possibilities, by Alyssa Stalsberg Canelli PART 2: INTER/DISCIPLINARY TRANSFER 5 Applied Humanities at Work in STEM Graduate Education, by Jessica A. Hutchins 6 From Humanities Tenure Track to Medical School Communications, by Leigh Tillman Partington 7 PhDs Going Rogue: From the Bench to the Library and Beyond, by Stacey E. Wahl and Carrie L. Iwema 8 Finding Neverland: From Chimpanzee Research to Career Services, by Sarah K. Barks PART 3: CRAFTING BLENDED POSITIONS AND IDENTITIES 9 Embracing Both/And: Reflections from a Boundary-Spanning Pracademic, by Barbara Jacoby 10 On Our Own Terms: Becoming an Independent Researcher and Writer, by Lee Skallerup Bessette 11 Ambivalent in a Good Way: On Both Staying In and Leaving Academia, by Clare Forstie 12 From Stuck to Satisfied: Creating a Joyful, Balanced Life, by Kristine Lodge PART 4: CENTERING PERSONAL VALUES, CULTIVATING WORK–LIFE FULFILLMENT 13 Finding Your Place, Finding Your Voice, by Alexis Boyer 14 Well-Being as a Guiding Light Toward a Fulfilling Career, by Kristine M. Sikora 15 Embracing Uncertainty: Following My Values Toward a Career in Faculty Development, by Ryan Rideau PART 5: NAVIGATING INSTITUTIONAL STRUCTURES AND CULTURES 16 Horizontal Mentoring: The Positive Impact of a Diverse Graduate Student Professional Development Community, by Marisella Rodriguez and Sarah Silverman 17 When One Door Closes, Another Door . . . Also Closes: The Rewards and Challenges of Work in Diversity, Equity, and Inclusion, by Jacob McWilliams 18 Cultivating Community as an Administrator, by Sarah Chobot Hokanson 19 Queering Careers: LGBTQ+ Advocacy on Campus and Beyond, by Kimberly Creasap and Dorian Rhea Debussy Afterword: Fostering Career Versatility in PhD Education, by Trevor M. Verrot Appendix A. PhD Characteristics of Essay Contributors Appendix B. Current Employment Characteristics of Essay Contributors Appendix C. Personal Identities of Essay Contributors Annotated Bibliography About the Contributors Index

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Affiche du document The Ravine of Memory — The Ravine of Memory
Shay A. Pilnik
1h54min45
Etudes littéraires
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153 pages. Temps de lecture estimé 1h55min.
The Nazis and their collaborators buried over 100,000 victims at Babyn Yar, a ravine in modern-day Ukraine. Most of the individuals were Jewish, making this area one of the most infamous mass murder sites in history. The Ravine of Memory starts when the travesty ends, telling the story of the ravine’s memory and forgetting in Soviet literature and culture—in Russian as well as in Yiddish. This book challenges the prevailing binary conceptions of Babyn Yar as exclusively a Holocaust or a “Great Patriotic War” story. It is neither the exclusive product of Soviet censorship nor individual dissidents. Babyn Yar is more than a physical space where untold horrors took place. Symbolically, it is the ultimate meeting point of so many disparate threads of Soviet culture: the state and the artist, the Jew and the non-Jew, and the Holocaust and the Great Patriotic War. Ultimately, it is a place that reveals the frailty and courage of those who bear witness to atrocity.Foreword Preface Acknowledgments Introduction: Babyn Yar Unearthed 1. Early Responses 2. The Thaw and the Memory of Babyn Yar 3. The Second Thaw 4. Babyn Yar Set to Music 5. Documentary in Content, Fictional in Form: Anatoly Kuznetsov 6. “Their Memory Is Alive”: Babyn Yar on the Soviet Yiddish Literary Scene 7. “Let Us Go There by Foot”: Itsik Kipnis 8. A Lullaby to Babyn Yar: Shike Driz 9. Between Marranos and Conversos: The Next Generation of Kyiv Yiddish Writers Epilogue Notes Bibliography Index About the Author

The Ravine of Memory
Shay A. Pilnik
1h54min45
Etudes littéraires
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153 pages. Temps de lecture estimé 1h55min.
The Nazis and their collaborators buried over 100,000 victims at Babyn Yar, a ravine in modern-day Ukraine. Most of the individuals were Jewish, making this area one of the most infamous mass murder sites in history. The Ravine of Memory starts when the travesty ends, telling the story of the ravine’s memory and forgetting in Soviet literature and culture—in Russian as well as in Yiddish. This book challenges the prevailing binary conceptions of Babyn Yar as exclusively a Holocaust or a “Great Patriotic War” story. It is neither the exclusive product of Soviet censorship nor individual dissidents. Babyn Yar is more than a physical space where untold horrors took place. Symbolically, it is the ultimate meeting point of so many disparate threads of Soviet culture: the state and the artist, the Jew and the non-Jew, and the Holocaust and the Great Patriotic War. Ultimately, it is a place that reveals the frailty and courage of those who bear witness to atrocity.Foreword Preface Acknowledgments Introduction: Babyn Yar Unearthed 1. Early Responses 2. The Thaw and the Memory of Babyn Yar 3. The Second Thaw 4. Babyn Yar Set to Music 5. Documentary in Content, Fictional in Form: Anatoly Kuznetsov 6. “Their Memory Is Alive”: Babyn Yar on the Soviet Yiddish Literary Scene 7. “Let Us Go There by Foot”: Itsik Kipnis 8. A Lullaby to Babyn Yar: Shike Driz 9. Between Marranos and Conversos: The Next Generation of Kyiv Yiddish Writers Epilogue Notes Bibliography Index About the Author

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Affiche du document Literacies of Design — Literacies of Design
2h02min15
Techniques
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163 pages. Temps de lecture estimé 2h02min.
Though engineering design can tackle the world’s most pressing challenges, engineering-related courses and experiences are often alienating, especially to people from minoritized groups. Literacies of Design: Studies of Equity and Imagination in Engineering and Making covers the latest pedagogical theories—as well as case studies and practical tips—to support diverse people in identifying problems and designing solutions through engineering and making. Engineers tackle a range of problems, big and small, from climate change to viral transmission to improved handrails for persons with disabilities. Inclusion and equity efforts include not only preparing the next generation of engineers and makers, but also creating and fostering spaces where youth can express their ideas and bring forth their whole selves. This book offers theories and real-life examples for educators and practitioners at every level, from K–12 through higher education and beyond. Introduction: Literacies and Design for Equity, by Amy Wilson-Lopez, Alberto Esquinca, Joel Alejandro Mejia, and Eli Tucker-Raymond 1 “It’s Like a Rock Puzzle in a Wall”: Multiliteracies and Design Practices in First-Grade Engineering, by Salem R. Metzger, Alison K. Mercier, and Heidi B. Carlone 2 Elementary Students’ Communicative Practices in the Engineering Design Process Across Materials and Modes, by Lynn E. Shanahan, Mary B. McVee, and Katarina Silvestri 3 Amplifying a Student’s Voice: An Engineering Design Unit About Communication, by Gabriel DellaVecchia and Annemarie Sullivan Palincsar 4 Engineering Design in a Dual-Language Classroom, by Alberto Esquinca and Lidia Herrera-Rocha 5 The Face-to-Face Language of Engineering Design Teams in Urban Elementary Classrooms, by Patricia Paugh, Kristen Wendell, and Christopher Wright 6 Answerability in Making Democratic Worlds: An Exploration of One Fifth-Grade Teacher’s Engineering Communication in Service of Dialogic Citizenship, by Michelle E. Jordan 7 Action Civics, Literacies, and Design: Transforming Community Spaces Through Engineering and Civic Action, by Amy Wilson-Lopez, Karen Hazel Washburn, and Indhira María Hasbún 8 Twinning Critical Community and Technical Literacies: Exploring Design Literacies Toward Equitable and Consequential Making and Engineering With Historically Marginalized Youth, by Edna Tan and Angela Calabrese Barton 9 “It Will Be a Symphony of Children”: Learning STEM Literacies Through Technologies of the Heart in Making Spaces, by Eli Tucker-Raymond, Brian E. Gravel, Susan Klimczak, Aditi Wagh, and Ada Ren-Mitchell 10 Make Some Noise: Teens Respond to Sound Pollution in a Community Problem-Solving Project, by Jasmine Nation, David Sañosa, Joi Duncan, and Richard Durán 11 Designing for Justice in a School-Based Makerspace, by Virginia Killian Lund and Nathan C. Phillips 12 Contortion and Contextual Literacy: How Low-Income, First-Gen Engineering Students Manage Relationships Among People, Texts, and Objects, by Jessica M. Smith and Juan C. Lucena 13 Critical Literacies in Practice: Deconstructing Engineering Through an Engineering Social Justice Course, by Joel Alejandro Mejia and Renata A. Revelo About the Contributors Index

Literacies of Design
2h02min15
Techniques
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163 pages. Temps de lecture estimé 2h02min.
Though engineering design can tackle the world’s most pressing challenges, engineering-related courses and experiences are often alienating, especially to people from minoritized groups. Literacies of Design: Studies of Equity and Imagination in Engineering and Making covers the latest pedagogical theories—as well as case studies and practical tips—to support diverse people in identifying problems and designing solutions through engineering and making. Engineers tackle a range of problems, big and small, from climate change to viral transmission to improved handrails for persons with disabilities. Inclusion and equity efforts include not only preparing the next generation of engineers and makers, but also creating and fostering spaces where youth can express their ideas and bring forth their whole selves. This book offers theories and real-life examples for educators and practitioners at every level, from K–12 through higher education and beyond. Introduction: Literacies and Design for Equity, by Amy Wilson-Lopez, Alberto Esquinca, Joel Alejandro Mejia, and Eli Tucker-Raymond 1 “It’s Like a Rock Puzzle in a Wall”: Multiliteracies and Design Practices in First-Grade Engineering, by Salem R. Metzger, Alison K. Mercier, and Heidi B. Carlone 2 Elementary Students’ Communicative Practices in the Engineering Design Process Across Materials and Modes, by Lynn E. Shanahan, Mary B. McVee, and Katarina Silvestri 3 Amplifying a Student’s Voice: An Engineering Design Unit About Communication, by Gabriel DellaVecchia and Annemarie Sullivan Palincsar 4 Engineering Design in a Dual-Language Classroom, by Alberto Esquinca and Lidia Herrera-Rocha 5 The Face-to-Face Language of Engineering Design Teams in Urban Elementary Classrooms, by Patricia Paugh, Kristen Wendell, and Christopher Wright 6 Answerability in Making Democratic Worlds: An Exploration of One Fifth-Grade Teacher’s Engineering Communication in Service of Dialogic Citizenship, by Michelle E. Jordan 7 Action Civics, Literacies, and Design: Transforming Community Spaces Through Engineering and Civic Action, by Amy Wilson-Lopez, Karen Hazel Washburn, and Indhira María Hasbún 8 Twinning Critical Community and Technical Literacies: Exploring Design Literacies Toward Equitable and Consequential Making and Engineering With Historically Marginalized Youth, by Edna Tan and Angela Calabrese Barton 9 “It Will Be a Symphony of Children”: Learning STEM Literacies Through Technologies of the Heart in Making Spaces, by Eli Tucker-Raymond, Brian E. Gravel, Susan Klimczak, Aditi Wagh, and Ada Ren-Mitchell 10 Make Some Noise: Teens Respond to Sound Pollution in a Community Problem-Solving Project, by Jasmine Nation, David Sañosa, Joi Duncan, and Richard Durán 11 Designing for Justice in a School-Based Makerspace, by Virginia Killian Lund and Nathan C. Phillips 12 Contortion and Contextual Literacy: How Low-Income, First-Gen Engineering Students Manage Relationships Among People, Texts, and Objects, by Jessica M. Smith and Juan C. Lucena 13 Critical Literacies in Practice: Deconstructing Engineering Through an Engineering Social Justice Course, by Joel Alejandro Mejia and Renata A. Revelo About the Contributors Index

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Affiche du document Forging the Future — Forging the Future
2h08min15
Etudes supérieures
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171 pages. Temps de lecture estimé 2h08min.
Forging the Future: A History of the John Martinson Honors College, 2013–2023 is the story of a collaborative effort to build a visionary place: an academic-residential college that would bring together students from across disciplines and differences to rethink the goals and practices of a college education. Designed to be a hub for interdisciplinary learning and innovative pedagogy at Purdue University and a national leader in honors education, the John Martinson Honors College (JMHC) was first and foremost a dream of the future. How that collective dream took shape—from the first, speculative discussions of a college to the literal construction of its buildings and the arrival of its students—is a tale researched, written, and published by the students and alumni of the JMHC. Part institutional history, part biography of a place and its people, Forging the Future is a record of what hope and imagination can accomplish in ten years.Foreword, by Dean Rhonda Phillips Acknowledgments Introduction, by Emily Allen 1 Before the Honors College, by Jonathan Pfluger 2 The Creation of the Honors College, by David Keen 3 Case Study: The First Year, 2013–2014, by Mark Aronson 4 Interdisciplinary Academics, by Sean Giltmier 5 The Building, by Ella Stone 6 Student Community, by Maria Vawter 7 Diversity, Equity, Inclusion, and Belonging, by Pulkit Manchanda 8 International Engagement, by Isabelle Diaz 9 Leadership, by Elsa Davis 10 Prestigious Scholarships, by Jannine Huby 11 Case Study: The COVID-19 Year, 2020–2021, Veronica Galles 12 Research and Scholarly/Creative Projects, by Ella Hildebrand 13 The Future is Forged Here, by Carissa Ray A Conversation with John Martinson Afterword, by Jannine Huby Afterword, by Pulkit Manchanda About the Contributors Index

Forging the Future
2h08min15
Etudes supérieures
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171 pages. Temps de lecture estimé 2h08min.
Forging the Future: A History of the John Martinson Honors College, 2013–2023 is the story of a collaborative effort to build a visionary place: an academic-residential college that would bring together students from across disciplines and differences to rethink the goals and practices of a college education. Designed to be a hub for interdisciplinary learning and innovative pedagogy at Purdue University and a national leader in honors education, the John Martinson Honors College (JMHC) was first and foremost a dream of the future. How that collective dream took shape—from the first, speculative discussions of a college to the literal construction of its buildings and the arrival of its students—is a tale researched, written, and published by the students and alumni of the JMHC. Part institutional history, part biography of a place and its people, Forging the Future is a record of what hope and imagination can accomplish in ten years.Foreword, by Dean Rhonda Phillips Acknowledgments Introduction, by Emily Allen 1 Before the Honors College, by Jonathan Pfluger 2 The Creation of the Honors College, by David Keen 3 Case Study: The First Year, 2013–2014, by Mark Aronson 4 Interdisciplinary Academics, by Sean Giltmier 5 The Building, by Ella Stone 6 Student Community, by Maria Vawter 7 Diversity, Equity, Inclusion, and Belonging, by Pulkit Manchanda 8 International Engagement, by Isabelle Diaz 9 Leadership, by Elsa Davis 10 Prestigious Scholarships, by Jannine Huby 11 Case Study: The COVID-19 Year, 2020–2021, Veronica Galles 12 Research and Scholarly/Creative Projects, by Ella Hildebrand 13 The Future is Forged Here, by Carissa Ray A Conversation with John Martinson Afterword, by Jannine Huby Afterword, by Pulkit Manchanda About the Contributors Index

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Affiche du document Writing Gender in Early Modern Chinese Women's Tanci Fiction — Writing Gender in Early Modern Chinese Women's Tanci Fiction
Guo Li
2h06min00
Etudes littéraires
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168 pages. Temps de lecture estimé 2h06min.
Women’s tanci, or “plucking rhymes,” are chantefable narratives written by upper-class educated women from seventeenth-century to early twentieth-century China. Writing Gender in Early Modern Chinese Women’s Tanci Fiction offers a timely study on early modern Chinese women’s representations of gender, nation, and political activism in their tanci works before and after the Taiping Rebellion (1850 to 1864), as well as their depictions of warfare and social unrest. Women tanci authors’ redefinition of female exemplarity within the Confucian orthodox discourses of virtue, talent, chastity, and political integrity could be bourgeoning expressions of female exceptionalism and could have foreshadowed protofeminist ideals of heroism. They establish a realistic tenor in affirming feminine domestic authority, and open up spaces for discussions of “womanly becoming,” female exceptionalism, and shifting family power structures. The vernacular mode underlying these texts yields productive possibilities of gendered self-representations, bodily valences, and dynamic performances of sexual roles. The result is a vernacular discursive frame that enables women’s appropriation and refashioning of orthodox moral values as means of self-affirmation and self-realization. Validations of women’s political activism and loyalism to the nation attest to tanci as a premium vehicle for disseminating progressive social incentives to popular audiences. Women’s tanci marks early modern writers’ endeavors to carve out a space of feminine becoming, a discursive arena of feminine appropriation, reinvention, and boundary-crossings. In this light, women’s tanci portrays gendered mobility through depictions of a heroine’s voyages or social ascent, and entails a forward-moving historical progression toward a more autonomous and vested model of feminine subjectivity.Acknowledgments Note on Style and Excerpts Introduction: Toward a Spatialized Understanding of Women’s Literary Tanci Chapter One: Vernacular Literacy, Cross-Dressing, and Feminine Authority in Zhu Suxian’s Yulianhuan (Linked Rings of Jade) Chapter Two: Among Women: Feminine Homoeroticism in Li Guiyu’s Liuhuameng (Dream of the Pomegranate Flowers) Chapter Three: Gender, Syncretism, and Female Exemplarity: Jin Fangquan’s Qizhenzhuan (A Tale of Exceptional Chastity) Chapter Four: “Beyond Rouge and Powder”: Rewriting Female Talent in Sun Deying’s Jinyuyuan (Affinity of the Golden Fish) Chapter Five: A New Romance of the Nation-State: On Wang Oushang’s Zixuji (A Tale of Vacuity) Conclusion Glossary Works Cited Index About the Author

Writing Gender in Early Modern Chinese Women's Tanci Fiction
Guo Li
2h06min00
Etudes littéraires
Youscribe plus
168 pages. Temps de lecture estimé 2h06min.
Women’s tanci, or “plucking rhymes,” are chantefable narratives written by upper-class educated women from seventeenth-century to early twentieth-century China. Writing Gender in Early Modern Chinese Women’s Tanci Fiction offers a timely study on early modern Chinese women’s representations of gender, nation, and political activism in their tanci works before and after the Taiping Rebellion (1850 to 1864), as well as their depictions of warfare and social unrest. Women tanci authors’ redefinition of female exemplarity within the Confucian orthodox discourses of virtue, talent, chastity, and political integrity could be bourgeoning expressions of female exceptionalism and could have foreshadowed protofeminist ideals of heroism. They establish a realistic tenor in affirming feminine domestic authority, and open up spaces for discussions of “womanly becoming,” female exceptionalism, and shifting family power structures. The vernacular mode underlying these texts yields productive possibilities of gendered self-representations, bodily valences, and dynamic performances of sexual roles. The result is a vernacular discursive frame that enables women’s appropriation and refashioning of orthodox moral values as means of self-affirmation and self-realization. Validations of women’s political activism and loyalism to the nation attest to tanci as a premium vehicle for disseminating progressive social incentives to popular audiences. Women’s tanci marks early modern writers’ endeavors to carve out a space of feminine becoming, a discursive arena of feminine appropriation, reinvention, and boundary-crossings. In this light, women’s tanci portrays gendered mobility through depictions of a heroine’s voyages or social ascent, and entails a forward-moving historical progression toward a more autonomous and vested model of feminine subjectivity.Acknowledgments Note on Style and Excerpts Introduction: Toward a Spatialized Understanding of Women’s Literary Tanci Chapter One: Vernacular Literacy, Cross-Dressing, and Feminine Authority in Zhu Suxian’s Yulianhuan (Linked Rings of Jade) Chapter Two: Among Women: Feminine Homoeroticism in Li Guiyu’s Liuhuameng (Dream of the Pomegranate Flowers) Chapter Three: Gender, Syncretism, and Female Exemplarity: Jin Fangquan’s Qizhenzhuan (A Tale of Exceptional Chastity) Chapter Four: “Beyond Rouge and Powder”: Rewriting Female Talent in Sun Deying’s Jinyuyuan (Affinity of the Golden Fish) Chapter Five: A New Romance of the Nation-State: On Wang Oushang’s Zixuji (A Tale of Vacuity) Conclusion Glossary Works Cited Index About the Author

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Affiche du document Warrior Women and Trans Warriors — Warrior Women and Trans Warriors
Carolina Castellanos Gonella
1h51min45
Etudes littéraires
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149 pages. Temps de lecture estimé 1h52min.
Latin American literature has depicted warrior woman and trans warrior characters in armed conflicts, but literary critics have not paid much attention to their empowerment. They also have critiqued these characters using traditional gender binary concepts or have viewed their access to power as evil or abnormal. Warrior Women and Trans Warriors: Performing Masculinities in Twentieth-Century Latin American Literature introduces a new perspective by analyzing how one trans warrior and two warrior women from three canonical novels contest traditional codes of behavior and appearance. It examines Pintada in the Mexican novel Los de abajo (1915); doña Bárbara in the Venezuelan novel Doña Bárbara (1929); and Diadorim in the Brazilian novel Grande sertão: veredas (1956). Warrior Women and Trans Warriors focuses on how these three characters challenge conventional norms and empower themselves by giving orders, using weapons, fighting, competing with other characters, exposing traditional gender ideologies, and transgressing sartorial gender rules. Drawing on trans theory, intersectionality, gender performance theory, and masculinities studies, this book argues that performing masculinities allow these characters to occupy the place of the most-desired position of their contexts.Acknowledgments Introduction Chapter One: The Sartorial Transgressions of Warrior Women and Trans Warriors Chapter Two: Empowered Names, Disempowered Nicknames Chapter Three: The Masculinities of Trans Warriors and Warrior Women Chapter Four: Warrior Women, Trans Warriors, and Traditional Feminine Characters Chapter Five: Trans Warriors and Warrior Women in Twentieth-Century Latin America Epilogue Notes Bibliography Index

Warrior Women and Trans Warriors
Carolina Castellanos Gonella
1h51min45
Etudes littéraires
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149 pages. Temps de lecture estimé 1h52min.
Latin American literature has depicted warrior woman and trans warrior characters in armed conflicts, but literary critics have not paid much attention to their empowerment. They also have critiqued these characters using traditional gender binary concepts or have viewed their access to power as evil or abnormal. Warrior Women and Trans Warriors: Performing Masculinities in Twentieth-Century Latin American Literature introduces a new perspective by analyzing how one trans warrior and two warrior women from three canonical novels contest traditional codes of behavior and appearance. It examines Pintada in the Mexican novel Los de abajo (1915); doña Bárbara in the Venezuelan novel Doña Bárbara (1929); and Diadorim in the Brazilian novel Grande sertão: veredas (1956). Warrior Women and Trans Warriors focuses on how these three characters challenge conventional norms and empower themselves by giving orders, using weapons, fighting, competing with other characters, exposing traditional gender ideologies, and transgressing sartorial gender rules. Drawing on trans theory, intersectionality, gender performance theory, and masculinities studies, this book argues that performing masculinities allow these characters to occupy the place of the most-desired position of their contexts.Acknowledgments Introduction Chapter One: The Sartorial Transgressions of Warrior Women and Trans Warriors Chapter Two: Empowered Names, Disempowered Nicknames Chapter Three: The Masculinities of Trans Warriors and Warrior Women Chapter Four: Warrior Women, Trans Warriors, and Traditional Feminine Characters Chapter Five: Trans Warriors and Warrior Women in Twentieth-Century Latin America Epilogue Notes Bibliography Index

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Affiche du document Assessing Handlers for Competence in Animal-Assisted Interventions — Assessing Handlers for Competence in Animal-Assisted Interventions
Ann R. Howie
1h13min30
Animaux
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98 pages. Temps de lecture estimé 1h13min.
Through practical, real-life examples, Assessing Handlers for Competence in Animal-Assisted Interventions provides guidance to any person working with animals in any setting. Facilities that have volunteers who work independently are in the greatest need of competent handlers, yet many of those facilities accept handlers with only proof of animal vaccinations. Other facilities accept an evaluation of the animal-handler team without knowing whether that evaluation relates to their facility or client dynamics. Both of these problems easily can be remedied with basic guidance.Howie brings more than thirty years of experience as an AAI provider, coordinator, and mental health therapist to bear on the topic of competence for animal handlers. In a friendly, easy-to-read style, she clearly explains the need for competencies while identifying broad categories currently in use. She then outlines training that addresses those competencies based on individual facility and client dynamics. She further describes one model for easily integrating competency assessment into an interview and provides a form for documenting the competency assessment. Additionally, Howie addresses how to deal with problems that can arise in program management.Anyone who reads this book will come away with the knowledge and confidence to assess handlers’ competence.Since the 1960s, the field of education in the U.S. has been increasingly influenced by the concept of competency-based education: helping students learn performance-based competencies rather than solely learning data. Competency-based education focuses on outcomes rather than the learning itself. The concept of competency has become integrated into many fields, including animal-assisted interventions (AAI). Organizations like the American Counseling Association and the American Psychological Association (the Human-Animal Interaction section of Division 17) have published competencies related not only to providing mental health therapy but also to providing such therapy with the assistance of a therapy animal.It follows that volunteer animal handlers as well as professional therapists could be expected to demonstrate competence in the broad field of AAI (activities, therapy, education/learning, literacy, and more). It is becoming more common in the U.S. to find volunteers in hospitals with their therapy dogs. Even television shows and com¬mercials now include therapy dogs in their scripts.Volunteer AAI handlers in facilities generally work quite independently with their animals, often without direct supervision. In contrast, some animal handlers work directly with a human healthcare clinician in mental or physical health, where the animal handler is responsible for the animal and the therapist staff member is responsible for the client. Even in this latter situation, the therapist rarely provides direct supervision to the animal handler and may not have influence over which animal-handler team to work with.Given the high level of independent work, finding an animal-handler team who is a good fit is essential for everyone’s safety. This book provides guidance to clini¬cians, facility staff, and program coordinators to help them determine whether a han¬dler is competent to independently provide safe service in their facility or program.Foreword In Gratitude Introduction 1. The Importance of Assessing Handler Competence 2. What Is CompetencyBased Assessment? 3. AAI Competencies 4. Training for Competence 5. Conducting Your CompetencyBased Assessment 6. Animal Competencies 7. The Coordinator’s Role in Animal Welfare 8. Assessing the Handler’s Attention to Animal Welfare 9. Bumps in the Road 10. Putting It All Together Appendix A. Handler Competency Form Appendix B. S.E.E. the P.U.P. Appendix C. Interview Questions and Answers Appendix D. References and Resources About the Author

Assessing Handlers for Competence in Animal-Assisted Interventions
Ann R. Howie
1h13min30
Animaux
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98 pages. Temps de lecture estimé 1h13min.
Through practical, real-life examples, Assessing Handlers for Competence in Animal-Assisted Interventions provides guidance to any person working with animals in any setting. Facilities that have volunteers who work independently are in the greatest need of competent handlers, yet many of those facilities accept handlers with only proof of animal vaccinations. Other facilities accept an evaluation of the animal-handler team without knowing whether that evaluation relates to their facility or client dynamics. Both of these problems easily can be remedied with basic guidance.Howie brings more than thirty years of experience as an AAI provider, coordinator, and mental health therapist to bear on the topic of competence for animal handlers. In a friendly, easy-to-read style, she clearly explains the need for competencies while identifying broad categories currently in use. She then outlines training that addresses those competencies based on individual facility and client dynamics. She further describes one model for easily integrating competency assessment into an interview and provides a form for documenting the competency assessment. Additionally, Howie addresses how to deal with problems that can arise in program management.Anyone who reads this book will come away with the knowledge and confidence to assess handlers’ competence.Since the 1960s, the field of education in the U.S. has been increasingly influenced by the concept of competency-based education: helping students learn performance-based competencies rather than solely learning data. Competency-based education focuses on outcomes rather than the learning itself. The concept of competency has become integrated into many fields, including animal-assisted interventions (AAI). Organizations like the American Counseling Association and the American Psychological Association (the Human-Animal Interaction section of Division 17) have published competencies related not only to providing mental health therapy but also to providing such therapy with the assistance of a therapy animal.It follows that volunteer animal handlers as well as professional therapists could be expected to demonstrate competence in the broad field of AAI (activities, therapy, education/learning, literacy, and more). It is becoming more common in the U.S. to find volunteers in hospitals with their therapy dogs. Even television shows and com¬mercials now include therapy dogs in their scripts.Volunteer AAI handlers in facilities generally work quite independently with their animals, often without direct supervision. In contrast, some animal handlers work directly with a human healthcare clinician in mental or physical health, where the animal handler is responsible for the animal and the therapist staff member is responsible for the client. Even in this latter situation, the therapist rarely provides direct supervision to the animal handler and may not have influence over which animal-handler team to work with.Given the high level of independent work, finding an animal-handler team who is a good fit is essential for everyone’s safety. This book provides guidance to clini¬cians, facility staff, and program coordinators to help them determine whether a han¬dler is competent to independently provide safe service in their facility or program.Foreword In Gratitude Introduction 1. The Importance of Assessing Handler Competence 2. What Is CompetencyBased Assessment? 3. AAI Competencies 4. Training for Competence 5. Conducting Your CompetencyBased Assessment 6. Animal Competencies 7. The Coordinator’s Role in Animal Welfare 8. Assessing the Handler’s Attention to Animal Welfare 9. Bumps in the Road 10. Putting It All Together Appendix A. Handler Competency Form Appendix B. S.E.E. the P.U.P. Appendix C. Interview Questions and Answers Appendix D. References and Resources About the Author

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Affiche du document Teaching and Learning in STEM With Computation, Modeling, and Simulation Practices — Teaching and Learning in STEM With Computation, Modeling, and Simulation Practices
Alejandra J. Magana
1h12min00
Informatique
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96 pages. Temps de lecture estimé 1h12min.
Computation, modeling, and simulation practices are commonplace in the STEM workplace, yet formal training embedded in disciplinary practices is not as standard in the undergraduate classroom. Teaching and Learning in STEM With Computation, Modeling, and Simulation Practices: A Guide for Practitioners and Researchers gives instructors a handbook to ensure their curriculum bridges the gap between the classroom and workplace by equipping students with computational skills and preparing them for a rewarding career in STEM. Grounded in theory and supported by fifteen years of education research at the undergraduate level, this book provides instructional, pedagogical, and assessment guidance for integrating modeling and simulation practices into the undergraduate classroom.Preface INTRODUCTION CHAPTER 1 CHAPTER 2 CHAPTER 3 CHAPTER 4 CONCLUSION APPENDICES Acknowledgments References Index About the Contributors About the Author

Teaching and Learning in STEM With Computation, Modeling, and Simulation Practices
Alejandra J. Magana
1h12min00
Informatique
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96 pages. Temps de lecture estimé 1h12min.
Computation, modeling, and simulation practices are commonplace in the STEM workplace, yet formal training embedded in disciplinary practices is not as standard in the undergraduate classroom. Teaching and Learning in STEM With Computation, Modeling, and Simulation Practices: A Guide for Practitioners and Researchers gives instructors a handbook to ensure their curriculum bridges the gap between the classroom and workplace by equipping students with computational skills and preparing them for a rewarding career in STEM. Grounded in theory and supported by fifteen years of education research at the undergraduate level, this book provides instructional, pedagogical, and assessment guidance for integrating modeling and simulation practices into the undergraduate classroom.Preface INTRODUCTION CHAPTER 1 CHAPTER 2 CHAPTER 3 CHAPTER 4 CONCLUSION APPENDICES Acknowledgments References Index About the Contributors About the Author

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Affiche du document Buried Truths and the Hyatt Skywalks — Buried Truths and the Hyatt Skywalks
Richard A. Serrano
2h54min45
Histoire
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233 pages. Temps de lecture estimé 2h55min.
In 1981 the sudden collapse of two skywalks in Kansas City’s Hyatt hotel killed 114 people and injured another 200. There never was a public trial, nor a full airing of everything that went wrong. Richard A. Serrano shared a Pulitzer Prize for his coverage of the disaster at the time; now he returns to the tragedy to learn all that went wrong, how it could have been avoided, and what lasting effects persist today—for engineering and the legal system, but most importantly those who suffered. Drawing on legal depositions, evidentiary material, and recollections from 240 survivors, first responders, and construction officials, Buried Truths and the Hyatt Skywalks is the story of this monumental catastrophe and what it teaches us today.The Friday evening Tea Dance was all the rage that summer of 1981. Each week the lobby filled with throngs of revelers, some celebrating atop the skywalks themselves. On July 17, without warning, the steel support systems buckled and the concrete and glass skywalks crashed onto the crowded lobby. The devastation reverberated far beyond the ruins. Firefighters, police officers, and paramedics suffered from deep depression, cycled through divorce, hit the bottle, and in some instances committed suicide. The hotel had been built using a new fast-track method with key construction decisions often made on the fly, including changing the skywalk design from six heavy hanger rods to twelve thinner poles. Within a year the skywalks were splintering inside. Even then the collapse could have been averted, but special inspection panels to check the hanging walkways were never opened.Though wholly avoidable, the Hyatt disaster did bring significant changes—some good and some problematic. Tougher industry guidelines were enforced for US construction projects. Police officers, firefighters, and health care workers are now treated for PTSD and other psychological trauma after working a tragic event. But the rush to settle all the Hyatt lawsuits helped usher in a controversial new era of nondisclosure agreements.Buried Truths and the Hyatt Skywalks explores America’s worst structural engineering disaster. Though the world has moved on, survivors and witnesses still vividly recall that night. This is their story.Author’s Note Prologue Part 1. Regency 1. Molly Riley 2. The Crown 3. The Pritzkers 4. Haunted Ground 5. Pauly 6. The Roof Falls In 7. Thin and Invisible Part 2. Requiem 8. Tea Dance 9. Silence, Then Screams 10. There Seemed No End 11. The Hanson Sisters 12. Blood and Mums 13. John Tvedten 14. Jeff Durham 15. Hard Rain 16. Rush to Reopen 17. Lieutenant John T. Dixon Part 3. Reckoning 18. 9ue 19. Case Closed 20. Payday 21. Sally Firestone 22. The Fireman’s Rule 23. Moen Phillips 24. Someone to Blame 25. Robert Gordon 26. Legacy Postscript Sources Index

Buried Truths and the Hyatt Skywalks
Richard A. Serrano
2h54min45
Histoire
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233 pages. Temps de lecture estimé 2h55min.
In 1981 the sudden collapse of two skywalks in Kansas City’s Hyatt hotel killed 114 people and injured another 200. There never was a public trial, nor a full airing of everything that went wrong. Richard A. Serrano shared a Pulitzer Prize for his coverage of the disaster at the time; now he returns to the tragedy to learn all that went wrong, how it could have been avoided, and what lasting effects persist today—for engineering and the legal system, but most importantly those who suffered. Drawing on legal depositions, evidentiary material, and recollections from 240 survivors, first responders, and construction officials, Buried Truths and the Hyatt Skywalks is the story of this monumental catastrophe and what it teaches us today.The Friday evening Tea Dance was all the rage that summer of 1981. Each week the lobby filled with throngs of revelers, some celebrating atop the skywalks themselves. On July 17, without warning, the steel support systems buckled and the concrete and glass skywalks crashed onto the crowded lobby. The devastation reverberated far beyond the ruins. Firefighters, police officers, and paramedics suffered from deep depression, cycled through divorce, hit the bottle, and in some instances committed suicide. The hotel had been built using a new fast-track method with key construction decisions often made on the fly, including changing the skywalk design from six heavy hanger rods to twelve thinner poles. Within a year the skywalks were splintering inside. Even then the collapse could have been averted, but special inspection panels to check the hanging walkways were never opened.Though wholly avoidable, the Hyatt disaster did bring significant changes—some good and some problematic. Tougher industry guidelines were enforced for US construction projects. Police officers, firefighters, and health care workers are now treated for PTSD and other psychological trauma after working a tragic event. But the rush to settle all the Hyatt lawsuits helped usher in a controversial new era of nondisclosure agreements.Buried Truths and the Hyatt Skywalks explores America’s worst structural engineering disaster. Though the world has moved on, survivors and witnesses still vividly recall that night. This is their story.Author’s Note Prologue Part 1. Regency 1. Molly Riley 2. The Crown 3. The Pritzkers 4. Haunted Ground 5. Pauly 6. The Roof Falls In 7. Thin and Invisible Part 2. Requiem 8. Tea Dance 9. Silence, Then Screams 10. There Seemed No End 11. The Hanson Sisters 12. Blood and Mums 13. John Tvedten 14. Jeff Durham 15. Hard Rain 16. Rush to Reopen 17. Lieutenant John T. Dixon Part 3. Reckoning 18. 9ue 19. Case Closed 20. Payday 21. Sally Firestone 22. The Fireman’s Rule 23. Moen Phillips 24. Someone to Blame 25. Robert Gordon 26. Legacy Postscript Sources Index

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Affiche du document The Canine-Campus Connection — The Canine-Campus Connection
2h20min15
Animaux
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187 pages. Temps de lecture estimé 2h20min.
A primary mission of universities is promoting student success and well-being. Many college and university personnel have implemented initiatives that offer students the documented benefits of positive human-animal interaction (HAI). Accumulating evidence suggests that assistance dogs, therapy dogs, and shelter dogs can support student wellness and learning. The best programs balance the welfare of humans and canines while assessing students’ needs and complying with all laws and regulations. Contributors to this edited volume have drawn upon research across many disciplines as well as their extensive practical experiences to produce a timely and valuable resource—for administrators and students. Whether readers are just getting started or striving to improve well-established programs, The Canine-Campus Connection provides authoritative, evidence-based guidance on bringing college students and canines together in reciprocally beneficial ways. Part one examines the interactions between postsecondary students and canines by reviewing the literature on the human-canine bond. It establishes what necessarily must be the top priority in canine-assisted activities and therapy: the health and safety of both. Part two highlights four major categories of dogs that students are likely to interact with on and off campus: service dogs, emotional support animals (ESAs), therapy dogs, and homeless dogs. Part three emphasizes ways in which dogs can influence student learning during classes and across aspects of their professional development. Part four considers future directions. Authors take the stance that enriching and enlarging interactions between college students and canines will require university personnel who plan and evaluate events, projects, and programs. The book concludes with the recommendation that colleges and universities move toward more dog-friendly campus cultures.PART ONE: DOGS ON CAMPUS Introduction: Letting the Dogs In, by Mary Renck Jalongo 1. Transitioning to College Life: Research Evidence of Dogs’ Effects on Humans, by Mary-Ann Sontag Bowman and Mary Renck Jalongo 2. Bringing Postsecondary Students Together with Dogs: Dog Welfare, Health, Safety, and Liability Considerations, by Laura Bruneau and Amy Johnson PART TWO: TYPES OF DOGS 3. Service Dogs: Performing Helpful Tasks for People With Disabilities, by Mary Renck Jalongo 4. Emotional Support Animals: Therapeutic Companions for Students with Disabilities in Campus Housing, by Janet Hoy-Gerlach, Enjie Hall, and Bradley J. Menard 5. Therapy Dogs and Facility Dogs: Supporting Well-Being, by Mary Renck Jalongo and Lorraine J. Guth 6. Shelter Dogs: Service-Learning Projects with Animal Welfare Organizations by Mary Renck Jalongo and Tunde Szecsi PART THREE: INVOLVING CANINES ACROSS THE DISCIPLINES 7. Increasing Student Engagement: Roles for Dogs in College Courses, by Mary Renck Jalongo and Lorraine J. Guth 8. Meeting Professional Expectations: Practica, Internships, Volunteerism, and Collaborative Research with Faculty, by Jean P. Kirnan and Taylor Scott PART FOUR: FUTURE DIRECTIONS 9. Evaluating Outcomes: Events, Projects, and Programs Involving Dogs, by Mary Renck Jalongo and Theresa McDevitt 10. Possible Futures: Moving Toward a More Dog-Friendly Campus Culture, by Mary Renck Jalongo Afterword Index

The Canine-Campus Connection
2h20min15
Animaux
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187 pages. Temps de lecture estimé 2h20min.
A primary mission of universities is promoting student success and well-being. Many college and university personnel have implemented initiatives that offer students the documented benefits of positive human-animal interaction (HAI). Accumulating evidence suggests that assistance dogs, therapy dogs, and shelter dogs can support student wellness and learning. The best programs balance the welfare of humans and canines while assessing students’ needs and complying with all laws and regulations. Contributors to this edited volume have drawn upon research across many disciplines as well as their extensive practical experiences to produce a timely and valuable resource—for administrators and students. Whether readers are just getting started or striving to improve well-established programs, The Canine-Campus Connection provides authoritative, evidence-based guidance on bringing college students and canines together in reciprocally beneficial ways. Part one examines the interactions between postsecondary students and canines by reviewing the literature on the human-canine bond. It establishes what necessarily must be the top priority in canine-assisted activities and therapy: the health and safety of both. Part two highlights four major categories of dogs that students are likely to interact with on and off campus: service dogs, emotional support animals (ESAs), therapy dogs, and homeless dogs. Part three emphasizes ways in which dogs can influence student learning during classes and across aspects of their professional development. Part four considers future directions. Authors take the stance that enriching and enlarging interactions between college students and canines will require university personnel who plan and evaluate events, projects, and programs. The book concludes with the recommendation that colleges and universities move toward more dog-friendly campus cultures.PART ONE: DOGS ON CAMPUS Introduction: Letting the Dogs In, by Mary Renck Jalongo 1. Transitioning to College Life: Research Evidence of Dogs’ Effects on Humans, by Mary-Ann Sontag Bowman and Mary Renck Jalongo 2. Bringing Postsecondary Students Together with Dogs: Dog Welfare, Health, Safety, and Liability Considerations, by Laura Bruneau and Amy Johnson PART TWO: TYPES OF DOGS 3. Service Dogs: Performing Helpful Tasks for People With Disabilities, by Mary Renck Jalongo 4. Emotional Support Animals: Therapeutic Companions for Students with Disabilities in Campus Housing, by Janet Hoy-Gerlach, Enjie Hall, and Bradley J. Menard 5. Therapy Dogs and Facility Dogs: Supporting Well-Being, by Mary Renck Jalongo and Lorraine J. Guth 6. Shelter Dogs: Service-Learning Projects with Animal Welfare Organizations by Mary Renck Jalongo and Tunde Szecsi PART THREE: INVOLVING CANINES ACROSS THE DISCIPLINES 7. Increasing Student Engagement: Roles for Dogs in College Courses, by Mary Renck Jalongo and Lorraine J. Guth 8. Meeting Professional Expectations: Practica, Internships, Volunteerism, and Collaborative Research with Faculty, by Jean P. Kirnan and Taylor Scott PART FOUR: FUTURE DIRECTIONS 9. Evaluating Outcomes: Events, Projects, and Programs Involving Dogs, by Mary Renck Jalongo and Theresa McDevitt 10. Possible Futures: Moving Toward a More Dog-Friendly Campus Culture, by Mary Renck Jalongo Afterword Index

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Affiche du document Pledge and Promise — Pledge and Promise
Angie Klink
5h08min15
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411 pages. Temps de lecture estimé 5h08min.
Pledge and Promise documents the important historical significance of fraternity, sorority, and cooperative life at Purdue University. Featuring more than 250 photos, this pictorial volume tells the fascinating stories of how Greek and cooperative organizations have evolved, while honoring their core values since 1875. Pledge and Promise also highlights a sampling of the people who have contributed and benefited from their associations with these student groups. Featuring heartfelt, inspiring, humorous, and even disheartening accounts, this narrative reveals successes and setbacks.Greek and cooperative organizations have always offered valuable, life-affirming opportunities and powerful traditions that foster personal growth and lasting career skills. With this attractive, richly illustrated book, Boilermakers who once called a fraternity, sorority, or cooperative “home” will be reminded of the spirit of fun and the enduring bonds nurtured throughout their formative years at Purdue University.Foreword Preface 1 Greek Beginnings 2 Cooperative House Beginnings 3 The National Pan-Hellenic Council 4 Multicultural Greek Life 5 Purdue’s First Fraternity 6 Fraternity Stories through the Decades 7 Purdue’s First Sorority 8 Sorority Stories through the Decades 9 Rush for Women 10 Rush for Men 11 The Interfraternity Council 12 The Divine Nine 13 Cooperative House Stories through the Decades 14 The Panhellenic Association 15 Pomp and Fun Circumstances 16 Athletics 17 Special-Focus Chapters: A Sampling 18 Turning Hazing into Helping 19 Alcohol 20 Civic Engagement 21 Scholarships and Trophies 22 Publications 23 Historic Structures and Tower Acres 24 Tragedies 25 Housemothers 26 Distinguished Alumni Notes Bibliography Index About the Author

Pledge and Promise
Angie Klink
5h08min15
Histoire
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411 pages. Temps de lecture estimé 5h08min.
Pledge and Promise documents the important historical significance of fraternity, sorority, and cooperative life at Purdue University. Featuring more than 250 photos, this pictorial volume tells the fascinating stories of how Greek and cooperative organizations have evolved, while honoring their core values since 1875. Pledge and Promise also highlights a sampling of the people who have contributed and benefited from their associations with these student groups. Featuring heartfelt, inspiring, humorous, and even disheartening accounts, this narrative reveals successes and setbacks.Greek and cooperative organizations have always offered valuable, life-affirming opportunities and powerful traditions that foster personal growth and lasting career skills. With this attractive, richly illustrated book, Boilermakers who once called a fraternity, sorority, or cooperative “home” will be reminded of the spirit of fun and the enduring bonds nurtured throughout their formative years at Purdue University.Foreword Preface 1 Greek Beginnings 2 Cooperative House Beginnings 3 The National Pan-Hellenic Council 4 Multicultural Greek Life 5 Purdue’s First Fraternity 6 Fraternity Stories through the Decades 7 Purdue’s First Sorority 8 Sorority Stories through the Decades 9 Rush for Women 10 Rush for Men 11 The Interfraternity Council 12 The Divine Nine 13 Cooperative House Stories through the Decades 14 The Panhellenic Association 15 Pomp and Fun Circumstances 16 Athletics 17 Special-Focus Chapters: A Sampling 18 Turning Hazing into Helping 19 Alcohol 20 Civic Engagement 21 Scholarships and Trophies 22 Publications 23 Historic Structures and Tower Acres 24 Tragedies 25 Housemothers 26 Distinguished Alumni Notes Bibliography Index About the Author

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Affiche du document A Spirit of Service — A Spirit of Service
John Norberg
3h23min15
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271 pages. Temps de lecture estimé 3h23min.
A Spirit of Service: Purdue University and the United States Military is a richly illustrated, comprehensive look at the intersection of this great land-grant university and the US military since classes first began in 1874. Spearheaded by the Purdue University College of Engineering in recognition of its 150th anniversary, this book examines how Purdue Boilermakers have played a consequential role in defending democracy, freedom, and independence in times of war and great duress.Pioneering Purdue contributions include more than one hundred faculty working on the Manhattan Project, learning how to better cool machine gun barrels, and making radar practical—all during World War II—as well as the transition from vacuum tubes to semiconductors, Dorothy Stratton advancing the role of women in the military, the founding of the National Society of Black Engineers, the first School of Engineering Education, the first university airport, and, most famously, Neil Armstrong, a US Navy officer and Purdue alumnus, and the first human to set foot on the moon.Today Purdue is at the forefront of drones, hypersonics, energetics, artificial intelligence, space exploration, cybersecurity, semiconductors, and much more. In fact, approximately one-third of US spaceflights have included a Boilermaker astronaut, and many of those alumni served in the military. This large number of astronauts partially stems from a Purdue–Air Force Academy program to provide advanced degrees to graduating officers. A Spirit of Service tells the stories of men and women who lived this history, from ROTC students to a Medal of Honor recipient, from soldiers at the front during the Great War to a man who witnessed the December 7, 1941 attack on Pearl Harbor, from a pilot who led thousands of planes in bombing missions over Germany during World War II to military astronauts, from trailblazing female officers and pilots to twenty-first-century teachers and researchers who are creating the future. This volume records the stories of Purdue men and women whose patriotism, leadership, and heroism have preserved life, liberty, and the pursuit of happiness for generations of Americans—past, present, and future.Foreword Preface PART I: 1862–1918 1. Legislation to Build a Nation 2. An “All-American” Military Band 3. Purdue Battery B, “Pancho” Villa, and the Texas-Mexican Border Profile: Benjamin Franklin Wolfe 4. The Great War Profile: Charles R. Brouse PART II: 1918–1945 5. Aeronautical Engineering Takes Off at Purdue 6. The Purdue University Airport 7. Preparing for War at Purdue 8. Two Boilermakers and a Sunday That Changed the World 9. They All Wanted in on It Profile: John F. Babbitt 10. War Research at Purdue PART III: 1946–2024 11. The Servicemen’s Readjustment Act 12. Purdue, the Military, and Space 13. A Team Like No Other: Six National Championships 14. Change 15. Women Get Their Opportunity in the Military Profile: Major (Ret.) Heather Penney 16. Navy Enlisted Scientific Education Program and Purdue 17. ROTC at Purdue Profile: Lieutenant General (Ret.) Christopher P. Weggeman 18. Support for Military Service Members and Families 19. Purdue Global, Purdue University Online, and the Military 20. Graduate Degrees for U.S. Coast Guard and Royal Australian Air Force Members 21. Purdue Military Research Institute (PMRI) Graduate Degrees for Active Military Officers 22. National Security Technology Research Notes Index About the Author

A Spirit of Service
John Norberg
3h23min15
Histoire
Youscribe plus
271 pages. Temps de lecture estimé 3h23min.
A Spirit of Service: Purdue University and the United States Military is a richly illustrated, comprehensive look at the intersection of this great land-grant university and the US military since classes first began in 1874. Spearheaded by the Purdue University College of Engineering in recognition of its 150th anniversary, this book examines how Purdue Boilermakers have played a consequential role in defending democracy, freedom, and independence in times of war and great duress.Pioneering Purdue contributions include more than one hundred faculty working on the Manhattan Project, learning how to better cool machine gun barrels, and making radar practical—all during World War II—as well as the transition from vacuum tubes to semiconductors, Dorothy Stratton advancing the role of women in the military, the founding of the National Society of Black Engineers, the first School of Engineering Education, the first university airport, and, most famously, Neil Armstrong, a US Navy officer and Purdue alumnus, and the first human to set foot on the moon.Today Purdue is at the forefront of drones, hypersonics, energetics, artificial intelligence, space exploration, cybersecurity, semiconductors, and much more. In fact, approximately one-third of US spaceflights have included a Boilermaker astronaut, and many of those alumni served in the military. This large number of astronauts partially stems from a Purdue–Air Force Academy program to provide advanced degrees to graduating officers. A Spirit of Service tells the stories of men and women who lived this history, from ROTC students to a Medal of Honor recipient, from soldiers at the front during the Great War to a man who witnessed the December 7, 1941 attack on Pearl Harbor, from a pilot who led thousands of planes in bombing missions over Germany during World War II to military astronauts, from trailblazing female officers and pilots to twenty-first-century teachers and researchers who are creating the future. This volume records the stories of Purdue men and women whose patriotism, leadership, and heroism have preserved life, liberty, and the pursuit of happiness for generations of Americans—past, present, and future.Foreword Preface PART I: 1862–1918 1. Legislation to Build a Nation 2. An “All-American” Military Band 3. Purdue Battery B, “Pancho” Villa, and the Texas-Mexican Border Profile: Benjamin Franklin Wolfe 4. The Great War Profile: Charles R. Brouse PART II: 1918–1945 5. Aeronautical Engineering Takes Off at Purdue 6. The Purdue University Airport 7. Preparing for War at Purdue 8. Two Boilermakers and a Sunday That Changed the World 9. They All Wanted in on It Profile: John F. Babbitt 10. War Research at Purdue PART III: 1946–2024 11. The Servicemen’s Readjustment Act 12. Purdue, the Military, and Space 13. A Team Like No Other: Six National Championships 14. Change 15. Women Get Their Opportunity in the Military Profile: Major (Ret.) Heather Penney 16. Navy Enlisted Scientific Education Program and Purdue 17. ROTC at Purdue Profile: Lieutenant General (Ret.) Christopher P. Weggeman 18. Support for Military Service Members and Families 19. Purdue Global, Purdue University Online, and the Military 20. Graduate Degrees for U.S. Coast Guard and Royal Australian Air Force Members 21. Purdue Military Research Institute (PMRI) Graduate Degrees for Active Military Officers 22. National Security Technology Research Notes Index About the Author

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