Documents pour «Anthem Press»

Documents pour "Anthem Press"
Affiche du document Modern Persian, Elementary Level

Modern Persian, Elementary Level

Iago Gocheleishvili

3h15min45

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261 pages. Temps de lecture estimé 3h16min.
An integrated, straightforward and culturally engaging course designed for achieving functional proficiency in spoken and written Persian in two semestersModern Persian, Elementary Level is an innovative Persian language textbook. It is intended for university-level learners and features material for two consecutive semesters of elementary Persian. The textbook implements the most recent trends in language instruction including the basic tenets of flipped learning and communicative language teaching methodology with a student-centric approach to language instruction. Strengthened by its contemporary real-world topics; high-frequency structures and vocabulary; thematic presentation of material; a plethora of engaging speaking activities in each chapter; designated listening, reading and writing sections; and integration of cultural material, this textbook is a straightforward and culturally engaging way to acquire functional proficiency in spoken and written Persian. Complete with a companion website with over 200 audio and video presentations, an answer key, a searchable audio dictionary and a special appendix for instructors that features classroom activity materials for the entire year, this textbook is an innovative and modern language-learning resource. The textbook also comes in an E-book format to make language learning accessible on the go, wherever you are. The companion website for the book can be accessed here: https://sites.google.com/a/anthempress.com/modern-persian/List of Figures and Tables; Acknowledgements; Introduction to the Persian Language; About the Textbook; To the Student; To the Instructor; Credits for images and illustrations featured in the book; 1. Greetings and Introductions; 2. My Family; 3. Occupation and Profession; 4. Daily Activities; 5. My University; 6. Home and House; 7. My Home Town and Country; 8. Shopping; 9. Review; 10. Weather; 11. Personality Traits; 12. Traveling in Iran; Appendix A Understanding Persian Verbs: Why Do “They All Appear Alike”?; Appendix B High Frequency Base Verbs in Present, Past and Subjunctive Forms; Appendix C High Frequency Composite Verbs in Present Tense, Past Tense, and Subjunctive; Appendix D Simple Guide to Useful Verb Categories in Persian (with Examples); Appendix E A Quick Guide to Differences Between Spelling and Pronunciation in Persian; Appendix F Grammarian’s Corner; Appendix G Answer Key; Appendix H Instructor’s Resources; Dictionary.
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Affiche du document Teaching Palestine on an Israeli University Campus

Teaching Palestine on an Israeli University Campus

Daphna Golan-Agnon

1h05min15

  • Sciences humaines et sociales
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87 pages. Temps de lecture estimé 1h05min.
Israeli and Palestinian students take a walking tour in a practice-led course on human rights in the reality around themThe word “occupation” is not heard in classrooms on the Hebrew University campus, at the heart of Palestinian East Jerusalem. The “war outside” is not spoken of. Israeli and Palestinian students unsettle this denial for the first time in a practice-led course on human rights in the reality around them.  Readers join the students for a walking tour of the Palestinian neighborhoods surrounding the Mt. Scopus campus to explore the complex relations between education, civil engagement, and the occupation. A short walk from the campus of the best university in Israel and one that is outstanding by global standards takes us to the neighboring village of Issawiyye. Here readers learn with the students about the poor education in East Jerusalem, where most youth have no access to higher education. The tour continues to Sheikh Jarrah, a neighborhood bordering the campus, where, after four decades of legal procedures, the Israeli courts authorized the police to evict Palestinian families from their homes so that Jewish settlers could occupy them. The tour then takes the students and readers to the abandoned village of Lifta. Here, in the magnificent historical village, Israeli and Palestinian students debate the 1948 Nakba and their own denial. Back into the classroom on campus, when the past and present are discussed and the pain of others is acknowledged, Palestinian and Israeli students who engage with one another for the first time can share hope.List of Photographs by Jack Persekian; Acknowledgments; Map of Jerusalem; Introduction; 1 The Mount Scopus Campus; 2 Issawiyye: Palestinian Citizens of Israel (Students) Encounter Palestinian Youth Living under the Occupation; 4 Lifta: Site for Reconciliation; 5 Students Working for Change: Campus- Community Partnerships; 6 This Is Not “Co-Hummus”; Notes; Index.
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Affiche du document Changes in Attitudes to Immigrants in Britain, 1841-1921

Changes in Attitudes to Immigrants in Britain, 1841-1921

Ben Braber

51min00

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68 pages. Temps de lecture estimé 51min.
Reviews changes in attitudes towards immigrants in Britain using a historical linguistic method of analysis.This book reviews changes in attitudes to immigrants in Britain and the language that was used to put these feelings into words between 1841 and 1921. Using a historical and linguistic method for an analysis of so far for this purpose relatively unused primary sources, it offers novel findings. It has found that changes in the meaning and use of the word alien in Britain coincided during the period between 1841 and 1921 with the expression of changing attitudes to immigrants in this country and the modification of the British variant of the English language. When people in Britain in these years used the term ‘an alien’, they meant most likely a foreigner, stranger, refugee or immigrant. In 1841 an alien denoted a foreigner or a stranger, notably a person residing or working in a country who did not have the nationality or citizenship of that country. However, by 1921 an alien mainly signified an immigrant in Britain – a term which, as this book shows, had in the course of the years since 1841 acquired very negative connotations.List of figures and tables; Preface, Introduction; Chapter 1. The meanings of alien; Chapter 2. Quantitative analysis of the use of alien; Chapter 3. Qualitative analysis of the use of alien; Conclusion; Index.
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Affiche du document A Player's Guide to the Post-Truth Condition

A Player's Guide to the Post-Truth Condition

Steve Fuller

1h13min30

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98 pages. Temps de lecture estimé 1h13min.
A hopeful light on our post-truth condition across a wide range of intellectual fields and public affairs, including Brexit, Trump and the COVID-19 pandemicA Player’s Guide to the Post-Truth Condition: The Name of the Game presents sixteen short, readable chapters designed to leverage our post-truth condition’s deep historical and philosophical roots into opportunities for unprecedented innovation and change. Fuller offers a bracing, proactive and hopeful vision against the tendency to demonize post-truth as the realm of ‘fake news’ and ‘bullshit’. Where others see threats to the established order, Fuller sees opportunities to overturn it. This theme is pursued across many domains, including politics, religion, the economy, the law, public relations, journalism, the performing arts and academia, not least academic science. The red thread running through Fuller’s treatment is that these domains are games that cannot be easily won unless one can determine the terms of engagement, which is to say, the ‘name of the game’. This involves the exercise of ‘modal power’, which is the capacity to manipulate what people think is possible. Once the ‘necessarily’ true appears to be only ‘contingently’ so, then the future suddenly becomes a more open space for action. This was what frightened Plato about the alternative realities persuasively portrayed by playwrights in ancient Athens. Nevertheless, Fuller believes that it should be embraced by denizens of today’s post-truth condition.A Word to the Reader; Acknowledgements; Introduction: How to Learn to Stop Worrying and Love the Post-Truth Condition; Post-Truth Breaks Free of Reason’s Own Self-Imposed Chains; Post-Truth Is About Finding a Game One Can Win; The Fate of Truth, Reason and Reality in the Post-Truth Condition; Capitalism, Scientism and the Construction of Value in the Post-Truth Condition; Public Relations as Post-Truth Politics, or the Marketization of Everything; The New York Times Gets the Post-Truth Treatment; Science as the Offer That Can’t Be Refused in the Post-Truth Condition; Will Expertise Survive the Post-Truth Condition?; Will Universities Survive the Post-Truth Condition?; ‘Research Ethics’ as Post-Truth Playground; Why Ignorance – not Knowledge – Is the Key to Justice in the Post-Truth Condition; A Pandemic Seen through a Post-Truth Lens; Thinking in the Fourth Order: The Role of Metalepsis in the Post-Truth Condition; The Path from Francis Bacon: A Genealogy of the Post-Truth Condition; Conclusion: How to Put Yourself in the Post-Truth Frame of Mind; References; Index.
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Affiche du document The Rebirth of American Literary Theory and Criticism

The Rebirth of American Literary Theory and Criticism

H. Aram Veeser

2h15min45

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181 pages. Temps de lecture estimé 2h16min.
 This book is the first collection of unified interviews with the great figures of the golden age of American celebrity literary and cultural critics. While many of these celebrity critics have been interviewed elsewhere, this collection is different. The 18 critics interviewed here are all asked the same questions, whereas usually interviews are one-offs, each one unique and incomparable. By contrast this collection shows that theorists, when commenting on the same issues, actually range widely and express a remarkable diversity of opinions. The book also presents a vivid portrayal of the ways in which literary theory affected the lives of these individuals. All 18 people interviewed lived what might be called, without exaggeration, a life of theory. Their work and lives were jostled by seismic dislocations. New criticism was overwhelmed by postmodernism, deconstruction reigned and then succumbed to new historicism and the politics and criticism of identity. Race and gender burgeoned as fundamental topics. Critics and scholars experiences these ruptures differently and reacted in different ways. This book of interviews offers 18 exemplary instances. Instead of the unity they are often assumed to have, these figures reveal how incredibly diverse they actually were. Finally, the collection offers a coherent summation of this richly turbulent and intellectually powerful era. The introduction to the volume and the brilliant afterword by Professor Heather Love offer cogent assessment of this remarkably varied era of American intellectual life. They make sense of a disruptive and puzzling past. The book includes 23 illustrations highlighting some of the key points and themes.Intro: H. Aram Veeser; Chapter 1: Walter Benn Michaels; Chapter 2: Richard Macksey; Chapter 3: Gayatri Chakravorty Spivak; Chapter 4: Stanley Fish; Chapter 5: Homi Bhabha; Chapter 6: Jane Gallop; Chapter 7: W.J.T. Mitchell; Chapter 8: Rita Felski; Chapter 9: Steven Mailloux; Chapter 10: William P. Germano; Chapter 11: Vincent Leitch; Chapter 12: Gerald Graff and Cathy Birkenstein; Chapter 13: Jeffrey Nealon; Chapter 14: Martin Puchner; Chapter 15: Michael Bérubé; Chapter 16: Ken Warren; Chapter 17: Cary Wolfe; Chapter 18: Michael Warner; Chapter 19: Wai Chee Dimock; Afterword: Judith Butler; Index.
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Affiche du document 9 Historic Revolutions

9 Historic Revolutions

Howard Sherman

2h03min00

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164 pages. Temps de lecture estimé 2h03min.
In concrete terms, the author has been facinated by the many powerful revoutions that have occured during his own lifetime. It is a mystery to many writers exactly how history evolves through different stages of society. REVOLUTION answers this question by looking at the excitng events and different group relationshships that have powered each revolution.  The revolutions revealed in this book include the Neolithic revolution of prehistoric times, the crises and the end of the Roman empire, the rise of feudilsm and serfdom in England and the path was followed to end feudlaism in England forever. The book shows how France went through a bloody revolution against the feudal Lords which resulted in the beginnings of democracy and capitalism throughout Europe.  The complex and difficult revolution against Brittish emperialism iun India is revealed and stand as a sign as an example of many anti colonial revolutions that later occured throughout the world. The revolutionary path then goes through China and Russia. Finally, the patterns of these revolutions in their orgins activity and final explosive activity are examined to see how they all behaved in certain similiar manners- even though the conditions were entirely different in each era. The last chapter in the book present social movements and conflicts as a concluding historical event.Foreword; Acknowledgments; 1 Class Conflict and the Path to Revolution; 2 Prehistoric Communal Clans (Middle East); 3 Revolution from Communal Equality to Slavery (Middle East); 4 Decline and Fall of the Roman Empire: Revolution from Slavery to Feudalism; 5 The English Revolution (1640– 60): From Feudalism to Capitalism; 6 The American Revolution (1776): From Colony to Capitalism; 7 French Revolution (1789): From Feudalism to Capitalism; 8 American Civil War (1861): Revolution from Slavery to Capitalism; 9 Anti-colonial Revolutions for Independence Such as India; 10 The Russian Revolution; 11 The Chinese Revolution; 12 Patterns of Revolution; 13 The Progressive Theory of Revolution; 14 The Present as History; Bibliography; Index.
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Affiche du document Big Research Questions about the Human Condition

Big Research Questions about the Human Condition

Arne Jarrick

1h34min30

  • Philosophie
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126 pages. Temps de lecture estimé 1h34min.
My basic message can be put in a straightforward way: humanities scholars should improve their way of asking questions. Their questions about the human condition need to be as clear and simple as possible in order to enable unambiguous answers. Simple without being simplistic, nuanced without being embroiled – that is the ideal. Unambiguous answers (not to be confused with irrefutable answers) are much wanted, although not always possible to attain. Moreover, if one wants the questions to be highly significant for the understanding of the human condition, there should not be too many questions. Even in this respect, there is much to be wanted in today’s humanities research. Instead of gathering around a limited set of profound questions and holding on to them until the answers begin to appear, generally the humanist guild scatters its scientific energy on too many disparate things – replacing them far too often with hundreds of new questions, ‘perspectives’ and ‘problematisations’. In its turn, such a research culture may hamper a cumulative growth of knowledge, the possibility of which, moreover, is regrettably often denied or even viewed with suspicion. In this book, I am doing two things to redress the current problems in the humanities world-wide. Firstly, I present and discuss a set of big but still insufficiently addressed topics that humanities researchers should focus over a sustained period of time, such as what explains that some kinds of knowledge are widely accepted whereas other kinds of knowledge are rejected, or what explains the widespread diffusion of inequality paralleled by a gradual emergence of egalitarianism over the centuries, et cetera. Secondly, I discuss in general terms what the humanities are or should be, as well as what they are not or should not be. Basically, humanities researchers should consider their field as an integral part of science, although uniquely dealing with humans a decision making, meaning seeking and self-reflecting agents.List of Illustrations; Acknowledgements; I: Questions and Answers – Background, Motivations and Aims; Ii: Suggested Questions; 1: What Explains That Some Kinds of Knowledge Are Widely Accepted Whereas Other Kinds of Knowledge Are Rejected?; 2: Why Do Some Societal Processes and Phenomena Develop in a Circular or Repetitive Way Whereas Other Processes Evolve Along a Cumulative Trajectory?; 3: Why Do Social Norms Change, Despite the Fact that their Mission is to be Sustained? What Role Do Non-Conformist Individuals and Minority Groups Play in Cultural, Cognitive and Normative Change?; 4: Does a Gradual Extension of Our Lifespan (and the Rise of Welfare) Imply a Growing or Declining Ability to Postpone the Satisfaction of Our Needs and Desires?; 5: What Explains the Widespread Diffusion of Inequality and the Gradual Emergence of Egalitarianism Over the Centuries?; 6. Why Do People Appropriate Aesthetic Experience (Both as Producers and Consumers of Cultural Manifestations), and What Are the Individual and Societal Functions of Such Experiences?; What Lies Ahead?; Appendices; Notes; References; Index.
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Affiche du document Legal Duty and Upper Limits

Legal Duty and Upper Limits

Bernd Reiter

1h16min30

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102 pages. Temps de lecture estimé 1h16min.
New ways of thinking about, addressing, and innovative solutions to our democratic, economic, and ecological crisesThis book proposes a radical new way of thinking about our democratic future, our ecological survival, and our ways to keep economies fair. It shows that adopting upper limits to wealth and income; replacing elections with local direct democracy and legal duty involving randomly selected citizens; and replacing welfare and redistribution policies with pre-distribution and reparations promises new solutions to political apathy, discontent, manipulation, economic inequality, unfairness, unequal opportunities, and looming ecological disaster. Most public debates today focus on the poor, on minorities, and on immigrants when discussing the problems of our democracies. The poor, minorities and immigrants, however, are not our problem. They had no say in designing the kinds of systems that threaten our planet, our wellbeing, and our social and communal lives. They consume very little and thus have a minimal ecological footprint. It is the super-rich who threaten justice, fairness, equal opportunity, and ecological sustainability.Preface; Chapter 1: Out of Crisis; Chapter 2: Direct Local Democracy and Legal Duty; Chapter 3: Predistribution and Upper Limits; Chapter 4: Reparations; Chapter 5: Conclusions and Implications; Final Considerations; Notes; References and Further Readings; Index.
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Affiche du document Environmental Problem-Solving: Balancing Science and Politics Using Consensus Building Tools

Environmental Problem-Solving: Balancing Science and Politics Using Consensus Building Tools

Lawrence Susskind

2h42min00

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216 pages. Temps de lecture estimé 2h42min.
A self-paced curriculum for learning the basic techniques government agencies, citizen action groups, corporations and research institutions use to solve pressing environmental problems. The book is divided into four sections: The first section focuses on how certain environmental problems can only be solved through active government efforts to implement policies that effectively take science and politics into account. This section introduces readers to foundational concepts, including the steps in the US federal environmental policy-making process, and offers an action-oriented analysis of how environmental policy gets implemented and how practitioners can use comparative analysis of public policy in environmental problem-solving. It concludes with questions about the possibility of a unified theory of environmental policy making. The section empowers readers to develop, through carefully designed assignments, a framework to shape an action plan to solve specific environmental problems. The next section focuses on formulating a sound philosophical basis for taking action in environmental problem-solving situations. This includes a discussion of several ethical frameworks that practitioners can use to underpin the actions they propose. This section begins with a general overview of environmental ethics, and then moves to a discussion of utilitarianism versus intrinsic value, deep green approaches to environmental problem-solving, the debate over sustainability versus economic growth, and how science and indigenous knowledge can be applied in a wide range of environmental problem-solving situations. The section empowers readers to take a stand on these debates, drawing on practical cases with worked examples. The penultimate section helps environmental practitioners understand how to use various analytical tools. It includes a quick survey of traditional and non-traditional evaluation techniques, discussing the strengths and weaknesses of each, focusing on environmental impact assessment, cost-benefit analysis, ecosystem services analysis, risk assessment, simulation and modeling, and scenario planning. This section prepares readers to practice multi-party environmental problem-solving, and to identify the power of each tool to enhance environmental problem-solving, developing the judgment to enumerate strengths and weaknesses as they see them playing out in practice. The concluding section is a survey of the theory and practice behind mobilizing support for particular problem-solving efforts. It includes discussions of democratic decision-making and environmental problem solving, how the public can be brought in as a partner, methods of collaborative decision-making, the idea of consensus building, and how politics and power sway collective action efforts.
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Affiche du document Invented History, Fabricated Power

Invented History, Fabricated Power

Barry Wood

4h01min30

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322 pages. Temps de lecture estimé 4h01min.
An examination of more than twenty cultures and how kings, empires, religions and societies have enhanced their authorityTypically we think of power as economic, political, or military, but fictional narratives attached to kings, empires, religious founders, and societies have been used to create and enhance power and authority since the beginning of civilization. Invented History, Fabricated Power presents evidence from cultures ancient and modern, Eastern and Western, to demonstrate that narrative extends well beyond literary works (plays, poems, epics, novels) where it is usually studied by literary specialists. At the same time, there is much to be learned about the power of narrative from literary analyses which are herein undertaken for a number of lesser known works: Ramayana, Mahabharata, Shahnameh, Sejarah Melayu, Negarakertagama and Kebra Nagast. As an imaginative endowment of humans, however, “narrative knowing” is a cognitive universal—the primary way we organize, remember, and communicate our experience and knowledge. It is, thus, a faculty susceptible to narratives that construct and enhance power for persons, kings, empires, societies, religions, and cultures.  The result of the book is a survey of narrative power in familiar Western cultures (Greek, Roman, Frankish, British), less familiar Asian cultures (Chinese, Indian, Japanese), and a number of lesser known cultures typically bypassed by historians (Persian, Ethiopian, Iroquois, Malaysian, Aztec). It also seems important to take a hard look at the Roman Church where a series of forgeries established papal power that persisted long after the forgeries were exposed. It also seems important to recognize that the Marxist economic analysis included an unlikely futuristic scenario that was corrupted by revolution and eventually failed. The astonishing Nazi ideology promulgated by Adolf Hitler was founded on fictional analyses of both “Aryans” and Jews but nevertheless inspired “willing executioners” to carry through the “final solution” of the Holocaust.  Eventually we consider our own consuming ideology, most notably the idealistic narrative of liberal democracy now available to only a fraction of the world population. We have come to recognize it is propped up by a desire for control, comfort, and consumption—a way of life that now endangers human survival as environmental degradation, resource depletion, earth-system overshoot, and global warming are undercutting its narrative assumptions.Introduction; Prologue: Prehistoric Spirits and Personal Power; Part One, Divine Kings, Devarajas, and Sons of Heaven; 1, Divine kingship in Mesopotamia; 2, Pharaohs among the Indestructibles; 3, Kingship among the Hebrews; 4, The Deification of Roman Emperors; 5, The Deva-rajas of India and Southeast Asia; 6, The Chinese Mandate from Heaven; 7, The Japanese Imperial Cult; Part Two, Kings and Empires Before the Common Era (BCE); 8, The Legendary Prehistory of the Sumerians; 9, Legendary Kings and Empires of Pre-Classical Greece; 10, Patriarchs, Exodus, and the Epic of Israel; 11, Legendary Kings and Empires of India; 12, The Aeneid and the Legendary Founding of Rome; Part Three, Narratives of Spiritual Founders; 13, Moses: Lawgiver and Founder of Israel; 14, Buddha and Legends of Previous Buddhas; 15, The Teacher of Righteousness and Savior Narratives; 16, Muhammad, the Qur’an, and Islamic Legends; 17, The Virgin Mary through the Centuries; 18, Tonantzin and Our Lady of Guadalupe; Part Four, Kings and Empires in the Common Era (CE); 19, Narrative Forgeries of the Holy Roman Empire; 20, Shahnameh: The Epic of Kings and Alexander the Great; 21, Charlemagne: Ancestral and Campaign Fictions; 22, The Fictional Kingdom of King Arthur; 23, Kebra Negast: Ethiopian Kings and the Ark of the Covenant; 24, Elizabeth I: Narratives of the Virgin Queen; Part Five, Social and Political Order since 1450; 25, Epics of the Portuguese Seaborne Empire; 26, Discovery: The European Narrative: of Power; 27 Dekanawida and the Iroquois Federation; 28, The New England Canaan of the Puritans; 39, Marx, Capitalism, and the Classless Society; 30, Adolf Hitler’s Narratives of Aryans and Jews; Epilogue: The Endangered Narrative of Liberal Democracy; Bibliography of Works Cited; Index.
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Affiche du document Commitment in the Artistic Practice of Aref el-Rayess

Commitment in the Artistic Practice of Aref el-Rayess

Natasha Gasparian

41min15

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55 pages. Temps de lecture estimé 41min.
In April 1968, ten months after the Arab defeat of the 1967 June War, Aref El-Rayess’s Dimaʾ wa Hurriyya (Blood and Freedom) opened to the public in the exhibition hall of the L’Orient newspaper headquarters in Beirut, Lebanon. The 5th of June, or, The Changing of Horses, a realist mural painting on canvas, was the exhibition’s centerpiece. With this artwork, El-Rayess declared his commitment to national liberation and socialist revolution. The Changing of Horses was presented and received as an allegory of political commitment, but the slips, silences, and repetitions in the public reception point to its excessive, disturbing, and fundamentally uncanny character. In Commitment in the Artistic Practice of Aref El-Rayess, the first comprehensive study of the work, Natasha Gasparian weaves together a social art history from the artist’s writings, exhibition reviews, guestbook comments, personal correspondences and testimonies, as well as social, political, and aesthetic shifts, particularly as they related to the debates on commitment (iltizam) in the aftermath of the June 1967 war. By attempting to reconstruct this history of the artwork and tracing the caesuras in the discourse around it, Gasparian exposes the social antagonism that is repressed and obfuscated in the idealized narrative sustained by El-Rayess and his audiences. She argues that the oversight in the reception—the critics’ and audiences’ inability to see—attests to the delay in grasping the work historically and signals its avant-gardism.List of Figures; Acknowledgments; Introduction; 1. The Exhibition; 2. The Artist; 3. The Reception; Conclusion; Notes; Bibliography.
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Affiche du document The Vanishing Indian Upper Class

The Vanishing Indian Upper Class

Terry Williams

3h05min15

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247 pages. Temps de lecture estimé 3h05min.
The Vanishing Indian Upper Class is a story necessary to the life, the times and the action as told and provides a basic narrative tension by what I refer to as an ethnographic excavation, because it begins to answer the basic question of how the story extend beyond the life history of one person. Sociologist Howard Becker considering the situation of the life history document in sociology stressed the “importance of presenting the actors subjective situation of the person’s experiences and on “giving context in which he undergoes his social experiences.” Becker recognized life history data as an important source for theory and a “means of testing concepts.” In this way life history data seen as material offering basic evidence about social interaction and process because it “offers a vivid telling of what it means to be a certain kind of person.”  This book concerns issues of gender, the role of women, inheritance, male privilege, ruling elites, marriage, the caste system, poverty, greed and familial betrayal.The idea of betrayal-one of the central tenets of the human condition-is much on display in this text. At the core of the book is a fundamental question: to what extent does the chicanery involving a family inheritance tell a much larger story about modern Indian culture from the perspective of an Indian Muslim and the nation as a whole.   The story is about the family of Raza Muhammad Khan and its legacy of honor, compassion, love, sacrifice, betrayal and dividing up land. This is an engaging family history intertwined with the story of one person’s life and memories. As interlocutor I know a true-life history involves more than conversations and the material here provides other forms of personal documentations: letters, e-mails, photographs, illustrations, notes, poems, stories and accounts written by different family members, limited life histories, autobiographical accounts, and court records all as a source of knowledge. Oscar Lewis related similar sentiments when he wrote about The Sanchez Family in Mexico and sociologists William Thomas and Florian Znaniecki’s did the same in The Polish Peasant in Europe and America.  The most important early life history documents in sociology William Thomas and Florian Znaniecski. (1918). The Polish Peasant in Europe and America. University of Chicago, which was part of the early Chicago School tradition. Psychologist Gordon Allport argued that of the three main forms of life history writing: the comprehensive; the topical; the edited, with the former being the most difficult to pull off. And there are many studies of significance purported to be life histories. Clifford Shaw. (1930). The Jack Roller. University of Chicago Press; Edwin Sutherland. (1937) The Professional Thief. University of Chicago Press; The best life histories in the social science tradition; Oscar Lewis. (1963) The Sanchez Family. Vintage Books; Theodore Rosengarten. (1974) All God’s Dangers: The Life of Nate Shaw. University of Chicago Press; Sidney Mintz. (1974) Cane Worker: The Life of a Puerto Rican. W.W. Norton Company; Leo Simmons. (1970) Sun Chief:The Autobiography of a Hopi Indian. Yale University Press.Part One; Chapter 1 Introduction; Chapter 2 The Family Tapestry; Chapter 3 Amadabad’s Zenith: The Life and Times of Nawab Ali Mohammad; Chapter 4 Nawab Dawood Ahmad; Chapter 5 Raza’s Early Childhood; Chapter 6 Raza’s Later Childhood and Adolescence; Chapter 7 Beginning of an Exile: Boarding School; Chapter 8 The Wedding of Zainab and Hurr; Chapter 9 Abid Arrives to Join Raza; Chapter 10 The School Rebel; Chapter 11 Crammers; Chapter 12 Secret Love; Chapter 13 Journey Home; Chapter 14 Return to London and Shireen; Chapter 15 Farewell to Shireen; Chapter 16 Down but Not Out; Chapter 17 The Garret; Part Two Ithaka; Chapter 18 An Indian Odyssey; Chapter 19 Nawab Dawood Ahmad in Pakistan; Chapter 20 Bombay Itinerary; Chapter 21 The Return; Chapter 22 Raza’s Second Aldermaston March; Chapter 23 Tess and Raza; Part Three; Chapter 24 The Decline; Chapter 25 Ibn Dawood’s Claim; Chapter 26 Ibn Dawood’s Victory; Chapter 27 Raza and Maysam; Chapter 28 The Ugly Portraits of Ibn Dawood and Begum; Chapter 29 The Sad and Tragic Deaths of Hurr Bhai and Zainab Baji; Chapter 30 Raza Visits His Ailing Sister; Chapter 31 Tragic Ends; Epilogue; Acknowledgments; Bibliography; Index.
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Affiche du document The Cultural Construction of Monstrous Children

The Cultural Construction of Monstrous Children

2h47min15

  • Sciences humaines et sociales
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223 pages. Temps de lecture estimé 2h47min.
An innovative and interdisciplinary collection of essays examining the Western construct and its failure of the anomalous childThe Cultural Construction of Monstrous Children raises important questions at the heart of society and culture, and through an interdisciplinary, trans-cultural analysis presents important findings on socio-cultural representations and embodiments of the child and childhood. At the start of the 21st, new anxieties constellate around the child and childhood, while older concerns have re-emerged, mutated, and grown stronger. But as historical analysis shows, they have been ever-present concerns. This innovative and interdisciplinary collection of essays considers examples of monstrous children since the 16th century to the present, spanning real-life and popular culture, to exhibit the manifestation of the Western cultural anxiety around the problematic, anomalous child as naughty, dangerous, or just plain evil. The book takes an inter- and multidisciplinary approach, drawing upon fields as diverse as sociology, psychology, film, and literature, to study the role of the child and childhood within contemporary Western culture and to see the historic ways in which each discipline intersects and influences the other.List of Illustrations; Acknowledgements; Introduction, Simon Bacon and Leo Ruickbie; Part I Historical Case Studies; Chapter One The Possession of John Starkie, Joyce Froome; Chapter Two The Naughty Little Children: The Paranormal and Teenagers, Renaud Evrard; Chapter Three I Was a Real Teenage Werewolf: The Seventeenth-Century Witchcraft Trial of Jean Grenier, Leo Ruickbie; Chapter Four Deviance on Display: The Feral and the Monstrous Child, Gerd H. Hövelmann; Part II Factual Anxiety in Fictional Representations: The Undead Child; Chapter Five Imprints: Forming and Tracing the Malevolent Ghost-Child, Jen Baker; Chapter Six Undead Role Models: Why the Zombie Child Is Irresistible, Anthony Adams; Chapter Seven Children for Ever! Monsters of Eternal Youth and the Reification of Childhood, Simon Bacon; Part III Factual Anxiety in Fictional Representations: The Monstrous Child; Chapter Eight ‘Not a child. Not old. Not a boy. Not a girl’: Representing Childhood in Let the Right One In, Allison Moore; Chapter Nine Perverted Postmodern Pinocchios: Cannibalistic Vegetal- Children as Ecoterrorist Agents of the Maternal Imagination, Anna Kérchy; Chapter Ten From the Monster to the Evil Sinthomosexual Child: Category Mixing, Temporality and Projection in Horror Movies, Marc Démont; Part IV Cultural Categorization in the Past, Present and Possible Future; Chapter Eleven Evil Twins: Changing Perceptions of Twin Children and Witchcraft among Yoruba-Speaking People, Nicholaj de Mattos Frisvold; Chapter Twelve Doli Incapax: Examining the Social, Psychological, Biological and Legal Implications of Age- Related Assumptions of Criminal Responsibility, Jacquelyn Bent and Theresa Porter; Chapter Thirteen Black- Eyed Kids and the Child Archetype, Brigid Burke; Chapter Fourteen Indigo Children: Unexpected Consequences of a Process of Pathologization, Gerhard Mayer and Anita Brutler; Notes on Contributors; Index.
Accès libre
Affiche du document Common Sense and Science from Aristotle to Reid

Common Sense and Science from Aristotle to Reid

Benjamin W. Redekop

2h03min00

  • Sciences formelles
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164 pages. Temps de lecture estimé 2h03min.
Brings to light the dynamic and evolving relationship between common sense and scientific thinking from Aristotle to the present dayWhile the dynamic relationship between common sense and science has gone largely unrecognized in the history of ideas, Common Sense and Science from Aristotle to Reid reveals that thinkers have pondered the nature of common sense and its relationship to science and scientific thinking for a very long time. It demonstrates how a diverse array of neglected early modern thinkers turn out to have been on the right track for understanding how the mind makes sense of the world and how basic features of the human mind and cognition are related to scientific theory and practice. Drawing on a wealth of primary sources and scholarship from the history of ideas, cognitive science, and the history and philosophy of science, this book helps readers understand the fundamental historical and philosophical relationship between common sense and science. The story begins in the ancient world, where “scientific” knowledge (epistêmê in Greek, scientia in Latin) arose in counterpoint to everyday understanding and common opinion, until Aristotle produced a reconciliation of the two that set the course for scientific thought for the next two millennia. It then moves into the early modern period, when the New Science of Copernicus, Galileo, and Newton emerged triumphant, and common sense and its relationship to science once again became problematic, remaining so to this day. The book goes on to examine this fraught relationship, and the early modern thinkers who sought to repair it, culminating in the thought of the philosopher Thomas Reid (1711–1796), the preeminent figure in the Scottish school of common sense philosophy. A comprehensive epilogue brings the story into the present. It is a story full of fascinating twists and turns, but ultimately a tale about the perennial quest to understand how the human mind is able to gain credible and reliable knowledge about the self, nature, other human beings, and God.Acknowledgments; Introduction; 1. Common Sense and Scientific Thinking before Copernicus; 2. The Challenge of Modern Science and Philosophy; 3. Common Notions, Sens Commun: Herbert of Cherbury and Renè Descartes; 4. Hobbes, Locke, and Innatist Responses to Skepticism and Materialism; 5. Common Sense in Early Eighteenth-Century Thought; 6. Common Sense and Moral Sense: Buffier, Hutcheson, and Butler; 7. Common Sense and the Science of Man in Enlightenment; Scotland: Turnbull and Kames; 8. Common Sense, Science, and the Public Sphere: The Philosophy of Thomas Reid; Epilogue; Notes; Index.
Accès libre
Affiche du document Bridging Boundaries in British Migration History

Bridging Boundaries in British Migration History

2h24min45

  • Roman historique
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193 pages. Temps de lecture estimé 2h25min.
Honouring the legacy of Eric Richards’s work in an interplay of academic essays and personal accountsThis memorial book honours the legacy of Eric Richards’s work in an interplay of academic essays and personal accounts of Eric Richards. Following the Eric Richards methodology, it combines micro- and macro-perspectives of British migration history and covers topics such as Scottish and Irish diasporas, religious, labour and wartime migrations. Eric Richards was an international leading historian of British migration history and a pioneer at exploring small- and large-scale migrations. His last public intervention, given in Amiens, France, in September 2018, opens the book. It is preceded by a tribute from David Fitzpatrick and Ngaire Naffine’s eulogy. This book brings together renowned scholars of British migration history. The book combines local and global migrations as well as economic and social aspects of nineteenth and twentieth century British migration history.List of Illustrations; Acknowledgements; Eric Richards: A Personal Tribute, David Fitzpatrick; Eulogy for Eric, Ngaire Naffine; Introduction; Chapter 1 Eric Richards, Positionality and Migration History, Marie Ruiz; Chapter 2 Emigration at Extremes, Eric Richards; PART I MACRO- HISTORY OF MIGRATION Chapter 3 The Distinctive Scottish Diaspora, John M. MacKenzie; Chapter 4 Religion and Convict Emigration: The Probation System in Australia, Hilary M. Carey; Chapter 5 Cypriot Emigration, 1820s–1930s: Economic Motivations within Local and Global Migration Patterns, Andrekos Varnava; Chapter 6 British Colonial Migration in the Nineteenth Century: The Short Route, Bernard Porter; PART II MICRO- HISTORY OF MIGRATION; Chapter 7 A Controversial Scottish Pioneer in New Zealand: James MacAndrew and the Identity of Otago, Marjory Harper; Chapter 8 ‘Empire Made Me?’ English Lower-Middle-Class Migrants and Expatriates, 1860–1930, A. James Hammerton; Chapter 9 Irish Immigrants and the Middle Class in Colonial New Zealand, 1890–1910, Jim McAloon; Chapter 10 ‘We Shall Have a Fine Holiday’: Imperial Sentiment, Unemployment and the 1928 Miner- Harvester Scheme to Canada, Kent Fedorowich; Notes on Contributors; Index.
Accès libre
Affiche du document Statistics and the Quest for Quality Journalism

Statistics and the Quest for Quality Journalism

Alessandro Martinisi

1h33min45

  • Sciences humaines et sociales
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125 pages. Temps de lecture estimé 1h34min.
Challenges common assumptions about how journalists engage and use statistics for quality news and improves our understanding about the usage of data and statisticsThis book looks at how numbers and statistics have been used to underpin quality in news reporting. In doing so, the aim is to challenge some common assumptions about how journalists engage and use statistics in their quest for quality news. It seeks to improve our understanding about the usage of data and statistics as a primary means for the construction of social reality. This is a task, in our view, that is urgent in times of ‘post-truth’ politics and the rise of ‘fake news’. In this sense, the quest to produce ‘quality’ news, which seems to require incorporating statistics and engaging with data, as laudable and straightforward as it sounds, is instead far more problematic and complex than what is often accounted for.List of Illustrations; Chapter 1: Introduction; Chapter 2: Numbers as information in the Information Society; Chapter 3: The never-ending debate on quality in journalism; Chapter 4: Statistics in journalism practice and principle; Chapter 5: The normative importance of ‘quality’ in Journalism; Chapter 6: Journalism meets statistics in real life; Chapter 7: The ideology of Statistics in the News; Epilogue; References; Index.
Accès libre
Affiche du document Selected Poems of Bernard Barton, the 'Quaker Poet'

Selected Poems of Bernard Barton, the 'Quaker Poet'

Christopher Stokes

3h25min30

  • Divers
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274 pages. Temps de lecture estimé 3h25min.
A diverse variety of Bernard Barton’s poetry, an important figure of the Romantic era, supplemented by letters, reviews and other contextual materialThe first ever modern edition of Bernard Barton’s selected verse, recovering an important and prolific figure from the Romantic era. Instantly recognisable to his contemporaries as ‘the Quaker poet’, Barton wrote nature and landscape poetry in a distinctive vein, as well as spanning strikingly diverse themes that engaged politics, society and religion. This selection encompasses all these tones and genres, providing freshly edited texts from the first printed sources, supplemented by textual apparatus, critical commentary and informative footnotes. The book also includes a selection of contextual material, including prefaces and reviews, as well as a selection of Barton’s lively epistolary correspondence. A substantial scholarly essay serves as the introduction, describing Barton’s life and career, as well as analysing his uniquely Quaker poetic identity in its full literary and historical context.List of Figures; Acknowledgements; List of Abbreviations; Introduction; A Note on Quakerism; 1812–19: Anonymous Beginnings; 1820–25: Emergence of the ‘Quaker Poet’; 1826–29: Literary Fame; 1830–49: Late Barton; Notes; Bibliography; Index of Titles and First Lines.
Accès libre

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