Search results for ""Amherst College""

Amherst College: The Campus Guide is an architectural tour of one of North America's most prestigious liberal arts colleges. Founded in Western Massachusetts some two hundred years ago, the one thousand-acre campus is a living museum of architectural history, bearing the imprint of distinguished firms in architecture and landscape architecture: Frederick Law Olmsted; McKim, Mead & White; Benjamin Thompson; Edward Larrabee Barnes; Shepley Bulfinch; and Michael Van Valkenburgh. Organized as a series of six walks, the guide interweaves the history of the college with the story of the campus's development. Newly commissioned photographs and a hand drawn pocket map enhance this engaging journey through Amherst's architecture, landscape, interior design, and sculpture.

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Willow Smith is a singer, songwriter, and activist.Jess Hendel is a writer based in Los Angeles. She received her MFA in Writing for Screen and Television from the University of Southern California and her BA in Sociology from Amherst College.

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Dustin Thao is a Vietnamese-American writer based in Southern California. He graduated from Amherst College with a B.A. in Political Science, and is starting a PhD program at Northwestern University. He writes contemporary young adult fiction. You've Reached Sam is his YA debut.

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Jeffrey B. Ferguson is remembered as an Amherst College professor of mythical charisma and for his long-standing engagement with George Schuyler, culminating in his paradigm changing book The Sage of Sugar Hill. Continuing in the vein of his ever questioning the conventions of “race melodrama” through the lens of which so much American cultural history and storytelling has been filtered, Ferguson’s final work is brought together here in Race and the Rhetoric of Resistance.

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Designed for a one term introduction to the modern theory of evolution by natural selection and how that theory explains animal social behavior in general and human sociocultural evolution in particular. The book can be used in courses in Biology, Anthropology, Psychology, and Sociology, as well as in courses in Economics and Law that seek to include a biological evolutionary perspective. The book is based upon the teaching experiences of two general biologists who have taught these subjects to students at Amherst College and Yale University for many years. It provides a balanced and engaging account of the important theories and concepts of evolution and how they contribute to our understanding of human behavior and history.

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Real World Psychology balances comprehensive coverage of the key concepts in introductory psychology with a concise presentation style and engages students with current and interesting research that explores these concepts in real-life contexts. Real World Psychology features the incomparable author team of Karen Huffman (Palomar College) and Catherine Sanderson (Amherst College) who create an outstanding text that is appealing to students and instructors at a wide range of academic institutions. The new edition has been thoroughly updated and features a new focus on Scientific Thinking and Practical Applications underscoring the fact that connecting the principles of psychological science to everyday life is critical to student engagement, and ultimately key to their success – not only in the introductory psychology course, but in whatever their chosen field of study and in everyday life. Students will leave the course with an appreciation of how a basic, yet scientific understanding of human behavior can benefit them in their studies, in their personal lives, and in their professional endeavors.

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In the spring of 1865, a seemingly unremarkable dishcloth played a crucial role in ending the Civil War as the South's flag of surrender at Appomattox. A Confederate horseman carried a humble white linen towel into the lines of General George Custer, near the courthouse at Appomattox. The horseman was sent on behalf of General Robert E. Lee, who was requesting a suspension of hostilities while General Ulysses S. Grant proposed terms of surrender.Focusing on this Confederate Flag of Truce, Afro-Caribbean American artist (and professor at Amherst College) Sonya Clark (born 1967) explores the legacy of symbols and challenges the power of propaganda, erasures and omissions through her works. By making the Truce Flag a cloth that brokered peace and represented the promise of reconciliation into a monumental alternative to the infamous Confederate Battle Flag and its pervasive divisiveness, Clark instigates a role reversal and aims to correct a historical imbalance.

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In 2005, Elizabeth Aries chronicled what 58 Amherst College freshman—Black and white, affluent and lower-income—learned from racial and class diversity. Her study emphasized the value of campus diversity at elite colleges. Four years later, Aries interviewed the same students about their diversity experiences as they graduated. Now, eight years later, she re-interviews her participants to see how and to what extent race and class continue to play a role as they move into adulthood. The Impact of College Diversity details how exposure to diversity in college helped shape Black and white graduates process issues of economic and racial privilege and inequality at age 30. She investigates how college diversity experiences also facilitate the attainment of upward social mobility in lower-income students and the role that mobility played in their relationships with family and friends in their home communities. Aries further examines how interactions with peers of another race and class influenced development of citizenship skills and civic engagement, as well as Black students’ ability to cope with the challenges they faced in the professional world. Aries concludes her study with a discussion of why elite colleges have been beneficial in promoting upward mobility in lower-income students, and the importance of achieving equity and inclusion in making diversity initiatives successful.

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In 2005, Elizabeth Aries chronicled what 58 Amherst College freshman—Black and white, affluent and lower-income—learned from racial and class diversity. Her study emphasized the value of campus diversity at elite colleges. Four years later, Aries interviewed the same students about their diversity experiences as they graduated. Now, eight years later, she re-interviews her participants to see how and to what extent race and class continue to play a role as they move into adulthood. The Impact of College Diversity details how exposure to diversity in college helped shape Black and white graduates process issues of economic and racial privilege and inequality at age 30. She investigates how college diversity experiences also facilitate the attainment of upward social mobility in lower-income students and the role that mobility played in their relationships with family and friends in their home communities. Aries further examines how interactions with peers of another race and class influenced development of citizenship skills and civic engagement, as well as Black students’ ability to cope with the challenges they faced in the professional world. Aries concludes her study with a discussion of why elite colleges have been beneficial in promoting upward mobility in lower-income students, and the importance of achieving equity and inclusion in making diversity initiatives successful.

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With the publication in 1937 of his first book, The Structure of Social Action, Talcott Parsons (1902-79) established himself as one of America's most important social theorists. Yet Parsons's essays from the decade preceding 1937 are virtually unknown to theorists and historians of sociology. By gathering the majority of Parsons's articles and book reviews published between 1923 and 1937, Charles Camic supplies the first comprehensive selection of the writings of the "early Parsons." In his superb introductory essay, Camic situates Parsons's early writings in their sociointellectual and biographical context. Drawing upon extensive historical research, he identifies three overlapping but relatively distinct thematic phases in the early development of Paron's ideas: that on capitalist society and its origins, that one the historical development of the theory of action, and that on the foundations of analytical sociology. Camic correlates the emergence of these phases to Parsons's experiences at Amherst College in the early 1920s, in London and Heidelberg during the mid-1920s, and at Harvard University in the important period from the late 1920s to the mid-1930s. Reproducing in full each of twenty-one selections, this volume charts the changes and continues in the early development of some of Parsons's most fundamental ideas.

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A guide through the many aspects of Wenders's groundbreaking film, employing archival research to bring out new insights into its making and its meanings. Filmed in 1986/87 in still-divided Berlin, Wim Wenders's Wings of Desire is both a utopian fairy tale and a fascinating time capsule of that late Cold War moment. Together with legendary French cinematographer Henri Alekan(who had worked on Jean Cocteau's La Belle et la Bête of 1946, among many other films) and Austrian author Peter Handke (with whom he had collaborated before), Wenders created a multilayered filmic poem of dazzling complexity: the skies over Berlin are populated with angels bearing witness to its inhabitants' everyday concerns. One falls in love with a beautiful young woman, a trapeze artist in a traveling circus, and decides to forfeit his immortality. Wenders's groundbreaking film has been hailed as a paean to love, a rumination on the continued presence in Berlin of the troubled German history, as well as an homage to the life-affirming power of the cinematic imagination.Christian Rogowski guides the reader through the film's many aspects, using archival research to bring out new insights into its making and its meanings. Christian Rogowski is G. Armour Craig Professor in Language andLiterature in the Department of German at Amherst College.

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Passion and poetry: two love stories intertwine - a true historical one and an imagined contemporary one, both intimately connected with Emily Dickinson's life.In 1881 a young married couple, Mabel and David Todd, arrive in stuffy Amherst, Massachusetts. He will take up a post at Amherst College; she will embark on an affair that rocks the town. Emily Dickinson's brother is the College's Treasurer, Austin Dickinson, a respected citizen of the town and a married man with three children. Austin's sister Emily lives as a recluse in the house next-door to Austin. Over the months that follow the Todds' arrival, Austin falls passionately in love with Mabel, and she with him. In the present day, Alice Dickinson, 24 years old, seeks to escape her copy-writing job and make a living as a screenwriter. She takes a short holiday to Amherst to research a screenplay on a story that has fascinated her since college days, where a love of Emily Dickinson's poems was triggered by the coincidence of her own surname.The story is the illicit love affair between Austin Dickinson and Mabel Todd. As she researches one love affair taking place under the watchful eye of Emily Dickinson, Alice embarks on a passionate liaison of her own, and the novel interweaves the stories of these two loves, illuminating both past and present in the process.

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The preoccupation with “depth” and its relevance to cinema and media studiesFor decades the concept of depth has been central to critical thinking in numerous humanities-based disciplines, legitimizing certain modes of inquiry over others. Deep Mediations examines why and how this is, as scholars today navigate the legacy of depth models of thought and vision, particularly in light of the “surface turn” and as these models impinge on the realms of cinema and media studies.The collection’s eighteen essays seek to understand the decisive but evolving fixation on depth by considering the term’s use across a range of conversations as well as its status in relation to critical methodologies and the current mediascape. Engaging contemporary debates about new computing technologies, the environment, history, identity, affect, audio/visual culture, and the limits and politics of human perception, Deep Mediations is a timely interrogation of depth’s ongoing importance within the humanities. Contributors: Laurel Ahnert; Taylor Arnold, U of Richmond; Erika Balsom, King’s College London; Brooke Belisle, Stony Brook University; Jinhee Choi, King’s College London; Jennifer Fay, Vanderbilt U; Lisa Han, UC Santa Barbara; Jean Ma, Stanford U; Shaka McGlotten, Purchase College-SUNY; Susanna Paasonen, U of Turku, Finland; Jussi Parikka, U of Southampton; Alessandra Raengo, Georgia State U; Pooja Rangan, Amherst College; Katherine Rochester, VIA Art Fund in Boston; Karl Schoonover, University of Warwick (UK); Jordan Schonig, Michigan State U; John Paul Stadler, North Carolina State U; Nicole Starosielski, New York U; Lauren Tilton, U of Richmond.

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Richardson was one of the foremost library scholars and innovators of early librarianship in this country. His academic background included earning degrees from Amherst College and Hartford Theological Seminary as well as an honorary masters from Princeton and an honorary doctorate from Washington and Jefferson College. A prodigious worker, he wrote over 200 books, periodicals, and other works. Classification, Theoretical and Practical and Some Aspects of Cooperative Cataloging were among his most influential books. He worked unceasingly to strengthen research library collections in the United States. His efforts in this area took him to Europe on innumerable occasions to study the great collections there. His greatest single contribution to librarianship and to scholarship was his work as Director of "Project B" in transforming the National Union Catalog of the Library of Congress from an insignificant record of one and a half million titles into a magnificent tool of seven million titles in known locations. These successes set the stage for the emergence years later of the Farming Plan and the Center for Research Libraries. He was a member of many library and scholarly organizations and served as president of ALA and the American Library Institute. Dr. Richardson was far ahead of his time, and his significant contributions to his profession have never been fully recognized. The publication of this bibliography is an attempt to fill an important gap in library history. Appendix and bibliography.

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The preoccupation with “depth” and its relevance to cinema and media studiesFor decades the concept of depth has been central to critical thinking in numerous humanities-based disciplines, legitimizing certain modes of inquiry over others. Deep Mediations examines why and how this is, as scholars today navigate the legacy of depth models of thought and vision, particularly in light of the “surface turn” and as these models impinge on the realms of cinema and media studies.The collection’s eighteen essays seek to understand the decisive but evolving fixation on depth by considering the term’s use across a range of conversations as well as its status in relation to critical methodologies and the current mediascape. Engaging contemporary debates about new computing technologies, the environment, history, identity, affect, audio/visual culture, and the limits and politics of human perception, Deep Mediations is a timely interrogation of depth’s ongoing importance within the humanities. Contributors: Laurel Ahnert; Taylor Arnold, U of Richmond; Erika Balsom, King’s College London; Brooke Belisle, Stony Brook University; Jinhee Choi, King’s College London; Jennifer Fay, Vanderbilt U; Lisa Han, UC Santa Barbara; Jean Ma, Stanford U; Shaka McGlotten, Purchase College-SUNY; Susanna Paasonen, U of Turku, Finland; Jussi Parikka, U of Southampton; Alessandra Raengo, Georgia State U; Pooja Rangan, Amherst College; Katherine Rochester, VIA Art Fund in Boston; Karl Schoonover, University of Warwick (UK); Jordan Schonig, Michigan State U; John Paul Stadler, North Carolina State U; Nicole Starosielski, New York U; Lauren Tilton, U of Richmond.

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Praise for Transformative Conversations "In the 'superstorm' of writings about the crisis in higher education this little gem of a book stands out like a mindfulness bell. It calls us back to the only thing that truly matters—the energy and wisdom buried in the minds and hearts of dedicated educators." —Diana Chapman Walsh, president emerita, Wellesley College; trustee emerita, Amherst College; member of the MIT Corporation "This book is revolutionary! It is about transforming the very essence of higher education through the power of authentic conversation, knowing that as the people within the institution evolve, the institution will transform." —Patricia and Craig Neal, The Art of Convening: Authentic Engagement in Meetings, Gatherings, and Conversations; founders, Heartland Inc. "This is a radical story about how to create a more intimate and relational culture inside the halls of higher education.... for those who long for higher education to return from the abyss of siloed isolation to its original charter as a cooperative learning institution committed to developing the whole person in service of the common good." —Peter Block, Flawless Consulting and Abundant Community Transformative Conversations offers guidance to help readers create and sustain Formation Mentoring Communities, where faculty, staff, and administrators can speak openly and honestly to the heart of their work as educators and human beings.

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The Letters of Robert Frost, Volume 2: 1920–1928 is the second installment of Harvard’s five-volume edition of the poet’s correspondence. Nearly three hundred letters in the critically-acclaimed first volume had never before been collected; here, close to four hundred are gathered for the first time. Volume 2 includes letters to some 160 correspondents: family and friends; colleagues, fellow writers, visual artists, editors, and publishers; educators of all kinds; farmers, librarians, and admirers.In the years covered here, publication of Selected Poems, New Hampshire, and West-Running Brook enhanced Frost’s stature in America and abroad, and the demands of managing his career—as public speaker, poet, and teacher—intensified. A good portion of the correspondence is devoted to Frost’s appointments at the University of Michigan and Amherst College, ​through which he played a major part in staking out the positions poets would later hold in American universities.​​ Other letters show Frost helping to shape the Bread Loaf School of English and its affiliated Writers’ Conference.​ We encounter him discussing his craft with students and fostering the careers of younger poets. His ​​observations (and reservations) about educators are illuminating and remain pertinent. And family life—with all its joys and sorrows, hardships and satisfactions—is never less than central to Frost’s concerns.Robert Frost was a masterful prose stylist, often brilliant and always engaging.​ Thoroughly annotated and accompanied by a biographical glossary, chronology, and detailed index, these letters are both the record of a remarkable literary life and a unique contribution to American literature.

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A call to advance integrative teaching and learning in higher education. From Parker Palmer, best-selling author of The Courage to Teach, and Arthur Zajonc, professor of physics at Amherst College and director of the academic program of the Center for Contemplative Mind in Society, comes this call to revisit the roots and reclaim the vision of higher education. The Heart of Higher Education proposes an approach to teaching and learning that honors the whole human being—mind, heart, and spirit—an essential integration if we hope to address the complex issues of our time. The book offers a rich interplay of analysis, theory, and proposals for action from two educators and writers who have contributed to developing the field of integrative education over the past few decades. Presents Parker Palmer’s powerful response to critics of holistic learning and Arthur Zajonc’s elucidation of the relationship between science, the humanities, and the contemplative traditions Explores ways to take steps toward making colleges and universities places that awaken the deepest potential in students, faculty, and staff Offers a practical approach to fostering renewal in higher education through collegiality and conversation The Heart of Higher Education is for all who are new to the field of holistic education, all who want to deepen their understanding of its challenges, and all who want to practice and promote this vital approach to teaching and learning on their campuses.

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Mapping the possibilities of photofilmic images. This book explores the different ways in which art, cinema, and other forms of visual culture respond to a digitized and networked world. Traditional discourses on medium specificity, developed in distinct disciplines, often fail to provide an adequate description of the transformations that photography and film have undergone. The essays, written by internationally renowned scholars, encompass a broad range of different media such as video, documentary film, cinema, photography, and the Internet, as well as different disciplines such as art history, film studies, photography theory, visual culture studies, and media theory. In this way they deal with various practices or techniques ranging from panoramas, drone surveillance, tableau vivant, press coverage, computer-based editing, digitized financial markets, and various concepts such as temporality and contemporaneity, eco-aesthetics and forensic practice, countervisuality, human rights and political imagination, social transparency and control, thus mapping the possibilities of the continuous border-crossing movement between photographic and filmic images within contemporary art and visual culture. This volume also contains, as an artist’s contribution, a substantial and richly illustrated interview with Eric Baudelaire. This publication is GPRC-labeled (Guaranteed Peer-Reviewed Content). Contributors: Eric Baudelaire (Paris), Brianne Cohen (Amherst College), Stefanie Diekmann (University of Hildesheim), Evgenia Giannouri (Paris 3 Sorbonne Nouvelle), Lilian Haberer (University of Cologne), Jana J. Haeckel (UCL), Ágnes Pethö (Sapientia University of Transylvania, Romania), Eivind Rossaak (National Library of Norway), Linda Schädler (ETH Zurich), Terry Smith (University of Pittsburgh), Alexander Streitberger (UCL), Hilde Van Gelder (KU Leuven).

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Since first being identified as a distinct psychiatric disorder in 1943, autism has been steeped in contestation and controversy. Present-day skirmishes over the potential causes of autism, how or even if it should be treated, and the place of Asperger’s syndrome on the autism spectrum are the subjects of intense debate in the research community, in the media, and among those with autism and their families. Bringing together innovative work on autism by international scholars in the social sciences and humanities, Worlds of Autism boldly challenges the deficit narrative prevalent in both popular and scientific accounts of autism spectrum disorders, instead situating autism within an abilities framework that respects the complex personhood of individuals with autism. A major contribution to the emerging, interdisciplinary field of critical autism studies, this book is methodologically and conceptually broad. Its authors explore the philosophical questions raised by autism, such as how it complicates neurotypical understandings of personhood; grapple with the politics that inform autism research, treatment, and care; investigate the diagnosis of autism and the recognition of difference; and assess representations of autism and stories told by and about those with autism.From empathy, social circles, and Internet communities to biopolitics, genetics, and diagnoses, Worlds of Autism features a range of perspectives on autistic subjectivities and the politics of cognitive difference, confronting society’s assumptions about those with autism and the characterization of autism as a disability. Contributors: Dana Lee Baker, Washington State U; Beatrice Bonniau, Paris Descartes U; Charlotte Brownlow, U of Southern Queensland, Australia; Kristin Bumiller, Amherst College; Brigitte Chamak, Paris Descartes U; Kristina Chew, Saint Peter’s U, New Jersey; Patrick McDonagh, Concordia U, Montreal; Stuart Murray, U of Leeds; Majia Holmer Nadesan, Arizona State U; Christina Nicolaidis, Portland State U; Lindsay O'Dell, Open U, London; Francisco Ortega, State U of Rio de Janeiro; Mark Osteen, Loyola U, Maryland; Dawn Eddings Prince; Dora Raymaker; Sara Ryan, U of Oxford; Lila Walsh.

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Fourteen of Walker Evans's evocative photographs of Brooklyn Bridge, most of which have never been published, appear in this edition of Alan Trachenberg's Brooklyn Bridge: Fact and Symbol. In the new afterword Trachenberg explores the history of Hart Crane's The Bridge, especially the poem's integral relationship with the powerful photography of Evans. "[Brooklyn Bridge] is familiar in so many movies, in so many stage sets and, as Mr. Trachtenberg shows in this brilliant . . . book, it is at least as much a symbol as a reality. . . . Mr. Trachtenberg is always exciting and illuminating."—Times Literary Supplement "The book is a skillful and insightful synthesis of materials about Brooklyn Bridge from such diverse fields as history, engineering, literature and art. Essentially it asks the question of why Brooklyn Bridge achieved such great impact on the nineteenth century American imagination and why it has continued to have a significant impact on twentieth century art and literature. In addition to its exploration of the bridge's symbolic significance, which includes perceptive analyses of such particular works as Hart Crane's great poem cycle and the paintings of artists like Joseph Stella, the book also includes a solidly researched account of the conception, planning and construction of the bridge. Trachtenberg's account of the intellectual and cultural sources of the bridge is particularly fascinating in its demonstration of the convergence of many different philosophical and ideological currents of the time around this great engineering enterprise, illustrating as effectively as any discussion I know the complex interplay of ideas and material culture."—John G. Cawelti, University of Chicago "Alan Trachtenberg's Brooklyn Bridge is a fascinating story, the philosophic genesis of the idea in Europe, John Roebling's heroic effort to translate it into masonry and steel, and the meanings that Americans attached to the physical object as an emblem of their aspirations."—Leo Marx, Amherst College, author of The Machine in the Garden

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Since first being identified as a distinct psychiatric disorder in 1943, autism has been steeped in contestation and controversy. Present-day skirmishes over the potential causes of autism, how or even if it should be treated, and the place of Asperger’s syndrome on the autism spectrum are the subjects of intense debate in the research community, in the media, and among those with autism and their families. Bringing together innovative work on autism by international scholars in the social sciences and humanities, Worlds of Autism boldly challenges the deficit narrative prevalent in both popular and scientific accounts of autism spectrum disorders, instead situating autism within an abilities framework that respects the complex personhood of individuals with autism. A major contribution to the emerging, interdisciplinary field of critical autism studies, this book is methodologically and conceptually broad. Its authors explore the philosophical questions raised by autism, such as how it complicates neurotypical understandings of personhood; grapple with the politics that inform autism research, treatment, and care; investigate the diagnosis of autism and the recognition of difference; and assess representations of autism and stories told by and about those with autism.From empathy, social circles, and Internet communities to biopolitics, genetics, and diagnoses, Worlds of Autism features a range of perspectives on autistic subjectivities and the politics of cognitive difference, confronting society’s assumptions about those with autism and the characterization of autism as a disability. Contributors: Dana Lee Baker, Washington State U; Beatrice Bonniau, Paris Descartes U; Charlotte Brownlow, U of Southern Queensland, Australia; Kristin Bumiller, Amherst College; Brigitte Chamak, Paris Descartes U; Kristina Chew, Saint Peter’s U, New Jersey; Patrick McDonagh, Concordia U, Montreal; Stuart Murray, U of Leeds; Majia Holmer Nadesan, Arizona State U; Christina Nicolaidis, Portland State U; Lindsay O'Dell, Open U, London; Francisco Ortega, State U of Rio de Janeiro; Mark Osteen, Loyola U, Maryland; Dawn Eddings Prince; Dora Raymaker; Sara Ryan, U of Oxford; Lila Walsh.

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The latest installment of a digital humanities bellwether Contending with recent developments like the shocking 2016 U.S. Presidential election, the radical transformation of the social web, and passionate debates about the future of data in higher education, Debates in the Digital Humanities 2019 brings together a broad array of important, thought-provoking perspectives on the field’s many sides. With a wide range of subjects including gender-based assumptions made by algorithms, the place of the digital humanities within art history, data-based methods for exhuming forgotten histories, video games, three-dimensional printing, and decolonial work, this book assembles a who’s who of the field in more than thirty impactful essays.Contributors: Rafael Alvarado, U of Virginia; Taylor Arnold, U of Richmond; James Baker, U of Sussex; Kathi Inman Berens, Portland State U; David M. Berry, U of Sussex; Claire Bishop, The Graduate Center, CUNY; James Coltrain, U of Nebraska–Lincoln; Crunk Feminist Collective; Johanna Drucker, U of California–Los Angeles; Jennifer Edmond, Trinity College; Marta Effinger-Crichlow, New York City College of Technology–CUNY; M. Beatrice Fazi, U of Sussex; Kevin L. Ferguson, Queens College–CUNY; Curtis Fletcher, U of Southern California; Neil Fraistat, U of Maryland; Radhika Gajjala, Bowling Green State U; Michael Gavin, U of South Carolina; Andrew Goldstone, Rutgers U; Andrew Gomez, U of Puget Sound; Elyse Graham, Stony Brook U; Brian Greenspan, Carleton U; John Hunter, Bucknell U; Steven J. Jackson, Cornell U; Collin Jennings, Miami U; Lauren Kersey, Saint Louis U; Kari Kraus, U of Maryland; Seth Long, U of Nebraska, Kearney; Laura Mandell, Texas A&M U; Rachel Mann, U of South Carolina; Jason Mittell, Middlebury College; Lincoln A. Mullen, George Mason U; Trevor Muñoz, U of Maryland; Safiya Umoja Noble, U of Southern California; Jack Norton, Normandale Community College; Bethany Nowviskie, U of Virginia; Élika Ortega, Northeastern U; Marisa Parham, Amherst College; Jussi Parikka, U of Southampton; Kyle Parry, U of California, Santa Cruz; Brad Pasanek, U of Virginia; Stephen Ramsay, U of Nebraska–Lincoln; Matt Ratto, U of Toronto; Katie Rawson, U of Pennsylvania; Ben Roberts, U of Sussex; David S. Roh, U of Utah; Mark Sample, Davidson College; Moacir P. de Sá Pereira, New York U; Tim Sherratt, U of Canberra; Bobby L. Smiley, Vanderbilt U; Lauren Tilton, U of Richmond; Ted Underwood, U of Illinois, Urbana-Champaign; Megan Ward, Oregon State U; Claire Warwick, Durham U; Alban Webb, U of Sussex; Adrian S. Wisnicki, U of Nebraska–Lincoln.

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The latest installment of a digital humanities bellwether Contending with recent developments like the shocking 2016 U.S. Presidential election, the radical transformation of the social web, and passionate debates about the future of data in higher education, Debates in the Digital Humanities 2019 brings together a broad array of important, thought-provoking perspectives on the field’s many sides. With a wide range of subjects including gender-based assumptions made by algorithms, the place of the digital humanities within art history, data-based methods for exhuming forgotten histories, video games, three-dimensional printing, and decolonial work, this book assembles a who’s who of the field in more than thirty impactful essays.Contributors: Rafael Alvarado, U of Virginia; Taylor Arnold, U of Richmond; James Baker, U of Sussex; Kathi Inman Berens, Portland State U; David M. Berry, U of Sussex; Claire Bishop, The Graduate Center, CUNY; James Coltrain, U of Nebraska–Lincoln; Crunk Feminist Collective; Johanna Drucker, U of California–Los Angeles; Jennifer Edmond, Trinity College; Marta Effinger-Crichlow, New York City College of Technology–CUNY; M. Beatrice Fazi, U of Sussex; Kevin L. Ferguson, Queens College–CUNY; Curtis Fletcher, U of Southern California; Neil Fraistat, U of Maryland; Radhika Gajjala, Bowling Green State U; Michael Gavin, U of South Carolina; Andrew Goldstone, Rutgers U; Andrew Gomez, U of Puget Sound; Elyse Graham, Stony Brook U; Brian Greenspan, Carleton U; John Hunter, Bucknell U; Steven J. Jackson, Cornell U; Collin Jennings, Miami U; Lauren Kersey, Saint Louis U; Kari Kraus, U of Maryland; Seth Long, U of Nebraska, Kearney; Laura Mandell, Texas A&M U; Rachel Mann, U of South Carolina; Jason Mittell, Middlebury College; Lincoln A. Mullen, George Mason U; Trevor Muñoz, U of Maryland; Safiya Umoja Noble, U of Southern California; Jack Norton, Normandale Community College; Bethany Nowviskie, U of Virginia; Élika Ortega, Northeastern U; Marisa Parham, Amherst College; Jussi Parikka, U of Southampton; Kyle Parry, U of California, Santa Cruz; Brad Pasanek, U of Virginia; Stephen Ramsay, U of Nebraska–Lincoln; Matt Ratto, U of Toronto; Katie Rawson, U of Pennsylvania; Ben Roberts, U of Sussex; David S. Roh, U of Utah; Mark Sample, Davidson College; Moacir P. de Sá Pereira, New York U; Tim Sherratt, U of Canberra; Bobby L. Smiley, Vanderbilt U; Lauren Tilton, U of Richmond; Ted Underwood, U of Illinois, Urbana-Champaign; Megan Ward, Oregon State U; Claire Warwick, Durham U; Alban Webb, U of Sussex; Adrian S. Wisnicki, U of Nebraska–Lincoln.

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The conservative movement in America seems to have fallen on hard times. Even though conservative talk radio is at its height, and President Obama had to shift to the political center to win the 2008 election (only to disappoint months after his inauguration), conservative ideas garner little excitement or serious engagement among young people as they once did even just two decades ago. We have gone from Eric Voegelin “Don’t immanentize the eschaton” to Hannity’s “Sean, you’re a great American.” To be sure, many conservative and liberal young people have firm opinions on issues along the conservative-liberal fault line. They can opine, and fiercely so, by blog, twitter, or email on issues as wide ranging as same-sex marriage, Constitutional interpretation, abortion, free markets, and the role of religion in the public square. But very few, if any, of them seem to be aware of the intellectual patrimony from which their views sprang, and the arguments and reasons that animated the proponents of the ideas they claim to sincerely and deeply hold. “Hope” and “change,” though fine words in their own right, do not qualify as actual ideas that may guide presidents and prime ministers to excellence in statecraft. There was a time when many students in college or graduate school would participate in robust discussions with friend and foe alike about the ideas and arguments plumbed from the works authored by conservative luminaries as diverse as Hayek, Strauss, Voegelin, Buckley, Weaver, Friedman, Kirk, Lewis, Chesterton, and Anscombe, to name just a few. Sadly, there is very little of this going on today in our universities and colleges. A Second Look at First Things: A Case for Conservative Politics has two purposes. The first is to remedy this contemporary deficit by offering, in one volume, an intelligent, winsome, and readable articulation of conservative ideas on a variety of issues and questions. They range from the abstract (“Why the Natural Law Suggests a Divine Source”) to the practical (“Lincoln and the Art of Political Leadership”), and to the provocative (“Being Personal These Days: Designer Babies and the Future of Liberal Democracy”). The second purpose is to honor the great conservative political philosopher, Hadley P. Arkes, the Edward Ney Professor of Jurisprudence and American Institutions at Amherst College. In 2010 he celebrated his 70th birthday, and 2011 marked the 25th anniversary of his classic monograph on natural law and public policy, First Things: An -Inquiry Into the First Principles of Morals and Justice (Princeton University Press, 1986). So, in celebration of these milestones, the editors have chosen to produce a work that is consistent with Hadley’s vocation as an exceptional teacher of young people. Although most of those who have read Hadley’s books and articles think of him as an engaging and productive scholar, which indeed he is, his students – including both those at Amherst as well as those who have had the privilege to hear his spell-binding lectures elsewhere – know him as an outstanding teacher. His ability to unpack a principle of jurisprudence by weaving together an analytical argument with an enthralling tale or insightful anecdote is truly magical to behold. Contributors include Michael Novak, Daniel Robinson, Gerard Bradley, Allen Guelzo, Peter Augustine Lawler, Larry Arnn, James Schall, s.j., and Christopher Tollefesen.

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