"Leaps straight onto the roster of essential reading for anyone even vaguely interested in Grant and the Civil War." -Ron Chernow, author of Grant "Provides leadership lessons that can be obtained nowhere else... Ulysses Grant in his Memoirs gives us a unique glimpse of someone who found that the habit of reflection could serve as a force multiplier for leadership." -Thomas E. Ricks, Foreign Policy Ulysses S. Grant's memoirs, sold door-to-door by former Union soldiers, were once as ubiquitous in American households as the Bible. Mark Twain and Henry James hailed them as great literature, and countless presidents credit Grant with influencing their own writing. This is the first comprehensively annotated edition of Grant's memoirs, clarifying the great military leader's thoughts on his life and times through the end of the Civil War and offering his invaluable perspective on battlefield decision making. With annotations compiled by the editors of the Ulysses S. Grant Association's Presidential Library, this definitive edition enriches our understanding of the pre-war years, the war with Mexico, and the Civil War. Grant provides essential insight into how rigorously these events tested America's democratic institutions and the cohesion of its social order. "What gives this peculiarly reticent book its power? Above all, authenticity... Grant's style is strikingly modern in its economy." -T. J. Stiles, New York Times "It's been said that if you're going to pick up one memoir of the Civil War, Grant's is the one to read. Similarly, if you're going to purchase one of the several annotated editions of his memoirs, this is the collection to own, read, and reread." -Library Journal

Marco Paolini: A Deep Map breaks new ground in the field of Italian political theatre by outlining the unique approach of one of Italy's most celebrated playwrights, Marco Paolini, whose work has hitherto remained inaccessible to English-speaking audiences. The book is the first substantial study of Paolini's corpus in English. Additionally, it offers an in-depth analysis of Paolini's unique methods by focusing on the recovery of collective cultural memory through theatre and in-depth historical and political context. The book engages critically with art and politics in Italy specifically, but has implications and relevance on a global scale. Perissinotto's multidisciplinary approach simultaneously draws upon memory studies, history, and poetry. She demonstrates how Paolini's plays evoke themes similar to ancient Greek theatre, which called for the engagement of actors in political commentary from the stage, connecting them directly with the public on social and ethical issues.

This revised and updated second edition is an accessible companion designed to help science and technology students develop the knowledge, skills and strategies needed to produce clear and coherent academic writing in their university assignments. Using authentic texts to explore the nature of scientific writing, the book covers key areas such as scientific style, effective sentence and paragraph structure, and coherence in texts and arguments. Throughout the book, a range of tasks offers the opportunity to put theory into practice. The explorative tasks allow you to see how language works in a real scientific context, practice and review tasks consolidate learning and help you to develop your own writing skills, and reflective tasks encourage you to think about your own knowledge and experience, and bring this to bear on your own writing journey at university. Key features of the new edition include: * Updated content and additional tasks throughout * New chapters, covering writing in the sciences and writing at university * The introduction of reflective tasks * Up-to-date examples of authentic scientific writing Clear, engaging and easy-to-use, this is an invaluable tool for the busy science or technology student looking to improve their writing and reach their full academic potential.

This book introduces a new system for describing non-biblical ancient Jewish literature. It arises from a fresh empirical investigation into the literary structures of many anonymous and pseudepigraphic sources, including Pseudepigrapha and Apocrypha of the Old Testament, the larger Dead Sea Scrolls, Midrash, and the Talmuds. A comprehensive framework of several hundred literary features, based on modern literary studies and text linguistics, allows describing the variety of important text types which characterize ancient Judaism without recourse to vague and superficial genre terms. The features proposed cover all aspects of the ancient Jewish texts, including the self-presentation, perspective, and knowledge horizon assumed by the text; any poetic constitution, narration, thematic discourse, or commentary format; common small forms and small-scale relationships governing neighbouring parts; compilations; dominant subject matter; and similarities to the canonical books of the Hebrew Bible. By treating works of diverse genres and periods by the same conceptual grid, the new framework breaks down artificial barriers to interdisciplinary research and prepares the ground for new large-scale comparative studies. The book introduces and presents the new framework, explains and illustrates every descriptive category with reference to specific ancient Jewish texts, and provides sample profiles of Jubilees, the Temple Scroll, Mishnah, and Genesis Rabbah. The books publication is accompanied by a public online Database of hundreds of further Profiles (literarydatabase.humanities.manchester.ac.uk). This project was made possible through the support of the Arts and Humanities Research Council.

This monograph offers a novel investigation of the Edwardian picture postcard as an innovative form of multimodal communication, revealing much about the creativity, concerns and lives of those who used postcards as an almost instantaneous form of communication. In the early twentieth century, the picture postcard was a revolutionary way of combining short messages with an image, making use of technologies in a way impossible in the decades since, until the advent of the digital revolution. This book offers original insights into the historical and social context in which the Edwardian picture postcard emerged and became a craze. It also expands the field of Literacy Studies by illustrating the combined use of posthuman, multimodal, historic and linguistic methodologies to conduct an in-depth analysis of the communicative, sociolinguistic and relational functions of the postcard. Particular attention is paid to how study of the picture postcard can reveal details of the lives and literacy practices of often overlooked sectors of the population, such as working-class women. The Edwardian era in the United Kingdom was one of extreme inequalities and rapid social change, and picture postcards embodied the dynamism of the times. Grounded in an analysis of a unique, open access, digitized collection of 3,000 picture postcards, this monograph will be of interest to researchers and postgraduate students in the fields of Literacy Studies, sociolinguistics, history of communications and UK social history.

Emotions, creativity, aesthetics, artistic behavior, divergent thoughts, and curiosity are both fundamental to the human experience and instrumental in the development of human-centered artificial intelligence systems that can relate, communicate, and understand human motivations, desires, and needs. In this book the editors put forward two core propositions: creative artistic behavior is one of the key challenges of artificial intelligence research, and computer-assisted creativity and human-centered artificial intelligence systems are the driving forces for research in this area. The invited chapters examine computational creativity and more specifically systems that exhibit artistic behavior or can improve humans' creative and artistic abilities. The authors synthesize and reflect on current trends, identify core challenges and opportunities, and present novel contributions and applications in domains such as the visual arts, music, 3D environments, and games. The book will be valuable for researchers, creatives, and others engaged with the relationship between artificial intelligence and the arts.

In various ways, Chinese diasporic communities seek to connect and re-connect with their "homelands" in literature, film, and visual culture. The essays in Affective Geographies and Narratives of Chinese Diaspora examine how diasporic bodies and emotions interact with space and place, as well as how theories of affect change our thinking of diaspora. Questions of borders and border-crossing, not to mention the public and private spheres, in diaspora literature and film raise further questions about mapping and spatial representation and the affective and geographical significance of the push-and-pull movement in diasporic communities. The unique experience is represented differently by different authors across texts and media. In an age of globalization, in "the Chinese Century," the spatial representation and cultural experiences of mobility, displacement, settlement, and hybridity become all the more urgent. The essays in this volume respond to this urgency, and they help to frame the study of Chinese diaspora and culture today.

This book explores hybrid memoirs, combining text and images, authored by photographers. It contextualizes this sub-category of life writing from a historical perspective within the overall context of life writing, before taking a structural and cognitive approach to the text/image relationship. While autobiographers use photographs primarily for their illustrative or referential function, photographers have a much more complex interaction with pictures in their autobiographical accounts. This book explores how the visual aspect of a memoir may drastically alter the reader's response to the work, but also how, in other cases, the visual parts seem disconnected from the text or underused.

The three works considered in Hierarchy and Mutuality in Paradise Lost, Moby-Dick and The Brothers Karamazov display a striking overlap in their concern with hierarchy and mutuality as parallel and often intersecting way of how human beings relate to each other and to divine forces in the universe. All three contain adversarial protagonists whose stature often commands admiration from audiences less ready to confront their motives and deeds than to be swayed by their verbal harangues. Why the quest for personal power should disturb the serenity of mutual love with such compelling force is an issue that Milton, Melville and Dostoevsky address with varying degrees of self-consciousness. In their texts the seeds of disaster seem to sprout in both spiritual and barren soil, sometimes nurtured by a hierarchy that gave them birth, at others in reaction against a hierarchy that would stifle their energy. The purpose of this study is to analyze the origins and the consequences of such tensions.

The Monstrous Feminine is one of the most influential books to emerge in the early 90s In this new edition, Creed does it again, recontextualizing the conception of the monstrous-feminine to track many of the evolutions in the horror genre This updated edition includes an entirely new section examining contemporary feminist horror films in relation to nonhuman theory Barbara Creed’s classic remains as relevant as ever

This grammar provides a clear and comprehensive overview of contemporary West Greenlandic. It follows a systematic order of topics beginning with the alphabet and phonology, continuing with nominal and verbal morphology and syntax, and concluding with more advanced topics such as complex sentences and word formation. Grammatical points are illustrated with authentic examples reflecting current life in Greenland. Grammatical terminology is explained fully for the benefit of readers without a background in linguistics. Features include: Full grammatical breakdowns of all examples for ease of identifying individual components of complex words. A detailed contents list and index for easy access to information. An alphabetical list of the most commonly used West Greenlandic suffixes. A glossary of grammatical abbreviations used in the volume. The book is suitable for a wide range of users, including independent and classroom-based learners of West Greenlandic, as well as linguists and anyone with an interest in Greenland's official language.

This book reignites discussion on the importance of collaboration and innovation in language education. The pivotal difference highlighted in this volume is the concept of team learning through collaborative relationships such as team teaching. It explores ways in which team learning happens in ELT environments and what emerges from these explorations is a more robust concept of team learning in language education. Coupled with this deeper understanding, the value of participant research is emphasised by defining the notion of 'team' to include all participants in the educational experience. Authors in this volume position practice ahead of theory as they struggle to make sense of the complex phenomena of language teaching and learning. The focus of this book is on the nexus between ELT theory and practice as viewed through the lens of collaboration. The volume aims to add to the current knowledge base in order to bridge the theory-practice gap regarding collaboration for innovation in language classrooms.

This book demonstrates that since the 1970s, British feminist cartoons and comics have played an important part in the Women's Movement in Britain. A key component of this has been humour. This aspect of feminist history in Britain has not previously been documented. The book questions why and how British feminists have used humour in comics form to present serious political messages. It also interrogates what the implications have been for the development of feminist cartoons and for the popularisation of feminism in Britain. The work responds to recent North American feminist comics scholarship that concentrates on North American autobiographical comics of trauma by women. This book highlights the relevance of humour and provides a comparative British perspective. The time frame is 1970 to 2019, chosen as representative of a significant historical period for the development of feminist cartoon and comics activity and of feminist theory and practice. Research methods include archival data collection, complemented by interviews with selected cartoonists. Visual and textual analysis of specific examples draws on literature from humour theory, comics studies and feminist theory. Examples are also considered as responses to the economic, social and political contexts in which they were produced.

What Pornography Knows offers a new history of pornography based on forgotten bawdy fiction of the eighteenth century, its nineteenth-century republication, and its appearance in 1960s paperbacks. Through close textual study, Lubey shows how these texts were edited across time to become what we think pornography is-a genre focused primarily on sex. Originally, they were far more variable, joining speculative philosophy and feminist theory to sexual description. Lubey's readings show that pornography always had a social consciousness-that it knew, long before anti-pornography feminists said it, that women and nonbinary people are disadvantaged by a society that grants sexual privilege to men. Rather than glorify this inequity, Lubey argues, the genre's central task has historically been to expose its artifice and envision social reform. Centering women's bodies, pornography refuses to divert its focus from genital action, forcing readers to connect sex with its social outcomes. Lubey offers a surprising take on a deeply misunderstood cultural form: pornography transforms sexual description into feminist commentary, revealing the genre's deep knowledge of how social inequities are perpetuated as well as its plans for how to rectify them.

In this moment of climate precarity, Victorian studies scholar Barbara Leckie considers the climate crisis as a problem of time. Spanning the long nineteenth century through our current moment, her interdisciplinary treatment of climate change at once rethinks time and illustrates that the time for climate action is now. Climate Change, Interrupted argues that linear, progress-inflected temporalities are not adequate to a crisis that defies their terms. Instead, this book advances a theory and practice of interruption to rethink prevailing temporal frameworks. At the same time, it models the anachronistic, time-blending, and time-layering temporality it advances. In a series of experimental chapters informed by the unlikely trio of Walter Benjamin, Donna Haraway, and Virginia Woolf, Leckie reinflects and cowrites the traditions and knowledges of the long nineteenth century and the current period in the spirit of climate action collaboration. The current moment demands as many approaches as possible, invites us to take risks, and asks scholars and activists adept at storytelling to participate in the conversation. Climate Change, Interrupted, accordingly, invests in interruption to tell a different story of the climate crisis.

Integral to the tapestry of social interaction, storytelling is the focus of interest for scholars from a diverse range of academic disciplines. This volume combines the study of conversation analysis (CA) with storytelling in multilingual contexts to examine how multilingual speakers converse and manage various aspects of storytelling and how they accomplish a wide range of actions through storytelling in classroom and everyday settings. An original, book-length endeavor devoted exclusively to storytelling in multilingual contexts, this book contributes to broadening the scope of the foundational conversation analytic literature on storytelling and to further specifying the nature of second language (L2) interactional competence. Designed for pre-service and in-service second or foreign language teachers, students of applied linguistics, as well as scholars interested in storytelling, this volume explores the cross-linguistic nature of generic interactional practices, sheds light on the nature of translanguaging and learner language, and provides insights into teacher practices on managing classroom storytelling.

Reading Rio de Janeiro blazes a new trail for understanding the cultural history of 19th-century Brazil. To bring the social fabric of Rio de Janeiro alive, Zephyr Frank flips the historian's usual interest in literature as a source of evidence and, instead, uses the historical context to understand literature. By focusing on the theme of social integration through the novels of Jose de Alencar, Machado de Assis, and Aluisio Azevedo, the author draws the reader's attention to the way characters are caught between conflicting moral imperatives as they encounter the newly mobile, capitalist, urban society, so different from the slave-based plantations of the past. Some characters grow and triumph in this setting; others are defeated by it. Though literature infuses this social history of 19th-century Rio, it is replete with maps, graphs, non-fiction sources, and statistical data and analysis that are the historian's stock-in-trade. By connecting a literary understanding of the social problems with the quantitative data traditional historical methods provide, Frank creates a richer and deeper understanding of society in 19th-century Rio.

Drawing on experiences of ESOL teachers from around the world, this book provides insights into how peer learning is understood and used in real language classrooms. Based on survey responses, interviews, and observations in a wide range of classroom settings, this book integrates research on peer interaction in second language learning from cognitive and social frameworks with original data on teacher beliefs and practices around the use of peer learning in their teaching. Readers will gain understanding, through teacher's own words, of how peer interaction is used to teach linguistic form, how learners collaborate to develop oral and written communication skills, and how technology is used with peer learning. This book also delineates the ways that current second language peer interaction research diverges from classroom practice, concluding with a classroom-centred research agenda that addresses the nexus of research and practice on second language peer interaction. The book provides a template for integrating research-based and practice-based perspectives on second language learning. Language teachers, teacher educators, second language researchers, and advanced students of applied linguistics, SLA, TESOL, and language pedagogy will benefit from this volume's perspective and unique work.