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Wide-ranging examination of women's achievements in and influence
on many aspects of medieval culture. Medieval women were normally
denied access to public educational institutions, and so also
denied the gateways to most leadership positions. Modern scholars
have therefore tended to study learned medieval women as simply
anomalies, and women generally as victims. This volume, however,
argues instead for a via media. Drawing upon manuscript and
archival sources, scholars here show that more medieval women
attained some form of learning than hitherto imagined, and that
women with such legal, social or ecclesiastical knowledge also
often exercised professional or communal leadership. Bringing
together contributors from the disciplines of literature, history
and religion, this volume challenges several traditional views:
firstly, the still-prevalent idea that women's intellectual
accomplishments were limited to the Latin literate. The collection
therefore engages heavily with vernacular writings (in Anglo-Saxon,
Middle English, French, Dutch, German and Italian), and also with
material culture (manuscript illumination, stained glass, fabric
and jewelry) for evidence of women's advanced capabilities. But in
doing so, the contributors strive to avoid the equally problematic
view that women's accomplishments were somehow limited to the
vernacular and the material. So several essays examine women at
work with the sacred languages of the three Abrahamic traditions
(Latin, Arabic and Hebrew). And a third traditional view is also
interrogated: that women were somehow more "original" for their
lack of learning and and dependence on their mother tongue.
Scholars here agree wholeheartedly that women could be daring
thinkers in any language; they engage readily with women's
learnedness wherever it can be found.
This report, first published in 1996, argues that radical changes
in industrial organization and its relationship to society tend to
arise in rapidly industrializing countries, and that new principles
of sustainable production are more likely to bear fruit in
developing than in developed countries. The rising tide of
investment by multinational firms - who bring managerial,
organizational and technological expertise - is a major resource
for achieving this. Developing countries could steer such
investment towards environmental goals through coherent and
comprehensive policies for sustainable development.
This book, originally published in 1995, examines the evolution of
environmental policy in 6 OECD countries. Through numerous
examples, it contrasts the widely-varying political and regulatory
styles and their consequences for innovation. Two industry-specific
case studies provide a transnational perspective on the
co-evolution of technology and environmental policy. The book
concludes that innovation can be successfully harnessed by setting
credible, long-term environmental goals and ensuring that
regulatory instruments are grounded in flexibility, dialogue and
trust.
**SUNDAY TIMES AND THE NEW YORK TIMES BESTSELLER** 'An
epoch-defining book' Matt Haig 'If you read just one work of
non-fiction this year, it should probably be this' David Sexton,
Evening Standard Selected as a Book of the Year 2019 by the Sunday
Times, Spectator and New Statesman A Waterstones Paperback of the
Year and shortlisted for the Foyles Book of the Year 2019
Longlisted for the PEN / E.O. Wilson Literary Science Writing Award
It is worse, much worse, than you think. The slowness of climate
change is a fairy tale, perhaps as pernicious as the one that says
it isn't happening at all, and if your anxiety about it is
dominated by fears of sea-level rise, you are barely scratching the
surface of what terrors are possible, even within the lifetime of a
teenager today. Over the past decades, the term "Anthropocene" has
climbed into the popular imagination - a name given to the geologic
era we live in now, one defined by human intervention in the life
of the planet. But however sanguine you might be about the
proposition that we have ravaged the natural world, which we surely
have, it is another thing entirely to consider the possibility that
we have only provoked it, engineering first in ignorance and then
in denial a climate system that will now go to war with us for many
centuries, perhaps until it destroys us. In the meantime, it will
remake us, transforming every aspect of the way we live-the planet
no longer nurturing a dream of abundance, but a living nightmare.
This report, first published in 1996, argues that radical changes
in industrial organization and its relationship to society tend to
arise in rapidly industrializing countries, and that new principles
of sustainable production are more likely to bear fruit in
developing than in developed countries. The rising tide of
investment by multinational firms - who bring managerial,
organizational and technological expertise - is a major resource
for achieving this. Developing countries could steer such
investment towards environmental goals through coherent and
comprehensive policies for sustainable development.
This book, originally published in 1995, examines the evolution of
environmental policy in 6 OECD countries. Through numerous
examples, it contrasts the widely-varying political and regulatory
styles and their consequences for innovation. Two industry-specific
case studies provide a transnational perspective on the
co-evolution of technology and environmental policy. The book
concludes that innovation can be successfully harnessed by setting
credible, long-term environmental goals and ensuring that
regulatory instruments are grounded in flexibility, dialogue and
trust.
Essays examining the way in which the sea has shaped medieval and
later ideas of what it is to be English. Local and imperial,
insular and expansive, both English yet British: geographically and
culturally, the sea continues to shape changing models of
Englishness. This volume traces the many literary origins of
insular identity from local communities to the entire archipelago,
laying open the continuities and disruptions in the sea's
relationship with English identity in a British context. Ranging
from the beginnings of insular literature to Victorian
medievalisms, the subjects treated include King Arthur's struggle
with muddy banks, the afterlife of Edgar's forged charters, Old
English homilies and narratives of migration, Welsh and English
ideas about Chester, Anglo-Norman views of the sea in the Vie de St
Edmund and Waldef, post-Conquest cartography, The Book of Margery
Kempe, the works of the Irish Stopford Brooke, and the making of an
Anglo-British identity in Victorian Britain. SEBASTIAN SOBECKI is
Professor of Medieval English Literature and Culture at the
Rijksuniversiteit Groningen. Contributors: Sebastian Sobecki,
Winfried Rudolf, Fabienne Michelet, Catherine A.M. Clarke, Judith
Weiss, Kathy Lavezzo, Alfred Hiatt, Jonathan Hsy, Chris Jones,
Joanne Parker, David Wallace
This is the first full-scale history of medieval English literature in nearly a century. Thirty-three contributors provide information on a vast range of literary texts and the conditions of their production and reception. The volume also contains a chronology, full bibliography and a detailed index. This book offers the most extensive account available of the medieval literatures so drastically reconfigured in Tudor England. It will prove essential reading for scholars of the Renaissance as well as medievalists, and for historians as well as literary specialists.
The last 'Indian War' was fought against Native American children
in the dormitories and classrooms of government boarding schools.
Only by removing Indian children from their homes for extended
periods of time, policymakers reasoned, could white "civilization"
take root while childhood memories of 'savagism' gradually faded to
the point of extinction. In the words of one official: 'Kill the
Indian and save the man.' This fully revised edition of Education
for Extinction offers the only comprehensive account of this
dispiriting effort, and incorporates the last twenty-five years of
scholarship. Much more than a study of federal Indian policy, this
book vividly details the day-to-day experiences of Indian youth
living in a 'total institution' designed to reconstruct them both
psychologically and culturally. The assault on identity came in
many forms: the shearing off of braids, the assignment of new
names, uniformed drill routines, humiliating punishments,
relentless attacks on native religious beliefs, patriotic
indoctrinations, suppression of tribal languages, Victorian gender
rituals, football contests, and industrial training. Especially
poignant is Adams's description of the ways in which students
resisted or accommodated themselves to forced assimilation. Many
converted to varying degrees, but others plotted escapes, committed
arson, and devised ingenious strategies of passive resistance.
Adams also argues that many of those who seemingly cooperated with
the system were more than passive players in this drama, that the
response of accommodation was not synonymous with cultural
surrender. This is especially apparent in his analysis of students
who returned to the reservation. He reveals the various ways in
which graduates struggled to make sense of their lives and
selectively drew upon their school experience in negotiating
personal and tribal survival in a world increasingly dominated by
white men. The discussion comes full circle when Adams reviews the
government's gradual retreat from the assimilationist vision.
Partly because of persistent student resistance, but also partly
because of a complex and sometimes contradictory set of
progressive, humanitarian, and racist motivations, policymakers did
eventually come to view boarding schools less enthusiastically.
Based upon extensive use of government archives, Indian and teacher
autobiographies, and school newspapers, Adams's moving account is
essential reading for scholars and general readers alike interested
in Western history, Native American studies, American race
relations, education history, and multiculturalism.
Very Short Introductions: Brilliant, Sharp, Inspiring Philosophy of
physics is concerned with the deepest theories of modern physics -
notably quantum theory, our theories of space, time and symmetry,
and thermal physics - and their strange, even bizarre conceptual
implications. A deeper understanding of these theories helps both
physics, through pointing the way to new theories and new
applications, and philosophy, through seeing how our worldview has
to change in the light of what we learn from physics. This Very
Short Introduction explores the core topics in philosophy of
physics through three key themes. The first - the nature of space,
time, and motion - begins by considering the philosophical puzzles
that led Isaac Newton to propose the existence of absolute space,
and then discusses how those puzzles change - but do not disappear
- in the context of the revolutions in our understanding of space
and time that came first from special, and then from general,
relativity. The second - the emergence of irreversible behavior in
statistical mechanics - considers how the microscopic laws of
physics, which know of no distinction between past and future, can
be compatible with the melting of ice, the cooling of coffee, the
passing of youth, and all the other ways in which the large-scale
world distinguishes past from future. The last section discusses
quantum theory - the foundation of most of modern physics, yet
mysterious to this day. It explains just why quantum theory is so
difficult to make sense of, how we might nonetheless attempt to do
it, and why the question has been highly relevant to the
development of physics, and continues to be so. ABOUT THE SERIES:
The Very Short Introductions series from Oxford University Press
contains hundreds of titles in almost every subject area. These
pocket-sized books are the perfect way to get ahead in a new
subject quickly. Our expert authors combine facts, analysis,
perspective, new ideas, and enthusiasm to make interesting and
challenging topics highly readable.
Beginning with an examination of the different stages of women's lives--childhood, virginity, marriage and widowhood, this Companion addresses various aspects of medieval life that affected women's writing. These include the nature of authorship in the period, the position of women at home or in nunneries, and their relationship to religion. Additional essays cover the lives and work of such prominent women writers as Heloise, Marie de France, Christine de Pizan, Julian of Norwich, Margery Kempe and Joan of Arc. A chronology and guides to further reading add information which students and scholars will find invaluable.
This is the first full-scale history of medieval English literature in nearly a century. Thirty-three contributors provide information on a vast range of literary texts and the conditions of their production and reception. The volume also contains a chronology, full bibliography and a detailed index. This book offers the most extensive account available of the medieval literatures so drastically reconfigured in Tudor England. It will prove essential reading for scholars of the Renaissance as well as medievalists, and for historians as well as literary specialists.
General Richard Henry Pratt, best known as the founder and longtime
superintendent of the influential Carlisle Indian School in
Pennsylvania, profoundly shaped Indian education and federal Indian
policy at the turn of the twentieth century. Pratt's long and
active military career included eight years of service as an army
field officer on the western frontier. During that time he
participated in some of the signal conflicts with Indians of the
southern plains, including the Washita campaign of 1868-1869 and
the Red River War of 1874-1875. He then served as jailor for many
of the Indians who surrendered. His experiences led him to dedicate
himself to Indian education, and from 1879 to 1904, still on active
military duty, he directed the Carlisle school, believing that the
only way to save Indians from extinction was to remove Indian youth
to nonreservation settings and there inculcate in them what he
considered civilized ways. Pratt's memoirs, edited by Robert M.
Utley and with a new foreword by David Wallace Adams, offer insight
into and understanding of what are now highly controversial
turn-of-the-century Indian education policies.
From the indefatigable Wallace family, authors of "The Book of
Lists" and The People's Almanac series came 1981's "The Intimate
Sex Lives of Famous People." This compelling bestseller--with its
200 revealing profiles and 300 rare photos--just got better with a
dozen new entries.
Beginning with an examination of the different stages of women's lives--childhood, virginity, marriage and widowhood, this Companion addresses various aspects of medieval life that affected women's writing. These include the nature of authorship in the period, the position of women at home or in nunneries, and their relationship to religion. Additional essays cover the lives and work of such prominent women writers as Heloise, Marie de France, Christine de Pizan, Julian of Norwich, Margery Kempe and Joan of Arc. A chronology and guides to further reading add information which students and scholars will find invaluable.
Crime is a matter of interpretation, and never was this truer than
in he Middle Ages, when societies faced with new ideas and
pressures were continually forced to rethink what a crime was --
and what was a crime. This collection undertakes a thorough
exploration of shifting definitions of crime and changing attitudes
toward social control in medieval Europe.
These essays reveal how various forces in medieval society
interacted and competed in interpreting and influencing mechanisms
for social control. Drawing on a wide range of historical and
literary sources -- legal treatises, court cases, statutes, poems,
romances, and comic tales -- the contributors consider topics
including fear of crime, rape and violence against women, revenge
and condemnations of crime, learned dispute about crime and social
control, and legal and political struggles over hunting rights.
Someday," Candelaria Garcia said to the author, "you will get all
the stories." It was a tall order in Magdalena, New Mexico, a once
booming frontier town where Navajo, Anglo, and Hispanic peoplehave
lived in shifting, sometimes separate, sometimes overlapping worlds
for well over a hundred years. But these were the stories,and this
was the world, that David Wallace Adams set out to map, in a work
that would capture the intimate, complex history of growing up in a
Southwest borderland. At the intersection of memory, myth,
andhistory, his book asks what it was like to be a child in a land
of ethnic and cultural boundaries. The answer, as close to "all
thestories" as one might hope to get, captures the diverse,
ever-changing experience of a Southwest community defined by
culturalborders-and the nature and role of children in defending
and crossing those borders. In this book, we listen to the voices
of elders who knew Magdalena nearly a century ago, and the voices
of a younger generation who negotiated the community's shifting
boundaries. Their stories take us to sheep and cattle ranches,
Navajo ceremonies, Hispanic fiestas, mining camps, First Communion
classes, ranch house dances, Indian boarding school drill fields,
high school social activities, and children's rodeos. Here we learn
how class, religion, language, and race influenced the creation of
distinct identities and ethnic boundaries, but also provided
opportunities for crossculturalinteractions and intimacies. And we
see the critical importance of education in both reinforcing
differences and opening a shared space for those differences to be
experienced and bridged. Adams's workoffers a close-up view of the
transformation of one multicultural community, but also of the
transformation of childhood itself overthe course of the twentieth
century. A unique blend of oral, social, and childhood history,
Three Roads to Magdalena is a rare living document of conflict and
accommodation across ethnic boundaries in our ever-evolving
multicultural society.
The last 'Indian War' was fought against Native American children
in the dormitories and classrooms of government boarding schools.
Only by removing Indian children from their homes for extended
periods of time, policymakers reasoned, could white "civilization"
take root while childhood memories of 'savagism' gradually faded to
the point of extinction. In the words of one official: 'Kill the
Indian and save the man.' This fully revised edition of Education
for Extinction offers the only comprehensive account of this
dispiriting effort, and incorporates the last twenty-five years of
scholarship. Much more than a study of federal Indian policy, this
book vividly details the day-to-day experiences of Indian youth
living in a 'total institution' designed to reconstruct them both
psychologically and culturally. The assault on identity came in
many forms: the shearing off of braids, the assignment of new
names, uniformed drill routines, humiliating punishments,
relentless attacks on native religious beliefs, patriotic
indoctrinations, suppression of tribal languages, Victorian gender
rituals, football contests, and industrial training. Especially
poignant is Adams's description of the ways in which students
resisted or accommodated themselves to forced assimilation. Many
converted to varying degrees, but others plotted escapes, committed
arson, and devised ingenious strategies of passive resistance.
Adams also argues that many of those who seemingly cooperated with
the system were more than passive players in this drama, that the
response of accommodation was not synonymous with cultural
surrender. This is especially apparent in his analysis of students
who returned to the reservation. He reveals the various ways in
which graduates struggled to make sense of their lives and
selectively drew upon their school experience in negotiating
personal and tribal survival in a world increasingly dominated by
white men. The discussion comes full circle when Adams reviews the
government's gradual retreat from the assimilationist vision.
Partly because of persistent student resistance, but also partly
because of a complex and sometimes contradictory set of
progressive, humanitarian, and racist motivations, policymakers did
eventually come to view boarding schools less enthusiastically.
Based upon extensive use of government archives, Indian and teacher
autobiographies, and school newspapers, Adams's moving account is
essential reading for scholars and general readers alike interested
in Western history, Native American studies, American race
relations, education history, and multiculturalism.
In 1962, the philosopher Richard Taylor used six commonly
accepted presuppositions to imply that human beings have no control
over the future. David Foster Wallace not only took issue with
Taylor's method, which, according to him, scrambled the relations
of logic, language, and the physical world, but also noted a
semantic trick at the heart of Taylor's argument.
"Fate, Time, and Language" presents Wallace's brilliant
critique of Taylor's work. Written long before the publication of
his fiction and essays, Wallace's thesis reveals his great
skepticism of abstract thinking made to function as a negation of
something more genuine and real. He was especially suspicious of
certain paradigms of thought-the cerebral aestheticism of
modernism, the clever gimmickry of postmodernism-that abandoned
"the very old traditional human verities that have to do with
spirituality and emotion and community." As Wallace rises to meet
the challenge to free will presented by Taylor, we witness the
developing perspective of this major novelist, along with his
struggle to establish solid logical ground for his convictions.
This volume, edited by Steven M. Cahn and Maureen Eckert,
reproduces Taylor's original article and other works on fatalism
cited by Wallace. James Ryerson's introduction connects Wallace's
early philosophical work to the themes and explorations of his
later fiction, and Jay Garfield supplies a critical biographical
epilogue.
Wide-ranging examination of women's achievements in and influence
on many aspects of medieval culture. Medieval women were normally
denied access to public educational institutions, and so also
denied the gateways to most leadership positions. Modern scholars
have therefore tended to study learned medieval women as simply
anomalies, and women generally as victims. This volume, however,
argues instead for a via media. Drawing upon manuscript and
archival sources, scholars here show that more medieval women
attained some form of learning than hitherto imagined, and that
women with such legal, social or ecclesiastical knowledge also
often exercised professional or communal leadership. Bringing
together contributors from the disciplines of literature, history
and religion, this volume challenges several traditional views:
firstly, the still-prevalent idea that women's intellectual
accomplishments were limited to the Latin literate. The collection
therefore engages heavily with vernacular writings (in Anglo-Saxon,
Middle English, French, Dutch, German and Italian), and also with
material culture (manuscript illumination, stained glass, fabric
and jewelry) for evidence of women's advanced capabilities. But in
doing so, the contributors strive to avoid the equally problematic
view that women's accomplishments were somehow limited to the
vernacular and the material. So several essays examine women at
work with the sacred languages of the three Abrahamic traditions
(Latin, Arabic and Hebrew). And a third traditional view is also
interrogated: that women were somehow more "original" for their
lack of learning and and dependence on their mother tongue.
Scholars here agree wholeheartedly that women could be daring
thinkers in any language; they engage readily with women's
learnedness wherever it can be found.
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