While local conditions remain at the forefront of writing program administration, transnational activities are slowly and thoroughly shifting the questions we ask about writing curricula, the space and place in which writing happens, and the cultural and linguistic issues at the heart of the relationships forged in literacy work. "Transnational Writing Program Administration" challenges taken-for-granted assumptions regarding program identity, curriculum and pedagogical effectiveness, logistics and quality assurance, faculty and student demographics, innovative partnerships and research, and the infrastructure needed to support writing instruction in higher education.

Well-known scholars and new voices in the field extend the theoretical underpinnings of writing program administration to consider programs, activities, and institutions involving students and faculty from two or more countries working together and highlight the situated practices of such efforts. The collection brings translingual graduate students at the forefront of writing studies together with established administrators, teachers, and researchers and intends to enrich the efforts of WPAs by examining the practices and theories that impact our ability to conceive of writing program administration as transnational.

This collection will enable writing program administrators to take the emerging locations of writing instruction seriously, to address the role of language difference in writing, and to engage critically with the key notions and approaches to writing program administration that reveal its transnationality.

This book looks at the general histories of Unitarianism and Universalism, with a focus on Unitarianism on Cape Cod and the Islands, followed by a focus on Universalism on Cape Cod and the Islands, and some general points about the merged denomination at present. We have included in Appendix A the list of Cape & Islands Unitarian ministers and in Appendix B the list of Universalist ministers, using whatever sources were available. We gratefully acknowledge the assistance of both the archives of the Andover-Harvard Theological Library at Harvard University and the Theological Archives at Tufts University. The resources of a number of local historical societies and their volunteers proved valuable in a number of ways, including the Chatham Historical Society, the Brewster Historical Society, the Dennis Historical Society, the Historical Society of Old Yarmouth, and the Sturgis Library in Barnstable.

"Now in Paperback
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The Second International Symposium on Cognition, Education, and Deafness in 1989 broadened and deepened the scope of investigation initiated at the first conference held five years earlier. "Advances in Cognition, Education, and Deafness" provides the results in a single integrated volume. The 39 scholars from 14 nations who attended offered consistent progress from the first symposium and new areas of research, especially in the study of applications in education and the new field of neuro-anatomical dimensions of cognition and deafness.
This important book has been organized under six major themes: Cognitive Assessment; Language and Cognition; Cognitive Development; Neuroscientific Issues; Cognitive Processes; and Cognitive Intervention Programs. This useful study also features programs designed to facilitate the learning of deaf individuals in cognitive realms, and questions about methodological problems facing researchers in deafness.
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Advances in Cognition, Education, and Deafness" also synthesizes this wealth of data with the added value of the objective perspective of a cognitive psychologist not directly involved in the field of deafness. Teachers, students, scholars, and researchers will consider this an indispensable reference for years to come.