Performing Maternity in Early Modern England features essays that share a common concern with exploring maternity's cultural representation, performative aspects and practical consequences in the period from 1540-1690. The essays interrogate how early modern texts depict fertility, conception, delivery and gendered constructions of maternity by analyzing a wealth of historical documents and images in conjunction with dramatic and non-dramatic literary texts. They emphasize that the embodied, repeated and public nature of maternity defines it as inherently performative and ultimately central to the production of gender identity during the early modern period.

Performing Pedagogy in Early Modern England: Gender, Instruction, and Performance features essays questioning the extent to which education, an activity pursued in the home, classroom, and the church, led to, mirrored, and was perhaps even transformed by moments of instruction on stage. This volume argues that along with the popular press, the early modern stage is also a key pedagogical site and that education"performed and performative"plays a central role in gender construction. The wealth of sixteenth- and seventeenth-century printed and manuscript documents devoted to education (parenting guides, conduct books, domestic manuals, catechisms, diaries, and autobiographical writings) encourages examination of how education contributed to the formation of gendered and hierarchical structures, as well as the production, reproduction, and performance of masculinity and femininity. In examining both dramatic and non-dramatic texts via aspects of performance theory, this collection explores the ways education instilled formal academic knowledge, but also elucidates how educational practices disciplined students as members of their social realm, citizens of a nation, and representatives of their gender.

Performing Pedagogy in Early Modern England: Gender, Instruction, and Performance features essays questioning the extent to which education, an activity pursued in the home, classroom, and the church, led to, mirrored, and was perhaps even transformed by moments of instruction on stage. This volume argues that along with the popular press, the early modern stage is also a key pedagogical site and that education"performed and performative"plays a central role in gender construction. The wealth of sixteenth- and seventeenth-century printed and manuscript documents devoted to education (parenting guides, conduct books, domestic manuals, catechisms, diaries, and autobiographical writings) encourages examination of how education contributed to the formation of gendered and hierarchical structures, as well as the production, reproduction, and performance of masculinity and femininity. In examining both dramatic and non-dramatic texts via aspects of performance theory, this collection explores the ways education instilled formal academic knowledge, but also elucidates how educational practices disciplined students as members of their social realm, citizens of a nation, and representatives of their gender.

Performing Maternity in Early Modern England features essays that share a common concern with exploring maternity's cultural representation, performative aspects and practical consequences in the period from 1540-1690. The essays interrogate how early modern texts depict fertility, conception, delivery and gendered constructions of maternity by analyzing a wealth of historical documents and images in conjunction with dramatic and non-dramatic literary texts. They emphasize that the embodied, repeated and public nature of maternity defines it as inherently performative and ultimately central to the production of gender identity during the early modern period.

1. The Subject Matter. Consider a complex semisimple Lie group G with Lie algebra g and Weyl group W. In this book, we present a geometric perspective on the following circle of ideas: polynomials The "vertices" of this graph are some of the most important objects in representation theory. Each has a theory in its own right, and each has had its own independent historical development. - A nilpotent orbit is an orbit of the adjoint action of G on g which contains the zero element of g in its closure. (For the special linear group 2 G = SL(n, C), whose Lie algebra 9 is all n x n matrices with trace zero, an adjoint orbit consists of all matrices with a given Jordan canonical form; such an orbit is nilpotent if the Jordan form has only zeros on the diagonal. In this case, the nilpotent orbits are classified by partitions of n, given by the sizes of the Jordan blocks.) The closures of the nilpotent orbits are singular in general, and understanding their singularities is an important problem. - The classification of irreducible Weyl group representations is quite old.

1. The Subject Matter. Consider a complex semisimple Lie group G with Lie algebra g and Weyl group W. In this book, we present a geometric perspective on the following circle of ideas: polynomials The "vertices" of this graph are some of the most important objects in representation theory. Each has a theory in its own right, and each has had its own independent historical development. - A nilpotent orbit is an orbit of the adjoint action of G on g which contains the zero element of g in its closure. (For the special linear group 2 G = SL(n, C), whose Lie algebra 9 is all n x n matrices with trace zero, an adjoint orbit consists of all matrices with a given Jordan canonical form; such an orbit is nilpotent if the Jordan form has only zeros on the diagonal. In this case, the nilpotent orbits are classified by partitions of n, given by the sizes of the Jordan blocks.) The closures of the nilpotent orbits are singular in general, and understanding their singularities is an important problem. - The classification of irreducible Weyl group representations is quite old.

Climate change is a daunting prospect for the earth and many people would like to avoid thinking about its consequences. Wouldn't it be great if someone had a way to avoid worrying about climate science? Well, someone has. Denial ideology is a set of beliefs about climate science that denies the principal findings. Using canards such as "the globe is cooling" and "climate change is entirely natural" enables denial ideologues to argue against acceptance of the findings of climate science. These canards are set beliefs based on ideology, not science. Organizations such as the Tea Party, Americans for Prosperity, the Cornwall Alliance and Heartland Institute promote these beliefs. Denial ideology infuses political judgments and enables politicians to avoid or delay unpleasant decisions. Business leaders recognize the repercussions of climate change and promote changes in energy infrastructure that can alleviate some the consequences, but their leadership does not transfer to the political world. Armed with information about denial ideology, the reader can refute many of the canards employed by denial ideologues. Understanding the information in this book can make a contribution towards a greater acceptance of climate science.

In 2009, the U.S. Geological Survey, in cooperation with the City of Santa Cruz, conducted bathymetric and topographic surveys to determine the water storage capacity of, and the loss of capacity owing to sedimentation in, Loch Lomond Reservoir in Santa Cruz County, California. The topographic survey was done as a supplement to the bathymetric survey to obtain information about temporal changes in the upper reach of the reservoir where the water is shallow or the reservoir may be dry, as well as to obtain information about shoreline changes throughout the reservoir. Results of a combined bathymetric and topographic survey using a new, state-of-the-art method with advanced instrument technology indicate that the maximum storage capacity of the reservoir at the spillway altitude of 577.5 feet (National Geodetic Vertical Datum of 1929) was 8,646 85 acre-feet in March 2009, with a confidence level of 99 percent. This new method is a combination of bathymetric scanning using multibeam-sidescan sonar, and topographic surveying using laser scanning (LiDAR), which produced a 1.64-foot-resolution grid with altitudes to 0.3-foot resolution and an estimate of total water storage capacity at a 99-percent confidence level. Because the volume of sedimentation in a reservoir is considered equal to the decrease in water-storage capacity, sedimentation in Loch Lomond Reservoir was determined by estimating the change in storage capacity by comparing the reservoir bed surface defined in the March 2009 survey with a revision of the reservoir bed surface determined in a previous investigation in November 1998. This revised reservoir-bed surface was defined by combining altitude data from the 1998 survey with new data collected during the current (2009) investigation to fill gaps in the 1998 data. Limitations that determine the accuracy of estimates of changes in the volume of sedimentation from that estimated in each of the four previous investigations (1960, 1971, 1982, and 1998) are a result of the limitations of the survey equipment and data-processing methods used. Previously used and new methods were compared to determine the recent (1998-2009) change in storage capacity and the most accurate and cost-effective means to define the reservoir bed surface so that results can be easily replicated in future surveys. Results of this investigation indicate that the advanced method used in the 2009 survey accurately captures the features of the wetted reservoir surface as well as features along the shoreline that affect the storage capacity calculations. Because the bathymetric and topographic data are referenced to a datum, the results can be easily replicated or compared with future results. Comparison of the 2009 reservoir-bed surface with the surface defined in 1998 indicates that sedimentation is occurring throughout the reservoir. About 320 acre-feet of sedimentation has occurred since 1998, as determined by comparing the revised 1998 reservoir-bed surface, with an associated maximum reservoir storage capacity of 8,965 acre-feet, to the 2009 reservoir bed surface, with an associated maximum capacity of 8,646 acre-feet. This sedimentation is more than 3 percent of the total storage capacity that was calculated on the basis of the results of the 1998 bathymetric investigation.

A quirky account of Ozzy's trials and adventures, during his search for happiness. At times humorous, it encapsulates his yearnings, his need to belong and the effect he has on those around him.

Quirky, fun account of the main character's adventures, encapsulating his yearnings and his need to belong ... a fable for all ages

The planet is getting hot. What are politicians, world leaders and scientists doing about it? This fictional portrayal shows how politicians deny climate change. When the effects become too severe to ignore, world leaders may have to do something about it. If all else fails, scientists may suggest some ways to "geoengineer" the planet to reduce carbon and temperatures.

This book presents new research results in the field of psychology. Topics discussed include cultural variation in nightmare; health-related internet discussion groups as a source of social support; impact of gender on perception of workplace safety; direct and indirect impact of extraversion and perceived energy on stress and health; the effect of gender on job satisfaction and organisational commitment; the impact of emotional intelligence on nursing and the role of dispositional optimism in health-related quality of life among health care professionals with musculoskeletal pain.

Fire, both inevitable and ubiquitous, plays a crucial role in North American ecosystems. But, as necessary as fire is to maintaining healthy ecosystems, it threatens human lives and livelihoods in unacceptable ways. This volume explores the rich yet largely uncharted terrain at the intersection of fire policy, fire science, and fire management in order to find better ways of addressing this pressing dilemma. Written in clear language, it will help scientists, policy makers, and the general public, especially residents of fire-prone areas, better understand where we are today in regard to coping with wildfires, how we got here, and where we need to go. Drawing on abundant historical and analytic information to shed new light on current controversies, "Living with Fire" offers a dynamic new paradigm for coping with fire that recognizes its critical environmental role. The book also tells how we can rebuild the important ecological and political processes that are necessary for finding better ways to cope with fire and with other complex policy dilemmas.

A collection of essays originally presented on the Blackfriars stage at the American Shakesepeare Center, Shakespeare Expressed brings together scholars and practitioners, often promoting ideas that can be translated into classroom experiences. Drawing on essays presented at the Sixth Blackfriars Conference, held in October 2011, the essays focus on Shakespeare in performance by including work from scholars, theatrical practitioners (actors, directors, dramaturgs, designers), and teachers in a format that facilitates conversations at the intersection of textual scholarship, theatrical performance, and pedagogy. The volume's thematic sections briefly represent some of the major issues occupying scholars and practitioners: how to handle staging choices, how modern actors embody early modern characters, how the physical and technical aspects of early modern theaters previously impacted and how they currently affect performance, and how the play texts can continue to enlighten theatrical and scholarly endeavors. A special essay on pedagogy that features specific classroom exercises also anchors each section in the collection. The result is an eclectic, stimulating, and forward-thinking look at the most current trends in early modern theater studies.

A collection of essays originally presented on the Blackfriars stage at the American Shakesepeare Center, Shakespeare Expressed brings together scholars and practitioners, often promoting ideas that can be translated into classroom experiences. Drawing on essays presented at the Sixth Blackfriars Conference, held in October 2011, the essays focus on Shakespeare in performance by including work from scholars, theatrical practitioners (actors, directors, dramaturgs, designers), and teachers in a format that facilitates conversations at the intersection of textual scholarship, theatrical performance, and pedagogy. The volume s thematic sections briefly represent some of the major issues occupying scholars and practitioners: how to handle staging choices, how modern actors embody early modern characters, how the physical and technical aspects of early modern theaters previously impacted and how they currently affect performance, and how the play texts can continue to enlighten theatrical and scholarly endeavors. A special essay on pedagogy that features specific classroom exercises also anchors each section in the collection. The result is an eclectic, stimulating, and forward-thinking look at the most current trends in early modern theater studies."

Young academicians are serious scholars and voracious readers who are perennially in search of practical and inspiring advice about their vocation. Their tenure-driven neuroses, combined with an inherent competitive streak and an understanding of the importance of public service, engender their quest for advice about life in the academy. In Letters to a Young Academic: Seeking Teachable Moments, Guy R. McPherson feeds a sophisticated audience hungry for practical, inspirational, and witty advice. He begins by answering the question, 'Why choose academia?,' then addresses the fundamental nature of the 'life of mind' before addressing questions that deal with the 'how' and 'what' of teaching. Finally, McPherson turns to issues of career advancement and professional service. Each topics is described in a series of personal letters. This book is a quick read that will evoke laughter, reflection, and contemplation for all young scholars.

The publication of the war-time letters of Roswell Lamson, one of the boldest and most skillful young officers in the Union navy, marks a major addition to Civil War literature. Indeed, co-editors James M. McPherson, America's preeminent Civil War historian, and Patricia R. McPherson term Lamson's correspondence "the best Civil War navy letters we have ever read or expect to read". Lamson commanded more ships and flotillas than any other officer of his age or rank in the service, climaxed by his captaincy of the navy's fastest ship in 1864, USS Gettysburg. Throughout the war, Lamson always seemed to be where the action was on the South Atlantic coast, and these letters describe with striking immediacy the part he played in these events. Though he resolved to "stand by the Union as long as there is a plank afloat," Lamson's correspondence also reveals his deep ambivalence about the war. Featuring superb introductions to each section and informative notes, Lamson of The Gettysburg now joins the first rank of Civil War sources.