Philosophies of Difference engages with the concept of difference in relation to a number of fundamental philosophical and political problems. Insisting on the inseparability of ontology, ethics and politics, the essays and interview in this volume offer original and timely approaches to thinking nature, sexuate difference, racism, and decoloniality. The collection draws on a range of sources, including Latin American Indigenous ontologies and philosophers such as Henri Bergson, Jacques Derrida, Luce Irigaray, Immanuel Kant, Maurice Merleau-Ponty, Charles Mills, and Eduardo Viveiros de Castro. The contributors think embodiment and life by bringing continental philosophy into generative dialogue with fields including plant studies, animal studies, decoloniality, feminist theory, philosophy of race, and law. Affirming the importance of interdisciplinarity, Philosophies of Difference contributes to a creative and critical intervention into established norms, limits, and categories. Invoking a conception of difference as both constitutive and generative, this collection offers new and important insights into how a rethinking of difference may ground new and more ethical modes of being and being-with. Philosophies of Difference unearths the constructive possibilities of difference for an ethics of relationality, and for elaborating non-anthropocentric sociality. The chapters in this book were originally published in a special issue in Australian Feminist Law Journal.

Philosophies of Difference engages with the concept of difference in relation to a number of fundamental philosophical and political problems. Insisting on the inseparability of ontology, ethics and politics, the essays and interview in this volume offer original and timely approaches to thinking nature, sexuate difference, racism, and decoloniality. The collection draws on a range of sources, including Latin American Indigenous ontologies and philosophers such as Henri Bergson, Jacques Derrida, Luce Irigaray, Immanuel Kant, Maurice Merleau-Ponty, Charles Mills, and Eduardo Viveiros de Castro. The contributors think embodiment and life by bringing continental philosophy into generative dialogue with fields including plant studies, animal studies, decoloniality, feminist theory, philosophy of race, and law. Affirming the importance of interdisciplinarity, Philosophies of Difference contributes to a creative and critical intervention into established norms, limits, and categories. Invoking a conception of difference as both constitutive and generative, this collection offers new and important insights into how a rethinking of difference may ground new and more ethical modes of being and being-with. Philosophies of Difference unearths the constructive possibilities of difference for an ethics of relationality, and for elaborating non-anthropocentric sociality. The chapters in this book were originally published in a special issue in Australian Feminist Law Journal.

Photovoltaics (PV) play a vital role in an energy-conscious society where the demand for cheap, convenient, and environmentally benign sources of energy is certain to increase. The range of applications is immense, encompassing many spheres of activity, from modern consumer electronics to the supply of power. Bringing together experts in their fields, Applications of Photovoltaics provides a stimulating account of the technical and economic aspects of the many areas that PV technology has been or is soon to be implemented. The book includes chapters on terrestrial applications of PV; PV for development, placing PV in the context of an energy policy for developing countries; PV for developing countries, which discusses the techno-economics of PV applications; PV systems for professional applications, which include hybrid systems; and low-power applications of PV for consumer, leisure, and other systems.
Applications of Photovoltaics is appealing to all engineers, from energy advisors and policy makers, with an interest in or need for off-grid electrical supplies, from microwatts to megawatts. Its level of presentation makes it accessible to those without an engineering or economics background.

"What if American Studies is defined not so much in the pages of the most cutting-edge publications, but through what happens in our classrooms and other learning spaces?" In Teaching American Studies Elizabeth Duclos-Orsello, Joseph Entin, and Rebecca Hill ask a diverse group of American Studies educators to respond to that question by writing chapters about teaching that use a classroom activity or a particular course to reflect on the state of the field of American Studies. Teaching American Studies speaks to teachers with a wide range of relationships to the field. To start, it is a useful how-to guide for faculty who might be new to, or unfamiliar with, American Studies. Each author brings the reader into their classes to offer specific, concrete details about their pedagogical practice and their students' learning. The resulting chapters connect theory and educational action as well as share challenges, difficulties, and lessons learned. The volume also provides a collective impression of American Studies from the point of view of students and teachers. What primary and secondary texts and what theoretical challenges and issues do faculty use to organize their teaching? How does the teaching we do respond to our institutional and educational contexts? How do our experiences and those of our students challenge or change our understanding of American Studies? Chapters in this collection discuss teaching a broad range of materials, from memoirs and novels by Anne Moody and Octavia Butler, to cutting-edge cultural theory, to the widely used collection Keywords for American Cultural Studies. But the chapters in this collection are also about dancing, eating, and walking around a campus to view statues and gravestones. They are about teaching during the era of Donald Trump, of Black Lives Matter, about giving up authority in the classroom, about teaching in the South, in New England, in the Midwest, and for ten-minute intervals at a cooking school in New Jersey. Teaching American Studies is both a new way to think about American Studies and a timely collection of effective ways to teach about race, gender, sexuality, and power in a moment of political polarization and intense public scrutiny of universities.

"What if American Studies is defined not so much in the pages of the most cutting-edge publications, but through what happens in our classrooms and other learning spaces?" In Teaching American Studies Elizabeth Duclos-Orsello, Joseph Entin, and Rebecca Hill ask a diverse group of American Studies educators to respond to that question by writing chapters about teaching that use a classroom activity or a particular course to reflect on the state of the field of American Studies. Teaching American Studies speaks to teachers with a wide range of relationships to the field. To start, it is a useful how-to guide for faculty who might be new to, or unfamiliar with, American Studies. Each author brings the reader into their classes to offer specific, concrete details about their pedagogical practice and their students' learning. The resulting chapters connect theory and educational action as well as share challenges, difficulties, and lessons learned. The volume also provides a collective impression of American Studies from the point of view of students and teachers. What primary and secondary texts and what theoretical challenges and issues do faculty use to organize their teaching? How does the teaching we do respond to our institutional and educational contexts? How do our experiences and those of our students challenge or change our understanding of American Studies? Chapters in this collection discuss teaching a broad range of materials, from memoirs and novels by Anne Moody and Octavia Butler, to cutting-edge cultural theory, to the widely used collection Keywords for American Cultural Studies. But the chapters in this collection are also about dancing, eating, and walking around a campus to view statues and gravestones. They are about teaching during the era of Donald Trump, of Black Lives Matter, about giving up authority in the classroom, about teaching in the South, in New England, in the Midwest, and for ten-minute intervals at a cooking school in New Jersey. Teaching American Studies is both a new way to think about American Studies and a timely collection of effective ways to teach about race, gender, sexuality, and power in a moment of political polarization and intense public scrutiny of universities.

The Interval offers the first sustained analysis of the concept grounding Irigaray's thought: the constitutive yet incalculable interval of sexual difference. In an extension of Irigaray's project, Hill takes up her formulation of the interval as a way of rereading Aristotle's concept of topos and Bergson's concept of duration.Hill diagnoses a sexed hierarchy at the heart of Aristotle's and Bergson's presentations. Yet beyond that phallocentrism, she points out how Aristotle's theory of topos as a sensible relation between two bodies that differ in being and Bergson's intuition of duration as an incalculable threshold of becoming are indispensable to the feminist effort to think about sexual difference.Reading Irigaray with Aristotle and Bergson, Hill argues that the interval cannot be grasped as a space between two identities; it must be characterized as the sensible threshold of becoming, constitutive of the very identity of beings. The interval is the place of the possibility of sexed subjectivity and intersubjectivity; the interval is also a threshold of the becoming of sexed forces.

For several years, novelist Rebecca Hill has led a writing workshop focused on personal story. These stories and essays originated in that workshop and were read at "The Table," which was customarily filled with notebooks, pens, and food. Excerpt from Rebecca's Table: I hold that it's a matter of emphasis, and that if somebody comes to class and reads a suicide note, we will talk about form and function. We'll discuss whether we feel convinced of the narrator's logic and stance, whether the piece was compelling. Surely a suicide note ought to be compelling. Was the communication clear? Did it get to us? "You didn't actually read this to your group, did you?" -- author's spouse "So that's what George was doing on Wednesday mornings." - deli clerk at Wild Oats "Riveting.I laughed and I cried." - anonymous "I'd rather be inoculated than have George read this to me again." - Boomer the Llama