The genesis, development and life-long occupation of the McIntyre house, built in 1972 as part of a multiple-dwelling subdivision, provides possible answers to some very pressing contemporary design questions. How might one live near the city and respectful of nature? How might efficiently built dwellings also be spacious and dense site occupation still allow privacy. This history is recounted through text augmented by photographs and site diagrams, house sections and plans. They reveal a modern architecture on the west coast that resulted from an interplay of both the physicality of the land and a culturally imbued landscape.
Well-designed infrastructure brings social value that far exceeds its initial construction expenditure, but competition for scarce government funds and a general public perception of infrastructure as mere efficiency, has often left design ill-considered. This book provides designers with the tools needed to argue for the value of design: the ‘design capital’ as the authors term it. In naming and defining design capital, design can once again become part of the discussion and realization of every infrastructure project. Design Capital offers strategies and tools for justifying public spending on design considerations in infrastructure projects. Design has the ability to make infrastructure resonate with cultural or social value, as seen in the case studies, which bestows infrastructure with the potential to accrue design capital. Support for this proposition is drawn from various methodologies of economic valuation and Bourdieu’s theory of cultural capital, explanation of design methodology and education and a series of historical and contemporary case studies. The book also addresses some of the more controversial outcomes associated with contemporary infrastructure: gentrification, globalization and consumer tourism. With this book, designers can make a stronger case for the value of design in public infrastructure.
Architecture and design have been used to exert control over bodies, across lines of class, gender and race. They regulate access to certain spaces and facilities, impose physical or psychological barriers, and make particular activities possible for specific groups. Built in 1951, the War Memorial Gymnasium at the University of British Columbia is a prize-winning example of modernist architecture. Although conceived to honour the dead of World War II, it was far from being a neutral memorial and gymnasium for everyday athletes. This collection shows what the design, construction and shifting functions and spatial configurations of the building reveal about the values and aspirations of the university in the post-war years. It shows how the building reflected the social and power relations among university administrators, architects and planners, faculty, staff and students, and demonstrates how the culture and structure of the gymnasium responded to changing attitudes to competition, discipline, profession, gender, race and health. As the editors explain, built form has politics, and culture - sporting culture - is just politics by another name.
Architecture and design have been used to exert control over bodies, across lines of class, gender and race. They regulate access to certain spaces and facilities, impose physical or psychological barriers, and make particular activities possible for specific groups. Built in 1951, the War Memorial Gymnasium at the University of British Columbia is a prize-winning example of modernist architecture. Although conceived to honour the dead of World War II, it was far from being a neutral memorial and gymnasium for everyday athletes. This collection shows what the design, construction and shifting functions and spatial configurations of the building reveal about the values and aspirations of the university in the post-war years. It shows how the building reflected the social and power relations among university administrators, architects and planners, faculty, staff and students, and demonstrates how the culture and structure of the gymnasium responded to changing attitudes to competition, discipline, profession, gender, race and health. As the editors explain, built form has politics, and culture - sporting culture - is just politics by another name.
Well-designed infrastructure brings social value that far exceeds its initial construction expenditure, but competition for scarce government funds and a general public perception of infrastructure as mere efficiency, has often left design ill-considered. This book provides designers with the tools needed to argue for the value of design: the ‘design capital’ as the authors term it. In naming and defining design capital, design can once again become part of the discussion and realization of every infrastructure project. Design Capital offers strategies and tools for justifying public spending on design considerations in infrastructure projects. Design has the ability to make infrastructure resonate with cultural or social value, as seen in the case studies, which bestows infrastructure with the potential to accrue design capital. Support for this proposition is drawn from various methodologies of economic valuation and Bourdieu’s theory of cultural capital, explanation of design methodology and education and a series of historical and contemporary case studies. The book also addresses some of the more controversial outcomes associated with contemporary infrastructure: gentrification, globalization and consumer tourism. With this book, designers can make a stronger case for the value of design in public infrastructure.
ÿHow Dare We! Write: a multicultural creative writing discourseÿoffers a much needed corrective to the usual dry and uninspired creative writing pedagogy. The collection asks us to consider questions, such as ?What does it mean to work through resistance from supposed mentors, to face rejection from publishers and classmates, and to stand against traditions that silence you?" and "How can writers and teachers even begin to make diversity matter in meaningful ways on the page, in the classroom, and on our bookshelves?" How Dare We! Writeÿis an inspiring collection of intellectually rigorous lyric essays and innovative writing exercises; it opens up a path for inquiry, reflection, understanding, and creativity that is ultimately healing. The testimonies provide a hard won context for their innovative paired writing experiments that are, by their very nature, generative. --ÿCherise A. Pollard, PhD, Professor of English, West Chester University of Pennsylvania So-called ?creative writing? classes are highly politicized spaces, but no one says so; to acknowledge this obvious fact would be to up-end the aesthetics, cultural politics (ideology) and economics on which most educational institutions are founded.ÿÿHow Dare We! Write, a brilliant interventive anthology of essays, breaks this silence. -- Maria Damon, Pratt Institute of Art;ÿco-editor ofÿPoetry and Cultural Studies: A Reader How Dare We! Writeÿa collection of brave voices calling out to writers of color everywhere: no matter how lonely, you are not alone; you are one in a sea of change, swimming against the currents. -- Kao Kalia Yang, author ofÿThe Latehomecomer: A Hmong Family Memoir, andÿThe Song Poet, a 2017 Minnesota Book Award winner How Dare We! Writeÿis a much needed collection of essays from writers of color that reminds us that our stories need to be told, from addressing academic gatekeepers, embracing our identities, the effects of the oppressor'sÿtongue on our psyche and to the personal narratives that help us understand who we are. ---Rodrigo Sanchez-Chavarria, writer, spoken word poet/performer and contributing author toÿA Good Time for the Truth: Race in Minnesota Learn more at http://blog.SherryQuanLee.com From Modern History Press ÿwww.ModernHistoryPress.com
When most people hear the name Earp, they think of Wyatt, Virgil, Morgan, and sometimes the lesser known James and Warren. They also had a half-brother named Newton, who lived a fairly quiet, uneventful life. While it’s true these men made history on their own, they all had a Mrs. Earp behind them—some more than one. The Earp men, starting with the patriarch of the Earp clan, Nicholas Porter Earp, did not like being alone. Nicholas Earp was married three times, with his last marriage being at the age of 80 his bride being 53. Three of his sons would follow their father’s lead and marry more than once. It’s also possible these Earp brothers had additional brides or lovers that have yet to be discovered! One could argue some of these women helped shape the future of the Earp brothers and may have even been the fuel behind some of the fires they encountered. This book collectively traces the lives of the women who shared the title of Mrs. Earp either by name or relationship. The name Earp has stirred up many a historical controversy over the years, from false photos to false accounts and so much more. With any history, there is bound to be controversy simply because it can be a jigsaw puzzle.
First Published in 1996. Those of us who aspire to know about the black church in the African-American experience are never satisfied. We know so much more about the Christian and church life of black Americans than we did even a dozen years ago, but all the recent discoveries whet our insatiable appetites to know it all. That goal will never be attained, of course, but there do remain many conquerable worlds. Sherry Sherrod DuPree set her mind to conquering one of those worlds. She has persisted, with the results detailed here. A huge number of items are available to inform us about Holiness, Pentecostal, and Charismatic congregations and organizations in the African-American Christian community.
This series is for schools following OCR A double or separate award for GCSE science. The resources offer preparation for the OCR exams with teacher support to minimise time spent on administration. The teacher's resources are available on CD-ROM in a fully customizable format.
Can a simple crocheted snowflake contain magic? The Sullivan sisters think so. On Christmas Eve, 1958, Great Aunt Maude gives a unique snowflake ornament to each of them: Allegra—thirteen, Sonata—twelve, Melody—nine, and Carole—eight. Years later, they learn she might have crocheted a little something extra—a bit of magic and wisdom—into their gifts. In Snowflake Secrets, each sister, now grown, uncovers the magic of her unique ornament. As they confide their revelations to each other and their dying mother, they discover the secret they all share. Every narrative is unique and told in a different voice by four authors: Allegra by Lorna Collins; Sonata by Christie Shary; Melody by Luanna Rugh and Carole by Sherry Derr-Wille. Yet all their stories are woven together into the tapestry of Snowflake Secrets, an inspirational tale of family, love and finding that special joy that makes life worth living.
This series is for schools following OCR A double or separate award for GCSE science. The resources offer preparation for the OCR exams with teacher support to minimise time spent on administration. The teacher's resources are available on CD-ROM in a fully customizable format.
This volume shows how grassroots educational innovations and technology can be brought together in a fresh approach to human resource development in public social services. Based on a three-decade-long engagement with innovation in public education, this book provides an illustration of how teacher-driven innovations can be transformed into learning objects for technology-based professional development. It describes how innovations can be identified, screened and validated, and disseminated through two mechanisms—a clearinghouse-based approach and grassroots innovation “fairs.” It then demonstrates how these innovations can form the backbone of a “third space,” problem-based-learning curriculum, which can be delivered through a technology platform for large-scale professional development. The book offers guidance on practical ways of doing this, and on evaluating the curriculum’s impact, with case studies of programmes that covered thousands of teachers. This book will be of interest to teachers, students and professionals in education, teacher education, digital education, information technology, communication and media studies. It will also be useful to educationists, policymakers, teacher educators, educational institutions, online education centres, and practitioners involved in professional development, education and training in developing countries.
The “Schoolhouse Gothic,” undertaken by insiders and outsiders to the academy alike and embodied both in literature and in academic discourse, draws on Gothic metaphors and themes in representing and interrogating contemporary American schools and educators. Curses from the past take the form of persistent power inequities (of race, gender, class, and age) and, rather ironically, the very Enlightenment that was to save the moderns from rigid, ancient, mystified hierarchies. In Schoolhouse Gothic literature, including works by Stephen King, Flannery O’Connor, Toni Morrison, Joyce Carol Oates, and David Mamet, school buildings, classrooms, and/or offices, function as traps, or analogues to the claustrophobic family mansions, monasteries, and convents of old. In Schoolhouse Gothic scholarship, the trap is academic objectivity, viewed not as a lofty goal but rather as an institutional strategy of concealment that blinds the scholar to his or her own prejudices and renders even the most well-meaning complicit with inequitable power structures. The combination of curse and trap common to the Gothic scenario produces paranoia, violence, and monstrosity. In Schoolhouse Gothic literature, schools turn students into psychopaths and machines. In the scholarship, the product is discourse, or “epistemic violence” reified. The Schoolhouse Gothic suggests—at the very least—that Americans have become increasingly uneasy about the role of the academy, increasingly mistrustful of its guardians, and increasingly convinced that something sinister lies behind its officially benevolent exterior.
Behind the Looking Glass offers a fresh perspective in the ongoing, contemporary deconstruction of the Carroll Myth. Through rigorous examination of numerous myths that have been hitherto unquestioned, Ackerman skillfully positions Lewis Carroll in the theological and philosophical contexts of his time. She uncovers a Carroll whose radical religio-philosophical counter-response to patriarchal materialism moved his intellectual journey, intentionally or otherwise, deep into the waters of mysticism. The image of Carroll as a dreary Victorian conservative gives way to that of a man with wide intellectual parameters, an inquiring mind and bold, far-sighted vision. Behind the Looking Glass demonstrates how nineteenth century currents of spiritualism, theosophy and occult philosophy co-mingled with Carroll’s interest in revived Platonism and Neoplatonism, showcasing the Alice and Sylvie and Bruno books as unique points of conjunction between Carroll’s intellect and spirituality. The scholarship in this work, while rigorous, is softly mixed with the kind of academic frivolity that Carroll himself might have enjoyed. Ackerman exposes a Carroll who, having lost belief in the theological and mythological master plots of earlier eras, turned toward the imaginative fiction of wonderlands rife with philosophical content in response to his instinctive hunger for cosmic coherence and existential order.
An interesting academic study of the influence of certain 19th-century women reformers on Walt Whitman, as evidenced by his poetry, prose, and correspondence.
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