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This work offers a new and comprehensive account of the fastest and most beautiful sailing ships ever built. It explores the quest for speed on the seas from the early 1800s through the fast-paced times of the 1850s spurred on by the California Gold Rush of 1849. Not only are the career details of such noted ships as the Flying Cloud and Challenge discussed in detail, but they are also put in context with the times in which they operated. Their builders in East Coast states from Maine to Florida are discussed in detail, as are the men, and a woman in one instance, who commanded and manned these ships. The book documents the roles that owners and shipping agents played, what kinds of cargo the ships carried worldwide and the unusual trades in which they participated.
What do the technical practices, procedures, and systems that have shaped institutions of higher learning in the United States, from the Ivy League and women’s colleges to historically black colleges and land-grant universities, teach us about the production and distribution of knowledge? Addressing media theory, architectural history, and the history of academia, Knowledge Worlds reconceives the university as a media complex comprising a network of infrastructures and operations through which knowledge is made, conveyed, and withheld. Reinhold Martin argues that the material infrastructures of the modern university—the architecture of academic buildings, the configuration of seminar tables, the organization of campus plans—reveal the ways in which knowledge is created and reproduced in different kinds of institutions. He reconstructs changes in aesthetic strategies, pedagogical techniques, and political economy to show how the boundaries that govern higher education have shifted over the past two centuries. From colleges chartered as rights-bearing corporations to research universities conceived as knowledge factories, educating some has always depended upon excluding others. Knowledge Worlds shows how the division of intellectual labor was redrawn as new students entered, expertise circulated, science repurposed old myths, and humanists cultivated new forms of social and intellectual capital. Combining histories of architecture, technology, knowledge, and institutions into a critical media history, Martin traces the uneven movement in the academy from liberal to neoliberal reason.