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Some vols. include supplemental journals of "such proceedings of the sessions, as, during the time they were depending, were ordered to be kept secret, and respecting which the injunction of secrecy was afterwards taken off by the order of the House."
Cultural heritage is material – tangible and intangible – that signifies a culture’s history or legacy. It has become a venue for contestation, ranging in scale from protesting to violently claimed and destroyed. But who defines what is to be preserved and what is to be erased? As cultural heritage becomes increasingly significant across the world, the number of issues for critical analysis and, hopefully, mediation, arise. The issue stems from various groups: religious, ethnic, national, political, and others come together to claim, appropriate, use, exclude, or erase markers and manifestations of their own and others’ cultural heritage as a means for asserting, defending, or denying critical claims to power, land, and legitimacy. Can cultural heritage be well managed and promoted while at the same time kept within parameters so as to diminish contestation? The cases herein rage from Greece, Spain, Egypt, the UK, Syria, Zimbabwe, Italy, the Balkans, Bénin, and Central America.
Echoes of Desire variously invokes and interrogates a number of historicist and feminist premises about Tudor and Stuart literature by examining the connections between the anti-Petrarchan tradition and mainstream Petrarchan poetry. It also addresses some of the broader implications of contemporary critical methodologies. Heather Dubrow offers an alternative to the two predominant models used in previous treatments of Petrarchism: the all-powerful poet and silenced mistress on the one hand and the poet as subservient patron on the other.
Schwarz, founder of the groundbreaking Citizen Schools program, shares his vision for reducing inequality by pairing successful adults with low-income students. Parental wealth now predicts adult success more than at any point in the last hundred years. And yet as debates about education rage on, and wealth-based achievement gaps grow, too many people fix the blame on one of two convenient scapegoats: poverty or our public schools. But in fact, low-income kids are learning more now than ever before. The real culprit for rising inequality, Eric Schwarz argues in The Opportunity Equation, is that wealthier kids are learning much, much more—mostly outside of school. In summer camps, robotics competitions, sessions with private tutors, and conversations around the dinner table, children from more affluent families build the skills and social networks that propel them to success. In The Opportunity Equation, Schwarz tells the story of how he founded the pioneering Citizen Schools program to combat rising inequality by bringing these same opportunities to children who don’t have access to them. By increasing learning time in schools and harnessing the power of an army of volunteers with various skills and professional backgrounds—lawyers, engineers, carpenters, journalists, nonprofit leaders, and grandmothers who sew—Citizen Schools offers after-school apprenticeships that provide the building blocks for adult success. Recounting the triumphs and setbacks he’s encountered in implementing the program, Schwarz shows that some of the nation’s lowest-performing schools in its lowest-income cities can, with help, provide their students with many of the same experiences wealthy communities afford to their children. The results have been proven: in the dozen school districts, from New York to Oakland, that have partnered with Citizen Schools, rates of attendance, proficiency, graduation, and college acceptance have gone up—and the achievement gap closes. At a time when many stakeholders in the education debates are looking for new, silver-bullet shortcuts to educational excellence, Schwarz shows that the best solution is human-centered, rooted in the American tradition of citizen voluntarism, and, most important, achievable. We can provide quality education for all students and close the opportunity gap in this country—and we can do it together.
One of the greatest dramatists of all time, Shakespeare, recognized that dramatic action was not limited to the stage. Now, in Drama and Intelligence, a work firmly rooted in developmental drama, Richard Courtney is the first to examine dramatic action as an intellectual and cognitive activity. Courtney explores the nature of those experiences we live "through" and which involve us in what is termed "as if" thinking and action.