The Many Faces of Weimar Cinema: Rediscovering Germany's Filmic Legacy (Screen Cultures: German Film and the Visual)

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Traditionally, Weimar cinema has been equated with the work of a handful of 'auteurist' filmmakers and a limited number of canonical films. Often a single, limited phenomenon, "expressionist film," has been taken as synonymous with the cinema of the entire period. But in recent decades, such reductive assessments have been challenged by developments in film theory and archival research that highlight the tremendous richness and diversity of Weimar cinema. This widening of focus has brought attention to issues such as film as commodity; questions of technology and genre; transnational collaborations and national identity; effects of changes in socioeconomics and gender roles on film spectatorship; and connections between film and other arts and media. Such shifts have been accompanied by archival research that has made a cornucopia of new information available, now augmented by the increased availability of films from the period on DVD. This wealth of new source material calls for a re-evaluation of Weimar cinema that considers the legacies of lesser-known directors and producers, popular genres, experiments of the artistic avant-garde, and nonfiction films, all of which are aspects attended to by the essays in this volume. Contributors: Ofer Ashkenazi, Jaimey Fisher, Veronika Fuechtner, Joseph Garncarz, Barbara Hales, Anjeana Hans, Richard W. McCormick, Nancy P. Nenno, Elizabeth Otto, Mihaela Petrescu, Theodore F. Rippey, Christian Rogowski, Jill Smith, Philipp Stiasny, Chris Wahl, Cynthia Walk, Valerie Weinstein, Joel Westerdale. Christian Rogowski is Professor of German at Amherst College.

The Many Faces of Weimar Cinema: Rediscovering Germany's Filmic Legacy (Screen Cultures: German Film and the Visual) Review

I am almost through reading this book and every essay is interesting and provocative. The book has encouraged me to seek many of the films discussed here and rarely available to the US market. The more I learn, the more astonishing the rise of the Nazis was considering the culture of Weimar.

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Research Ethics for Scientists: A Companion for Students

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Research Ethics for Scientists is about best practices in all the major areas of research management and practice that are common to scientific researchers, especially those in academia. Aimed towards the younger scientist, the book critically examines the key areas that continue to plague even experienced and well-meaning science professionals.

For ease of use, the book is arranged in functional themes and units that every scientist recognizes as crucial for sustained success in science; ideas, people, data, publications and funding. These key themes will help to highlight the elements of successful and ethical research as well as challenging the reader to develop their own ideas of how to conduct themselves within their work.

Tackles the ethical issues of being a scientist rather than the ethical questions raised by science itself

• Case studies used for a practical approach
• Written by an experienced researcher and PhD mentor
• Accessible, user-friendly advice
• Indispensible companion for students and young scientists

Research Ethics for Scientists: A Companion for Students Review

This book has many great examples, is easy to read and includes (in addition to what we usually expect when we talk about ethics) some insight into the way graduate education works. My favorite chapter was 4: "Finding a Perfect Mentor".

I think specially for someone who is thinking of enrolling in graduate studies in America and is coming from another country/culture it is a Must Have book.

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Atlas of Classical History

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From the Bronze Age to the reign of Constantine, the Atlas of Classical History provides a comprehensive series of maps, diagrams, and commentary designed to meet the needs of classical scholars, as well as general readers. Over 135 maps of the Greek and Roman worlds clearly mark the political affiliations of the cities and states, major military events, trade routes, artistic, cultural and industrial centers, and colonization and exploration.

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Atlas of Classical History Review

I was pleasantly surprised to find that useful notes accompany each map. They really add to the work and make it more than a mere collection of visuals. Unfortunately, I didn't take the "Classical" aspect of the title into account and was expecting to find references for Mesopotamia and also possibly the Ottoman empire. Nevertheless, I'm very pleased with my purchase and highly recommend Mr. Talbert's work.

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Teaching To Avoid Plagiarism: How To Promote Good Source Use

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This is a practical book aimed at improving university teachers skills in addressing plagiarism in pedagogical and constructive ways.

Teaching To Avoid Plagiarism: How To Promote Good Source Use Review

By Mary Davis, Oxford Brookes University, UK
Diane Pecorari&#8217;s new book &#8216;Teaching to Avoid Plagiarism: how to promote good source use&#8217; is an important new publication in the literature on plagiarism and source use in HE. She draws on her considerable experience and research to urge academic staff to re-think plagiarism and source use, and approach them more proactively and positively. The book provides an in-depth view and discussion of important, and sometimes overlooked areas of plagiarism, as well as many practical activities to encourage readers to think about their own responses and their own institution. A strength of the book is thus that it reaches out to staff working different contexts, globally and within institutions, rather than confining itself to the author217;s context.
The book is divided into three main parts. Each chapter in the first two parts poses a question about plagiarism for the reader to consider. Part 1 covers the central issues of defining plagiarism, deciding why it happens, and how universities and teachers respond to it, and the problems in these three areas. Part 2 is dedicated to the learning and teaching context, and how to manage plagiarism. Finally, part 3 shifts to contextualising plagiarism and considers international students, differences between disciplines, issues of diversity and plagiarism in its current, broader context. At the beginning of each chapter, a summary helps the reader to know where it is going. The reader is also given a learning outcome of what they will be able to understand or do at the end of the chapter, which gives them a clear sense of development. Each chapter ends with an activity, often to debate with colleagues.
I think that any reader with an interest in plagiarism and source use will have their own R16;eureka!’ moments while reading this book, when they finally &#8216;get it217;, and understand something about plagiarism or see a way of approaching it that they did not have before. I found chapter eight on the disciplinary differences of source use and plagiarism issues especially enlightening. It delves into many issues related to differences in disciplines with source use and plagiarism, such as the absence of quotations and reliance on formulaic language in scientific writing, and opens up a debate on how to address these differences in teaching and in policies. The case studies at the end of the book are also very interesting and thought-provoking: for example, if a student has plagiarised their work all through their degree and is only found out at the end, who is actually responsible?
The author discusses many of the emerging trends in plagiarism such as pluralizing plagiarism as a debate, plagiarism management, more questioning of issues about international students, the use of textmatching software, how plagiarism should be taught and how students should be informed. Above all, she draws attention to the importance of understanding what good source use is and how to teach it. Pecorari makes the shortcomings of the present system clear: current plagiarism policies tend to focus on what not to do and the penalties associated with it, while instruction about source use tends to be confined to referencing guides. What is missing is how to do all the subskills of source use, which include finding, selecting, reading, understanding, relating to other texts and the disciplinary area, constructing a text, drawing on sources in different ways, using disciplinary and rhetorical knowledge.
Some of the activities are geared especially towards thinking about plagiarism within a subject, for example &#8216;supply students with a text which you consider to be a good example of source use in your discipline&#8217;. This makes the task useful and relevant to a student&#8217;s context, but as a lecturer of generic EAP, I found I needed to think how to adapt such activities to my multi-disciplinary setting.
One of the problems Pecorari addresses is that subject tutors may not want to teach source use, perhaps because they do not know how. Through the activities in the book, she shows lots of innovative ways to teach it in different contexts - in the classroom, within staff discussion, or as part of staff training &#8211; and thus helps educators get to the point of being confident about teaching source use.
Overall, this book will be very useful for anyone researching, teaching and addressing plagiarism and source use in HE.

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Beyond the Anarchical Society: Grotius, Colonialism and Order in World Politics (LSE Monographs in International Studies)

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It is commonly argued that the international system is currently in a state of upheaval, as state sovereignty is challenged by a variety of forces. Keene's book questions this assumption, arguing that sovereignty has never existed globally in any case, and suggesting that it has applied only to Western states. International relations elsewhere have been characterized by the norms of colonialism, rather than international law. The book examines the conduct of the British and Dutch empires, and how the traditions of colonialism have been challenged in the modern world.

Beyond the Anarchical Society: Grotius, Colonialism and Order in World Politics (LSE Monographs in International Studies) Review

This reading, unlike much IR Theory, is not filled with repetitive rhetoric. It is concise, to the point, and an enjoyably good read (compared to some other notable IR authors). I recommend it for all upper level IR programs, or to thoae interested in an "international" perspective on international relations. Beyond anarchical society is possible, and a worthy goal.

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Foucault, Power, and Education (Routledge Key Ideas in Education)

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Foucault, Power, and Education invites internationally renowned scholar Stephen J. Ball to reflect on the importance and influence of Foucault on his work in educational policy. By focusing on some of the ways Foucault has been placed in relation to educational questions or questions about education, Ball highlights the relationships between Foucault’s concepts and methods, and educational research and analysis. An introductory chapter offers a brief explanation of some of Foucault� �s key concerns, while additional chapters explore ways in which Ball himself has sought to apply Foucault� s ideas in addressing contemporary educational issues.�

In this intensely personal and reflective text, Ball offers an interpretation of his Foucault� That is, his own particular reading of the Foucauldian toolbox. Ideal for courses in education policy and education studies, this valuable teaching resource is essential reading for any education scholar looking for a starting point into the literature and ideas of Foucault.

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Foucault, Power, and Education (Routledge Key Ideas in Education) Review

It's not just another book on Foucault. He uses Foucault as a lens to view education policy. I've been reading Ball's work for a while and have always liked his way of viewing educational policy within an educational, political, economical and social context. His work writing about policy in Great Britain has provided a window for me to view educational policy in the US developed very similarly to Great Britain. We look at GB and we know we are just a fe years behind. I also like the thread he pulls on policy regarding the new entrepreneurs who are currently gutting education curriculum, staff development and remedial education. The book is how theory and practice inform each other.

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