Books Recommended by Williams Faculty
Total Page：16
File Type：pdf, Size：1020Kb
Load more
Recommended publications
-
E-Notes on the Master and Margarita
The Master and Margarita Author unknown e-Notes on The Master and Margarita From the archive section of The Master and Margarita http://www.masterandmargarita.eu Webmaster Jan Vanhellemont Klein Begijnhof 6 B-3000 Leuven +3216583866 +32475260793 Table of Contents 1. Master and Margarita: Introduction 2. Mikhail Bulgakov Biography 3. One-Page Summary 4. Summary and Analysis 5. Quizzes 6. Themes 7. Style 8. Historical Context 9. Critical Overview 10. Character Analysis 11. Essays and Criticism 12. Suggested Essay Topics 13. Sample Essay Outlines 14. Compare and Contrast 15. Topics for Further Study 16. Media Adaptations 17. What Do I Read Next? 18. Bibliography and Further Reading 1. INTRODUCTION The Master and Margarita by Mikhail Bulgakov is considered one of the best and most highly regarded novels to come out of Russia during the Soviet era. The book weaves together satire and realism, art and religion, history and contemporary social values. It features three story lines. The main story, taking place in Russia of the 1930s, concerns a visit by the devil, referred to as Professor Woland, and four of his assistants during Holy Week; they use black magic to play tricks on those who cross their paths. Another story line features the Master, who has been languishing in an insane asylum, and his love, Margarita, who seeks Woland's help in being reunited with the Master. A third story, which is presented as a novel written by the Master, depicts the crucifixion of Yeshua Ha-Notsri, or Jesus Christ, by Pontius Pilate. Using the fantastic elements of the story, Bulgakov satirizes the greed and corruption of Stalin's Soviet Union, in which people's actions were controlled as well as their perceptions of reality. -
John Williams's Butcher's Crossing Anthony
“Young America” and the Anti-Emersonian Western: John Williams’s Butcher’s Crossing Anthony Hutchison In October 1870 Bret Harte published a review of Ralph Waldo Emerson’s latest essay collection Society and Solitude in Overland Monthly, the lively new San Francisco-based literary magazine already being lauded in the East for its “Far Western flavor” and “Pacific freshness” (qtd. in Tarnoff 159). Overall, Harte was content to defer to the celebrated “Sage of Concord,” effectively using the occasion to endorse the idea of Emerson as an authentically national figure wholly worthy of the cultural esteem bestowed upon him by his fellow American citizens. “There remains to Mr. Emerson, we think,” the piece concludes, “the praise of doing more than any other American thinker to voice the best philosophic conclusions of American life and experience” (387). Harte’s forerunning judgement nonetheless sounded a few more equivocal notes. Notably, given his own relatively recent success producing fiction depicting the pioneer mining communities of California, Harte took issue with Emerson’s portrayal of the American West.1 This was presented in the “Civilization” chapter of Society and Solitude where the region is interpreted as a benign domain in which powerful forces of culture and intellect fuse spectacularly with equally formidable currents associated with nature and will. It is in the crucible of this dynamic, Emerson proposes, in typically unrestrained fashion, that a new and substantive national character will be forged: ’Tis wonderful how soon a piano gets into a log-hut on the frontier. You would think they found it under a pine- stump. -
Technology & Computer Science
The Latticework: Technology & Computer Science The Latticework: Technology & Computer Science 1 The Latticework: Technology & Computer Science What I noted since the really big ideas carry 95% of the freight, it wasn’t at all hard for me to pick up all the big ideas from all the big disciplines and make them a standard part of my mental routines. Once you have the ideas, of course, they are no good if you don’t practice – if you don’t practice you lose it. So, I went through life constantly practicing this model of the multidisciplinary approach. Well, I can’t tell you what that’s done for me. It’s made life more fun, it’s made me more constructive, it’s made me more helpful to others, it’s made me enormously rich, you name it, that attitude really helps… …It doesn’t help you just to know them enough just so you can give them back on an exam and get an A. You have to learn these things in such a way that they’re in a mental latticework in your head and you automatically use them for the rest of your life. – Charlie Munger, 2007 USC Gould School of Law Commencement Speech 2 The Latticework: Technology & Computer Science Technology & Computer Science Technology has been the overriding tidal wave in the last several centuries (maybe millennia, if tools like plows and horse bridles are considered) and understanding the fundamentals in this field can be helpful in seeing the patterns behind these innovations, how they were arrived at, and their potential impacts. -
Black Women, Educational Philosophies, and Community Service, 1865-1965/ Stephanie Y
University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-2003 Living legacies : Black women, educational philosophies, and community service, 1865-1965/ Stephanie Y. Evans University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Evans, Stephanie Y., "Living legacies : Black women, educational philosophies, and community service, 1865-1965/" (2003). Doctoral Dissertations 1896 - February 2014. 915. https://scholarworks.umass.edu/dissertations_1/915 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. M UMASS. DATE DUE UNIVERSITY LIBRARY UNIVERSITY OF MASSACHUSETTS AMHERST LIVING LEGACIES: BLACK WOMEN, EDUCATIONAL PHILOSOPHIES, AND COMMUNITY SERVICE, 1865-1965 A Dissertation Presented by STEPHANIE YVETTE EVANS Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY May 2003 Afro-American Studies © Copyright by Stephanie Yvette Evans 2003 All Rights Reserved BLACK WOMEN, EDUCATIONAL PHILOSOHIES, AND COMMUNITY SERVICE, 1865-1964 A Dissertation Presented by STEPHANIE YVETTE EVANS Approved as to style and content by: Jo Bracey Jr., Chair William Strickland, -
Landscape Theory
Page 1 Landscape Theory Artistic representations of landscape are studied in a half-dozen disciplines (art history, geography, literature, philosophy, politics, sociology), and there is no master narrative or historiographic genealogy to frame interpretations. Geographers are interested in political formations (and geography, as a discipline, is increasingly non-visual). Art historians have written extensively on landscape, but there have not been any recent synthetic attempts or theoretical overviews. At the same time, painters and other artists often feel they “possess” the landscape of the region in which they live; that ownership takes place at a non-verbal level, and seems incommensurate with the discourses of art history or geography. Landscape Theory, volume 6 in The Art Seminar series, is the first book to bring together different disciplines and practices, in order to undertand how best to conceptualize land- scape in art. The volume includes an introduction by Rachael Ziady DeLue and two final, synoptic essays, as well as contributions from some of the most prominent thinkers on landscape and art including Yvonne Scott, Minna Törmä, Denis Cosgrove, Rebecca Solnit, Anne Whiston Spirn, David Hays, Michael Gaudio, Jacob Wamberg, Michael Newman, and Jessica Dubow. Rachael Ziady DeLue is Assistant Professor of Art History at Princeton Uni- versity. She is author of George Inness and the Science of Landscape (University of Chicago Press, 2004). James Elkins is E.C. Chadbourne Chair in the Department of Art History, Theory, and Criticism at the School of the Art Institute of Chicago. He is general series editor of “The Art Seminar.”His many books include Pictures and Tears, How to Use Your Eyes, What Painting Is, and most recently, The Strange Place of Religion in Contemporary Art and Master Narratives and Their Discontents, all published by Routledge. -
Strong Reciprocity and Human Sociality∗
Strong Reciprocity and Human Sociality∗ Herbert Gintis Department of Economics University of Massachusetts, Amherst Phone: 413-586-7756 Fax: 413-586-6014 Email: [email protected] Web: http://www-unix.oit.umass.edu/˜gintis Running Head: Strong Reciprocity and Human Sociality March 11, 2000 Abstract Human groups maintain a high level of sociality despite a low level of relatedness among group members. The behavioral basis of this sociality remains in doubt. This paper reviews the evidence for an empirically identifi- able form of prosocial behavior in humans, which we call ‘strong reciprocity,’ that may in part explain human sociality. A strong reciprocator is predisposed to cooperate with others and punish non-cooperators, even when this behavior cannot be justified in terms of extended kinship or reciprocal altruism. We present a simple model, stylized but plausible, of the evolutionary emergence of strong reciprocity. 1 Introduction Human groups maintain a high level of sociality despite a low level of relatedness among group members. Three types of explanation have been offered for this phe- nomenon: reciprocal altruism (Trivers 1971, Axelrod and Hamilton 1981), cultural group selection (Cavalli-Sforza and Feldman 1981, Boyd and Richerson 1985) and genetically-based altruism (Lumsden and Wilson 1981, Simon 1993, Wilson and Dugatkin 1997). These approaches are of course not incompatible. Reciprocal ∗ I would like to thank Lee Alan Dugatkin, Ernst Fehr, David Sloan Wilson, and the referees of this Journal for helpful comments, Samuel Bowles and Robert Boyd for many extended discussions of these issues, and the MacArthur Foundation for financial support. This paper is dedicated to the memory of W. -
Faith and Community Around the Mediterranean in Honor of Peter R
ACADÉMIE ROUMAINE INSTITUT D’ÉTUDES SUD-EST EUROPÉENNES SOCIÉTÉ ROUMAINE D’ÉTUDES BYZANTINES ÉTUDES BYZANTINES ET POST-BYZANTINES Nouvelle série Tome I (VIII) Faith and Community around the Mediterranean In Honor of Peter R. L. Brown Editors PETRE GURAN and DAVID A. MICHELSON 2019 Contents Avant-propos . 5 Contributors . 9 Introduction: Dynamics of Faith and Community around the Mediterranean . 11 Peter R.L. Brown Reflections on Faith and Community around the Mediterranean . 19 Claudia Rapp New Religion—New Communities? Christianity and Social Relations in Late Antiquity and Beyond . 29 David A. Michelson “Salutary Vertigo”: Peter R L. Brown’s Impact on the Historiography of Christianity . 45 Craig H. Caldwell III Peter Brown and the Balkan World of Late Antiquity . 71 Philippa Townsend “Towards the Sunrise of the World”: Universalism and Community in Early Manichaeism . 77 Petre Guran Church, Christendom, Orthodoxy: Late Antique Juridical Terminology on the Christian Religion . 105 Nelu Zugravu John Chrysostom on Christianity as a Factor in the Dissolution and Aggregation of Community in the Ancient World . 121 Mark Sheridan The Development of the Concept of Poverty from Athanasius to Cassian . 141 Kevin Kalish The Language of Asceticism: Figurative Language in St . John Climacus’ Ladder of Divine Ascent . 153 Jack Tannous Early Islam and Monotheism: An Interpretation . 163 Uriel Simonsohn Family Does Matter: Muslim–Non-Muslim Kinship Ties in the Late Antique and Medieval Islamic Periods . 209 Thomas A. Carlson Faith among the Faithless? Theology as Aid or Obstacle to Islamization in Late Medieval Mesopotamia . 227 Maria Mavroudi Faith and Community: Their Deployment in the Modern Study of Byzantino-Arabica . -
The Phases of European History and the Nonexistence of the Middle Ages Author(S): C
The Phases of European History and the Nonexistence of the Middle Ages Author(s): C. Warren Hollister Source: Pacific Historical Review, Vol. 61, No. 1 (Feb., 1992), pp. 1-22 Published by: University of California Press Stable URL: https://www.jstor.org/stable/3640786 Accessed: 27-12-2019 00:28 UTC REFERENCES Linked references are available on JSTOR for this article: https://www.jstor.org/stable/3640786?seq=1&cid=pdf-reference#references_tab_contents You may need to log in to JSTOR to access the linked references. JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at https://about.jstor.org/terms University of California Press is collaborating with JSTOR to digitize, preserve and extend access to Pacific Historical Review This content downloaded from 130.56.64.29 on Fri, 27 Dec 2019 00:28:03 UTC All use subject to https://about.jstor.org/terms The Phases of European History and the Nonexistence of the Middle Ages C. WARREN HOLLISTER The author is a member of the history department in the University of California, Santa Barbara. This paper was his presidential address to the Pacific Coast Branch of the American Historical Association at its annual meeting in August 1991 at Kona on the island of Hawaii. -
Textual, Is Heavily Skewed Towards Religious History,And Thus Risks Giving a False Impression
05 Cameron 1630 13/11/08 11:03 Page 129 RALEIGH LECTURE ON HISTORY Byzantium and the Limits of Orthodoxy AV ERIL CAMERON Fellow of the Academy THE LIST OF RALEIGH LECTURES since the series began in 1919 includes many that have become classics,including Norman Baynes’s ‘Constantine the Great and the Christian Church’ (1929) and more recently the lecture by Peter Brown on ‘The Problems of Christianisation’(1992).1 The only Raleigh lecture that has been on an unequivocally ‘Byzantine’ subject is that by Dimitri Obolensky on ‘Italy, Mount Athos and Muscovy: the Three Worlds of Maximos the Greek’ given in 1981. But perhaps it is no accident that if one takes the lectures by Norman Baynes and Peter Brown as at least touching on Byzantium, even if only concerned with its earliest history,all three have been on religious topics.The question is why this should be the case. Certainly the Byzantines themselves had a high understanding of Orthodoxy.Afourteenth-century patriarch grandly stated that he had been given the ‘care of all the world’.2 They certainly give the impression of having what modern political theorists call a ‘comprehensive doctrine’, and they undoubtedly aspired to such an ideal.3 In the sixth century the Read at the Academy 26 April 2007. 1 See Norman H. Baynes, Constantine the Great and the Christian Church,2nd edn. (Oxford, 1972); Peter Brown, Authority and the Sacred (Cambridge,1995), chap. 1. 2 See D. Obolensky, ‘Late Byzantine culture and the Slavs: a study in acculturation’, in id., The Byzantine Inheritance of Eastern Europe (Aldershot, 1982), 17. -
1 After Slavery & Reconstruction: the Black Struggle in the U.S. for Freedom, Equality, and Self-Realization* —A Bibliogr
After Slavery & Reconstruction: The Black Struggle in the U.S. for Freedom, Equality, and Self-Realization* —A Bibliography Patrick S. O’Donnell (2020) Jacob Lawrence, Library, 1966 Apologia— Several exceptions notwithstanding (e.g., some titles treating the Reconstruction Era), this bibliography begins, roughly, with the twentieth century. I have not attempted to comprehensively cover works of nonfiction or the arts generally but, once more, I have made— and this time, a fair number of—exceptions by way of providing a taste of the requisite material. So, apart from the constraints of most of my other bibliographies: books, in English, these particular constraints are intended to keep the bibliography to a fairly modest length (around one hundred pages). This compilation is far from exhaustive, although it endeavors to be representative of the available literature, whatever the influence of my idiosyncratic beliefs and 1 preferences. I trust the diligent researcher will find titles on particular topics or subject areas by browsing carefully through the list. I welcome notice of titles by way of remedying any deficiencies. Finally, I have a separate bibliography on slavery, although its scope is well beyond U.S. history. * Or, if you prefer, “self-fulfillment and human flourishing (eudaimonia).” I’m not here interested in the question of philosophical and psychological differences between these concepts (i.e., self- realization and eudaimonia) and the existing and possible conceptions thereof, but more simply and broadly in their indispensable significance in reference to human nature and the pivotal metaphysical and moral purposes they serve in our critical and evaluative exercises (e.g., and after Amartya Sen and Martha Nussbaum, in employing criteria derived from the notion of ‘human capabilities and functionings’) as part of our individual and collective historical quest for “the Good.” However, I might note that all of these concepts assume a capacity for self- determination. -
"WHAT IS a SECT?" in EAST WEST Perspectivel Edward G
THE SECTARIAN IN US. QUESTIONS ON THE QUESTION "WHAT IS A SECT?" IN EAST WEST PERSPECTIVEl Edward G. Farrugia, SJ Until before Vatican II the answer to the question what a sect is seemed to present, for many in the Catholic Church, no special difficulties. Whoever cut himself or herself off from the one true Church belonged, in ascending order of distance from the one true Church, to one of three categories: a) schismatics, b) heretics or c) sects. Schismatics had basically rescinded only communion while practically retaining the whole truth; heretics, while giving up some basic truths, had kept many others; and sects ];lad disfigured the truth to such an extent that they could hardly claim to be Christians any longer, in spite of some Christian elements in their new beliefs and could be described as a Christian sect primarily in view of the Christian Church from which they broke off. o. Formulating the problem Our concern here is to formulate a problem in view of a dogmatic aspect which has been insufficiently discussed - sects considered not in thems<:?lves, but insofar as they provide elements for a differentiation between East and West. Given such a methodological self-restriction, it cannot be the purpose of this brief contribution to discuss so many studies on the theme, much less so regarding the question of the definition of sect. The study of L. Greenslade, Schism in the Early Church: What light can the past throw? (London 1984) could here be mentioned, as representative. I. Abbreviations: ALGERMISSEN =K. Algermissen, Konfessionskunde, (Revised by H. -
More Than Mrs Robinson: Citizenship Schools in Lowcountry South Carolina and Savannah, Georgia, 1957-1970
More Than Mrs Robinson: Citizenship Schools in Lowcountry South Carolina and Savannah, Georgia, 1957-1970 (A Dissertation submitted in requirement for the Degree of Doctor in Philosophy, The University of Nottingham, October 2009) Clare Russell 1 Abstract The first ―citizenship school‖ (a literacy class that taught adults to read and write in order that they could register to vote) was established by Highlander Folk School of Monteagle, Tennessee on Johns Island, South Carolina in 1957. Within three years, the schools were extended across the neighboring Sea Islands, to mainland Charleston and to Savannah, Georgia. In 1961, after Highlander faced legal challenges to its future, it transferred the schools to the fledgling Southern Christian Leadership Conference (SCLC), who extended the program across the South. Historians have made far-reaching claims for the successes and benefits of the schools. For example, they claim that they recruited inexperienced but committed people and raised them to the status of community leaders; that they encouraged civic cooperation and political activism and formed the ―foundation on which the civil rights movement‖ was built and they argue that the schools were an unprecedented opportunity for women to develop as activists and as leaders. Yet, they base these claims on certain myths about the schools: that the first teacher Bernice Robinson was an inexperienced and uneducated teacher, that her class was a blueprint for similar ones and that Highlander bequeathed its educational philosophy to the SCLC program. They make claims about female participation without analyzing the gender composition of classes. This dissertation challenges these assumptions by comparing and contrasting programs established in Lowcountry South Carolina and in Savannah.