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In this inventive mix of criticism, scholarship, and personal reflection, Carrie J. Preston explores the nature of cross-cultural teaching, learning, and performance. Throughout the twentieth century, Japanese noh was a major creative catalyst for American and European writers, dancers, and composers. The noh theater's stylized choreography, poetic chant, spectacular costumes and masks, and engagement with history inspired Western artists as they reimagined new approaches to tradition and form. In Learning to Kneel, Preston locates noh's important influence on such canonical figures as Pound, Yeats, Brecht, Britten, and Beckett. These writers learned about noh from an international cast of collaborators, and Preston traces the ways in which Japanese and Western artists influenced one another.

Preston's critical work was profoundly shaped by her own training in noh performance technique under a professional actor in Tokyo, who taught her to kneel, bow, chant, and submit to the teachings of a conservative tradition. This encounter challenged Preston's assumptions about effective teaching, particularly her inclinations to emphasize Western ideas of innovation and subversion and to overlook the complex ranges of agency experienced by teachers and students. It also inspired new perspectives regarding the generative relationship between Western writers and Japanese performers. Pound, Yeats, Brecht, and others are often criticized for their orientalist tendencies and misappropriation of noh, but Preston's analysis and her journey reflect a more nuanced understanding of cultural exchange.

• Sales Rank: #598853 in Books
• Published on: 2016-08-30
• Original language: English
• Number of items: 1
• Dimensions: 9.10" h x 1.20" w x 5.90" l, 1.00 pounds
• Binding: Hardcover
• 352 pages

Review

What drew Western writers to an arcane, highly stylized form of Japanese court theater? As a scholar, Carrie J. Preston answers this question by way of the archive, unearthing a global network of dancers and writers. But she also pursues this question as a student, subjecting herself to the rigors of noh training. The result is an unusual blend of both approaches, a magisterial study in cultural history that is also a compelling story of teaching and learning.

(Martin Puchner, Harvard University)

Eloquently, movingly, and persuasively, Preston traces modernism's fascination with noh through European and Japanese histories of poetry, drama, and performance. She asks us to reflect on the project of cross-cultural learning, what it means to know another culture as well as what it means to know one's own. A tour de force of memoir and scholarship, at once entertaining and erudite, Learning to Kneel shows us why mistranslation, partial fluency, and failing to understand have been crucial to the transnational history of modernism.

(Rebecca Walkowitz, Rutgers University)

Kneel before this humbling account of submission and, at times, personal but never sentimental antidote to both easy celebrations of multiculturalism and easy critiques of cultural appropriation. Sitting with calm strength at the intersections of performance, pedagogy, and the politics of 'global modernism,' Preston successfully reinvents the modernist reinvention of noh as a timely, urgent topic by asking what it means to succeed or fail. Don't fail to read it.

(Christopher Bush, Northwestern University)

In Learning to Kneel, Preston tells the story not only of the influence of Japanese culture and noh theater on modernist writers from Yeats to Beckett but also of her personal experience as a neophyte practitioner of noh. Together, these narratives brilliantly reframe received ideas about cross-cultural aesthetic transformation, the relation of success and failure in art, and the tension between subversion and tradition that underlies any form of training or pedagogy.

(Scott Klein, Wake Forest University)

About the Author

Carrie J. Preston is associate professor of English and director of the Women's, Gender, and Sexuality Studies Program at Boston University. Her book, Modernism's Mythic Pose: Gender, Genre, Solo Performance, won the De La Torre Bueno Prize, and her articles have appeared in Modernism/modernity, Theatre Journal, Twentieth-Century Literature, and Modernist Cultures.

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• Sales Rank: #1058939 in Books
• Brand: Brand: Merriam-Webster
• Published on: 2011-06-01
• Original language: English
• Number of items: 1
• Dimensions: 7.70" h x .70" w x 5.10" l, .45 pounds
• Binding: Paperback
• 256 pages

Features

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About the Author
Merriam-Webster has been America's leading and most trusted provider of language information for over 150 years. Publications include "Merriam-Webster s Collegiate(r) Dictionary" (among the best selling books in American history) and dictionaries for English-language learners.

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4 of 4 people found the following review helpful.
Funny & Educational
By Erica
This book is great! It's really funny and has great illustrations in the chapters. The phrases also have cultural and background information about where the phrase is from.

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Curious and interesting book
By Monica
I am a native Spanish speaker. The idioms in the book are very common in Spanish speaking countries, with the exception of some of them. I think it is a valuable tool to learn and expand your Spanish. With clear explanations and translations of the English ones. I would rather recommend it.

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You don't need to own a factory to make toys. Author and toymaker Bob Knetzger has been making fun stuff all his life with simple technology like vacuum forming and mold-making. In an age where makers are tantalized by the capabilities of 3d printers and other digital fab technology, this book takes you back to old-school hand tools, simple electronics, and working with metal and plastic to make toys every bit as good as those you can find in a big-box store.

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• Sales Rank: #592010 in Books
• Published on: 2016-04-02
• Original language: English
• Number of items: 1
• Dimensions: 9.70" h x .40" w x 8.00" l, .0 pounds
• Binding: Paperback
• 272 pages

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1 of 1 people found the following review helpful.
Perfect for Family Time and School Vacations
By Mom
These projects range from pretty easy to a little more challenging. The potato sub was easy to knock out and a total blast.
As with so many Make books, I learn along with the kids.
The historical bit in the beginning about toy designers was fascinating to me (the adult audience). The pictures make it very clear how to put things together, as well as showing great illustrations of some classic and vintage toys.

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A great source of challenging projects for a dedicated DIY'er
By Daniel R. Sanderman
A review from a nanny who is always seeking out fun project to try with children:

Pros:
1. Very different and creative ideas
2. Challenging
3. A wide variety of project types (electronics, mechanical, scientific)

Cons:
1. Too challenging for most young children
2. Extensive parental involvement required (i.e. you may be doing all the work)
3. You will need to purchase most materials, as they are not likely to be around your home
4. Very time consuming

1 of 1 people found the following review helpful.
A really fun book that is full of neat things to do ...
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Good job Bob!

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• Sales Rank: #369010 in Books
• Brand: Gaber, John/ Gaber, Sharon
• Published on: 2007-12-15
• Original language: English
• Number of items: 1
• Dimensions: 10.47" h x .60" w x 7.40" l, 1.30 pounds
• Binding: Hardcover
• 166 pages

Features

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This comprehensive, historically organized introduction to philosophy communicates the richness of the discipline and provides the student with a working knowledge of the development of Western philosophy. New co-author James Fieser has brought this classic text up-to-date both chronologically and stylistically while preserving the thoughtful, conceptual characteristics that have made it so successful. The text covers all periods of philosophy, lists philosophers alphabetically and chronologically on the end-papers, and features an exceptional glossary of key concepts.

• Sales Rank: #1430004 in Books
• Published on: 2002-11-25
• Original language: English
• Number of items: 1
• Dimensions: 9.40" h x .90" w x 6.40" l,
• Binding: Hardcover

About the Author
Samuel Enoch Stumpf was Emeritus Professor of Philosophy and Emeritus Professor of Law at Vanderbilt University prior to his death in 1998, at the age of eighty. He earned a B.S. in Business and Finance from the University of California at Los Angeles, a B.D. in Theology from Andover Newton Theological School, and a Ph.D. in Philosophy from the University of Chicago. He joined the Vanderbilt faculty in 1948 and served as Chair of the Philosophy Department from 1952 to 1967. After a five-year term as President of Cornell College, Professor Stumpf returned to Vanderbilt, where he remained until his retirement in 1984. Professor Stumpf’s publications include Democratic Manifesto (1954), Morality and the Law (1966), and four McGraw-Hill textbooks: Socrates to Sartre: A History of Philosophy (1966; 6th ed., posthumous, 1999); Philosophical Readings: Selected Problems (1971; 4th ed., 1994); Philosophy: History and Problems (1971; 5th ed., 1994); and Elements of Philosophy: An Introduction (1979; 3rd ed., 1993).

James Fieser is an Assistant Professor of philosophy at the University of Tennessee at Martin. He received his Ph.D. from Purdue University’s Department of Philosophy (1983, 1986). He has published articles on the topics of the philosophy of religion, rights theory, environmental ethics, moral skepticism, David Hume, and Thomas Aquinas. He has created several World Wide Web sites in philosophy, including the Internet Encyclopedia of Philosophy.

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2 of 2 people found the following review helpful.
A good survey of philosophy
By FrKurt Messick
This philosophy book by Stumpf and Fieser is a good survey of all the major topics in philosophy (from a classical Western standpoint), and includes many of the major thinkers over time, both in the narrative discussion presented by the authors, as well as in primary source readings from major philosophers themselves.

The text is divided into five major sections: I - Ancient Greek Philosophy; II - Hellenistic and Medieval Philosophy; III - Early Modern Philosophy; IV - Late Modern and 19th Century Philosophy; and V - 20th Century and Contemporary Philosophy. Section I looks at the major ancient Greek thinkers, such as Socrates, Plato and Aristotle, as well as lesser-known important figures and schools such as Thales, Pythagoras, the Sophists, and more. This is the time that philosophy began to be broken into certain topical areas (ethics, politics, metaphysics, logic, etc.) but also a time when the disciplines of science, mathematics and what we would call social sciences and arts and humanities were all directly and explicitly tied to the overall philosophical enterprise.

The section on Hellenistic and Medieval Philosophy looks at later Greek schools (Stocism, Skepticism, Epicureanism) as well as the advent of Christianity and Christian influence in philosophical development. Key figures here include Augustine (heavily influenced by the twin sources of Christianity and Neoplatonism), Boethius, Anselm, Aquinas (influenced greatly by the European rediscovery of Aristotle), and late medieval figures such as Scotus, Ockham and Eckhart.

Early Modern Philosophy begins at the time the various Renaissance and Reformation periods began, looking at key philosophers such as Machiavelli, Bacon, Hobbes, Descartes, Spinoza, Leibniz, and the British Empiricists; this was also the advent of the scientific revolution and prelude to the Enlightenment, so there were philosophies of politics, religion, science, knowledge and ethics significantly different from anything before.

Late Modern and 19th Century Philosophy looks at primary Enlightenment figures such as Kant and Hegel, with fundamentally new ideas in the areas of metaphysics and epistemology (and, accordingly, new philosophies in other areas that reflect the new developments). This is also the period that saw the advent of Utilitarianism (Bentham, Mill, and Comte), and radical thinkers such as Kierkegaard, Marx and Nietzsche, whose direct influence in areas of religion, politics, and culture are still being felt.

Key areas covered in the final chapter on Contemporary Philosophy include Pragmatism (Pierce, James, Dewey, Bergson, Whitehead), Analytic Philosophy (Russell and Wittgenstein), Phenomenology and Existentialism (Husserl, Heidegger, Sartre, Merleau-Ponty), and very new ideas that are only now coming to full expression (postmodernism, structuralism and post-structuralism, mind-body problems, etc.). Overall, this text includes a 500-page narrative of the principle ideas and patterns of development that have shaped the many dimensions of Western philosophy.

Sufficient for an introductory course, it should also serve to whet the appetite of readers who are seeking more in particular philosophical areas. This book would be well served paired with a collection of primary text readings (and indeed, there is such a volume available).

There is a useful glossary of key philosophical terms, a select bibliography arranged chronologically by chapter, divided into original documents and critical studies, and an index including names, terms and concepts.

Philosophy is rarely easy reading; there will be parts that appeal to a particular reader that will leave another bewildered or bored (or both!), but there tends to be in the philosophical discipline something somewhere of interest to most. This gives a good, broad layout of philosophy as done in the primary Western, academic tradition, and serves as a good text for classrooms, as well as use for a personal study.

8 of 9 people found the following review helpful.
A refreshingly readable survey of the history of western philosophy
By Amazon Customer
Stumpf's text is widely used in Introduction to Philosophy courses, a fact in no doubt due to the book's brevity and clarity. Teaching philosophy is a tricky business. It is easy to make ideas that ought to be exhilarating into dreadfully boring subjects but, on the other hand, a good philosophy teacher can take some dry and boring philosophical idea and breathe life into it so that it becomes interesting to anyone, even the casual reader. Stumpf is this latter type. He excels at clearly communicating the fundamental ideas of the major thinkers in the history of western philosophy, but more important is the efficiency with which he does it. Overview philosophy texts can often fall into one of two traps: either they bog themselves down so much with the various philosophers' canons of thought that the book becomes too bloated for the average student, or for the sake of being concise they boil down those canons until what remains are only bare bones structures of the philosophers' bodies of thought. Stumpf avoids both extremes, and when the economy with which he writes is paired with his keen understanding of philosophy, the result is an extremely effective philosophy text that comes in at a fighting weight of about 500 pages.

My only criticism of Stumpf would be his choice of philosophers to include. I am not all that concerned with August Comte, for example, and in my mind the inclusion of Reid or Paley would have better represented the Enlightenment debates on epistemology. But each philosopher has a different band of thinkers that he thinks is more important than others, and I guess it's inevitable that I as a Christian would want any philosophy text to include those two. Setting that gripe in the ditch for a moment, I would heartily recommend Socrates to Sartre to anyone interested in western philosophy.

0 of 2 people found the following review helpful.
fast and in great shape thanx
By JENICA
I couldn't afford the bookstore prices, so I looked up amazon.com thank you. I got it in perfect condition, quickly. thanx

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• Sales Rank: #1236134 in Books
• Published on: 2016-04-26
• Original language: English
• Number of items: 1
• Dimensions: 10.87" h x .43" w x 8.62" l, .0 pounds
• Binding: Paperback
• 234 pages

About the Author
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Stephen V. (Steve) Ward is widely known internationally for his work in the field of planning history. He is a former President of the International Planning History Society 1996-2002 and remains a member of its governing Council. He is also a former editor of the refereed journal Planning Perspectives and continues as a member of its Editorial Board. He is also an Editorial Board member of the American refereed Journal of Planning History. He has published widely on historical matters relating to planning with many books, book chapters, articles and other outputs to his name.

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PROGRAMMING GAMES WITH VISUAL BASIC EXPRESS teaches Visual Basic Express programming concepts while providing detailed step-by-step instructions for building many fun games. The tutorial is appropriate for teens and adults. The games built are non-violent and teach logical thinking skills. To grasp the concepts presented in PROGRAMMING GAMES WITH VISUAL BASIC EXPRESS, you should possess a working knowledge of Windows and have had some exposure to Visual BASIC Express programming (or some other programming language). We offer two beginning programming tutorials (VISUAL BASIC EXPRESS FOR KIDS and BEGINNING VISUAL BASIC EXPRESS) that would help you gain this needed exposure. 

PROGRAMMING GAMES WITH VISUAL BASIC EXPRESS explains (in simple, easy-to-follow terms) how to build a Visual Basic Express game project. The book includes over 700 pages of color self-study notes. Students learn about project design, the Visual BASIC Express toolbox, many elements of the Visual Basic language, and how to debug and distribute finished projects. Game skills learned include handling multiple players, scoring, graphics, animation, and sounds. The game projects built include, in increasing complexity:

• Safecracker - Decipher a secret combination using clues from the computer. 
• Tic Tac Toe - The classic game - one of the first programmed by Bill Gates! 
• Match Game - Find matching pairs of hidden photos - use your own photos! 
• Pizza Delivery - A business simulation where you manage a small pizza shop for a night.
• Moon Landing - Land a module on the surface of the moon. 
• Leap Frog - A fun arcade game where you get a frog through traffic and across a raging river. 

PROGRAMMING GAMES WITH VISUAL BASIC EXPRESS requires either the Microsoft Windows 7 or Windows 8 operating system, and Visual Basic 2012 Express. The Visual Basic source code and all needed multimedia files are available for download from the publisher's website (kidwaresoftware.com) after you register the book.

• Sales Rank: #4000582 in Books
• Published on: 2013-02-24
• Original language: English
• Number of items: 1
• Dimensions: 11.02" h x 1.50" w x 8.50" l, 3.77 pounds
• Binding: Paperback
• 752 pages

Review
"I enjoyed Kid Games with Visual Basic Express.  I really liked the step by step method.  It was easy to understand and my students really enjoyed  the examples, which all made a dry subject matter a fun and creative class.  I also liked the format, as I can teach on my iPad.  I'll be back for more next year." - Claudio Faenza, Teacher, Gainesville, FL "I was looking for some Visual Basic Express ideas and these books appeared to be just what I needed. I bought both Visual Basic books...great ideas and easy to read." - Andrew Zwelling, Math Teacher

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About the Author
Philip Conrod has authored, co-authored and edited over two dozen computer programming books and tutorials over the past 30 years. Philip started programming in 1977 on a Commodore PET computer at the very young age of 13. Philip holds a Certificate in Computer Programming for Business from WarrenTech, a Bachelor's Degree in Computer Information Systems and a Master's certificate in the Essentials of Business Development from Regis University. Philip has held Information Technology leadership roles in companies like Sundstrand Aerospace, Safeco Insurance, FamilyLife, Kenworth Truck Company, and PACCAR Inc. Today, Philip serves as the Chief Information Officer for large manufacturing company based in Seattle, Washington. In his spare time, Philip still enjoys writing and publishing computer programming books for students and he serves as the President of Kidware Software. Kidware Software LLC publishes computer programming books and tutorials under the trade names of KIDware, Kidware Software, BibleByte Books and ComputerScienceForKids.com.
Lou Tylee holds BS and MS degrees in Mechanical Engineering and a PhD in Electrical Engineering.  Lou has been programming computers since 1969 when he took his first Fortran course in college.  He has written software to control suspensions for high speed ground vehicles, monitor nuclear power plants, lower noise levels in commercial jetliners, compute takeoff speeds for jetliners, locate and identify air and ground traffic and to let kids count bunnies, learn how to spell and do math problems. He has written several on-line texts teaching Visual Basic, Visual C# and Java to thousands of people.  He taught a beginning Visual Basic course for over 15 years at a major university.    Currently, Lou works as an engineer at a major Seattle aerospace firm.   Lou and his family live in Seattle, Washington.

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2 of 3 people found the following review helpful.
Visual Basic 2012 for kids, teachers, parents, home and school!
By paynea54
What is "Programming Games with Visual Basic Express" and how it works.

These lessons are a highly organized and well-indexed set of lessons in the Visual Basic 2012 programming environment. Visual Basic 2012 is a programming environment which allows the user to drag and drop buttons, text boxes, scroll bars, timers and dozens of other visual "controls" to make programs which look like "Windows" programs. They provide a graphical user interface to the user.

The tutorials provide the benefit of completed real-world game applications - fully documented projects from the teacher's point of view. That is, while full solutions are provided for the teacher's (and learner's) benefit, the projects are presented in an easy-to-follow set of lessons explaining the rational for the form layout, coding design and conventions, and specific code related to the problem.

The learner may follow the tutorials at their own pace while focusing upon context relevant information. The finished product is the reward, but the student is fully engaged and enriched by the process. This kind of learning is often the focus of teacher training. Every Computer Science teacher knows what a great deal of work is required for projects to work in this manner, and with these tutorials, the work is done by an author who understands the classroom experience. That is extremely rare!

Game projects are presented in an easy-to-follow set of lessons explaining concepts fundamental to all languages - data types, input and output, decision making, looping, built-in functions, the different types of errors (syntax versus logical), logical expressions, comparison operators, random numbers, string functions, arrays, and subroutines. Emphasis is placed on Visual Basic controls - naming conventions, coding practices, intellisense features and debugging techniques. While game programming holds a higher degree of interest for the young programmer, an experienced teacher would recognize all of the above as a substantive list of topics in any first secondary or post-secondary course in Computer Science.

Graduated Lessons for Every Project ... Lessons, examples, problems and projects. Graduated learning. Increasing and appropriate difficulty... Great results.

With these projects, there are lessons providing a rich background on the programming topics to be covered. Once understood, concepts are easily applicable to a variety of applications. Then, specific games are drawn out so that a learner can practice with the Visual Basic commands. A summative game program for the chapter is presented. Game design is broken down into manageable parts - the logical solution to the problem, the design of the user-interface and supporting sub-routines (code modules) come together in the finished product.

By presenting lessons in this graduated manner, students are fully engaged and appropriately challenged to become independent thinkers who can come up with their own project ideas, design their own graphical user interfaces, and do their own coding. Once the process is learned, then student engagement is unlimited! I have seen student literacy improve dramatically as they cannot get enough of what is being presented.

Indeed, lessons encourage accelerated learning - in the sense that they provide an enriched environment to learn computer science, but they also encourage accelerating learning because students cannot put the lessons away once they start! Computer Science provides this unique opportunity to challenge students, and it is a great testament to the authors that they are successful in achieving such levels of engagement with consistency.

My history with the Kidware Software products.

I have used single license or shareware versions for over a decade to keep up my own learning. By using these lessons, I am able to spend time on things which will pay off in the classroom. I do not waste valuable time ensconced in language reference libraries for programming environments and help screens which can never be fully remembered! These game-design projects are examples of how student projects should be as final products - thus, the pathway to learning is clear and immediate.

By following these lessons, I was able to come up with my own projects - An Equation Solver which allows a student to solve any equation that they are likely to encounter in high school, a dice game of Craps, a Financial Calculator covering all grade 12 Financial Math applications, and finally, the game of Mastermind - where I presently have a "Mastermind Hall of Fame" for the best solutions by students over the years. I have made several applications for hardware interfacing in Computer Technology class. I could do all of this only because of these lessons by Kidware Software!

The exciting thing is that all of the above could also be done in other BASIC or Visual Studio languages - such as QBasic, Small Basic, Visual C# or Visual C++, though I first learned to do the programming using Kidware Software's "Learn Visual Basic". For me to go from one language to another is now an inevitable outcome!

With these lessons, I am able to concentrate on the higher order thinking skills presented by the problem, and not be chained to a language reference in order to get things done!

If I want to have students use or expand upon projects, then I take advantage of site-license options. I have found it very straight forward to emphasize the fundamental Computer Science topics that form the basis of these projects when using them in the classroom.

Quick learning curve for teachers! How teachers can use the product:

Having projects completed ahead of time can allow the teacher to present the design aspect of the project FIRST, and then have students do all of their learning in the context of what is required in the finished product. This is a much faster learning curve than if students designed all of their own projects from scratch. Lessons concentrating on a unified outcome for all make for much more streamlined engagement for first-time students of computer programming, as they complete more projects within a short period of time and there is a context for everything that is learned.

Meet Different State and Provincial Curriculum Expectations and More

Different states and provinces have their own curriculum requirements for Computer Science. With the Kidware Software products, you have at your disposal a series of projects which will allow you to pick and choose from among those which best suit your curriculum needs. Students focus upon design stages and sound problem-solving techniques from a Computer Science perspective. In doing so, they become independent problem-solvers, and will exceed the curricular requirements of elementary, middle and secondary schools everywhere.

Useable projects - out of the box !

The specific projects covered in the Programming Games with Visual Basic Express tutorials are suitable for grade 10 and above:

Safecracker (a numeric version of Mastermind)
Tic Tac Toe
Match Game (Concentration)
Pizza Delivery - a game emphasizing business practices
Moon Landing - emphasizing trajectory physics
Leap Frog - emphasizing collision detection

As you can see, there is a high degree of care taken so that projects are age-appropriate, providing educational content in the finished games.

You can begin teaching the projects on the first day. It's easy for the teacher to have done their own learning by starting with the solution files. Then, they will see how all of the parts of the lesson fall into place. Even a novice teacher could make use of the accompanying lessons. The lessons will provide more than just the coding of the solution - they will provide the correct context for the coding decisions which were made, and provide help in the investigation of related functions. Students then experiment with projects of their own making.

How to mark the projects.

In a classroom environment, it is possible for teachers to mark student progress by asking questions during the various design and coding stages. Teachers can make their own written quizzes easily from the reference material provided, but I have found the requirement of completing projects (mastery) sufficient for gathering information about student progress - especially in the later grades.

Lessons encourage your own programming extensions.

Once concepts are learned, it is difficult to NOT know what to do for your own projects.

Once having done my own projects in one language, such as Visual Basic, I know that I could easily adapt them to other languages once I have studied the Kidware Software tutorials. I do not believe there is any other reference material out there which would cause me to make the same claim! In fact, I know there is not as I have spent over a decade looking!

Having used Kidware Software tutorials for the past decade, I have been successful at the expansion of my own learning to other platforms such as XNA for the Xbox, or the latest developer suites for tablets and phones. I thank Kidware Software and its authors for continuing to stand for what is right in the teaching methodologies which not only inspire, but propel the self-guided learner through what can be a highly intelligible landscape of opportunities.

Regards,

Alan Payne, B.A.H. , B.Ed.
Computer Science Teacher
T.A. Blakelock High School
Oakville, Ontario
[...]

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