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Chinese diplomat V.K. Wellington Koo (1888-1985) was involved in virtually every foreign and domestic crisis in twentieth-century China. After earning a Ph.D. from Columbia University, Koo entered government service in 1912 intent on revising the unequal treaty system imposed on China in the nineteenth century, believing that breaking the shackles of imperialism would bring China into the "family of nations."
His pursuit of this nationalistic agenda was immediately interrupted by Chinese civil war and Japanese imperialism during World War I. In the 1930s Koo attempted to use international law to force western powers to honor their treaty obligations to punish Japanese expansion. Koo also participated in creating the League of Nations and later the United Nations in the hope that collective security would become reality.
On a lake in northernmost Minnesota, you might find Naledi Lodge—only two cabins still standing, its pathways now trodden mostly by memories. And there you might meet Meg, or the ghost of the girl she was, growing up under her grandfather’s care in a world apart and a lifetime ago. Now an artist, Meg paints images “reflected across the mirrors of memory and water,” much as the linked stories of Vacationland cast shimmering spells across distance and time.
Those whose paths have crossed at Naledi inhabit Vacationland: a man from nearby Hatchet Inlet who knew Meg back when, a Sarajevo refugee sponsored by two parishes who can’t afford “their own refugee,” aged sisters traveling to fulfill a fateful pact once made at the resort, a philandering ad man, a lonely Ojibwe stonemason, and a haiku-spouting girl rescued from a bog.
Sarah Stonich, whose work has been described as “unexpected and moving” by the Chicago Tribune and “a well-paced feast” by the Los Angeles Times, weaves these tales of love and loss, heartbreak and redemption into a rich novel of interconnected and disjointed lives. Vacationland is a moving portrait of a place—at once timeless and of the moment, composed of conflicting dreams and shared experience—and of the woman bound to it by legacy and sometimes longing, but not necessarily by choice.
Tourism and Environment in the Colorado High Country
Mention the Colorado high country today and vacation imagery springs immediately to mind: mountain scenery, camping, hiking, skiing, and world-renowned resorts like Aspen and Vail. But not so long ago, the high country was isolated and little visited. Vacationland tells the story of the region's dramatic transformation in the decades after World War II, when a loose coalition of tourist boosters fashioned alluring images of nature in the high country and a multitude of local, state, and federal actors built the infrastructure for high-volume tourism: ski mountains, stocked trout streams, motels, resort villages, and highway improvements that culminated in an entirely new corridor through the Rockies, Interstate 70.
The Salk vaccine seemed like a miracle to parents whose children were threatened with the scourge of polio. With its protection from polio, came also a story line-there were heroic researchers who would use science to protect us from epidemics and perhaps even eradicate disease. For most people, vaccines have become the magic bullets for dealing with dangerous diseases. The continuing quest for new vaccines, including an HIV/AIDS vaccine, despite technical, epidemiological, and social obstacles, suggests the abiding power of this narrative.
The author examines four cases that span the twentieth century--diphtheria, rubella, pertussis, and HIV/AIDS. Each case challenges the reader to examine how the values we attribute to vaccines influence their use. Diphtheria vaccination brought laboratory science into an existing narrative based on earlier vaccines. With rubella vaccine, researchers efficiently responded to an epidemic of birth defects while subtly changing the relationship between vaccination recipients and beneficiaries. Opposition to pertussis vaccine from average Americans created a narrative crisis, in which faith in vaccination as a whole seemed to be at risk. With more recent vaccines, including a hoped-for HIV/AIDS vaccine, the persistent cultural narrative continues to encourage vaccine development and use.
The Debate in Modern America
Since 1990, the number of mandated vaccines has increased dramatically. Today, a fully vaccinated child will have received nearly three dozen vaccinations between birth and age six. Along with the increase in number has come a growing wave of concern among parents about the unintended side effects of vaccines. In Vaccine, Mark A. Largent explains the history of the debate and identifies issues that parents, pediatricians, politicians, and public health officials must address. Nearly 40% of American parents report that they delay or refuse a recommended vaccine for their children. Despite assurances from every mainstream scientific and medical institution, parents continue to be haunted by the question of whether vaccines cause autism. In response, health officials herald vaccines as both safe and vital to the public's health and put programs and regulations in place to encourage parents to follow the recommended vaccine schedule. For Largent, the vaccine-autism debate obscures a constellation of concerns held by many parents, including anxiety about the number of vaccines required (including some for diseases that children are unlikely ever to encounter), unhappiness about the rigorous schedule of vaccines during well-baby visits, and fear of potential side effects, some of them serious and even life-threatening. This book disentangles competing claims, opens the controversy for critical reflection, and provides recommendations for moving forward.
The Preservation of Pedagogical Tradition
Agrippina Vaganova (1879-1951) is revered as the visionary who first codified the Russian system of classical ballet training. The Vaganova Academy of Russian Ballet, founded on impeccable technique and centuries of tradition, has a reputation for elite standards, and its graduates include Mikhail Baryshnikov, Rudolf Nureyev, Natalia Makarova, and Diana Vishneva. Yet the "Vaganova method" has come under criticism in recent years.
In this absorbing volume, Catherine Pawlick traces Vaganova's story from her early years as a ballet student in tsarist Russia to her career as a dancer with the Mariinsky (Kirov) Ballet to her work as a pedagogue and choreographer. Pawlick then goes beyond biography to address Vaganova's legacy today, offering the first-ever English translations of primary source materials and intriguing interviews with pedagogues and dancers from the Academy and the Mariinsky Ballet, including some who studied with Vaganova herself.
Les auteurs proposent des modalités d'intervention actuelles et novatrices adaptées aux besoins particuliers des élèves en difficulté et précisent certains des facteurs déterminant de la réussite ou de l'échec des jeunes tant au plan social que scolaire.
Cet ouvrage scrute les débats méconnus qui ont marqué l’époque de l’émergence du marxisme et du marginalisme, du déclin de l’influence de Ricardo, mais aussi, dans l’ombre, de la naissance du courant néo-ricardien. Débats rythmés par la parution des livres du Capital et centrés sur la question de la valeur et des rapports d’échange. Un éclairage différent est ainsi jeté sur les problèmes que posent les rapports entre l’analyse marxiste et l’économie politique.
Devons-nous surveiller les activités de nos adolescents sur Internet et dans les forums de discussion, ou respecter leur vie privée? Faut-il répondre avec franchise aux questions que nos adolescents nous posent au sujet de notre sexualité ou de notre expérience éventuelle de la drogue? Peut-on exiger d’un adolescent qu’il exprime sa gratitude? Ou qu’il passe plus de temps en famille? Est-il approprié de discuter de nos sentiments et de nos émotions avec nos adolescents? Un livre qui répond aux questions que tous les parents d’adolescents se posent, et qui met l’accent sur ce que les autres livres sur le sujet ont tendance à négliger: comment instaurer un dialogue qui favorise le respect mutuel.
Les enfants peuvent-ils parler des sentiments et des valeurs dès l'âge de 2 ans ? Bien sûr ! Mais qu'est-ce qu'un sentiment, une valeur, une valeur morale ? Qu'est-ce que l'empathie ? L'auteur nous invite à réfléchir tout en donnant des conseils pratiques sur la façon de développer un jugement sûr chez nos enfants.