His major works include the Houston Museum of Fine Art, Davis Art Museum at Wellesley College, the Stockholm Museum of Modern Art and Architecture, and the Potzdammer Platz Hotel in Berlin. Now Moneo will be known as a daring critic as well. In this book, he looks at eight of his contemporaries--all architects of international stature--and discusses the theoretical positions, technical innovations, and design contributions of each. Moneo's discussion of these eight architects--James Stirling, Robert Venturi, Aldo Rossi, Peter Eisenman, Alvaro Siza, Frank Gehry, Rem Koolhaas, and the partnership of Jacques Herzog and Pierre De Meuron--has the colloquial, engaging tone of a series of lectures on modern architecture by a master architect; the reader hears not the dispassionate theorizing of an academic, but Moneo's own deeply held convictions as he considers the work of his contemporaries. More than 500 illustrations accompany the text.Discussing each of the eight architects in turn, Moneo first gives an introductory profile, emphasizing intentions, theoretical concerns, and construction procedures. He then turns to the work, offering detailed critical analyses of the works he considers to be crucial for an informed understanding of this architect's work. The many images he uses to illustrate his points resemble the rapid-fire flash of slides in a lecture, but Moneo's perspective is unique among lecturers. These profiles are not what Moneo calls the tacit treatises that can be found on the shelves of a university library, but lively encounters of architectural equals.

    ever-present, phantom thing; My slave, my comrade, and my king' Some of Emily Brontë's most extraordinary poems Introducing Little Black Classics: 80 books for Penguin's 80th birthday. Little Black Classics celebrate the huge range and diversity of Penguin Classics, with books from around the world and across many centuries. They take us from a balloon ride over Victorian London to a garden of blossom in Japan, from Tierra del Fuego to 16th century California and the Russian steppe. Here are stories lyrical and savage; poems epic and intimate; essays satirical and inspirational; and ideas that have shaped the lives of millions. Emily Brontë (1818-1848). Brontë's Wuthering Heights and The Complete Poems are available in Penguin Classics

    A VINTAGE ORIGINAL.What do we see when we read? Did Tolstoy really describe Anna Karenina? Did Melville ever really tell us what, exactly, Ishmael looked like? The collection of fragmented images on a page - a graceful ear there, a stray curl, a hat positioned just so - and other clues and signifiers helps us to create an image of a character. But in fact our sense that we know a character intimately has little to do with our ability to concretely picture our beloved - or reviled - literary figures.In this remarkable work of nonfiction, Knopf's Associate Art Director Peter Mendelsund combines his profession, as an award-winning designer; his first career, as a classically trained pianist; and his first love, literature - he thinks of himself first, and foremost, as a reader - into what is sure to be one of the most provocative and unusual investigations into how we understand the act of reading.

    Key theories are integrated with biographical sketches of theorists, placing readings in context and helping students understand the original works of classical authors as well as compare and contrast their theories.

    Part I deals with the subjects of the Associated Board’s Theory Grades 1-5, and part II with those which occur in the higher grades.

    This new edition of Hesmondhalgh′s clearly written, thoroughly argued overview of political-economic, organizational, technological, and cultural change represents yet another important intervention in research on cultural production.

    As a UCLA student, though, he had led the Los Angeles Chapter of the Black Panther Party, and became a target of the FBI. Here is the spellbinding saga of Pratt, his heroic lawyers, Johnnie Cochran and Stuart Hanlon, and the Reverend James McCloskey, who overcame all the odds to bring the truth to light and free Geronimo.

    He argues that the development of communication media has transformed the spatial and temporal constitution of social life, creating new forms of action and interaction which are no longer linked to the sharing of a common locale. The consequences of this transformation are far-reaching and impinge on many aspects of our lives, from the most intimate aspects of personal experience and self-formation to the changing nature of power and visibility in the public domain.Combining breadth of vision with sensitivity to detail, this book situates the study of the media where it belongs: among a set of disciplines concerned with the emergence, development and structural characteristics of modern societies and their futures.

    If you ever wanted to know what words like alienation and commodity fetishism and surplus value mean, this is the commodity for you.

    Inside you'll find Elizabeth Gilbert's ode to the triumph of asking for what you want, Jane Smiley's tribute to the animal who taught her about lasting fulfillment, Roxane Gay's sure-fire cure for complaining, Brené Brown's celebration of the powers of play, Neil deGrasse Tyson's take on the joyful participation in the universe, and much more. Revisiting fifteen years of the magazine's rich archives, O's editors have assembled a collection as stunning as it is spirit-lifting.

    It has been reprinted in Ideas and Opinions, Crown Publishers, Inc. 1954, pp 36 - 40. It also appears in Einstein's book The World as I See It, Philosophical Library, New York, 1949, pp. 24 - 28.Everything that the human race has done and thought is concerned with the satisfaction of deeply felt needs and the assuagement of pain. One has to keep this constantly in mind if one wishes to understand spiritual movements and their development. Feeling and longing are the motive force behind all human endeavor and human creation, in however exalted a guise the latter may present themselves to us. Now what are the feelings and needs that have led men to religious thought and belief in the widest sense of the words? A little consideration will suffice to show us that the most varying emotions preside over the birth of religious thought and experience. With primitive man it is above all fear that evokes religious notions - fear of hunger, wild beasts, sickness, death. Since at this stage of existence understanding of causal connections is usually poorly developed, the human mind creates illusory beings more or less analogous to itself on whose wills and actions these fearful happenings depend. Thus one tries to secure the favor of these beings by carrying out actions and offering sacrifices which, according to the tradition handed down from generation to generation, propitiate them or make them well disposed toward a mortal. In this sense I am speaking of a religion of fear. This, though not created, is in an important degree stabilized by the formation of a special priestly caste which sets itself up as a mediator between the people and the beings they fear, and erects a hegemony on this basis. In many cases a leader or ruler or a privileged class whose position rests on other factors combines priestly functions with its secular authority in order to make the latter more secure; or the political rulers and the priestly caste make common cause in their own interests.

    Born of a functional need rather than aesthetic ideal, golf range nets span spaghetti snack bars and a host of 70 other remarkable combinations are pictured and described in this quintessential glimpse of Tokyo's architectural grass roots.

    In her examination of the cultural forms to which these affects give rise, Sianne Ngai suggests that these minor and more politically ambiguous feelings become all the more suited for diagnosing the character of late modernity.Along with her inquiry into the aesthetics of unprestigious negative affects such as irritation, envy, and disgust, Ngai examines a racialized affect called “animatedness,” and a paradoxical synthesis of shock and boredom called “stuplimity.” She explores the politically equivocal work of these affective concepts in the cultural contexts where they seem most at stake, from academic feminist debates to the Harlem Renaissance, from late-twentieth-century American poetry to Hollywood film and network television. Through readings of Herman Melville, Nella Larsen, Sigmund Freud, Alfred Hitchcock, Gertrude Stein, Ralph Ellison, John Yau, and Bruce Andrews, among others, Ngai shows how art turns to ugly feelings as a site for interrogating its own suspended agency in the affirmative culture of a market society, where art is tolerated as essentially unthreatening.Ngai mobilizes the aesthetics of ugly feelings to investigate not only ideological and representational dilemmas in literature—with a particular focus on those inflected by gender and race—but also blind spots in contemporary literary and cultural criticism. Her work maps a major intersection of literary studies, media and cultural studies, feminist studies, and aesthetic theory.

    The contributors include many of the central theorists of affect—those visceral forces beneath, alongside, or generally other than conscious knowing that can serve to drive us toward movement, thought, and ever-changing forms of relation. As Lauren Berlant explores “cruel optimism,” Brian Massumi theorizes the affective logic of public threat, and Elspeth Probyn examines shame, they, along with the other contributors, show how an awareness of affect is opening up exciting new insights in disciplines from anthropology, cultural studies, geography, and psychology to philosophy, queer studies, and sociology. In essays diverse in subject matter, style, and perspective, the contributors demonstrate how affect theory illuminates the intertwined realms of the aesthetic, the ethical, and the political as they play out across bodies (human and non-human) in both mundane and extraordinary ways. They reveal the broad theoretical possibilities opened by an awareness of affect as they reflect on topics including ethics, food, public morale, glamor, snark in the workplace, and mental health regimes. The Affect Theory Reader includes an interview with the cultural theorist Lawrence Grossberg and an afterword by the anthropologist Kathleen Stewart. In the introduction, the editors suggest ways of defining affect, trace the concept’s history, and highlight the role of affect theory in various areas of study.ContributorsSara AhmedBen AndersonLauren BerlantLone BertelsenSteven D. BrownPatricia Ticineto CloughAnna GibbsMelissa GreggLawrence GrossbergBen HighmoreBrian MassumiAndrew MurphieElspeth ProbynGregory J. SeigworthKathleen StewartNigel ThriftIan TuckerMegan Watkins

    What do I set up as aims for my next lesson with this class and what kind of activities will help to achieve those aims? How do I deal with this reading text in class? What amount of out-of-class work can I reasonably expect my learners to do? How do I make best use of a textbook I am not entirely happy with? These are just a few examples of the many questions typically asked by teachers which she addresses in this book.Although insights from research can help, there are no 'right answers' provided. Instead, the aim is to give you a solid foundation of knowledge which you can use to evaluate and apply your own ideas about teaching and learning.The book is organized into four parts.- Part One ('A framework for teaching and learning') looks at insights from research into learners, learning, and language in use and discusses how these have influenced methodology and materials in ELT. Specific topics covered include: the use of communicative tasks in the classroom, the concept of learner strategies and how you can train your students to develop them, the growth of interactive methodology and its consequences in changing the roles of teacher and learner.- Part Two ('Teaching the language system') focuses on vocabulary and grammar, and Part Three ('Developing the language skills') on the traditional four language skills of listening, speaking, reading, and writing. There is also discussion of how these different areas fit together.- Part Four ('Planning and assessing learning') moves on to wider issues. Chapter 10 on course design refers back to topics covered earlier in the book. Chapter 11 deals with the relationship between teaching and different forms of assessment.There is an Introductory task at the start of each chapter (with supporting guidance notes), as well as a Discussion topics and projects section - which can be used for group discussion - at the end.The book also has a complete glossary, further reading suggestions at the end of each chapter, a bibliography, and a full index.