Today's research world demands a variety of different abstracts to serve different purposes. As a result, writing abstracts can be a difficult task for graduate and international students, researchers, and even practiced authors. Abstracts and the Writing of Abstracts is designed to demystify the construction of this essential writing form and to equip scholars with the skills to summarize their work in clear and compelling ways.
This volume represents a revision and expansion of the material on writing abstracts that appeared in English in Today's Research World.
The Abstracts volume focuses on abstracts for research articles before addressing abstracts for short communications, conferences, and PhD dissertations. It also covers keywords, titles, and author names. Wherever appropriate within the text, Language Focus sections discuss options and provide tips for meeting specific linguistic challenges posed by the writing of different types of abstracts.
This collection brings together the experiences and voices of anthropologists whose engaged work with im/migrant communities pushes the boundaries of ethnography toward a feminist, care-based, decolonial mode of ethnographic engagement called “accompaniment.”
Accompaniment as anthropological research and praxis troubles the boundaries of researcher-participant, scholar-activist, and academic-community to explicitly address issues of power, inequality, and the broader social purpose of the work. More than two dozen contributors show how accompaniment is not merely a mode of knowledge production but an ethical commitment that calls researchers to action in solidarity with those whose lives we seek to understand. The volume stands as a collective conversation about possibilities for caring and decolonial forms of ethnographic engagement with im/migrant communities.
This volume is ideal for scholars, students, immigrant activists, instructors, and those interested in social justice work.
Contributors
Carolina Alonso Bejarano
Anna Aziza Grewe
Alaska Burdette
Whitney L. Duncan
Carlos Escalante Villagran
Christina M. Getrich
Tobin Hansen
Lauren Heidbrink
Dan Heiman
Josiah Heyman
Sarah Horton
Nolan Kline
Alana M. W. LeBrón
Lupe López
William D. Lopez
Aida López Huinil
Mirian A. Mijangos García
Nicole L. Novak
Mariela Nuñez-Janes
Ana Ortez-Rivera
Juan Edwin Pacay Mendoza
Salvador Brandon Pacay Mendoza
María Engracia Robles Robles
Delmis Umanzor
Erika Vargas Reyes
Kristin E. Yarris
Winner of the 2020 Outstanding Book Award Presented by the Public and Nonprofit Section of the National Academy of Management
Winner of the 2019 Louis Brownlow Book Award from the National Academy of Public Administration
Examines how our understanding of emotion is shaped by the devices we use to measure it
Since the late nineteenth century, psychologists have used technological forms of media to measure and analyze emotion. In The Affect Lab, Grant Bollmer examines the use of measurement tools such as electrical shocks, photography, video, and the electroencephalograph to argue that research on emotions has confused the physiology of emotion with the tools that define its inscription.
Bollmer shows that the psychological definitions of emotion have long been directly shaped by the physical qualities of the devices used in laboratory research. To investigate these devices, The Affect Lab examines four technologies related to the history of psychology in North America: spiritualist toys at Harvard University, serial photography in early American psychological laboratories, experiments on “psychopaths” performed with an instrument called an Offner Dynograph, and the development of the “electropsychometer,” or “E-Meter,” by Volney Mathison and L. Ron Hubbard.
Challenging the large body of humanities research surrounding affect theory, The Affect Lab identifies an understudied problem in formulations of affect: how affect is a construction inseparable from the techniques and devices used to identify and measure it. Ultimately, Bollmer offers a new critique of affect and affect theory, demonstrating how deferrals to psychology and neuroscience in contemporary theory and philosophy neglect the material of experimental, scientific research.
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African Studies, contrary to some accounts, is not a separate continent in the world of American higher education. Its intellectual borders touch those of economics, literature, history, philosophy, and art; its history is the story of the world, both ancient and modern. This is the clear conclusion of Africa and the Disciplines, a book that addresses the question: Why should Africa be studied in the American university?
This question was put to distinguished scholars in the social sciences and humanities, prominent Africanists who are also leaders in their various disciplines. Their responses make a strong and enlightening case for the importance of research on Africa to the academy.
Paul Collier's essay, for example, shows how studies of African economies have clarified our understanding of the small open economies, and contributed to the theory of repressed inflation and to a number of areas in microeconomics as well. Art historian Suzanne Blier uses the terms and concepts that her discipline has applied to Africa to analyze the habits of mind and social practice of her own field. Christopher L. Miller describes the confounding and enriching impact of Africa on European and American literary theory. Political scientist Richard Sklar outlines Africa's contributions to the study of political modernization, pluralism, and rational choice. These essays, together with others from scholars in history, anthropology, philosophy, and comparative literature, attest to the influence of African research throughout the curriculum.
For many, knowledge from Africa seems distant and exotic. These powerful essays suggest the contrary: that such knowledge has shaped the way in which scholars in various disciplines understand their worlds. Eloquent testimony to Africa's necessary place in the mainstream of American education, this book should alter the academy's understanding of the significance of African research, its definition of core and periphery in human knowledge.
"These essays are at once exceptionally thoughtful and remarkably comprehensive. Not only do they offer an unusually interesting overview of African studies; they are also striking for the depth and freshness of their insights. This is the sort of volume from which both seasoned regional experts and students stand to learn an enormous amount."—John Comaroff, University of Chicago
"These essays provide an important perspective on the evolution of African studies and offer insights into what Africa can mean for the different humanistic and social science disciplines. Many show in ingenious and subtle ways the enormous potential that the study of Africa has for confounding the main tenets of established fields. One could only hope that the strictures expressed here would be taken to heart in the scholarly world."—Robert L. Tignor, Princeton University
Tropical Africa was one of the last regions of the world to experience formal European colonialism, a process that coincided with the advent of a range of new scientific specialties and research methods. Africa as a Living Laboratory is a far-reaching study of the thorny relationship between imperialism and the role of scientific expertise—environmental, medical, racial, and anthropological—in the colonization of British Africa.
A key source for Helen Tilley’s analysis is the African Research Survey, a project undertaken in the 1930s to explore how modern science was being applied to African problems. This project both embraced and recommended an interdisciplinary approach to research on Africa that, Tilley argues, underscored the heterogeneity of African environments and the interrelations among the problems being studied. While the aim of British colonialists was unquestionably to transform and modernize Africa, their efforts, Tilley contends, were often unexpectedly subverted by scientific concerns with the local and vernacular. Meticulously researched and gracefully argued, Africa as a Living Laboratory transforms our understanding of imperial history, colonial development, and the role science played in both.
One essay reveals the intricate richness of Africana thought, moving through psychoanalysis, folktales, Western metaphysics, and a critique of the political. Another essay offers a cautionary tale about the prospects for black life in the United States, even in the wake of Barack Obama’s historic political victory. A third essay argues that a “dead zone”—a place where black lives are lost, where hopes are dashed, where history has failed the black subject—exists between the black elite and the disenfranchised black underclass. Still another essay addresses how the discourse about the political has triumphed over everything else in considerations of colonialism and its aftermath and proposes that a turn to culture might offer a new thinking of black futures.
Anton Chekhov is revered as a boldly innovative playwright and short story writer—but he wrote more than just plays and stories. In Alive in the Writing—an intriguing hybrid of writing guide, biography, and literary analysis—anthropologist and novelist Kirin Narayan introduces readers to some other sides of Chekhov: his pithy, witty observations on the writing process, his life as a writer through accounts by his friends, family, and lovers, and his venture into nonfiction through his book Sakhalin Island. By closely attending to the people who lived under the appalling conditions of the Russian penal colony on Sakhalin, Chekhov showed how empirical details combined with a literary flair can bring readers face to face with distant, different lives, enlarging a sense of human responsibility.
Highlighting this balance of the empirical and the literary, Narayan calls on Chekhov to bring new energy to the writing of ethnography and creative nonfiction alike. Weaving together selections from writing by and about him with examples from other talented ethnographers and memoirists, she offers practical exercises and advice on topics such as story, theory, place, person, voice, and self. A new and lively exploration of ethnography, Alive in the Writing shows how the genre’s attentive, sustained connection with the lives of others can become a powerful tool for any writer.
"By casting the collection explicitly as an outreach to the larger community of Americanists---not primarily those who self-identify as 'digital scholars'---Earhart and Jewell have made an important choice, and one that will likely make this a landmark publication."
---Andrew Stauffer, University of Virginia
The American Literature Scholar in the Digital Age, which features a wide range of practitioner-scholars, is the first of its kind: a gathering of people who are expert in American literary studies and in digital technologies, scholars uniquely able to draw from experience with building digital resources and to provide theoretical commentary on how the transformation to new technologies alters the way we think about and articulate scholarship in American literature. The volume collects articles from those who are involved in tool development, usability testing, editing and textual scholarship, digital librarianship, and issues of race and ethnicity in digital humanities, while also situating digital humanities work within the larger literary discipline. In addition, the volume examines the traditional structures of the fields, including tenure and promotion criteria, modes of scholarly production, the skill sets required for scholarship, and the training of new scholars.
The American Literature Scholar in the Digital Age will attract practitioners of digital humanities in multiple fields, Americanists who utilize digital materials, and those who are intellectually curious about the new movement and materials.
Amy E. Earhart is Assistant Professor in the Department of English at Texas A&M University.
Andrew Jewell is Associate Professor of Digital Projects, University Libraries, at the University of Nebraska–Lincoln.
Cover art: Book background ©iStockphoto.com/natashika
digitalculturebooks is an imprint of the University of Michigan Press and the Scholarly Publishing Office of the University of Michigan Library dedicated to publishing innovative and accessible work exploring new media and their impact on society, culture, and scholarly communication. Visit the website at www.digitalculture.org.
John Hirsch chronicles the research, scientists, and ephemera of the Harvard Forest—a 3,750-acre research forest in Petersham, Massachusetts. Essays by David Foster, Clarisse Hart, and Margot Anne Kelley expand the scope of this photographic exploration at the nexus of science and art.
Hirsch is attentive to both the quixotic and the beautiful, and has created a body of work that is about a desire to understand, describe, and predict the evolution of our surroundings, while showing reverence for the possibility of sublime moments in a place. The forest is here a microcosm for the world in which we live, and this work helps us envision the future we may inhabit, making the book a useful and engaging vantage from which to consider pressing issues of climate change, ecosystem resilience, and land and water use.
Animals, Aging, and the Aged was first published in 1981. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.
This volume explores the significant contributions of animals to our understanding of aging, to improving geriatric medicine, and to providing companionship and assistance to the elderly. Leo L. Bustad discusses what can be learned from animal life-span studies about the process of aging, including the problems of cardiovascular disease, cancer, osteoporosis, and age-related mental conditions. The results of these studies suggest that changes in life-style—especially the diet—may modify the effects of chronic degenerative diseases.
Other studies show that caring for a pet can contribute greatly to the health and well being of the elderly. Bustad surveys experiments using animals in therapy and he presents, for the first time, evaluative instruments for choosing the appropriate pet. Companion animals allow many elderly people to maintain their independence. Animals are also helpful as aids for those with visual, hearing, and physical impairments. An appendix lists agencies that train dogs as aids to the physically impaired.
Animals, Aging, and the Aged is a thoughtful discussion of the physical, psychological, and social problems faced by the elderly, with emphasis on the ways that animals have contributed to the solution of some of those problems. As such, it will be useful for those involved in geriatric medicine and social work and in veterinary medicine and research. This book is volume 5 in the series Wesley W. Spink Lectures in Comparative Medicine.
Around the Texts of Writing Center Work reveals the conceptual frameworks found in and created by ordinary writing center documents. The values and beliefs underlying course syllabi, policy statements, website copy and comments, assessment plans, promotional flyers, and annual reports critically inform writing center practices, including the vital undertaking of tutor education.
In each chapter, author R. Mark Hall focuses on a particular document. He examines its origins, its use by writing center instructors and tutors, and its engagement with enduring disciplinary challenges in the field of composition, such as tutoring and program assessment. He then analyzes each document in the contexts of the conceptual framework at the heart of its creation and everyday application: activity theory, communities of practice, discourse analysis, reflective practice, and inquiry-based learning.
Around the Texts of Writing Center Work approaches the analysis of writing center documents with an inquiry stance—a call for curiosity and skepticism toward existing and proposed conceptual frameworks—in the hope that the theoretically conscious evaluation and revision of commonplace documents will lead to greater efficacy and more abundant research by writing center administrators and students.
Public administration has evolved into an extraordinarily complex form of governance employing traditional bureaucracy, quasi-government public organizations, and collaborative networks of nongovernmental organizations. Analyzing and improving government performance—a matter of increasing concern to citizens, elected officials, and managers of the organizations themselves—has in turn become a much more fraught undertaking. Understanding the new complexities calls for new research approaches.
The Art of Governance presents a fresh palette of research based on a new framework of governance that was first developed by coeditor Laurence E. Lynn, Jr., with Carolyn J. Heinrich, and Carolyn J. Hill in their book, Improving Governance: A New Logic for Empirical Research. That book identified how the relationships among citizens, legislatures, executive and organizational structures, and stakeholders interact, in order to better diagnose and solve problems in public management.
This volume takes that relational concept into new realms of conceptualization and application as it links alternative institutional and administrative structures to program performance in different policy areas and levels of government. Collectively, the contributors begin to paint a new picture of how management matters throughout the policy process. They illuminate how, at different levels of an organization, leadership and management vary—and explore both the significance of structural systems and the importance of alternative organizational forms for the implementation of public policies.
The Art of Governance shows that effective governance is much more complex than paint-by-number. But if the variety of forms and models of governance are analyzed using advanced theories, models, methods, and data, important lessons can be applied that can lead us to more successful institutions.
The Art of Teaching Spanish explores in-depth the findings of research in second language acquisition (SLA) and other language-related fields and translates those findings into practical pedagogical tools for current—and future—Spanish-language instructors. This volume addresses how theoretical frameworks affect the application of research findings to the teaching of Spanish, how logistical factors affect the way research findings can be applied to teach Spanish, and how findings from Spanish SLA research would be applicable to Spanish second language teaching and represented in Spanish curricula through objectives and goals (as evidenced in pedagogical materials such as textbooks and computer-assisted language learning software).
Top SLA researchers and applied linguists lend their expertise on matters such as foreign language across curriculum programs, testing, online learning, the incorporation of linguistic variation into the classroom, heritage language learners, the teaching of translation, the effects of study abroad and classroom contexts on learning, and other pedagogical issues. Other common themes of The Art of Teaching Spanish include the rejection of the concept of a monolithic language competence, the importance of language as social practice and cultural competence, the psycholinguistic component of SLA, and the need for more cross-fertilization from related fields.
In The Descent of Man, Charles Darwin proposed that an ant’s brain, no larger than a pin’s head, must be sophisticated to accomplish all that it does. Yet today many people still find it surprising that insects and other arthropods show behaviors that are much more complex than innate reflexes. They are products of versatile brains which, in a sense, think.
Fascinating in their own right, arthropods provide fundamental insights into how brains process and organize sensory information to produce learning, strategizing, cooperation, and sociality. Nicholas Strausfeld elucidates the evolution of this knowledge, beginning with nineteenth-century debates about how similar arthropod brains were to vertebrate brains. This exchange, he shows, had a profound and far-reaching impact on attitudes toward evolution and animal origins. Many renowned scientists, including Sigmund Freud, cut their professional teeth studying arthropod nervous systems. The greatest neuroanatomist of them all, Santiago Ramón y Cajal—founder of the neuron doctrine—was awed by similarities between insect and mammalian brains.
Writing in a style that will appeal to a broad readership, Strausfeld weaves anatomical observations with evidence from molecular biology, neuroethology, cladistics, and the fossil record to explore the neurobiology of the largest phylum on earth—and one that is crucial to the well-being of our planet. Highly informative and richly illustrated, Arthropod Brains offers an original synthesis drawing on many fields, and a comprehensive reference that will serve biologists for years to come.
Aspects of Article Introductions has bee reissued to make it more easily available than it has ever been, particularly for the use of university libraries and for younger and newer practitioners and researchers in the rapidly expanding and increasingly global field of EAP.
The original Aspects of Article Introductions appeared in fall 1981 as a ring-bound 90-page monograph. The “publisher” was the Language Studies Unit at the University of Aston in Birmingham. Although essentially an “underground” work, it has remained a relevant part of the short intellectual history of English for Academic Purposes, particularly as genre-based or genre-driven approaches to EAP research and pedagogical practice have become more popular. Its longevity is also a testament to the genre analysis work of John Swales, but in addition, the research article has become the most influential genre in most areas of scholarship, and introductions are at least supposed to be read first and to be designed in such a way as to attract as large readership as possible.
“If I were asked to list the most influential texts in applied linguistics over the last 30 years, John Swales' Aspects of Article Introductions would be in the top three or four. This was a seminal work which not only presented a novel way of analysing texts and a commentary on academic discourse, but one which helped to establish a foundation for the massive interest we see today in describing the structure and features of academic articles. This is not just a text which offers us a glimpse of an intellectual history, but it remains full of fascinating insights and observations about texts and the workings of academic discourse. While the ideas may have evolved and the genre it describes moved on, both the style of writing and the methodology it describes are as fresh and as revealing as anything written on the topic since.” ---Ken Hyland, Hong Kong University
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