00 This is the first time that an American library has published a catalog devoted entirely to a collection of vocal music manuscripts. Full descriptions and inventories of 700 manuscripts containing well over 3300 musical compositions are included. A wide variety of musical styles is represented from medieval Gregorian chant to 19th-century opera. This classed catalog groups entries into six broad categories; access to specific information, such as musical genres and watermarks, is available through 11 indexes. This is the first time that an American library has published a catalog devoted entirely to a collection of vocal music manuscripts. Full descriptions and inventories of 700 manuscripts containing well over 3300 musical compositions are included. A wide variety of musical styles is represented from medieval Gregorian chant to 19th-century opera. This classed catalog groups entries into six broad categories; access to specific information, such as musical genres and watermarks, is available through 11 indexes.

Forming Sleep asks how biocultural and literary dynamics act together to shape conceptions of sleep states in the early modern period. Engaging with poetry, drama, and prose largely written in English between 1580 and 1670, the essays in this collection highlight period discussions about how seemingly insentient states might actually enable self-formation. Looking at literary representations of sleep through formalism, biopolitics, Marxist theory, trauma theory, and affect theory, this volume envisions sleep states as a means of defining the human condition, both literally and metaphorically. The contributors examine a range of archival sources—including texts in early modern faculty psychology, printed and manuscript medical treatises and physicians’ notes, and printed ephemera on pathological sleep—through the lenses of both classical and contemporary philosophy. Essays apply these frameworks to genres such as drama, secular lyric, prose treatise, epic, and religious verse. Taken together, these essays demonstrate how early modern depictions of sleep shape, and are shaped by, the philosophical, medical, political, and, above all, formal discourses through which they are articulated. With this in mind, the question of form merges considerations of the physical and the poetic with the spiritual and the secular, highlighting the pervasiveness of sleep states as a means by which to reflect on the human condition. In addition to the editors, the contributors to this volume include Brian Chalk, Jennifer Lewin, Cassie Miura, Benjamin Parris, Giulio Pertile, N. Amos Rothschild, Garret A. Sullivan Jr., and Timothy A. Turner.

This open access volume critically reviews a diverse body of scholarship and practice that informs the conceptualization, curriculum, teaching and measurement of life skills in education settings around the world. It discusses life skills as they are implemented in schools and non-formal education, providing both qualitative and quantitative evidence of when, with whom, and how life skills do or do not impact young women’s and men’s lives in various contexts. Specifically, it examines the nature and importance of life skills, and how they are taught. It looks at the synergies and differences between life skills educational programmes and the way in which they promote social and emotional learning, vocational/employment education, and health and sexuality education. Finally, it explores how life skills may be better incorporated into education and how such education can address structures and relations of power to help youth achieve desired future outcomes, and goals set out in the Sustainable Development Goals (SDGs). Life skills education has gained considerable attention by education policymakers, researchers and educators as being the sine qua non for later achievements in life. It is nearly ubiquitous in global and national education policies, including the SDGs, because life skills are regarded as essential for a diverse set of purposes: reducing poverty, achieving gender equality, promoting economic growth, addressing climate change, fostering peace and global citizenship, and creating sustainable and healthy communities. Yet, to achieve these broad goals, questions persist as to which life skills are important, who needs to learn them, how they can be taught, and how they are best measured. This book addresses these questions.

National Archives store materials relating to the history of a nation, usually operated by the government of that nation. This is the first ever comprehensive source of information about national archives around the world covers the national archives of all 195 countries recognized by the United Nations (the 193 member states and the 2 that non-member observer states: The Holy See and the State of Palestine) as well as Taiwan (Republic of China). Of the 196 countries, 54 are in Africa, 49 in Asia, 44 in Europe, 33 in Latin America and the Caribbean, 14 in Oceania, and 2 in Northern America. All countries maintain a repository for government and historical records; whether all allow public access will be determined through research for this work. The National Archives of all 196 countries will be included in this work (see Appendix A). Each entry contains: general information about the archive and when it is open to researchers (if applicable), historical information about the institution and how it developed, information about the archives today (its mission, functions, organization, services, and a description of its physical and digital infrastructures), and a current focus section spotlighting one part of the collection’s holdings.

How can academic institutions, corporations, and policymakers foster African American participation and advancement in engineering? For much of America’s history, African Americans were discouraged or aggressively prevented from becoming scientists and engineers. Those who did enter STEM fields found that their inventions and discoveries were often neither recognized nor valued. Even today, particularly in the field of engineering, the participation of African American men and women is shockingly low, and some evidence indicates that the situation might be getting worse. In Changing the Face of Engineering, twenty-four eminent scholars address the underrepresentation of African Americans in engineering from a wide variety of disciplinary and professional perspectives while proposing workable classroom solutions and public policy initiatives. They combine robust statistical analyses with personal narratives of African American engineers and STEM instructors who, by taking evidenced-based approaches, have found success in graduating African American engineers. Changing the Face of Engineering argues that the continued underrepresentation of African Americans in engineering impairs the ability of the United States to compete successfully in the global marketplace. This volume will be of interest to STEM scholars and students, as well as policymakers, corporations, and higher education institutions.