The Building Materials Reuse Association is a 501(c)(3) non-profit educational and advocacy organization whose mission is to advance building deconstruction and the reuse of building materials. This textbook has been developed as the foundation of our comprehensive building deconstruction training program and the Designated Deconstructor Credential that distinguishes professionals in the field. It is a critical resource for any individual who is interested in entering the field of deconstruction, or simply improving their existing practice. Organized around the ten core competencies of deconstruction practice, this book covers all aspects of a project. From evaluating the site and identifying potential hazards, to planning and executing the complete structural removal of a building - this book is the most comprehensive guide available today.

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Designed to raise the full range of hermeneutic concerns regarding evaluation of student writing, and to spur further research and discussion, this collection of essays focuses on a reconsideration of the interpretation and evaluation practices of writing teachers. Essays include: "A Reflective Conversation: 'Tempos of Meaning'" (Margaret Himley); "The Drama of the Text" (W. Ross Winterowd); "A Hero in the Classroom" (James Thomas Zebroski); "Learning to Read Student Papers from a Feminine Perspective, I" (Elizabeth A. Flynn); "An Analysis of Response: Dream, Prayer, and Chart" (Tilly Warnock); "Teachers as Readers, Readers as Teachers" (Patricia Y. Murray); "Asking for a Text and Trying to Learn It" (Jim W. Corder); "On Intention in Student Texts" (Sharon Crowley); "Reading Intention" (Norm Katz); "Interpreting Student Writing" (Janice M. Lauer); "Learning to Read Student Papers from a Feminine Perspective, II" (John F. Flynn); "Reading Student Texts: Proteus Grabbing Proteus" (Charles Bazerman); "On Writing Reading and Reading Writing" (Lisa Ede); "Reading a Text: Does the Author Make a Difference?" (Stephen B. Kucer); "Paper Grading and the Rhetorical Stance" (James S. Baumlin and Tita French Baumlin); "Evaluating Writing to Learn: Responding to Journals" (Richard Beach); "Imagining the Past and Teaching Essay and Poetry Writing" (Anthony Petrosky); and "Responding to Responses: Good News, Bad News, and Unanswered Questions" (Lee Odell). (RS)

“The Ideal College is a college free to pursue its mission with unobscured vision of the truth, and power to proclaim the truth without fear or favor of politicians, or religious sects, or benefactors, or public cries, or its own administrative machinery.” —William Trufant Foster Visionary. Iconoclast. Rebel. William Trufant Foster set out in 1911 to launch the “ideal college,” and succeeded in building an intellectual liberal arts powerhouse that over the next century would perpetually seek to break the hard crust of custom and orthodoxy. Foster's quest for excellence and truth generated a steady yield of students—ranging from poet Gary Snyder to muckraker Barbara Ehrenreich to Apple founder Steve Jobs—who left Reed College eager to challenge society's dominant paradigms. Comrades of the Quest chronicles the colorful cultural and social history of this band of young, iconoclastic West Coast intellectuals, and of the institution that nurtured them. Drawing from interviews with more than 1,400 people and from unpublished memoirs stretching back to the college's early decades, John Sheehy weaves together a riveting story told from first-hand perspectives of this unique community's early formation and its ongoing quest to bring Foster's vision to life. With a punch much mightier than its weight, the Reed community undertakes an arduous journey through the political and educational developments of the past century—from the progressive education movement in the 1910s, the general education programs between the two world wars, scientific methodology in the 1950s, political relevance in the 1960s, theories of structuralism and deconstruction in the 1970s, the cultural wars in the 1980s, political correctness in the 1990s, to ideological bias in the 2000s—while keeping its founding ideals largely intact. At a time when America is struggling to sustain its innovative edge, Reed College remains an iconic model in equipping students with the most rigorous set of skills and attitudes possible for questioning status quo thinking in a rapidly changing world. Its story, populated with a rich cast of characters, and marked by intense rigor, demanding social freedom, and unconventional creativity, is no customary college history, but rather an intellectual thriller of American idealism played out against the hard world of social, religious, and political conformity, to great heights and near-fatal confrontations.

In this second edition of Beginning Theory, the variety of approaches, theorists, and technical language is lucidly and expertly unraveled and explained, and allows readers to develop their own ideas once first principles have been grasped. Expanded and updated from the original edition first published in 1995, Peter Barry has incorporated all of the recent developments in literary theory, adding two new chapters covering the emergent Eco-criticism and the re-emerging Narratology.

Deutscher is the first scholar to focus on Irigaray's controversial later works. She examines Irigaray's claim that the politics of feminism and multiculturalism are intrinsically linked. The book also gives a clear introduction to the entire corpus of her work.