This volume in The SAGE Reference Series on Disability explores the arts and humanities within the lives of people with disabilities. It is one of eight volumes in the cross-disciplinary and issues-based series, which incorporates links from varied fields making up Disability Studies as volumes examine topics central to the lives of individuals with disabilities and their families. With a balance of history, theory, research, and application, specialists set out the findings and implications of research and practice for others whose current or future work involves the care and/or study of those with disabilities, as well as for the disabled themselves. The presentational style (concise and engaging) emphasizes accessibility. Taken individually, each volume sets out the fundamentals of the topic it addresses, accompanied by compiled data and statistics, recommended further readings, a guide to organizations and associations, and other annotated resources, thus providing the ideal introductory platform and gateway for further study. Taken together, the series represents both a survey of major disability issues and a guide to new directions and trends and contemporary resources in the field as a whole.

This book offers tested practices for successful design, implementation and teaching of blended and online courses in French and cultural studies. Founded on recent research, it promotes a contextualized, accessible environment through increased online access to authentic materials, face-to-face creative interaction, and embedded formative assessment. Each chapter focuses on major pedagogical issues associated with teaching blended and online courses, including instructional design, teaching tools adapted to a media-rich learning environment, and formative evaluation techniques through rubric-based assessment, self-evaluation and peer interaction. The book will appeal to humanities faculty and teaching assistants who plan the transition from the traditional classroom environment to blended and online teaching. The examples provided throughout clearly indicate that a good combination of proven pedagogies and technology-supported strategies will greatly enhance the quality of students’ learning through the acquisition of advanced linguistic skills and cultural competence in preparation for bilingual career certification, work and study abroad, and will lead to a deeper understanding of blended and online teaching and the future use of technology in higher education. Designed for use in small and large undergraduate courses in colleges and universities around the world, the book will be a major asset to any library collection looking to expand its humanities and education collections and reference sections.

Contains scholarly evaluations of books and book chapters as well as conference papers and articles published worldwide in the field of Latin American studies. Covers social sciences and the humanities in alternate years.

The invaluable grade-by-grade guide (kindergarten—sixth) is designed to help parents and teachers select some of the best books for children. Books to Build On recommends: • for kindergartners, lively collections of poetry and stories, such as The Children’s Aesop, and imaginative alphabet books such as Bill Martin, Jr.’s Chicka Chicka Boom Boom and Lucy Micklewait’s I Spy: An Alphabet in Art • for first graders, fine books on the fine arts, such as Ann Hayes’s Meet the Orchestra, the hands-on guide My First Music Book, and the thought-provoking Come Look with Me series of art books for children • for second graders, books that open doors to world cultures and history, such as Leonard Everett Fisher’s The Great Wall of China and Marcia Willaims’s humorous Greek Myths for Young Children • for third graders, books that bring to life the wonders of ancient Rome, such as Living in Ancient Rome, and fascinating books about astronomy, such as Seymour Simon’s Our Solar System • for fourth graders, engaging books on history, including Jean Fritz’s Shh! We're Writing the Constitution, and many books on Africa, including the stunningly illustrated story of Sundiata: Lion King of Mali • for fifth graders, a version of Shakespeare’s A Midsummer Night’s Dream that retains much of the original language but condenses the play for reading or performance by young students, and Michael McCurdy’s Escape from Slavery: The Boyhood of Frederick Douglass • for sixth graders, an eloquent retelling of the Iliad and the Odyssey, and the well-written American history series, A History of US . . . and many, many more!

She has just given birth to their child. He labels her postpartum depression as »hysteria.« He rents the attic in an old country house. Here, she is to rest alone – forbidden to leave her room. Instead of improving, she starts hallucinating, imagining herself crawling with other women behind the room's yellow wallpaper. And secretly, she records her experiences. The Yellow Wall-Paper [1892] is the short but intense, Gothic horror story, written as a diary, about a woman in an attic – imprisoned in her gender; by the story. Charlotte Perkins Gilman's feminist novella was long overlooked in American literary history. Nowadays, it is counted among the classics. CHARLOTTE PERKINS GILMAN (1860–1935), born in Hartford, Connecticut, was an American feminist theorist, sociologist, novelist, short story writer, poet, and playwright. Her writings are precursors to many later feminist theories. With her radical life attitude, Perkins Gilman has been an inspiration for many generations of feminists in the USA. Her most famous work is the short story The Yellow Wall-Paper [1892], written when she suffered from postpartum psychosis.

A book for anyone who wants to learn programming to explore and create, with exercises and projects to help the reader learn by doing. This book introduces programming to readers with a background in the arts and humanities; there are no prerequisites, and no knowledge of computation is assumed. In it, Nick Montfort reveals programming to be not merely a technical exercise within given constraints but a tool for sketching, brainstorming, and inquiring about important topics. He emphasizes programming's exploratory potential—its facility to create new kinds of artworks and to probe data for new ideas. The book is designed to be read alongside the computer, allowing readers to program while making their way through the chapters. It offers practical exercises in writing and modifying code, beginning on a small scale and increasing in substance. In some cases, a specification is given for a program, but the core activities are a series of “free projects,” intentionally underspecified exercises that leave room for readers to determine their own direction and write different sorts of programs. Throughout the book, Montfort also considers how computation and programming are culturally situated—how programming relates to the methods and questions of the arts and humanities. The book uses Python and Processing, both of which are free software, as the primary programming languages.