It is tempting to speculate that had Ausiàs March (1397-1459) written in Spanish instead Catalan, or rather the Valencian form of it which was his native tongue, he would by now undoubtedly be more widely recognised as the finest lyric poet in the Iberian Peninsula before the sixteenth century, and as one of the greatest in fifteenth century Europe as a whole. This study concerns one aspect of March's poetry: his use of analogy. March's poetry provides a large and varied working context in which to approach the simile as a poetic instrument in its own right, and it is almost as much to this broad aim as to the more specific matter of the use and function of the similes and allied forms of analogy in March's work that this study is addressed. Partly with the non-specialist reader in mind--someone with an interest in simile but not necessarily a direct concern with March--the quotations in Provençal and Catalan have been translated.

On museum visits, we pass by beautiful, well-preserved vases from ancient Greece—but how often do we understand what the images on them depict? In Image and Myth, Luca Giuliani tells the stories behind the pictures, exploring how artists of antiquity had to determine which motifs or historical and mythic events to use to tell an underlying story while also keeping in mind the tastes and expectations of paying clients. Covering the range of Greek style and its growth between the early Archaic and Hellenistic periods, Giuliani describes the intellectual, social, and artistic contexts in which the images were created. He reveals that developments in Greek vase painting were driven as much by the times as they were by tradition—the better-known the story, the less leeway the artists had in interpreting it. As literary culture transformed from an oral tradition, in which stories were always in flux, to the stability of written texts, the images produced by artists eventually became nothing more than illustrations of canonical works. At once a work of cultural and art history, Image and Myth builds a new way of understanding the visual culture of ancient Greece.

This book examines how face recognition technology is affecting privacy and confidentiality in an era of enhanced surveillance. Further, it offers a new approach to the complex issues of privacy and confidentiality, by drawing on Joseph K in Kafka’s disturbing novel The Trial, and on Isaiah Berlin’s notion of liberty and freedom. Taking into consideration rights and wrongs, protection from harm associated with compulsory visibility, and the need for effective data protection law, the author promotes ethical practices by reinterpreting privacy as a property right. To protect this right, the author advocates the licensing of personal identifiable images where appropriate. The book reviews American, UK and European case law concerning privacy and confidentiality, the effect each case has had on the developing jurisprudence, and the ethical issues involved. As such, it offers a valuable resource for students of ethico-legal fields, professionals specialising in image rights law, policy-makers, and liberty advocates and activists.

The volume includes a set of selected papers extended and revised from the I2009 Pacific-Asia Conference on Knowledge Engineering and Software Engineering (KESE 2009) was held on December 19~ 20, 2009, Shenzhen, China. Volume 1 is to provide a forum for researchers, educators, engineers, and government officials involved in the general areas of Computer and Software Engineering to disseminate their latest research results and exchange views on the future research directions of these fields. 140 high-quality papers are included in the volume. Each paper has been peer-reviewed by at least 2 program committee members and selected by the volume editor Prof. Yanwen Wu. On behalf of this volume, we would like to express our sincere appreciation to all of authors and referees for their efforts reviewing the papers. Hoping you can find lots of profound research ideas and results on the related fields of Computer and Software Engineering.

How the World Changed Social Media is the first book in Why We Post, a book series that investigates the findings of anthropologists who each spent 15 months living in communities across the world. This book offers a comparative analysis summarising the results of the research and explores the impact of social media on politics and gender, education and commerce. What is the result of the increased emphasis on visual communication? Are we becoming more individual or more social? Why is public social media so conservative? Why does equality online fail to shift inequality offline? How did memes become the moral police of the internet? Supported by an introduction to the project’s academic framework and theoretical terms that help to account for the findings, the book argues that the only way to appreciate and understand something as intimate and ubiquitous as social media is to be immersed in the lives of the people who post. Only then can we discover how people all around the world have already transformed social media in such unexpected ways and assess the consequences

This book explores the curriculum theorizing of Black women, as well as their historical and contemporary contributions to the always-evolving complicated conversation that is Curriculum Studies. It serves as an opportunity to begin a dialogue of revision and reconciliation and offers a vision for the transformation of academia’s relationship with black women as students, teachers, and theorizers. Taking the perennial silencing of Black women’s voices in academia as its impetus, the book explains how even fields like Curriculum Studies – where scholars have worked to challenge hegemony, injustice, and silence within the larger discipline of education – have struggled to identify an intellectual tradition marked by the Black, female subjectivity. This epistemic amnesia is an ongoing reminder of the strength of what bell hooks calls "imperialist white supremacist capitalist patriarchy", and the ways in which even the most critical spaces fail to recognize the contributions and even the very existence of Black women. Seeking to redress this balance, this book engages the curricular lives of Black women and girls epistemologically, bodily, experientially, and publicly. Providing a clarion call for fellow educators to remain reflexive and committed to emancipatory aims, this book will be of interest to researchers seeking an exploration of critical voices from nondominant identities, perspectives, and concerns. This book was originally published as a special issue of Gender and Education.

Following the spirit of Benjamin's Arcades Project, this book acts as a kaleidoscope of change in the 21st century, tracing its different reflections in the international contemporary while seeking to understand individual/collective reactions to change through a series of creative methodologies.