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Finding African Studies Information at Stanford
All Topics
Socrates | What's Not in Socrates (pdf file)
Journal Article Indexes
Stanford E-Journals
African Studies On-line Books
African Newspapers
News Feeds
Government Publications
Films / Videos
Theses & Dissertations
Africa South of the Sahara: Selected Internet Resources
Specific Topics
AIDS in Africa. 2007 Sophomore College
Aids in Africa Articles (print articles in SUL)
History
History Class - R. Roberts
South Africa
Literature
Nigeria Magazine Holdings
Sudan Notes & Records Holdings
UC - Stanford Cooperation
Useful Reference Works
Chicago Manual of Style Online
Not
in
Socrates!
The following categories are not in the online catalog, Socrates, or may be difficult to find in Socrates.
1. MANY HOOVER NEWSPAPERS, SOME HOOVER JOURNALS
2. SOME HOOVER BOOKS CATALOGED BEFORE THE LATE 1970s
3. HOOVER PAMPHLET COLLECTION
4. HOOVER ARCHIVAL COLLECTIONS IN DETAIL
5. HOOVER HOLDINGS IN THE GOVERNMENT DOCUMENTS/SOCIETY PUBLICATIONS CATALOG
6. MANY BOOKS LISTED ONLY UNDER THE SERIES
How to Find the Above
1. SOME HOOVER NEWSPAPERS AND JOURNALS.
For older issues, see the Serials/Newspaper Catalog in Hoover’s Reading Room, 1st Floor. The Hoover Serials Catalog and the Newspaper Catalog only list older issues which are in the stacks. The library staff stopped adding to the catalog years ago. Current newspaper issues are in Green Library, Information Center.
Example of journals not in Socrates:
Congo News Letter
1919-1952
Call no. MFILM S376
Location: Hoover Library
Revue de l’education nationale, de la jeunesse et de la culture
Nos. 2-3; Oct 1963, Jan. 1964
Conakry, Guinea: Ministere de l’education nationale
Call no. SERIAL GUINEA
Location: Hoover Library
Some journals and newspapers in Hoover Library may be hard to find because of minimal cataloging such as the record below which lacks Subject Headings.
Call number: SERIAL:SOUTH AFRICA
Title: SASO Newsletter
Library Holdings:: HOOVER - STACKS
Library has: [1-6, 1971-76]//
-----------------------------------------------------------
HOOVER SERIAL:SOUTH AFRICA STACKS
-----------------------------------------------------------
2. SOME HOOVER BOOKS and SERIALS CATALOGED BEFORE THE LATE 1970s.
Books, documents, and serials cataloged for Hoover Library before around 1979 may not be in SOCRATES, Stanford’s online catalog. Be sure to look in the Hoover Card Catalog.
Examples of titles at Hoover Library but not listed in Socrates.
Royal Commonwealth Society. Library.
Subject catalogue. Boston: G.K. Hall, 1971. 7 vols.
Hoover Reference (under dictionary stand) Z7164.C7R89f
Includes hard to find journal articles from the 1930s-1960s. Vols. 3-4 cover Africa.
Banque centrale des etats de l'Afrique de l'ouest.
Title: Notes d'information et statistiques
Imprint: [Paris] : The Bank, 1956-
Physical Description: no. ill. 28-30 cm.
Current frequency: Monthly (bimonthly, Aug.-Sept.)
Volume/date range: no. 1- 1956-
Notes: Issues for 19 -1958 published by the bank under its earlier name:
Institut d'emission de l'Afrique occidentale francaise et du Togo.
Subject (LC): Africa, French-speaking West--Economic conditions.
Africa, French-speaking West--Bibliography.
Organization: Institut d'emission de l'Afrique occidentale francaise et du Togo.
Absorbed: Bulletin trimestriel (Banque Centrale du Mali) 1984
The Jackson Business School Library has a record in Socrates but Hoover does not have a record in Socrates, though it has holdings. You need to look in Hoover’s G.D.-S.P. Catalog, in the France section, under Banque centrale des etats de l'Afrique de l'ouest.
It’s in the France section because it was published in Paris, France at one time.
2
Belgium. Office de l’Information et des relations publiques pour le Congo belge et le Ruanda-Urundi.
Belgian Congo.
Brussels, 1959-1960. 2 vols. Translated from French.
This title is not listed in Socrates but is listed in the Hoover Tower card catalog.
DT644.A4852
Title: Four Power Commission of Investigation for the Former Italian Colonies = Commission d'enquete des quatres puissances dans les anciennes colonies Italiennes.
Publication: [S.l.] : Four Power Commission,
Year:1948
Description: 3 v. : p., folded maps ;, 34 cm. Lacks Supp. To Vol. 2
Language: French
This work, which concerns Somalia, Ethiopia, Libya, is not in Socrates though Hoover Library has it. In World Catalog only Oxford Univ. is listed. In RLIN only New York Public Library is listed.
Title: Report of the Sowah Commission, appointed under the Commission of Enquiry Act, 1964 (Act 250) and N.L.C. Investigation and Forfeiture of Assests Decree, 1966 N.L.C.D. 72 to enquire into the assests of specified persons.
3 volumes.
Author(s): Sowah, Ernest Nee Pobee.
Corp Author: Ghana. Sowah Commission.
Publication: Accra-Tema : [s.n.],
Year: 1968
SUBJECT(S)
Misconduct in office -- Ghana.
Ghana -- Politics and government -- 1957-1979.
This 3 volume report is not listed in Socrates but is listed in Hoover’s card catalog under: Ghana. Commission to Enquire into the Assets…….
Call no. HB711.G412
3
3. HOOVER PAMPHLETS.
Hoover Library has an extensive collection of pamphlets. Older pamphlets can be found in the Hoover Card Catalog only under very general subject headings such as Malawi - Politics & Government or under the name of a person or organization. More recent pamphlets are in the Hoover Archives in the country subject collections, such as the Botswana Subject Collection, the Liberian, Chadian, South African, Lesotho or other Subject Collections.
For pamphlets found through the Card Catalog, , there will be a card in the catalog under the name of the subject, person, or organization, saying
“Additional material on this subject may be found in the Pamphlet Collection.”
“Please request the collection of materials classed as:
Pam
Call No. XXXX
4. HOOVER ARCHIVAL COLLECTIONS
When you go to the Hoover Archives (next to Green Library), look at the country lists or subject lists or Archives catalogs. If a collection has an inventory, you will find it in the black binders in the Archives Reading Room.
SOCRATES provides entries for each collection but does not include detailed listings of collection contents.
A few collections in Hoover and Green libraries have finding aids online at the Online Archive of California. http://www.oac.cdlib.org/
There are separate links for Hoover Institution and for Stanford University
holdings.
5. HOOVER GOVERNMENT DOCUMENTS / SOCIETY PUBLICATIONS CATALOG.
The GD/SP Catalog is in the Hoover Reading Room, 1st Floor. It’s holdings may be listed in SOCRATES without subject headings and lacking Library of Congress call numbers. The GD/SP Catalog has older government publications, older monographs, and some serials published by societies or organizations.
It contains for example -
• journals published by “societies” or political parties such as the CIVIL RIGHTS LEAGUE. NEWSLETTER.
• Older legislative proceedings, such as:
4
South Africa. Coloured Persons Representative Council. Debates.
South Africa. South African Indian Council. Debates.
South Africa. House of Assembly. Debates.
South Africa. House of Delegates. Debates.
South Africa. House of Representatives. Debates.
Owambo. Legislative Assembly. Proceedings.
Many of the catalog cards for legislative debates do not list complete holdings. Just request the dates you want. If they are available, the pages will retrieve the volumes.
Publications in the GD/SP Catalog are found under the country where they were published. For example, a newsletter published by the African National Congress in exile in Zambia is listed in the Zambia section, not in the South Africa section.
Examples of titles in the GD / SP Catalog.
Rhodesian Institute of African Affairs.
Monthly Bulletin.
Bulawayo
Nos. 1-101; June 1956-Aug/Sept. 1965
Call no. SP Rhodesia, Southern
In Hoover Library’s GD-SP Catalog; it’s not in Socrates.
Under “call number’ G.D. FRENCH WEST AFRICA
Organization: French West Africa.
Title: Recueil de jurisprudence de l'Afrique noire.
Organization: French West Africa.
Title: Bulletin officiel mensuel de la Regie des chemins de fer de l'AOF.
Imprint: Dakar.
7. MANY BOOKS LISTED ONLY UNDER THE SERIES
Title: Female power in African politics: the National Congress of Sierra Leone
Author(s): Steady, Filomina Chioma.
Publication: Pasadena, Calif. : California Institute of Technology,
Year: 1975
Description: iv, 88 p. : ill., port. ; 28 cm.
Series: Munger Africana Library notes ;; issue #31 (August
5
1975); Variation: Munger Africana Library notes ;; issue #31.
The above publication is not in Socrates by author or title.
It’s not listed as held by Stanford in WorldCat.
Monday, December 29, 2008
Sunday, December 28, 2008
The Noise! Ethnomusicology
Conference Announcement: Listening In, Feeding Back
Start: 02/13/2009 - 14:00
End: 02/14/2009 - 22:00
Timezone: Etc/GMT-4
Location: 301 Philosophy Hall, Columbia University; Concert location - Miller Theater, 2960 Broadway (at 116th Street)
Listening In, Feeding Back
Organizers:
David Novak, Columbia University, Society of Fellows in the Humanities
den12@columbia.edu
Ana Maria Ochoa, Columbia University, Department of Music
ao2110@columbia.edu
Conference and concert are free and open to the public. No registration or tickets necessary. Seating is on a first come, first served basis.
Description:
In recent years, several North American academic disciplines, including history, anthropology, ethnomusicology, and media studies, have devoted significant attention towards practices of listening. The act of listening is undoubtedly an underexplored dimension of modern sensory experience -- and of modernity itself, which is too often characterized by an overdetermined regime of visuality. What can listening offer to emerging interdisciplinary work on perception, performance, aesthetics, social life, and the circulation of sound media? Listening is more than a given function of musical interpretation, which might attend to sound only in its deliberately aesthetic or openly communicative forms. Rather, it is a culturally-situated practice that shapes the particular spatial and material conditions of our perception. Listening influences the social distinctions of daily life, and is inextricably bound to aesthetic and bodily experiences with music and noise. And increasingly, characterizations of listening recognize its diverse practices as productive transcultural relationships, which in themselves constitute the globalization of media. Our experiences with sound are key to broad projects of self-making that rewrite logics of authorship and cultural origin through circulation and new modes of appropriation. read more »
Start: 02/13/2009 - 14:00
End: 02/14/2009 - 22:00
Timezone: Etc/GMT-4
Location: 301 Philosophy Hall, Columbia University; Concert location - Miller Theater, 2960 Broadway (at 116th Street)
Listening In, Feeding Back
Organizers:
David Novak, Columbia University, Society of Fellows in the Humanities
den12@columbia.edu
Ana Maria Ochoa, Columbia University, Department of Music
ao2110@columbia.edu
Conference and concert are free and open to the public. No registration or tickets necessary. Seating is on a first come, first served basis.
Description:
In recent years, several North American academic disciplines, including history, anthropology, ethnomusicology, and media studies, have devoted significant attention towards practices of listening. The act of listening is undoubtedly an underexplored dimension of modern sensory experience -- and of modernity itself, which is too often characterized by an overdetermined regime of visuality. What can listening offer to emerging interdisciplinary work on perception, performance, aesthetics, social life, and the circulation of sound media? Listening is more than a given function of musical interpretation, which might attend to sound only in its deliberately aesthetic or openly communicative forms. Rather, it is a culturally-situated practice that shapes the particular spatial and material conditions of our perception. Listening influences the social distinctions of daily life, and is inextricably bound to aesthetic and bodily experiences with music and noise. And increasingly, characterizations of listening recognize its diverse practices as productive transcultural relationships, which in themselves constitute the globalization of media. Our experiences with sound are key to broad projects of self-making that rewrite logics of authorship and cultural origin through circulation and new modes of appropriation. read more »
East Asia: Politics, Economy, and Society
Distance Learning Tutors (Chinese Studies)
Professor Tim Wright, BA, MA, PhD (Cambridge)
Chairman of the School of East Asian Studies, joined the School from Australia, where he served as President of the Chinese Studies Association of Australia between 1997 and 1999. Professor Wright is the author of Coal mining in China's economy and society 1895-1937 (1984), and The Chinese economy in the early twentieth century: Recent Chinese Studies (1992). He lectures on Contemporary Chinese economy, Chinese history and politics. His research interests are China's modern socio-economic history, business history, and the political economy of contemporary China. Professor Wright is the co-tutor for the DL module State and Economy in Contemporary China.
Go to Professor Tim Wright's Research Profile
Dr Chris Bramall, BA, PhD (Cambridge)
Chris Bramall teaches and conducts research on the contemporary Chinese economy. He has lectured at the School of Oriental and African Studies, and at the University of Cambridge, where he obtained his PhD in Economics for a dissertation on living standards in Sichuan. His publications include In Praise of Maoist Economic Planning (Oxford UP, 1993), which was translated and published in Chinese in 1996, Sources of Chinese Economic Growth, 1978-1996 (Oxford UP, 2000) and The Political Economy of Liberalization in India and China (Macmillan, forthcoming). His research interests include income inequality and poverty; famine; industrialization; agriculture; the effects of the Maoist legacy on Chinese economic growth; the economics of socialism; growth in central China; and comparative economic development in East Asia. He is Co-tutor for the module State and Economy in Contemporary China.
Go to Dr Chris Bramall's Research Profile
Dr Lily Chen, BA (Hubei, PR China), M.Ed (Bristol), PhD (Durham)
Dr Chen teaches Chinese language (specialising in reading, writing, conversation and translation at advanced level). Her research interests include written discourse analysis, the media in China, systemic functional grammar, teaching methodology and Chinese grammar. Publications include a Reader for Elementary Chinese (1993) and a translation into Chinese of Agatha Christie's 'Murder for Christmas' (1990). She is involved in DL residentials, etc.
Go to Dr Lily Chen's Research Profile
Dr Judith Cherry, MBE, BA (Durham), MA, PhD (Sheffield)
Dr Cherry teaches advanced Korean translation and lectures on Korean business and management. She has served as Chairman of the Korea Trade Action Committee and is a member of the UK-Korea Forum for the Future and was appointed a member of the Order of the British Empire in 1999 for services to exports to Korea. She is co-tutor for CBIR East Asian Business Environment .
Go to Dr Judith Cherry's Research Profile
Professor Yonghua Cui, MA (Peking University, China)
Telephone interview tutor for Chinese language for students based in China, E. Asia He is Professor of Chinese Linguistics, Beijing Language and Culture at University, China. His teaching experience includes teaching Chinese language at many different levels and environments (University of Sheffield, University of Goettingen, Germany and Middlebery College, USA etc.) and Chinese Linguistics, pedagogy of teaching Chinese as a second language. His research interests include Chinese grammar, pedagogy teaching Chinese as a second language, Chinese information processing.
Dr Sarah Dauncey, BA, MA, PhD (Durham)
Director of the Chinese Language Programmes and responsible for the DL Chinese Language module, Practical Chinese for Research. Dr Dauncey teaches Chinese language and also lectures in Chinese literature and culture. Her research interests include female material culture in China and late Ming dynasty vernacular literature, in particular the Jin Ping Mei.
Go to Dr Sarah Dauncey's Research Profile
Dr Hugo Dobson, BA, MA (Leeds), PhD (Sheffield)
Lectures in the international relations of Japan and is tutor for the Unit “Political Economy” for the module Perspectives on Contemporary Japanese Society and co-tutor for the module International Political Economy of East Asia. His research interests include international history and international relations. He was the recipient of the two-year Daiwa Anglo-Japanese Foundation Scholarship and his research interests include international history and international relations. He is the co-author of Japan's International Relations: Politics, Economics and Security (Routledge, 2001) and is the author of Japan and United Nations Peacekeeping: Pressures and Responses (Routledge, forthcoming).
Dr Dobson is on leave from DL duties from Sept 2005 – end Aug 2008. Cover during this period: Please contact Hiroko Takeda for the Unit “Political Economy” within the module, Perspectives on Contemporary Japanese Society, and Mr Bhubhindar Singh as tutor for the module International Political Economy of East Asia.
Go to Dr Hugo Dobson's Research Profile
Dr Marjorie Dryburgh, BA, PhD (Durham)
Tutor for the module Contemporary Chinese Culture and Society, Dr Dryburgh lectures in-house in Chinese and East Asian History and her areas of research are pre-war Sino-Japanese relations, regional and urban histories, and the politics of identity in modern China. She is the author of North China and Japanese expansion, 1933-1937 (2000).
Go to Dr Marjorie Dryburgh's Research Profile
Professor Glenn Hook, BA, MA (British Columbia), LLD (Chuo)
Director of the SEAS Graduate School, Professor Hook lectures in the area of Japan's international relations, one of his main areas of research interest. His major publications include Militarization and Demilitarization in Contemporary Japan (1996) and Japan's International Relations (2000). Professor Hook has been the recipient of a number of prestigious awards including a Leverhulme Fellowship and a Japan Foundation Fellowship. He is co-tutor for the module International Political Economy of East Asia and, with the assistance of acting tutor, Bhubhindar Singh, has also been covering aspects of Dr Dobson’s side of the module since Sept 05.
Go to Professor Glenn Hook's Research Profile
Dr Xiaoling Hu, MA, PhD (Durham)
Dr Hu is tutor for Chinese I and II and Intensive Chinese I and II. In-house she teaches Chinese language and her research interests include syntactic theory, syntactic typology, historical linguistics, Chinese linguistics, and Chinese grammar
Go to Dr Xiaoling Hu's Research Profile
Dr Peter Matanle BA, MA (Cambridge), MA (Essex), PhD (Sheffield)
Tutor for the Unit “Business and Economy” for the module Perspectives on Contemporary Japanese Society. His PhD thesis was an empirical study of the lifetime employment system in four large Japanese corporations from the point of view of theories of modernisation, globalisation and socio-economic convergence. Dr Matanle is currently on special leave (2004-7). Andy Staples is tutor for the above module in his absence.
Go to Dr Peter Matanle's Research Profile
Mr Bhubhindar Singh, BA Hons (National University of Singapore), Msc (Reading)
From Sept 2005, Bhubhindar Singh has been covering for Hugo Dobson, as tutor for the module International Political Economy of East Asia. He is researching for a PhD (Sheffield), with a focus on Japanese post-Cold War security policy and Japan's bilateral relations in East Asia. Prior to this, he was an Associate Research Fellow at the Institute of Defence and Strategic Studies IDSS), Singapore, where he conducted research on Japan's foreign policy and Southeast Asian politics, and taught at SAFTI Military Institute (Singapore's Military Academy) on Southeast Asian security. Singh has been Teaching Assistant for Prof Hook for a number of in-house modules previously. His research interests include Japan's security policy and international politics of Southeast Asia.
Mr Andrew Staples, BA (Exeter) MSc (Sheffield)
Andrew Staples is working as Lecturer in Japanese Studies, acting as tutor for PCJS: Business and Economy; and co-tutor for CBIR East Asia Business Environment, while Peter Matanle is on special leave. He is currently completing his PhD thesis on the Political Economy of Japanese Foreign Direct Investment in Southeast Asia funded by JFEC/Daiwa PhD grant and MEXT Research Scholarship (Hitotsubashi University 2001-2003). A former JET participant (1996-1999), he returned to the UK to study for the MSc East Asian Business degree and later enrolled as a research student. His research interests include Japanese corporate investment strategy, Japan’s role in the East Asian political economy, Globalisation and East Asian regionalism, and privatisation in Japan. He is acting module tutor for The East Asian Business Environment while J Cherry is on study leave.
Go to Mr Andrew Staples' Research Profile
Dr Robert Taylor, BA, MSc, PhD (London), MBA (Warwick)
Dr Taylor lectures on China’s foreign relations and Chinese business management: his research interests include foreign direct investment in China and Sino-Japanese relations. He is tutor for CBIR East Asia Business Environment and C(L)BIR Contemporary Chinese Business & Management & China in Global Politics.
Go to Dr Robert Taylor's Research Profile
Dr Mei Zhang, BA (Peking University, China), PhD (Cambridge)
Telephone tutor for DL Chinese Language modules, Intensive Chinese I and II and also Chinese I & II, based in Sheffield. Her research includes rural development in China's poor regions and the role of rural-urban migration for solving rural poverty during the process of globalization; and the impacts of economic growth on environmental and cultural reservation, considering different cultural backgrounds. Her publications include 'China's Poor Regions - Rural Urban Migration, Poverty, Economic Reform and Urbanization' by Routledge Curzon Press (2003).
Professor Tim Wright, BA, MA, PhD (Cambridge)
Chairman of the School of East Asian Studies, joined the School from Australia, where he served as President of the Chinese Studies Association of Australia between 1997 and 1999. Professor Wright is the author of Coal mining in China's economy and society 1895-1937 (1984), and The Chinese economy in the early twentieth century: Recent Chinese Studies (1992). He lectures on Contemporary Chinese economy, Chinese history and politics. His research interests are China's modern socio-economic history, business history, and the political economy of contemporary China. Professor Wright is the co-tutor for the DL module State and Economy in Contemporary China.
Go to Professor Tim Wright's Research Profile
Dr Chris Bramall, BA, PhD (Cambridge)
Chris Bramall teaches and conducts research on the contemporary Chinese economy. He has lectured at the School of Oriental and African Studies, and at the University of Cambridge, where he obtained his PhD in Economics for a dissertation on living standards in Sichuan. His publications include In Praise of Maoist Economic Planning (Oxford UP, 1993), which was translated and published in Chinese in 1996, Sources of Chinese Economic Growth, 1978-1996 (Oxford UP, 2000) and The Political Economy of Liberalization in India and China (Macmillan, forthcoming). His research interests include income inequality and poverty; famine; industrialization; agriculture; the effects of the Maoist legacy on Chinese economic growth; the economics of socialism; growth in central China; and comparative economic development in East Asia. He is Co-tutor for the module State and Economy in Contemporary China.
Go to Dr Chris Bramall's Research Profile
Dr Lily Chen, BA (Hubei, PR China), M.Ed (Bristol), PhD (Durham)
Dr Chen teaches Chinese language (specialising in reading, writing, conversation and translation at advanced level). Her research interests include written discourse analysis, the media in China, systemic functional grammar, teaching methodology and Chinese grammar. Publications include a Reader for Elementary Chinese (1993) and a translation into Chinese of Agatha Christie's 'Murder for Christmas' (1990). She is involved in DL residentials, etc.
Go to Dr Lily Chen's Research Profile
Dr Judith Cherry, MBE, BA (Durham), MA, PhD (Sheffield)
Dr Cherry teaches advanced Korean translation and lectures on Korean business and management. She has served as Chairman of the Korea Trade Action Committee and is a member of the UK-Korea Forum for the Future and was appointed a member of the Order of the British Empire in 1999 for services to exports to Korea. She is co-tutor for CBIR East Asian Business Environment .
Go to Dr Judith Cherry's Research Profile
Professor Yonghua Cui, MA (Peking University, China)
Telephone interview tutor for Chinese language for students based in China, E. Asia He is Professor of Chinese Linguistics, Beijing Language and Culture at University, China. His teaching experience includes teaching Chinese language at many different levels and environments (University of Sheffield, University of Goettingen, Germany and Middlebery College, USA etc.) and Chinese Linguistics, pedagogy of teaching Chinese as a second language. His research interests include Chinese grammar, pedagogy teaching Chinese as a second language, Chinese information processing.
Dr Sarah Dauncey, BA, MA, PhD (Durham)
Director of the Chinese Language Programmes and responsible for the DL Chinese Language module, Practical Chinese for Research. Dr Dauncey teaches Chinese language and also lectures in Chinese literature and culture. Her research interests include female material culture in China and late Ming dynasty vernacular literature, in particular the Jin Ping Mei.
Go to Dr Sarah Dauncey's Research Profile
Dr Hugo Dobson, BA, MA (Leeds), PhD (Sheffield)
Lectures in the international relations of Japan and is tutor for the Unit “Political Economy” for the module Perspectives on Contemporary Japanese Society and co-tutor for the module International Political Economy of East Asia. His research interests include international history and international relations. He was the recipient of the two-year Daiwa Anglo-Japanese Foundation Scholarship and his research interests include international history and international relations. He is the co-author of Japan's International Relations: Politics, Economics and Security (Routledge, 2001) and is the author of Japan and United Nations Peacekeeping: Pressures and Responses (Routledge, forthcoming).
Dr Dobson is on leave from DL duties from Sept 2005 – end Aug 2008. Cover during this period: Please contact Hiroko Takeda for the Unit “Political Economy” within the module, Perspectives on Contemporary Japanese Society, and Mr Bhubhindar Singh as tutor for the module International Political Economy of East Asia.
Go to Dr Hugo Dobson's Research Profile
Dr Marjorie Dryburgh, BA, PhD (Durham)
Tutor for the module Contemporary Chinese Culture and Society, Dr Dryburgh lectures in-house in Chinese and East Asian History and her areas of research are pre-war Sino-Japanese relations, regional and urban histories, and the politics of identity in modern China. She is the author of North China and Japanese expansion, 1933-1937 (2000).
Go to Dr Marjorie Dryburgh's Research Profile
Professor Glenn Hook, BA, MA (British Columbia), LLD (Chuo)
Director of the SEAS Graduate School, Professor Hook lectures in the area of Japan's international relations, one of his main areas of research interest. His major publications include Militarization and Demilitarization in Contemporary Japan (1996) and Japan's International Relations (2000). Professor Hook has been the recipient of a number of prestigious awards including a Leverhulme Fellowship and a Japan Foundation Fellowship. He is co-tutor for the module International Political Economy of East Asia and, with the assistance of acting tutor, Bhubhindar Singh, has also been covering aspects of Dr Dobson’s side of the module since Sept 05.
Go to Professor Glenn Hook's Research Profile
Dr Xiaoling Hu, MA, PhD (Durham)
Dr Hu is tutor for Chinese I and II and Intensive Chinese I and II. In-house she teaches Chinese language and her research interests include syntactic theory, syntactic typology, historical linguistics, Chinese linguistics, and Chinese grammar
Go to Dr Xiaoling Hu's Research Profile
Dr Peter Matanle BA, MA (Cambridge), MA (Essex), PhD (Sheffield)
Tutor for the Unit “Business and Economy” for the module Perspectives on Contemporary Japanese Society. His PhD thesis was an empirical study of the lifetime employment system in four large Japanese corporations from the point of view of theories of modernisation, globalisation and socio-economic convergence. Dr Matanle is currently on special leave (2004-7). Andy Staples is tutor for the above module in his absence.
Go to Dr Peter Matanle's Research Profile
Mr Bhubhindar Singh, BA Hons (National University of Singapore), Msc (Reading)
From Sept 2005, Bhubhindar Singh has been covering for Hugo Dobson, as tutor for the module International Political Economy of East Asia. He is researching for a PhD (Sheffield), with a focus on Japanese post-Cold War security policy and Japan's bilateral relations in East Asia. Prior to this, he was an Associate Research Fellow at the Institute of Defence and Strategic Studies IDSS), Singapore, where he conducted research on Japan's foreign policy and Southeast Asian politics, and taught at SAFTI Military Institute (Singapore's Military Academy) on Southeast Asian security. Singh has been Teaching Assistant for Prof Hook for a number of in-house modules previously. His research interests include Japan's security policy and international politics of Southeast Asia.
Mr Andrew Staples, BA (Exeter) MSc (Sheffield)
Andrew Staples is working as Lecturer in Japanese Studies, acting as tutor for PCJS: Business and Economy; and co-tutor for CBIR East Asia Business Environment, while Peter Matanle is on special leave. He is currently completing his PhD thesis on the Political Economy of Japanese Foreign Direct Investment in Southeast Asia funded by JFEC/Daiwa PhD grant and MEXT Research Scholarship (Hitotsubashi University 2001-2003). A former JET participant (1996-1999), he returned to the UK to study for the MSc East Asian Business degree and later enrolled as a research student. His research interests include Japanese corporate investment strategy, Japan’s role in the East Asian political economy, Globalisation and East Asian regionalism, and privatisation in Japan. He is acting module tutor for The East Asian Business Environment while J Cherry is on study leave.
Go to Mr Andrew Staples' Research Profile
Dr Robert Taylor, BA, MSc, PhD (London), MBA (Warwick)
Dr Taylor lectures on China’s foreign relations and Chinese business management: his research interests include foreign direct investment in China and Sino-Japanese relations. He is tutor for CBIR East Asia Business Environment and C(L)BIR Contemporary Chinese Business & Management & China in Global Politics.
Go to Dr Robert Taylor's Research Profile
Dr Mei Zhang, BA (Peking University, China), PhD (Cambridge)
Telephone tutor for DL Chinese Language modules, Intensive Chinese I and II and also Chinese I & II, based in Sheffield. Her research includes rural development in China's poor regions and the role of rural-urban migration for solving rural poverty during the process of globalization; and the impacts of economic growth on environmental and cultural reservation, considering different cultural backgrounds. Her publications include 'China's Poor Regions - Rural Urban Migration, Poverty, Economic Reform and Urbanization' by Routledge Curzon Press (2003).
Early Modern European Nations and Empire
Empire Building – Asia vs. Africa vs. Europe
1450-1750
Early Modern Period
Empire Building – Asia vs. Africa vs. Europe
Movitation
For all, increase wealth and power
Africans/Europeans – convert nonbelievers to Christianity/Islam
Means
Force
Europeans and Asians – firearms
Africans – advent of Europeans slave trade/guns
Impediments
Europeans – lack of available territory on European continent
Not rich in resources
Needed new markets
Needed markets not ruled by powerful government
Africans and Asians
Distance
ability to set up stable and strong organizations to govern conquered people
Rivals who worked against the rules to gain either local or imperial power
Advantages
Europeans
Navies
Advanced technology
Africans
Access to European weapons
Asia
Chinese dynasties alternating with periods that saw warring states
Being part of an empire appealing to the Chinese at times
XIV. Interaction with the West – Russia vs. Ottoman/China/Tokugawa Japan/Mughal India
Varying influences
Russia
Had been mistrust toward Europeans
Europeans doing business in Russia had been kept away from ordinary
Peter embarked on Europeanization effort to modernize nation
Ottoman
Took a military approach
Although they traded with the West
desired to enlarge empire at the expense of European nations
Struck westward in an attempt to enlarge their domain
Captured Constantinople in 1453
Brought down teetering Byzantine Empire
Tried to siege Vienna, but failed
Continued fight against Holy Roman Empire in Mediterranean
Took over eastern portion
China – remained relatively isolated
Under Ming
allowed some missionaries Jesuit – but mostly shut off
Matteo Ricci and Francis Xavier
Portuguese and Spanish arrive – too big to conquer
Set up embassies and trading houses
Under Qing – shut off from west
Europeans arrived, but Beijing declined offers to trade
Shut off from technologies of Scientific Revolution
Xenophobic ideals
Considered themselves superior
Contacts limited to treaty ports
Japan – periods of isolation and acceptance
1543 - Portuguese sailors shipwrecked and washed ashore on Southern island of Kyushu
Additional visits from European traders and missionaries
Western technology – clocks and firearms
Firearms
Changed Japanese warfare from feudal to modern
Allowed Tokugawa to maintain authority
Christian missionaries
At first, Catholic missionaries protected from Buddhist resistance
Late 1580s Tokugawa shifted protection – saw Catholicism as threat
Missionaries ordered to leave
Christians persecuted and executed
Distrusted new religion
By 1630 – trade only allowed in a few cities
Japanese ships forbidden from traveling long distances
Created seclusion laws – even limited trading with Chinese
By 1640 – only Dutch and Chinese allowed to trade at Nagasaki
Kept Japanese informed of Western developments – Dutch learning
Adopted those Western traditions considered appropriate for Japanese goals
Allowed Japanese merchant class to gain influence
Set stage for pre-industrial development
Mughal India – Europeans try to control areas
Mughal emperor welcomed English East India Company in 1613
By 1800, imperialism the goal
1857 company deposed final Mughal emperor
Company disbanded – became part of British Empire in 1876
Set up factories and trading ports
British, Portuguese, French, Dutch
French/British took over most
Local princes act as allies to defend against Mughals – push out
Not limited to treaty ports
Started to try to affect local affairs
Won the right to acquire territory
British/French rivalry affected India – eventually Britain takes French land
Varying consequences
Penetrated some regions, but not others
Examples of What You Need to Know
Below are examples of the types of information you are expected to know contrasted with examples of those things you are not expected to know for the multiple-choice section.
* Neoconfucianism, but not specific Neoconfucianists
* Importance of European exploration, but not individual explorers
* Characteristics of European absolutism, but not specific rulers
* Reformation, but not Anabaptism or Huguenots
* Ottoman conquest of Constantinople, but not the Safavid Empire
* Siege of Vienna (1688–89), but not the Thirty Years' War
* Slave plantation systems, but not Jamaica's specific slave system
* Institution of the harem, but not Hurrem Sultan
1450-1750
Early Modern Period
Empire Building – Asia vs. Africa vs. Europe
Movitation
For all, increase wealth and power
Africans/Europeans – convert nonbelievers to Christianity/Islam
Means
Force
Europeans and Asians – firearms
Africans – advent of Europeans slave trade/guns
Impediments
Europeans – lack of available territory on European continent
Not rich in resources
Needed new markets
Needed markets not ruled by powerful government
Africans and Asians
Distance
ability to set up stable and strong organizations to govern conquered people
Rivals who worked against the rules to gain either local or imperial power
Advantages
Europeans
Navies
Advanced technology
Africans
Access to European weapons
Asia
Chinese dynasties alternating with periods that saw warring states
Being part of an empire appealing to the Chinese at times
XIV. Interaction with the West – Russia vs. Ottoman/China/Tokugawa Japan/Mughal India
Varying influences
Russia
Had been mistrust toward Europeans
Europeans doing business in Russia had been kept away from ordinary
Peter embarked on Europeanization effort to modernize nation
Ottoman
Took a military approach
Although they traded with the West
desired to enlarge empire at the expense of European nations
Struck westward in an attempt to enlarge their domain
Captured Constantinople in 1453
Brought down teetering Byzantine Empire
Tried to siege Vienna, but failed
Continued fight against Holy Roman Empire in Mediterranean
Took over eastern portion
China – remained relatively isolated
Under Ming
allowed some missionaries Jesuit – but mostly shut off
Matteo Ricci and Francis Xavier
Portuguese and Spanish arrive – too big to conquer
Set up embassies and trading houses
Under Qing – shut off from west
Europeans arrived, but Beijing declined offers to trade
Shut off from technologies of Scientific Revolution
Xenophobic ideals
Considered themselves superior
Contacts limited to treaty ports
Japan – periods of isolation and acceptance
1543 - Portuguese sailors shipwrecked and washed ashore on Southern island of Kyushu
Additional visits from European traders and missionaries
Western technology – clocks and firearms
Firearms
Changed Japanese warfare from feudal to modern
Allowed Tokugawa to maintain authority
Christian missionaries
At first, Catholic missionaries protected from Buddhist resistance
Late 1580s Tokugawa shifted protection – saw Catholicism as threat
Missionaries ordered to leave
Christians persecuted and executed
Distrusted new religion
By 1630 – trade only allowed in a few cities
Japanese ships forbidden from traveling long distances
Created seclusion laws – even limited trading with Chinese
By 1640 – only Dutch and Chinese allowed to trade at Nagasaki
Kept Japanese informed of Western developments – Dutch learning
Adopted those Western traditions considered appropriate for Japanese goals
Allowed Japanese merchant class to gain influence
Set stage for pre-industrial development
Mughal India – Europeans try to control areas
Mughal emperor welcomed English East India Company in 1613
By 1800, imperialism the goal
1857 company deposed final Mughal emperor
Company disbanded – became part of British Empire in 1876
Set up factories and trading ports
British, Portuguese, French, Dutch
French/British took over most
Local princes act as allies to defend against Mughals – push out
Not limited to treaty ports
Started to try to affect local affairs
Won the right to acquire territory
British/French rivalry affected India – eventually Britain takes French land
Varying consequences
Penetrated some regions, but not others
Examples of What You Need to Know
Below are examples of the types of information you are expected to know contrasted with examples of those things you are not expected to know for the multiple-choice section.
* Neoconfucianism, but not specific Neoconfucianists
* Importance of European exploration, but not individual explorers
* Characteristics of European absolutism, but not specific rulers
* Reformation, but not Anabaptism or Huguenots
* Ottoman conquest of Constantinople, but not the Safavid Empire
* Siege of Vienna (1688–89), but not the Thirty Years' War
* Slave plantation systems, but not Jamaica's specific slave system
* Institution of the harem, but not Hurrem Sultan
Continental Philosophy
Friday, 14 November 2008 05:08
The Australasian Society for Continental Philosophy was established in 1995 as the revamped Australasian Society for Phenomenology and Social Philosophy. Its original aims were to provide a broad intellectual forum for academics, writers, artists, and postgraduates researching topics in Contemporary European philosophy, and to thereby become the region's premier reference point for people working within the diverse fields of Continental/European Philosophy. The Society currently holds an annual conference hosted by different Universities across the Australasian region.
The 2009 ASCP Conference will be themed Philosophy and the Work of Art, to be held in December at Monash University, Melbourne.
About the ASCP
Friday, 14 November 2008 11:02
2009 EXECUTIVE COMMITTEE
Chair: Robert Sinnerbrink, Macquarie University
Deputy Chair: Jack Reynolds, Latrobe University
Treasurer: Jo Faulkner, UNSW
Secretary/Liaison: Richard Colledge, Australian Catholic University/Marguerite La Caze, University of Queensland
Government/Institutional Representative: Andrew Benjamin, Monash University
AAP Representative: Paul Patton, UNSW
NZ Representatives: Matheson Russell, University of Auckland/Simone Drichel, University of Otago
Postgraduate Representatives: Michaela Baker/Andrew Montin
Web Coordinator: Simone Bignall
Conference Coordinator: TBA
AIMS OF THE ASCP
The Society aims to foster interest and support research in the field of Continental/European philosophy, understood in a broad and interdisciplinary sense, in Australia, New Zealand, and in the Australasian region, and to provide a network for those interested in and/or working in this field both nationally and internationally. The Society endeavours to promote the interdisciplinary exchange of ideas inspired by the diverse traditions of European thought (such as phenomenology, existentialism, critical theory, hermeneutics, feminism, deconstruction, poststructuralism, and so on), and to develop productive links with other international societies and associations that share similar goals and views.
It also remains committed to the development of a pluralistic Australasian philosophical community, linking those working in diverse institutions, disciplines, and areas of inquiry, and encouraging productive and collegial relations between postgraduate students and professional academics and researchers. The Society actively supports principles of gender equity, encouraging the participation of women in philosophy at a professional level, and is further committed to fostering the dialogue between diverse philosophical and cultural traditions both within Australia and internationally.
The Australasian Society for Continental Philosophy was established in 1995 as the revamped Australasian Society for Phenomenology and Social Philosophy. Its original aims were to provide a broad intellectual forum for academics, writers, artists, and postgraduates researching topics in Contemporary European philosophy, and to thereby become the region's premier reference point for people working within the diverse fields of Continental/European Philosophy. The Society currently holds an annual conference hosted by different Universities across the Australasian region.
The 2009 ASCP Conference will be themed Philosophy and the Work of Art, to be held in December at Monash University, Melbourne.
About the ASCP
Friday, 14 November 2008 11:02
2009 EXECUTIVE COMMITTEE
Chair: Robert Sinnerbrink, Macquarie University
Deputy Chair: Jack Reynolds, Latrobe University
Treasurer: Jo Faulkner, UNSW
Secretary/Liaison: Richard Colledge, Australian Catholic University/Marguerite La Caze, University of Queensland
Government/Institutional Representative: Andrew Benjamin, Monash University
AAP Representative: Paul Patton, UNSW
NZ Representatives: Matheson Russell, University of Auckland/Simone Drichel, University of Otago
Postgraduate Representatives: Michaela Baker/Andrew Montin
Web Coordinator: Simone Bignall
Conference Coordinator: TBA
AIMS OF THE ASCP
The Society aims to foster interest and support research in the field of Continental/European philosophy, understood in a broad and interdisciplinary sense, in Australia, New Zealand, and in the Australasian region, and to provide a network for those interested in and/or working in this field both nationally and internationally. The Society endeavours to promote the interdisciplinary exchange of ideas inspired by the diverse traditions of European thought (such as phenomenology, existentialism, critical theory, hermeneutics, feminism, deconstruction, poststructuralism, and so on), and to develop productive links with other international societies and associations that share similar goals and views.
It also remains committed to the development of a pluralistic Australasian philosophical community, linking those working in diverse institutions, disciplines, and areas of inquiry, and encouraging productive and collegial relations between postgraduate students and professional academics and researchers. The Society actively supports principles of gender equity, encouraging the participation of women in philosophy at a professional level, and is further committed to fostering the dialogue between diverse philosophical and cultural traditions both within Australia and internationally.
Contemporary Philosophy
Classical Realism
From Wikipedia, the free encyclopedia
Jump to: navigation, search
For Classical Realism in International Relations, see Realism (international relations)
Cast Studio. Mims Studios School of Fine Art, Southern Pines, NC.Classical Realism (not to be confused with "New York Classicism"[1]) refers to an artistic movement in late 20th century painting that places a high value upon skill and beauty, combining elements of 19th century neoclassicism and realism.[2]
Classical Realist painters have attempted to revive methods of artistic training and techniques that pre-date Modern Art. To this end, they seek to create paintings with a high degree of craftsmanship. Popular subject matter within this genre includes figurative and still life paintings.
A central idea of Classical Realism is the belief that the Modern Art movements of the 20th century caused a disruption in the understanding of art production as it was first conceived in the Classical period, resurrected in the Renaissance, and carried down through the academies to the nineteenth and early twentieth centuries[3]. Classical Realist artists attempt to revive the idea of art production as it was traditionally understood: mastery of a craft in order to make objects that gratify and ennoble those who see them.[4] This craftsmanship is then applied to drawing, painting or sculpting contemporary subjects which the artist observes in the modern world.
Origins
The term "Classical Realism" was originally used in the title of a 1982 exhibition by Richard Lack (1928 - ), a pupil of R. H. Ives Gammell (1893-1981). The movement traces its lineage from Jean-Léon Gérôme (1824-1904) through William Paxton (1869-1941) of the Boston school.[5]
By 1985 Richard Lack had begun publishing Classical Realism Quarterly, with articles written by Lack and his students, aiming to inform the public about traditional realist painting.
In a separate vein, another major contributor to the revival of traditional drawing and painting knowledge is the painter and art instructor Ted Seth Jacobs (1927 - ), who taught students at the Art Student's League and the New York Academy of Art in New York City.[6] Their lineage is rooted in the Académie Julian, the Golden Age of Illustration in New York, and the School of Paris. In 1987 Ted Seth Jacobs created his own art school, L'Ecole Albert Defois in Les Cerqueux sous Passavant, France (49). Many of Jacobs' students such as Anthony Ryder and Jacob Collins became influential teachers and acquired their own student following[7].
[edit] Style
Classical Realist style is characterized by a love for the visible world and the great traditions of Western art, including Classicism, Realism and Impressionism. The movement’s aesthetic is Classical in that it exhibits a preference for order, beauty, harmony and completeness; it is Realist because its primary subject matter comes from the representation of nature based on the artist’s observation. [5] Artists in this genre strive to draw and paint from the direct observation of nature, and eschew the use of photography or other mechanical aids. In this regard, Classical Realism differs from the art movements of Photorealism and Hyperrealism. Stylistically, classical realists freely borrow techniques from both Impressionism and Academic art.
[edit] Schools
The Classical Realist movement is currently sustained through art schools based on the Atelier Method. Richard Lack is generally regarded as the founder of the contemporary atelier movement. His school, Atelier Lack, was founded in 1969 and became a model for similar schools.[8] These modern ateliers are founded with the goal of revitalizing art education by reintroducing rigorous training in traditional drawing and painting techniques, employing teaching methodologies that were used in the Ecole des Beaux-Arts. These schools pass on a method of instruction which melds formal academic art training with the influence of the French Impressionists.
Under the atelier model, art students study in the studio of an established master to learn how to draw and paint with realistic accuracy and an emphasis on rendering form convincingly. The foundation of these programs rests on an intensive study of the human figure, renderings of plaster casts of classical sculpture, and the emulation of their instructors. The goal is to make students adept at observation, theory, and craft while absorbing classical ideals of beauty.[8]
Atelier schools founded in this tradition include (in chronological order of founding):
Atelier Lack, Minneapolis (1969-1992)
Lyme Academy College of Fine Arts, Old Lyme, Connecticut (1976)
Studio Cecil-Graves, Florence, Italy (1983-1991)
Gage Academy of Art, Seattle (1989)
Charles Cecil Studios, Florence, Italy (1991)
Florence Academy of Art, Florence, Italy (1991)
The Atelier Studio Program of Fine Art, Minneapolis (1992)
School of Representational Art, Chicago (1992)
Angel Academy of Art, Florence, Italy (1995)
Long Island Academy of Fine Art, New York (2000)
Mims Studios School of Fine Art, North Carolina (2001)
Studio Incamminati, Philadelphia (2002)
The Ashland Academy of Art (2003)
Harlem Studio of Art (2004)
Adrian Gottlieb Studio & Atelier, California (2005)
The New School of Classical Art, Rhode Island (2005)
The Grand Central Academy of Art, New York (2006)
From Wikipedia, the free encyclopedia
Jump to: navigation, search
For Classical Realism in International Relations, see Realism (international relations)
Cast Studio. Mims Studios School of Fine Art, Southern Pines, NC.Classical Realism (not to be confused with "New York Classicism"[1]) refers to an artistic movement in late 20th century painting that places a high value upon skill and beauty, combining elements of 19th century neoclassicism and realism.[2]
Classical Realist painters have attempted to revive methods of artistic training and techniques that pre-date Modern Art. To this end, they seek to create paintings with a high degree of craftsmanship. Popular subject matter within this genre includes figurative and still life paintings.
A central idea of Classical Realism is the belief that the Modern Art movements of the 20th century caused a disruption in the understanding of art production as it was first conceived in the Classical period, resurrected in the Renaissance, and carried down through the academies to the nineteenth and early twentieth centuries[3]. Classical Realist artists attempt to revive the idea of art production as it was traditionally understood: mastery of a craft in order to make objects that gratify and ennoble those who see them.[4] This craftsmanship is then applied to drawing, painting or sculpting contemporary subjects which the artist observes in the modern world.
Origins
The term "Classical Realism" was originally used in the title of a 1982 exhibition by Richard Lack (1928 - ), a pupil of R. H. Ives Gammell (1893-1981). The movement traces its lineage from Jean-Léon Gérôme (1824-1904) through William Paxton (1869-1941) of the Boston school.[5]
By 1985 Richard Lack had begun publishing Classical Realism Quarterly, with articles written by Lack and his students, aiming to inform the public about traditional realist painting.
In a separate vein, another major contributor to the revival of traditional drawing and painting knowledge is the painter and art instructor Ted Seth Jacobs (1927 - ), who taught students at the Art Student's League and the New York Academy of Art in New York City.[6] Their lineage is rooted in the Académie Julian, the Golden Age of Illustration in New York, and the School of Paris. In 1987 Ted Seth Jacobs created his own art school, L'Ecole Albert Defois in Les Cerqueux sous Passavant, France (49). Many of Jacobs' students such as Anthony Ryder and Jacob Collins became influential teachers and acquired their own student following[7].
[edit] Style
Classical Realist style is characterized by a love for the visible world and the great traditions of Western art, including Classicism, Realism and Impressionism. The movement’s aesthetic is Classical in that it exhibits a preference for order, beauty, harmony and completeness; it is Realist because its primary subject matter comes from the representation of nature based on the artist’s observation. [5] Artists in this genre strive to draw and paint from the direct observation of nature, and eschew the use of photography or other mechanical aids. In this regard, Classical Realism differs from the art movements of Photorealism and Hyperrealism. Stylistically, classical realists freely borrow techniques from both Impressionism and Academic art.
[edit] Schools
The Classical Realist movement is currently sustained through art schools based on the Atelier Method. Richard Lack is generally regarded as the founder of the contemporary atelier movement. His school, Atelier Lack, was founded in 1969 and became a model for similar schools.[8] These modern ateliers are founded with the goal of revitalizing art education by reintroducing rigorous training in traditional drawing and painting techniques, employing teaching methodologies that were used in the Ecole des Beaux-Arts. These schools pass on a method of instruction which melds formal academic art training with the influence of the French Impressionists.
Under the atelier model, art students study in the studio of an established master to learn how to draw and paint with realistic accuracy and an emphasis on rendering form convincingly. The foundation of these programs rests on an intensive study of the human figure, renderings of plaster casts of classical sculpture, and the emulation of their instructors. The goal is to make students adept at observation, theory, and craft while absorbing classical ideals of beauty.[8]
Atelier schools founded in this tradition include (in chronological order of founding):
Atelier Lack, Minneapolis (1969-1992)
Lyme Academy College of Fine Arts, Old Lyme, Connecticut (1976)
Studio Cecil-Graves, Florence, Italy (1983-1991)
Gage Academy of Art, Seattle (1989)
Charles Cecil Studios, Florence, Italy (1991)
Florence Academy of Art, Florence, Italy (1991)
The Atelier Studio Program of Fine Art, Minneapolis (1992)
School of Representational Art, Chicago (1992)
Angel Academy of Art, Florence, Italy (1995)
Long Island Academy of Fine Art, New York (2000)
Mims Studios School of Fine Art, North Carolina (2001)
Studio Incamminati, Philadelphia (2002)
The Ashland Academy of Art (2003)
Harlem Studio of Art (2004)
Adrian Gottlieb Studio & Atelier, California (2005)
The New School of Classical Art, Rhode Island (2005)
The Grand Central Academy of Art, New York (2006)
British and Romantic Victorian Cultures
INTERDISCIPLINARY NINETEENTH-CENTURY STUDIES
INCS
INCS is an international group of scholars dedicated to interdisciplinary discussion and research. The organization sponsors annual meetings and enjoys a collaborative relationship with Nineteenth-Century Contexts: An Interdisciplinary Journal. INCS encourages scholarly work that transcends disciplinary boundaries in its approach to cultural studies.
--------------------------------------------------------------------------------
NINETEENTH-CENTURY CONTEXTS
Membership in INCS includes a subscription to Nineteenth-Century Contexts. Interdisciplinary, international, and innovative, Nineteenth-Century Contexts is transcending boundaries in pursuit of revisionary approaches to cultural studies.
The Pursuit of Happiness
Sponsored by Bard College and Skidmore College
at Skidmore College, Saratoga Springs, NY
April 24-26, 2009
Happiness our being's end and aim is at bottom, if we will count well, not yet two centuries old in the world. -- Thomas Carlyle.
Following on the 2008 INCS theme, The Emergence of Human Rights, this conference will focus on the pursuit of happiness, that elusive corollary to life and liberty. What form did happiness and the comprehension of happiness take in the nineteenth century?
INCS
INCS is an international group of scholars dedicated to interdisciplinary discussion and research. The organization sponsors annual meetings and enjoys a collaborative relationship with Nineteenth-Century Contexts: An Interdisciplinary Journal. INCS encourages scholarly work that transcends disciplinary boundaries in its approach to cultural studies.
--------------------------------------------------------------------------------
NINETEENTH-CENTURY CONTEXTS
Membership in INCS includes a subscription to Nineteenth-Century Contexts. Interdisciplinary, international, and innovative, Nineteenth-Century Contexts is transcending boundaries in pursuit of revisionary approaches to cultural studies.
The Pursuit of Happiness
Sponsored by Bard College and Skidmore College
at Skidmore College, Saratoga Springs, NY
April 24-26, 2009
Happiness our being's end and aim is at bottom, if we will count well, not yet two centuries old in the world. -- Thomas Carlyle.
Following on the 2008 INCS theme, The Emergence of Human Rights, this conference will focus on the pursuit of happiness, that elusive corollary to life and liberty. What form did happiness and the comprehension of happiness take in the nineteenth century?
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