Susan Manning – författare

''any narrative of human action and adventure - whether we call it history or Romance - is certain to be a fragile handiwork, more easily rent than mended''The fragility - and the durability - of human life and art dominate this story of American expatriates in Italy in the mid-nineteenth century. Befriended by Donatello, a young Italian with the classical grace of the ''Marble Faun'', Miriam, Hilda, and Kenyon find their pursuit of art taking a sinister turn as Miriam''s unhappy past precipitates the present into tragedy.Hawthorne''s ''International Novel'' dramatizes the confrontation of the Old World and the New and the uncertain relationship between the ''authentic'' and the ''fake'', in life as in art. The author''s evocative descriptions of classic sites made The Marble Faun a favourite guidebook to Rome for Victorian tourists, but this richly ambiguous symbolic romance is also the story of a murder, and a parable of the Fall of Man. As the characters find their civilized existence disrupted by the awfulconsequences of impulse, Hawthorne leads his readers to question the value of Art and Culture and addresses the great evolutionary debate which was beginning to shake Victorian society.ABOUT THE SERIES: For over 100 years Oxford World''s Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford''s commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.

With these words, Washington Irving expresses the dilemma of every American artist in the nineteenth century. The Sketch-Book (1820-1) looks simultaneously towards audiences on both sides of the Atlantic, as Irving explores the uneasy relationship of an American writer to English literary traditions. He sketches a series of encounters with the cultural shrines of the parent nation, and in two brilliant experiments with tales transplanted from Europe creates the first classic American short stories, ''Rip Van Winkle'' and ''The Legend of the Sleepy Hollow''. The result was not only a hugely successful travel book; it exerted a strong formative influence on American writers from Nathaniel Hawthorne and Edgar Allan Poe to Henry James, and is well worth rediscovery in its own right today. Based on Irving''s final revision of his most popular work, this new edition includes comprehensive explanatory notes of The Sketch-Book''s sources for the modern reader. In her introduction, Susan Manning suggests that the author forged a new idiom, the ''Literary Picturesque'', to accommodate and turn to advantage his dilemma of dual literary allegiances. ABOUT THE SERIES: For over 100 years Oxford World''s Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford''s commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.

''any narrative of human action and adventure - whether we call it history or Romance - is certain to be a fragile handiwork, more easily rent than mended''The fragility - and the durability - of human life and art dominate this story of American expatriates in Italy in the mid-nineteenth century. Befriended by Donatello, a young Italian with the classical grace of the ''Marble Faun'', Miriam, Hilda, and Kenyon find their pursuit of art taking a sinister turn as Miriam''s unhappy past precipitates the present into tragedy.Hawthorne''s ''International Novel'' dramatizes the confrontation of the Old World and the New and the uncertain relationship between the ''authentic'' and the ''fake'', in life as in art. The author''s evocative descriptions of classic sites made The Marble Faun a favourite guidebook to Rome for Victorian tourists, but this richly ambiguous symbolic romance is also the story of a murder, and a parable of the Fall of Man. As the characters find their civilized existence disrupted by the awfulconsequences of impulse, Hawthorne leads his readers to question the value of Art and Culture and addresses the great evolutionary debate which was beginning to shake Victorian society.ABOUT THE SERIES: For over 100 years Oxford World''s Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford''s commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.

'any narrative of human action and adventure - whether we call it history or Romance - is certain to be a fragile handiwork, more easily rent than mended'The fragility - and the durability - of human life and art dominate this story of American expatriates in Italy in the mid-nineteenth century. Befriended by Donatello, a young Italian with the classical grace of the 'Marble Faun', Miriam, Hilda, and Kenyon find their pursuit of art taking a sinister turn as Miriam's unhappy past precipitates the present into tragedy.Hawthorne's 'International Novel' dramatizes the confrontation of the Old World and the New and the uncertain relationship between the 'authentic' and the 'fake', in life as in art. The author's evocative descriptions of classic sites made The Marble Faun a favourite guidebook to Rome for Victorian tourists, but this richly ambiguous symbolic romance is also the story of a murder, and a parable of the Fall of Man. As the characters find their civilized existence disrupted by the awful consequences of impulse, Hawthorne leads his readers to question the value of Art and Culture and addresses the great evolutionary debate which was beginning to shake Victorian society. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.

`to the European, the American is first and foremost a dollar-fiend. We tend to forget the emotional heritage of Hector St John de Crèvecoeur' When D.H. Lawrence made this statement in his Studies in Classic American Literature, he was thinking of the Letters from an American Farmer. First published in England in 1782, the Letters came at a timely moment as attention was focused on America in the closing year of the Revolutionary War of Independence. Crèvecoeur's famous question `What, then, is the American, this new man?' was a matter of great interest, as it became evident that America, that new nation, was taking shape before the eyes of the world. Some of American literature's most pressing and recurrent concerns are adumbrated in the substance and style of the Letters: in addition to the question of American identity, they celebrate the largeness and fertility of the land, personal determination, and freedom from institutional oppression. Darker and more symbolic elements complicate the initially sunny picture, however: the issue of slavery is raised in a particularly disturbing episode, and the final Letter, `Distresses of a Frontier Man,' dramatizes the disintegration of the rational enlightened society of agrarian America into a nightmare of confusion, incomprehension and premonitions of unspeakable evil. Written by an emigrant French aristocrat turned farmer, the Letters from an American Farmer has a good claim to be regarded as the first work of American literature, at once intensely interesting in its own right, and casting a long shadow of influence on both subsequent American writers and European travel accounts of the moral, spiritual and material topography of the new nation. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.

With these words, Washington Irving expresses the dilemma of every American artist in the nineteenth century. The Sketch-Book (1820-1) looks simultaneously towards audiences on both sides of the Atlantic, as Irving explores the uneasy relationship of an American writer to English literary traditions. He sketches a series of encounters with the cultural shrines of the parent nation, and in two brilliant experiments with tales transplanted from Europe creates the first classic American short stories, 'Rip Van Winkle' and 'The Legend of the Sleepy Hollow'. The result was not only a hugely successful travel book; it exerted a strong formative influence on American writers from Nathaniel Hawthorne and Edgar Allan Poe to Henry James, and is well worth rediscovery in its own right today. Based on Irving's final revision of his most popular work, this new edition includes comprehensive explanatory notes of The Sketch-Book's sources for the modern reader. In her introduction, Susan Manning suggests that the author forged a new idiom, the 'Literary Picturesque', to accommodate and turn to advantage his dilemma of dual literary allegiances. ABOUT THE SERIES: For over 100 years Oxford World's Classics has made available the widest range of literature from around the globe. Each affordable volume reflects Oxford's commitment to scholarship, providing the most accurate text plus a wealth of other valuable features, including expert introductions by leading authorities, helpful notes to clarify the text, up-to-date bibliographies for further study, and much more.

New German Dance Studies offers fresh histories and theoretical inquiries that resonate across fields of the humanities. Sixteen essays range from eighteenth-century theater dance to popular contemporary dances in global circulation. In an exquisite trans-Atlantic dialogue that demonstrates the complexity and multilayered history of German dance, American and European scholars and artists elaborate on definitive performers and choreography, focusing on three major thematic areas: Weimar culture and its afterlife, the German Democratic Republic, and recent conceptual trends in theater dance.   Contributors are Maaike Bleeker, Franz Anton Cramer, Kate Elswit, Susanne Franco, Susan Funkenstein, Jens Richard Giersdorf, Yvonne Hardt, Sabine Huschka, Claudia Jeschke, Marion Kant, Gabriele Klein, Karen Mozingo, Tresa Randall, Gerald Siegmund, and Christina Thurner.

New German Dance Studies offers fresh histories and theoretical inquiries that resonate across fields of the humanities. Sixteen essays range from eighteenth-century theater dance to popular contemporary dances in global circulation. In an exquisite trans-Atlantic dialogue that demonstrates the complexity and multilayered history of German dance, American and European scholars and artists elaborate on definitive performers and choreography, focusing on three major thematic areas: Weimar culture and its afterlife, the German Democratic Republic, and recent conceptual trends in theater dance.   Contributors are Maaike Bleeker, Franz Anton Cramer, Kate Elswit, Susanne Franco, Susan Funkenstein, Jens Richard Giersdorf, Yvonne Hardt, Sabine Huschka, Claudia Jeschke, Marion Kant, Gabriele Klein, Karen Mozingo, Tresa Randall, Gerald Siegmund, and Christina Thurner.

A collaboration between well-established and rising scholars, Futures of Dance Studies suggests multiple directions for new research in the field. Essays address dance in a wider range of contexts - onstage, on screen, in the studio, and on the street - and deploy methods from diverse disciplines. Engaging African American and African diasporic studies, Latinx and Latin American studies, gender and sexuality studies, and Asian American and Asian studies, this anthology demonstrates the relevance of dance analysis to adjacent fields.

Instructors are under pressure to integrate technology into their traditional or online instruction, but often they aren't sure what to do or why they should do it. The Technology Toolbelt for Teaching offers instructors a down-to-earth guide to common technologies, explains the pedagogical purposes they serve, and shows how they can be used effectively in online or face-to-face classrooms.Designed to be easy to use, the book includes a decision-making matrix for each technology tool: a series of questions that teachers can use to decide whether these tools support their teaching goals.This comprehensive resource contains an array of useful tools that address problems of organization such as a time management calendar, aids for scheduling meetings, and mind-mapping or graphic organizers. The authors also include a variety of online tools for communication and collaboration, and tools to present content, help establish presence, and assess learning.Praise for The Technology Toolbelt for Teaching"Feeling overwhelmed and even afraid of integrating technology into your course? Fear no more! Susan Manning and Kevin Johnson have provided the ultimate guide that explains not only the various technology tools that can support faculty work and enhance coursework but also provides sound advice to help faculty choose the right tool for the job. This is a must-read for all faculty regardless of their experience with technology."—Rena M. Palloff and Keith Pratt, managing partners, Crossroads Consulting Group, and authors, Building Online Learning Communities and Collaborating Online"The Technology Toolbelt for Teaching delivers exactly what it promises: a concrete overview of a wide variety of tools, complete with examples specific to practitioners in both K–12 and higher education. Authors Susan Manning and Kevin Johnson provide practical applications rather than philosophy, and solutions rather than platitudes. This is a must for any teacher working with—or wanting to start working with—technology."—Jane Bozarth, author, Social Media for Trainers; eLearning coordinator, State of North Carolina"Creating compelling learning experiences for students is fraught with decision points. Add one or more technology options to the equation, and the number of directions to take learners seems to grow limitlessly, and can either paralyze the instructional design process or cause us to take on too much. Enter The Technology Toolbelt for Teaching. Manning and Johnson's handy guide – and the decision-making matrix that frames each of the tools it demystifies – is an essential resource for choosing paths wisely."—Jonathan Finkelstein, author, Learning in Real Time; founder and executive producer, LearningTimesIncludes 50+ fresh and useful technology tools for teaching A decision matrix for choosing and using the right tools Examples for using each tool in higher education and K–12

Dancing on the Fault Lines of History collects essential essays by Susan Manning, one of the founders of critical dance studies, recounting her career writing and rewriting the history of modern dance. Three sets of keywords—gender and sexuality, whiteness and Blackness, nationality and globalization—illuminate modern dance histories from multiple angles, coming together in varied combinations, shifting positions from foreground to background. Among the many artists discussed are Isadora Duncan, Vaslav Nijinsky, Ted Shawn, Helen Tamiris, Katherine Dunham, José Limón, Pina Bausch, Reggie Wilson, and Nelisiwe Xaba. Calling for a comparative and transnational historiography, Manning ends with an extended case study of Mary Wigman’s multidimensional exchange with artists from Indonesia, India, China, Korea, and Japan. Like the artists at the center of her research, Manning’s writing dances on the fault lines of history. Her introduction and annotations to the essays reflect on how and why these keywords became central to her research, revealing the autobiographical resonances of her scholarship as she confronts the cultural politics of the late twentieth and early twenty-first centuries.

Dancing on the Fault Lines of History collects essential essays by Susan Manning, one of the founders of critical dance studies, recounting her career writing and rewriting the history of modern dance. Three sets of keywords—gender and sexuality, whiteness and Blackness, nationality and globalization—illuminate modern dance histories from multiple angles, coming together in varied combinations, shifting positions from foreground to background. Among the many artists discussed are Isadora Duncan, Vaslav Nijinsky, Ted Shawn, Helen Tamiris, Katherine Dunham, José Limón, Pina Bausch, Reggie Wilson, and Nelisiwe Xaba. Calling for a comparative and transnational historiography, Manning ends with an extended case study of Mary Wigman’s multidimensional exchange with artists from Indonesia, India, China, Korea, and Japan. Like the artists at the center of her research, Manning’s writing dances on the fault lines of history. Her introduction and annotations to the essays reflect on how and why these keywords became central to her research, revealing the autobiographical resonances of her scholarship as she confronts the cultural politics of the late twentieth and early twenty-first centuries.

This book suggests an interpretation of the characteristic qualities of Scottish and American literatures. Considering the self-consciously different stance which sets them apart from English literature, the author develops the constituents of the 'puritan-provincial vision': a particular way of looking at life and man's relationship to what lies beyond himself. The book begins with the writings of Calvin and culminates in detailed comparisons of individual works of Scottish and American nineteenth-century prose, questioning the literary and human consequences of this vision through theological, philosophical, political and literary contexts. This puritan-provincial vision is not exclusive to Scottish and American literature so the features discussed here will interest those concerned with other literatures written in English.

This book suggests an interpretation of the characteristic qualities of Scottish and American literatures. Considering the self-consciously different stance which sets them apart from English literature, the author develops the constituents of the 'puritan-provincial vision': a particular way of looking at life and man's relationship to what lies beyond himself. The book begins with the writings of Calvin and culminates in detailed comparisons of individual works of Scottish and American nineteenth-century prose, questioning the literary and human consequences of this vision through theological, philosophical, political and literary contexts. This puritan-provincial vision is not exclusive to Scottish and American literature so the features discussed here will interest those concerned with other literatures written in English.

The Edinburgh History of Scottish LiteratureGeneral Editor: Ian BrownCo-editors: Thomas Owen Clancy, Susan Manning and Murray PittockThe Edinburgh History of Scottish Literature offers a major reinterpretation, re-evaluation and repositioning of the scope, nature and importance of Scottish Literature, arguably Scotland’s most important and influential contribution to world culture. Drawing on the very best of recent scholarship, the History contributes a wide range of new and exciting insights. It takes full account of modern theory, but refuses to be in thrall to critical fashion. It is important not only for literary scholars, but because it changes the very way we think about what Scottishness is.The Edinburgh History of Scottish Literature, Volume 1:From Columba to the Union (until 1707)Period Editors: Thomas Owen Clancy and Murray PittockGeneral editor: Ian BrownCo-editor: Susan ManningThe History begins with the first full-scale critical consideration of Scotland's earliest literature, drawn from the diverse cultures and languages of its early peoples. The first volume covers the literature produced during the medieval and early modern period in Scotland, surveying the riches of Scottish work in Gaelic, Welsh, Old Norse, Old English and Old French, as well as in Latin and Scots. New scholarship is brought to bear, not only on imaginative literature, but also law, politics, theology and philosophy, all placed in the context of the evolution of Scotland's geography, history, languages and material cultures from our earliest times up to 1707.The other volumes in the History are:The Edinburgh History of Scottish Literature, Volume 2: Enlightenment, Britain and Empire (1707-1918)The Edinburgh History of Scottish Literature, Volume 3: Modern Transformations: New Identities (from 1918)Key Features:* Original - presents new approaches to what is literature and what is Scottishness.* Inclus

The first volume of critical texts to define the field of Transatlantic Literary StudiesThis Reader provides 42 exemplary readings that map the theoretical and literary aspects of this growing cross-disciplinary subject area. In a substantial Introduction to the volume, leading experts Susan Manning and Andrew Taylor suggest ways in which the transatlantic model can be most effectively used within literary studies. The readings that follow are organised around key ideas - the nation and cosmopolitanism, theories and practice of comparative literature, postcolonialism/imperialism, translation, style and genre, and travel - and provide accessible, annotated examples that demonstrate the different possibilities of comparative analysis. The book represents and promotes an understanding of British, European and American literary culture within a broader framework of transatlantic activity. Key Features*Defines the field of Transatlantic Literary Studies as taught in English and American Studies departments.*Includes important readings from key critics including J. Hillis Miller, Paul Giles, Edward Said and Paul Gilroy.*Provides a full Introduction and section headnotes that contextualise the field.*Presents material that explores transatlantic encounters from the early modern period to the present day.

The Edinburgh History of Scottish LiteratureGeneral Editor: Ian BrownCo-editors: Thomas Owen Clancy, Susan Manning and Murray PittockThe Edinburgh History of Scottish Literature offers a major reinterpretation, re-evaluation and repositioning of the scope, nature and importance of Scottish Literature, arguably Scotland’s most important and influential contribution to world culture. Drawing on the very best of recent scholarship, the History contributes a wide range of new and exciting insights. It takes full account of modern theory, but refuses to be in thrall to critical fashion. It is important not only for literary scholars, but because it changes the very way we think about what Scottishness is.The Edinburgh History of Scottish Literature, Volume 2:Enlightenment, Britain and Empire (1707-1918)Period Editor: Susan Manning General Editor: Ian BrownCo-editors: Thomas Owen Clancy and Murray PittockBetween 1707 and 1918, Scotland underwent arguably the most dramatic upheavals in its political, economic and social history. The Union with England, industrialisation and Scotland’s subsequent defining contributions throughout the eighteenth and nineteenth centuries to the culture of Britain and Empire are reflected in the transformative energies of Scottish literature and literary institutions in the period. New genres, new concerns and whole new areas of interest opened under the creative scrutiny of sceptical minds. This second volume of the History reveals the major contribution made by Scottish writers and Scottish writing to the shape of modernity in Britain, Europe and the world.The other volumes in the History are:The Edinburgh History of Scottish Literature, Volume 1: From Columba to the Union (until 1707)The Edinburgh History of Scottish Literature, Volume 3: Modern Transformations: New Identities (from 1918)Key Features* Original - presents new approaches to what is literature and wha

Transatlantic studies, especially during the enlightenment period, is of increasing critical interest amongst scholars. But was there an Atlantic Enlightenment? This interdisciplinary collection harnesses the work of some of the most prominent figures in the fields of literature; intellectual, cultural, and social history; geography; and political science to examine the emergence of the Atlantic as one of the key conceptual paradigms of eighteenth century studies. In this spirit, the contributors offer new insights into the conditions that generated a major transatlantic genre of writing; addressing questions of race, political economy, and the transmission of Enlightenment ideas in literary, political, historical, and religious contexts. Whether examining John Witherspoon's evolution from Calvinist theologian to Revolutionary theorist, or Adam Smith's reception in the antebellum United States, the essays remind us that the transatlantic traffic in ideas moved from west to east, from east to west, and in patterns that both complicate and enrich what we thought we knew about the vectors of transmission in this pivotal period.

The success of school reform measures greatly depends on thesupport and commitment of teachers. This book examines therealities of educational change from the frontline perspective ofreform-minded teachers. It charts the perceptions and experiencesof twenty-nine teachers in grades 7 and 8 from four schooldistricts--showing how they grappled with such initiatives asintegrated curriculum, common learning standards, and alternativemodes of assessment. This book moves beyond the bandwagons of rhetorical change andexamines how these changes work in practice for better and forworse. Authors Andy Hargreaves and Lorna Earl focus on how reformproposals have brought new complexities to teaching practice andwhy major investments of time and support are required if teachinginnovations are to become lasting and effective. Most importantly,they highlight the intense emotional demands that school changeimposes on teachers, and they outline practical strategies forhelping teachers through the difficult transition process--thusensuring that worthwhile reforms flourish and endure.

The success of school reform measures greatly depends on thesupport and commitment of teachers. This book examines therealities of educational change from the frontline perspective ofreform-minded teachers. It charts the perceptions and experiencesof twenty-nine teachers in grades 7 and 8 from four schooldistricts--showing how they grappled with such initiatives asintegrated curriculum, common learning standards, and alternativemodes of assessment. This book moves beyond the bandwagons of rhetorical change andexamines how these changes work in practice for better and forworse. Authors Andy Hargreaves and Lorna Earl focus on how reformproposals have brought new complexities to teaching practice andwhy major investments of time and support are required if teachinginnovations are to become lasting and effective. Most importantly,they highlight the intense emotional demands that school changeimposes on teachers, and they outline practical strategies forhelping teachers through the difficult transition process--thusensuring that worthwhile reforms flourish and endure.

At the New School for Social Research in 1931, the dance critic for the New York Times announced the arrival of modern dance, touting the "serious art" of such dancers as Mary Wigman, Martha Graham, and Doris Humphrey. Across town, Hemsley Winfield and Edna Guy were staging what they called "The First Negro Dance Recital in America," which Dance Magazine proclaimed "the beginnings of great and important choreographic creations." Yet never have the two parallel traditions converged in the annals of American dance in the twentieth century.Modern Dance, Negro Dance is the first book to bring together these two vibrant strains of American dance in the modern era. Susan Manning traces the paths of modern dance and Negro dance from their beginnings in the Depression to their ultimate transformations in the postwar years, from Helen Tamiris's and Ted Shawn's suites of Negro Spirituals to concerts sponsored by the Workers Dance League, from Graham's American Document to the debuts of Katherine Dunham and Pearl Primus, from José Limón's 1954 work The Traitor to Merce Cunningham's 1958 dances Summerspace and Antic Meet, to Ailey's 1960 masterpiece Revelations.Through photographs and reviews, documentary film and oral history, Manning intricately and inextricably links the two historically divided traditions. The result is a unique view of American dance history across the divisions of black and white, radical and liberal, gay and straight, performer and spectator, and into the multiple, interdependent meanings of bodies in motion. Susan Manning is associate professor of English, theater, and performance studies at Northwestern University. She is the author of Ecstasy and the Demon: Feminism and Nationalism in the Dances of Mary Wigman, winner of the 1994 de la Torre Bueno Prize for the year's most important contribution to dance studies.

Mary Wigman, Germany's premier dancer between the two world wars, envisioned the performer in the thrall of ecstatic and demonic forces. Widely hailed as an innovator of dance modernism, she never acknowledged her complex relationship with National Socialism. In Ecstasy and the Demon, Susan Manning advances a sociological explanation for the collaboration between German modern dancers and National Socialism. She models methods for dance studies that contextualize choreography in relation to changing sociopolitical conditions, bringing dance scholarship into conversation with intellectual trends across the humanities.The introduction to this second edition brings Manning's groundbreaking work to bear on dance studies today and reconsiders Wigman's career from the perspective of queer theory and globalization, further illuminating the interplay of dance and politics in the twentieth century.Susan Manning is professor of English, theater, and performance studies at Northwestern University.

This study of character in a comparative context presents a new approach to transatlantic literary history. Rereading Romanticism across national, generic and chronological boundaries, and through close textual comparisons, it offers exciting possibilities for rediscovering how literature engages and persuades readers of the reality of character. Historically grounded in the eighteenth-century philosophical, political and cultural conditions that generated nation-based literary history, it reveals alternative narratives to those of origin and succession, influence and reception. It also reintroduces rhetoric and poetics as ways of addressing questions about uniqueness and representativeness in character creation, epistemological issues of identity and impersonation, and the generation of literary value. Drawing comparisons between works from Alexander Pope and Cotton Mather through Robert Burns, Jane Austen, John Keats, Nathaniel Hawthorne, Edgar Allan Poe, R. W. Emerson, Margaret Fuller and Herman Melville, to George Eliot and Henry James, Susan Manning reveals surprising metaphorical, metonymic and performative connections.

The recently developed field of transatlantic literary studies has encouraged scholars to move beyond national literatures towards an examination of communications between Britain and the Americas. The true extent and importance of these material and literary exchanges is only just beginning to be discovered. This collection of original essays explores the transatlantic literary imagination during the key period from 1660 to 1830: from the colonization of the Americas to the formative decades following political separation between the nations. Contributions from leading scholars from both sides of the Atlantic bring a variety of approaches and methods to bear on both familiar and undiscovered texts. Revealing how literary genres were borrowed and readapted to a different context, the volume offers an index of the larger literary influences going backwards and forwards across the ocean.

This study of character in a comparative context presents a new approach to transatlantic literary history. Rereading Romanticism across national, generic and chronological boundaries, and through close textual comparisons, it offers exciting possibilities for rediscovering how literature engages and persuades readers of the reality of character. Historically grounded in the eighteenth-century philosophical, political and cultural conditions that generated nation-based literary history, it reveals alternative narratives to those of origin and succession, influence and reception. It also reintroduces rhetoric and poetics as ways of addressing questions about uniqueness and representativeness in character creation, epistemological issues of identity and impersonation, and the generation of literary value. Drawing comparisons between works from Alexander Pope and Cotton Mather through Robert Burns, Jane Austen, John Keats, Nathaniel Hawthorne, Edgar Allan Poe, R. W. Emerson, Margaret Fuller and Herman Melville, to George Eliot and Henry James, Susan Manning reveals surprising metaphorical, metonymic and performative connections.

Instructors are under pressure to integrate technology into their traditional or online instruction, but often they aren''t sure what to do or why they should do it. The Technology Toolbelt for Teaching offers instructors a down-to-earth guide to common technologies, explains the pedagogical purposes they serve, and shows how they can be used effectively in online or face-to-face classrooms.

Designed to be easy to use, the book includes a decision-making matrix for each technology tool: a series of questions that teachers can use to decide whether these tools support their teaching goals.

This comprehensive resource contains an array of useful tools that address problems of organization such as a time management calendar, aids for scheduling meetings, and mind-mapping or graphic organizers. The authors also include a variety of online tools for communication and collaboration, and tools to present content, help establish presence, and assess learning.

Praise for The Technology Toolbelt for Teaching

"Feeling overwhelmed and even afraid of integrating technology into your course? Fear no more! Susan Manning and Kevin Johnson have provided the ultimate guide that explains not only the various technology tools that can support faculty work and enhance coursework but also provides sound advice to help faculty choose the right tool for the job. This is a must-read for all faculty regardless of their experience with technology."—Rena M. Palloff and Keith Pratt, managing partners, Crossroads Consulting Group, and authors, Building Online Learning Communities and Collaborating Online

"The Technology Toolbelt for Teaching delivers exactly what it promises: a concrete overview of a wide variety of tools, complete with examples specific to practitioners in both K–12 and higher education. Authors Susan Manning and Kevin Johnson provide practical applications rather than philosophy, and solutions rather than platitudes. This is a must for any teacher working with—or wanting to start working with—technology."—Jane Bozarth, author, Social Media for Trainers; eLearning coordinator, State of North Carolina

"Creating compelling learning experiences for students is fraught with decision points. Add one or more technology options to the equation, and the number of directions to take learners seems to grow limitlessly, and can either paralyze the instructional design process or cause us to take on too much. Enter The Technology Toolbelt for Teaching. Manning and Johnson''s handy guide – and the decision-making matrix that frames each of the tools it demystifies – is an essential resource for choosing paths wisely."—Jonathan Finkelstein, author, Learning in Real Time; founder and executive producer, LearningTimes

Includes

50+ fresh and useful technology tools for teaching

A decision matrix for choosing and using the right tools

Examples for using each tool in higher education and K–12

Instructors are under pressure to integrate technology into their traditional or online instruction, but often they aren''t sure what to do or why they should do it. The Technology Toolbelt for Teaching offers instructors a down-to-earth guide to common technologies, explains the pedagogical purposes they serve, and shows how they can be used effectively in online or face-to-face classrooms.

Designed to be easy to use, the book includes a decision-making matrix for each technology tool: a series of questions that teachers can use to decide whether these tools support their teaching goals.

This comprehensive resource contains an array of useful tools that address problems of organization such as a time management calendar, aids for scheduling meetings, and mind-mapping or graphic organizers. The authors also include a variety of online tools for communication and collaboration, and tools to present content, help establish presence, and assess learning.

Praise for The Technology Toolbelt for Teaching

"Feeling overwhelmed and even afraid of integrating technology into your course? Fear no more! Susan Manning and Kevin Johnson have provided the ultimate guide that explains not only the various technology tools that can support faculty work and enhance coursework but also provides sound advice to help faculty choose the right tool for the job. This is a must-read for all faculty regardless of their experience with technology."—Rena M. Palloff and Keith Pratt, managing partners, Crossroads Consulting Group, and authors, Building Online Learning Communities and Collaborating Online

"The Technology Toolbelt for Teaching delivers exactly what it promises: a concrete overview of a wide variety of tools, complete with examples specific to practitioners in both K–12 and higher education. Authors Susan Manning and Kevin Johnson provide practical applications rather than philosophy, and solutions rather than platitudes. This is a must for any teacher working with—or wanting to start working with—technology."—Jane Bozarth, author, Social Media for Trainers; eLearning coordinator, State of North Carolina

"Creating compelling learning experiences for students is fraught with decision points. Add one or more technology options to the equation, and the number of directions to take learners seems to grow limitlessly, and can either paralyze the instructional design process or cause us to take on too much. Enter The Technology Toolbelt for Teaching. Manning and Johnson''s handy guide – and the decision-making matrix that frames each of the tools it demystifies – is an essential resource for choosing paths wisely."—Jonathan Finkelstein, author, Learning in Real Time; founder and executive producer, LearningTimes

Includes

50+ fresh and useful technology tools for teaching

A decision matrix for choosing and using the right tools

Examples for using each tool in higher education and K–12

Get great grades from a distanceNew to online academia and need someone to show you around? You're in the right place—and you're not alone! As more of everything goes online—fueled by tech trends as well as unexpected events like the COVID-19 crisis—it's no surprise that many of us are getting our educations there, too. Online Learning For Dummies is here to welcome you to the gigantic (and gigantically exciting!) virtual campus, and help you get settled in by providing an overview of the endless opportunities offered by distance learning, as well as offering practical advice to make sure you have the right equipment, mindset, and study techniques for success.In a step-by-step style, this friendly guide takes you from the process of determining what sort of online program is right for you, through applying and enrolling, to building the skills you'll need to succeed. You'll learn how to navigate the common features of the online learning classroom, explore the digital etiquette that will help you get the most out of your instructors and fellow students, and discover how to effectively and professionally present your work. You'll also find out how to develop good online study habits to help you avoid distraction, and how to set aside undisturbed time in between juggling the demands of work, family, and social life. Evaluate the latest courses and opportunitiesMake sure you have the correct hardware and softwareDevelop your online study skills via best practicesAvoid digital fatigueRegardless of age or experience, we can all do with a few pointers on how to get more from the vast array of educational opportunities offered online. This book has them all: Get reading, get online, and get the most from that education you've been dreaming about.

Get great grades from a distance

New to online academia and need someone to show you around? You''re in the right place—and you''re not alone! As more of everything goes online—fueled by tech trends as well as unexpected events like the COVID-19 crisis—it''s no surprise that many of us are getting our educations there, too. Online Learning For Dummies is here to welcome you to the gigantic (and gigantically exciting!) virtual campus, and help you get settled in by providing an overview of the endless opportunities offered by distance learning, as well as offering practical advice to make sure you have the right equipment, mindset, and study techniques for success.

In a step-by-step style, this friendly guide takes you from the process of determining what sort of online program is right for you, through applying and enrolling, to building the skills you''ll need to succeed. You''ll learn how to navigate the common features of the online learning classroom, explore the digital etiquette that will help you get the most out of your instructors and fellow students, and discover how to effectively and professionally present your work. You''ll also find out how to develop good online study habits to help you avoid distraction, and how to set aside undisturbed time in between juggling the demands of work, family, and social life.

Evaluate the latest courses and opportunities Make sure you have the correct hardware and software Develop your online study skills via best practices Avoid digital fatigue

Regardless of age or experience, we can all do with a few pointers on how to get more from the vast array of educational opportunities offered online. This book has them all: Get reading, get online, and get the most from that education you''ve been dreaming about.