The Architecture Of Stanley D Anderson With James Ticknor And William Bergmann

The Architecture of Stanley D. Anderson, with James Ticknor and William Bergmann By: Paul Bergmann Stanley D. Anderson's standard of architecture has sustained the test of time. His designs for residences, commercial buildings, schools, and Gentlemen's Farms are still praised today for his attention to detail, solid design work, and high-quality standards. This picture book illustrates through historic photos and drawings from the firm's archive the classical styles that the firm members drew upon over many decades of work. Through his signature Country Georgian style, Anderson and his associates transformed Lake Forest. Designed for local history buffs, amateur and professional architects, and the simply curious, this book provides biographies and interior perspectives on the production of Anderson and his associates, William Bergmann and James Ticknor, and their distinctive interpretation of a transformative architectural style.

The suburban residential area running north above Chicago along

"Blonde bombshell," "It Girl," "uber-babe" -- Pamela Anderson, star of tv series Baywatch and celebrated Playboy playmate, mesmerized the world with a doll's face, pinup figure, sexy tattoos and a man-eating smile. In a tradition that extends from Jean Harlow through Brigette Bardot to Madonna, Pam is the sex goddess of the 21st century. Sante D'Orazio, America's most sought-after celebrity photographer, photographed Pamela Anderson in a one-day session in the Fall of 2000 on the terrace of a mansion in Hollywood Hills, Los Angeles. His images, for the first time published in Pam: American Icon, are both a visual study on the phenomenon of the blonde and a seductive collection of erotica.

This accessible and unusually wide-ranging book is essential reading for anyone interested in postcolonial and African American women's writing. It provides a valuable gender and culture inflected critical introduction to well established women writers: Toni Morrison, Alice Walker, Margaret Atwood, Suniti Namjoshi, Bessie Head, and others from the U.S.A., India, Africa, Britain, Australia, New Zealand and introduces emergent writers from South East Asia, Cyprus and Oceania. Engaging with and clarifying contested critical areas of feminism and the postcolonial; exploring historical background and cultural context, economic, political, and psychoanalytic influences on gendered experience, it provides a cohesive discussion of key issues such as cultural and gendered identity, motherhood, mothertongue, language, relationships, women's economic constraints and sexual politics.

"The Victorian cup on my shelf--a present from my mother--reads 'Love the Giver.' Is it because the very word patronage implies the authority of the father that we have treated American women patrons and activists so unlovingly in the writing of our own history? This pioneering collection of superb scholarship redresses that imbalance. At the same time it brilliantly documents the interrelationship between various aspects of gender and the creation of our own culture."--Judith Tick, author of Ruth Crawford Seeger: A Composer's Search for American Music "Together with the fine-grained and energetic research, I like the spirit of this book, which is ambitious, bold, and generous minded. Cultivating Music in America corrects long-standing prejudices, omissions, and misunderstandings about the role of women in setting up the structures of America's musical life, and, even more far-reaching, it sheds light on the character of American musical life itself. To read this book is to be brought to a fresh understanding of what is at stake when we discuss notions such as 'elitism, ' 'democratic taste, ' and the political and economic implications of art."--Richard Crawford, author of The American Musical Landscape "We all know we are indebted to royal patronage for the music of Mozart. But who launched American talent? The answer is women, this book teaches us. Music lovers will be grateful for these ten essays, sound in scholarship, that make a strong case for the women philanthropists who ought to join Carnegie and Rockefeller as household words as sponsors of music."--Karen J. Blair, author of The Torchbearers: Women and Their Amateur Arts Associations in America

America’s fascination with the stock market dates back to the Gilded Age. Winner of the BAAS Book Prize of the British Association of American Studies Americans pay famously close attention to “the market,” obsessively watching trends, patterns, and swings and looking for clues in every fluctuation. In Reading the Market, Peter Knight explores the Gilded Age origins and development of this peculiar interest. He tracks the historic shift in market operations from local to national while examining how present-day ideas about the nature of markets are tied to past genres of financial representation. Drawing on the late nineteenth-century explosion of art, literature, and media, which sought to dramatize the workings of the stock market for a wide audience, Knight shows how ordinary Americans became both emotionally and financially invested in the market. He analyzes popular investment manuals, brokers’ newsletters, newspaper columns, magazine articles, illustrations, and cartoons. He also introduces readers to fiction featuring financial tricksters, which was characterized by themes of personal trust and insider information. The book reveals how the popular culture of the period shaped the very idea of the market as a self-regulating mechanism by making the impersonal abstractions of high finance personal and concrete. From the rise of ticker-tape technology to the development of conspiracy theories, Reading the Market argues that commentary on the Stock Exchange between 1870 and 1915 changed how Americans understood finance—and explains what our pervasive interest in Wall Street says about us now.

An expanded edition of the only comprehensive illustrated history of New York—with more than 600 ravishing photographs and illustrations—that tells the remarkable 400-year-long story of the city from its beginning in 1624 up to the current moment. The companion volume to the acclaimed PBS series. This landmark book traces the spectacular growth of New York from its initial settlement on the tip of Manhattan through the destruction wrought by the Revolutionary War to its rise as the nation’s premier commercial capital and industrial center and as a magnet for immigrant hopes and dreams in the 19th century to its standing as a beacon of modern culture in the 20th century and as a worldwide symbol of resilience in the 21st century. The story continues here with new chapters delivering a sweeping portrait of New York at the dawn of the 21st century, when it emerged after decades of decline to assert its place at the very center of a new globalized culture. Here is a city challenged—indeed, sometimes shaken to its core—by a series of profound crises: the aftermath of 9/11, the continual struggle with racial injustice, the financial crisis of 2008, the devastation of Superstorm Sandy, the still unfolding cataclysm of the COVID-19 pandemic—whose earliest and deadliest urban epicenter was New York itself. Here too is a lively portrait of the city’s vibrant street life and culture: the birth of hip-hop in the South Bronx, Christo and Jeanne-Claude’s Gates in Central Park, the musicals of Broadway, the explosion in location filmmaking in every borough, the pivotal rise of the tech industry, and so much more. The history of this city—especially in the tumultuous and transformative two decades detailed in the new chapters—is an epic story of rebirth and growth, an astonishing transfiguration, still in progress, of the world’s first modern city into a model and prototype for the global city of the future.

Teaching and Learning at a Distance is written for introductory distance education courses for preservice or in-service teachers, and for training programs that discuss teaching distant learners or managing distance education systems. This text provides readers with the basic information needed to be knowledgeable distance educators and leaders of distance education programs. The teacher or trainer who uses this book will be able to design courses, evaluate programs, and identify issues and trends affecting the field. In this text we take the following themes: The first theme is the definition of distance education. Before we started writing the first edition of Teaching and Learning at a Distance we carefully reviewed the literature to determine the definition that would be at the foundation of our writing. This definition is based on the work of Desmond Keegan, but is unique to this book and has been adopted by the Association for Educational Communications and Technology and by the Encyclopedia Britannica. The second theme of the book is the importance of research to the development of effective courses and programs offered at a distance. The best practices presented in Teaching and Learning at a Distance are validated by scientific evidence. Certainly there are “rules of thumb,” but we have always attempted to only include recommendations that can be supported by research. The third theme of Teaching and Learning at a Distance is derived from Richard Clark’s famous quote published in the Review of Educational Research asserting that media are mere vehicles that do not directly influence achievement. Clark’s controversial work is discussed in the book, but is also fundamental to the book’s advocacy for distance education—in other words, we authors do not make the claim that education delivered at a distance is inherently better than other ways people learn. Distance delivered instruction is not a magical approach that makes learners achieve more. Equivalency theory is the fourth theme of the book. Here we present the concept that instruction should be provided to learners that is equivalent rather than identical to what might be delivered in a traditional environment. Equivalency theory helps the instructional designer approach the development of instruction for each learner without attempting to duplicate what happens in a face-to-face classroom. The final theme for Teaching and Learning at a Distance is the idea that the book should be comprehensive—that it should cover as much of the various ways instruction is made available to distant learners as is possible. It can serve as a stand-alone source of information.