Search

The emergence into pop culture of quaint and simple Ozarks Mountaineers—through the writings of Vance Randolph, Wayman Hogue, Charles Morrow Wilson, and others—was a comfort and fascination to many Americans in the early twentieth century. Disillusioned with the modernity they felt had contributed to the Great Depression, middle-class Americans admired the Ozarkers'apparently simple way of life, which they saw as an alternative to an increasingly urban and industrial America. Catherine S. Barker's 1941 book Yesterday Today: Life in the Ozarks sought to illuminate another side of these “remnants of eighteenth-century life and culture”: poverty and despair. Drawing on her encounters and experiences as a federal social worker in the backwoods of the Ozarks in the 1930s, Barker described the mountaineers as “lovable and pathetic and needy and self-satisfied and valiant,” declaring that the virtuous and independent people of the hills deserved a better way and a more abundant life. Barker was also convinced that there were just as many contemptible facets of life in the Ozarks that needed to be replaced as there were virtues that needed to be preserved. This reprinting of Yesterday Today—edited and introduced by historian J. Blake Perkins—situates this account among the Great Depression-era chronicles of the Ozarks.

The maker movement culture emphasizes informal, peer-led, and shared learning, while driving innovation. Even though some experts view the maker movement as a move backward to pre-industrial revolution manufacturing, the purpose of making is not to have an abundance of tools in one space; rather, it is about helping participants create personally meaningful projects with the help of mentors, experts, and peers in ad-hoc learning communities. American Perspectives on Learning Communities and Opportunities in the Maker Movement is an essential reference source that discusses the maker movement in the United States, artisanal perspectives, and the learning-through-doing perspective. Featuring research on topics such as educational spaces, management, creativity labs, makerspaces, and operating procedures, this book is ideally designed for entrepreneurs, artisans, academicians, researchers, manufacturing professionals, and students.

While some manufacturing experts see the maker movement as a step back in education and production, the movement presents a learn-by-doing approach to emerging professionals. Making is a method that takes some resources and modifies these resources in a way that makes the sum more valuable than the parts. European Perspectives on Learning Communities and Opportunities in the Maker Movement is a collection of innovative research on the methods and applications of value creation and problem solving within European learning communities. While highlighting topics including alternative learning methods, biomimetics, connected learning theory, and gentrification, this book is ideally designed for entrepreneurs, business professionals, manufacturers, carpenters, production experts, educators, academicians, industry professionals, researchers, and students seeking current research on the maker movement with examination through case studies.

This book posits that the American Revolution--waged to form a'more perfect union'--still raged long after the guns went silent. Eight major fugitive slave stories of the antebellum era are described and interpreted to demonstrate how fugitive slaves and their abolitionist allies embraced Patrick Henry's motto'Give me Liberty or Give me Death'and the principles enshrined in the Declaration of Independence. African Americans and white abolitionists seized upon these dramatic events to exhort citizens to complete the Revolution by extending liberty to all Americans. Casting fugitive slaves and their slave revolt leaders as heroic American Revolutionaries seeking freedom for themselves and their enslaved brethren, this book provides a broader interpretation of the American Revolution.

Since the first statement of the aims and methods of the Cambridge Growth Project, which appeared in 1962 as the first number of our former series A Programme for Growth, we have produced a volume on the state ofthe model and on projections derived from it at roughly five year intervals: Exploring 1970 (1965), Exploring 1972 (1970) and now the present book. A comparison of these publications shows the directions in which we have developed our model. First, we have been able to model more parts of the economy and to model them better; and, second, by adopting a targets-and-instruments approach, we have been able to tackle questions of policy. As a consequence of the first of these improvements, the model has become more closely knit and variables which were previously exogenous have become endogenous; and, as a consequence of the second, the model has become less rigid and can be used to suggest policies for correcting some ofthe undesir­ able features that emerge from the projections.