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"In the worldwide circulation of the products of cultural industries, an important role is played by Japanese popular culture in European contexts. Marco Pellitteri shows that the contact between Japanese pop culture and European youth publics occurred during two phases. By use of metaphor, the author calls them the Dragon and the Dazzle. The first took place between 1975 and 1995, the second from 1996 to today. They can be distinguished by the modalities of circulation and consumption/re-elaboration of Japanese themes and products in the most receptive countries: Italy, France, Spain, Germany and, across the ocean, the United States. During these two phases, several themes have been perceiv...
Ariosto's correspondence paints a detailed portrait of the world he lived and wrote in. While some letters illuminate his day-to-day life, including his work as a provincial commissioner for the ruling Este family of Ferrara, others shed light on the composition and production of his poems and plays, allowing a glimpse of the man in his creative workshop. Herbal Doctor, a parody of humanism in general and neoplatonic philosophy in particular, may mark a defense of Ariosto's decision to turn away from the philological world of his contemporaries in order to pursue a different kind of learning.
In Hinduism, cows are sacred, respected, and treated as a motherly giving animal. The thought of eating them or using their skin for accessories is sickening. So many cultures across the globe have their own understandings of animal welfare. This fantastic collection of essays shares international beliefs about animals and animal welfare. Essays includes speeches, government documents, and articles from international magazines and news sources. Readers will explore global perspectives about cultural and religious views on animal rights. They will evaluate animal welfare in relation to biomedical research. Essays examine the world food industry. The last chapter covers animal ownership and welfare in various cultures.
This book examines the idea of educational accountability, which has become a new secular gospel. But do accountability policies actually make schools better? Do business management theories and practices make organizations more effective? What if the most widely used management theories and assessment tools don’t work? What if educational accountability tools don’t actually measure what they’re supposed to? What if accountability data isn’t valid, or worse, what if it’s meaningless? What if administrators don’t know how to use accountability tools or correctly analyze the problematic data these tools produce? What if we can’t measure, let alone accurately assess, what matters ...