This book features over forty authors from the Carnegie Mellon Academy for Lifelong Learning!

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This interdisciplinary monograph explores the discursive manifestations of the conflict over how to remember and interpret the actions of the military during the last dictatorship in Uruguay (1973-1985). Through the exploration of the discursive ways in which this powerful group represents past events and participants, we can trace the ideological struggle over how to reconstruct a traumatic past. By looking at memory as a social and discursive practice, the analysis identifies particular semiotic practices and linguistic patterns deployed in the construction of memory. The discursive description of what is remembered, how it is remembered, and who remembers serves to explain how the institution’s construction of the past is transformed and maintained to respond to outside criticism and create an institutional identity as a lawful state apparatus. This book should interest discourse analysts, historians, sociologists and researchers in the field of transitional justice.

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Variations in perceptions of drug use and they way they can move back and forth across licit and illicit categories, believe Tracy (history of medicine, U. of Oklahoma) and Acker (history, Carnegie Mellon U.) tell us much about the changing nature of American society. They present 14 papers that explore the social histories of a range of psychoactive drugs in America. Among other topics, papers look at changing definitions of "alcohol problem," dynamics of opiate addiction in the early 20th century, the relationship between habitual narcotic use and the professionalization of medical authority, the rhetoric of drug reform between 1920 and 1940, gender and debates over alcoholism, changing perceptions of tobacco use, and controversies over psychedelic drug research in the 1950s.

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The use of opiates rose gradually in the United States during the 19th century, hitting a peak in the 1890s. Cocaine became popular after 1884, and its use peaked in the first decade of the 20th century. These early waves of drug use eventually passed by the general public but continued to swirl around persons on the fringe of society. These users were burdened with the image of what Caroline Jean Acker calls the "heroin-addicted male urban hustler." Easy access to habit-forming drugs did not encourage members of American society to accept them, but rather prompted them to demand that cities, then states, and finally the federal government crack down on suppliers, including those in the medical profession. Indeed, physicians were widely believed to be responsible for at least half of American addicts. These events - a keen source of public concern at the time - have mostly been forgotten, as has any connection to the drug epidemic that began in the 1960s. Acker, an associate professor of history at Carnegie Mellon University, has resurveyed this crucial era in the formulation of drug policy in the United States, when official positions were established against any nonmedical use of habit-forming drugs: policies were established for closely monitoring health professionals, for guarding against optimistic expectations for the recovery of addicted users, and for severely punishing possessors or sellers of illicit drugs. In her detailed study, Acker argues that a distinctive American approach molded the negative picture of the drug user, giving rise "to an image of deviance that has shaped American drug policy ever since and helped reinforce the moral underpinnings of the war on drugs."

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During recent years, a continuously increasing amount of personal data has been made available through different websites around the world. Although the availability of personal information has created several advantages, it can be easily misused and may lead to violations of privacy. With growing interest in this area, Digital Privacy: Theory, Technologies, and Practices addresses this timely issue, providing information on state-of-the-art technologies, best practices, and research results, as well as legal, regulatory, and ethical issues. This book features contributions from experts in academia, industry, and government.

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Scientific research in Architecture and Engineering is an emerging area of theory and practice. As the education of architects and engineers becomes more formal, attempts to codify the body of knowledge germane to their practice has intensified. The last century has witnessed the emergence of Engineering as the platform for scientific applications in many branches including mechanical, civil, electrical, and chemical. With this, many areas of engineering began to share in what used to be the exclusive prestige normally attributed to the sciences.

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Our present knowledge of the design process is anecdotal and based either on introspection or on transfer of results obtained in other fields. Neither of these sources is sufficient to allow design professionals and educators to meet the challenges of today. New technologies and new attitudes in society demand that the practice of architecture become more comprehensive, precise, and efficient.

This book aims to advance the state of the art by formalizing the architectural design process. It provides fundamental theoretical constructs and scientific evidence from cognitive psychologists and computer scientists as well as architects, to point towards an understanding of the intuitive design process. This is the first crucial step in the development of educational programs in schools of architecture and in the development of innovative architectural practices in the field as a response to the above challenges.

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Proceedings of GCAD'04 International Symposium on Generative CAD Systems. The conference on Generative CAD Systems is designed to provide a retrospective review of research and development of generative models and systems in computer aided architectural design over the course of the last 35 years as well as to foresee the future of the same. Generative systems are predicted on the active role that computers can play in the generation of designs. This is aided by systems that help by providing rapid and realistic design simulation tools; features to achieve intra-stage mapping of representations, such as requirements into designs, designs into detailed designs and detailed designs into performance measurements; capabilities that support the rapid exploration of alternatives; and inter-agent design decision making.

The work presented at the symposium reflected a maturing field of computational design through decades of innovative work and new directions of exploration that promises to change the future of architectural design.

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Any conversation about effective teaching must begin with a consideration of how students learn. However, instructors may find a gap between resources that focus on the technical research on learning and those that provide practical classroom strategies. How Learning Works provides the bridge for such a gap.

In this volume, the authors introduce seven general principles of learning, distilled from the research literature as well as from twenty-seven years of experience working one-on-one with college faculty. They have drawn on research from a breadth of perspectives (cognitive, developmental, and social psychology; educational research; anthropology; demographics; and organizational behavior) to identify a set of key principles underlying learning – from how effective organization enhances retrieval and use of information to what impacts motivation. These principles provide instructors with an understanding of student learning that can help them see why certain teaching approaches are or are not supporting student learning, generate or refine teaching approaches and strategies that more effectively foster student learning in specific contexts, and transfer and apply these principles to new courses.

For anyone who wants to improve his or her students' learning, it is crucial to understand how that learning works and how to best foster it. This vital resource is grounded in learning theory and based on research evidence, while being easy to understand and apply to college teaching.

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The second edition of Costume Design provides a basic introduction to costume design and takes students through the entire process of costume making, beginning with the idea for a costume to the final fit. The text is thoroughly illustrated, providing guidelines for the student for creating the figure and the costume design, examples of many styles of costume presentation, a guide to historical costume shapes, and scale drawings of the basic historical patterns with photos of them made up in muslin. Many theater departments require all theater majors take a course in costume design.

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