The Building Materials Reuse Association is a 501(c)(3) non-profit educational and advocacy organization whose mission is to advance building deconstruction and the reuse of building materials. This textbook has been developed as the foundation of our comprehensive building deconstruction training program and the Designated Deconstructor Credential that distinguishes professionals in the field. It is a critical resource for any individual who is interested in entering the field of deconstruction, or simply improving their existing practice. Organized around the ten core competencies of deconstruction practice, this book covers all aspects of a project. From evaluating the site and identifying potential hazards, to planning and executing the complete structural removal of a building - this book is the most comprehensive guide available today.

First Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Designed to raise the full range of hermeneutic concerns regarding evaluation of student writing, and to spur further research and discussion, this collection of essays focuses on a reconsideration of the interpretation and evaluation practices of writing teachers. Essays include: "A Reflective Conversation: 'Tempos of Meaning'" (Margaret Himley); "The Drama of the Text" (W. Ross Winterowd); "A Hero in the Classroom" (James Thomas Zebroski); "Learning to Read Student Papers from a Feminine Perspective, I" (Elizabeth A. Flynn); "An Analysis of Response: Dream, Prayer, and Chart" (Tilly Warnock); "Teachers as Readers, Readers as Teachers" (Patricia Y. Murray); "Asking for a Text and Trying to Learn It" (Jim W. Corder); "On Intention in Student Texts" (Sharon Crowley); "Reading Intention" (Norm Katz); "Interpreting Student Writing" (Janice M. Lauer); "Learning to Read Student Papers from a Feminine Perspective, II" (John F. Flynn); "Reading Student Texts: Proteus Grabbing Proteus" (Charles Bazerman); "On Writing Reading and Reading Writing" (Lisa Ede); "Reading a Text: Does the Author Make a Difference?" (Stephen B. Kucer); "Paper Grading and the Rhetorical Stance" (James S. Baumlin and Tita French Baumlin); "Evaluating Writing to Learn: Responding to Journals" (Richard Beach); "Imagining the Past and Teaching Essay and Poetry Writing" (Anthony Petrosky); and "Responding to Responses: Good News, Bad News, and Unanswered Questions" (Lee Odell). (RS)

“The Ideal College is a college free to pursue its mission with unobscured vision of the truth, and power to proclaim the truth without fear or favor of politicians, or religious sects, or benefactors, or public cries, or its own administrative machinery.” —William Trufant Foster Visionary. Iconoclast. Rebel. William Trufant Foster set out in 1911 to launch the “ideal college,” and succeeded in building an intellectual liberal arts powerhouse that over the next century would perpetually seek to break the hard crust of custom and orthodoxy. Foster's quest for excellence and truth generated a steady yield of students—ranging from poet Gary Snyder to muckraker Barbara Ehrenreich to Apple founder Steve Jobs—who left Reed College eager to challenge society's dominant paradigms. Comrades of the Quest chronicles the colorful cultural and social history of this band of young, iconoclastic West Coast intellectuals, and of the institution that nurtured them. Drawing from interviews with more than 1,400 people and from unpublished memoirs stretching back to the college's early decades, John Sheehy weaves together a riveting story told from first-hand perspectives of this unique community's early formation and its ongoing quest to bring Foster's vision to life. With a punch much mightier than its weight, the Reed community undertakes an arduous journey through the political and educational developments of the past century—from the progressive education movement in the 1910s, the general education programs between the two world wars, scientific methodology in the 1950s, political relevance in the 1960s, theories of structuralism and deconstruction in the 1970s, the cultural wars in the 1980s, political correctness in the 1990s, to ideological bias in the 2000s—while keeping its founding ideals largely intact. At a time when America is struggling to sustain its innovative edge, Reed College remains an iconic model in equipping students with the most rigorous set of skills and attitudes possible for questioning status quo thinking in a rapidly changing world. Its story, populated with a rich cast of characters, and marked by intense rigor, demanding social freedom, and unconventional creativity, is no customary college history, but rather an intellectual thriller of American idealism played out against the hard world of social, religious, and political conformity, to great heights and near-fatal confrontations.

Deutscher is the first scholar to focus on Irigaray's controversial later works. She examines Irigaray's claim that the politics of feminism and multiculturalism are intrinsically linked. The book also gives a clear introduction to the entire corpus of her work.

The State and Social Power in Global Environmental Politics examines how the difficult issues of social, political, and economic relations will complicate the efforts initiated at the June 1992 Earth Summit in Rio de Janeiro. The contributors argue that national governments must begin to acknowledge the role of new actors in their environmental policies. The authors of these original essays-including Jesse C. Ribot, James N. Rosenau, Barbara Jancar, and Ann Hawkins-envision a world in which governments, driven by various pressures, find themselves increasingly bound to common efforts and joint solutions.

Over the years, Sylvia Plath has come to inhabit a contested area of cultural production with other ambiguous authors between the highbrow, the middlebrow, and the popular. Claiming Sylvia Plath is a critical and comprehensive reception study of what has been written about Plath from 1960 to 2010. Academic and popular interest in her seems incessant, verging on a public obsession. The story of Sylvia Plath is not only the story of a writer and her texts, but also of the readers who have tried to make sense of her life and work. A religious tone and a rhetoric of accountability dominate among the devoted. Questing for the real or true Sylvia, they share a sense of posessiveness towards outsiders or those who deviate from what they see as a correct approach to the poet. In order to offer a new and more nuanced perspective on Plath’s public image, the reception has been organized into interpretive communities composed of critics, feminists, biographers, psychologists, and friends. Pertinent questions are raised about how the poet functions as an excemplary figure, and how – and by whom – she is used to further theories, politics, careers, and a number of other causes. Ethical issues and rhetorical strategies consequently loom high in Claiming Sylvia Plath. The book may be employed both as a guide to the massive body of Plath literature and as a history of a changing critical doxa. Why Sylvia Plath has been serviceable to so many and open to colonization is another way of asking why she keeps on fascinating all kinds of readers worldwide. Claiming Sylvia Plath suggests a host of possible answers. It includes an extensive Plath bibliography.

Challenging prevalent conceptualizations of modernity—which treat it either as a Western ideology imposed by colonialism or as a universal narrative of progress and innovation—this study instead offers close readings of the simultaneous performances and contestations of modernity staged in works by authors such as Rifa’a al-Tahtawi, Ahmad Faris al-Shidyaq, Tayeb Salih, Hanan al-Shaykh, Hamdi Abu Golayyel, and Ahmad Alaidy. In dialogue with affect theory, deconstruction, and psychoanalysis, the book reveals these trials to be a violent and ongoing confrontation with and within modernity. In pointed and witty prose, El-Ariss bridges the gap between Nahda (the so-called Arab project of Enlightenment) and postcolonial and postmodern fiction.