First published in 1972, The Foxfire Book was a surprise bestseller that brought Appalachia's philosophy of simple living to hundreds of thousands of readers. Whether you wanted to hunt game, bake the old-fashioned way, or learn the art of successful moonshining, The Foxfire Museum and Heritage Center had a contact who could teach you how with clear, step-by-step instructions. This classic debut volume of the acclaimed series covers a diverse array of crafts and practical skills, including log cabin building, hog dressing, basketmaking, cooking, fencemaking, crop planting, hunting, and moonshining, as well as a look at the history of local traditions like snake lore and faith healing.

"A cultural and structural analysis of the NEA's dance funding from its inception through the early 2000s. Wilbur studies how people in power engineer and translate institutional norms of arts recognition within dance, performance, and arts policy disclosure"--

Over the past five decades, both peace education and human rights education have emerged distinctly and separately as global fields of scholarship and practice. Promoted through multiple efforts (the United Nations, civil society, grassroots educators), both of these fields consider content, processes, and educational structures that seek to dismantle various forms of violence, as well as move towards cultures of peace, justice and human rights. Educating for Peace and Human Rights Education introduces students and educators to the challenges and possibilities of implementing peace and human rights education in diverse global sites. The book untangles the core concepts that define both fields, unpacking their histories and conceptual foundations, and presents models and key research findings to help consider their intersections, convergences, and divergences. Including an annotated bibliography, the book sets forth a comprehensive research agenda, allowing emerging and seasoned scholars the opportunity to situate their research in conversation with the global fields of peace and human rights education.

When researchers gather around lunch tables, at conferences, or in bars, there are some topics that are more or less compulsory. The discussions are about the ho- less management of the university or the lab where they are working, the lack of funding for important research, politicians’ inability to grasp the potential of a p- ticularly promising ?eld, and the endless series of committees that seem to produce very little progress. It is common to meet excellent researchers claiming that they have almost no time to do research because writing applications, lecturing, and - tending to committee work seem to take most of their time. Very few ever come into a position to do something about it. With Simula we have this chance. We were handed a considerable annual grant and more or less left to ourselves to do whatever we thought would produce the best possible results. We wanted to create a place where researchers could have the time and conditions necessary to re?ect over dif?cult problems, uninterrupted by mundane dif?culties; where doctoral students could be properly supervised and learn the craft of research in a well-organized and professional manner; and where entrepreneurs could ?nd professional support in developing their research-based - plications and innovations.