Many words, many lines. Many verses strung together, written in quiet times--usually alone but always with a calm and clear head. Start in the front, but anywhere will work. This book is not very deep, but I encourage readers to see in it what they see. Writing makes me feel complete, satisfied, and alive. Come along with me and feel it too.

The early Frankfurt School and feminism can and should inform each other. This volume presents an original collection of scholarship bringing together scholars of the Frankfurt School and feminist scholars. Essays included in the volume explore ideas from the early Frankfurt School that were explicitly focused on sex, gender, and sexuality, and bring ideas from the early Frankfurt School into productive dialogue with historical and contemporary feminist theory. Ranging across philosophy, sociology, gender and sexuality studies, science studies, and cultural studies, the essays investigate heteropatriarchy, essentialism, identity, intersectional feminism, and liberation. Set against an alarming context of growing gender and related forms of authoritarianism, this timely volume demonstrates the necessity of thinking these powerhouse approaches together in a united front. Contributors are: Cristian Arão, Karyn Ball, Nathalia N. Barroso, Mary Andrea Caputi, Sergio Bedoya Cortés, Jennifer L. Eagan, Lea Gekle, Imaculada Kangussu, Kristin Lawler, Jana McAuliffe, Mario Mikhail, Ryan Moore, Rafaela Pannain, Simon Reiners, Frida Sandström, Caio Vasconcellos, Tivadar Vervoort, Nicole Yokum, and Lambert Zuidervaart.

Now about the book. Years ago at his church, Red had a discussion about boundaries how important they are in his or her life. Being part of the universe first guides Red’s poetry but he adheres to certain boundaries to put his thoughts on paper hence Red stays disciplined to 5 rhyming schemes and writes for the most part in 16 lines. Through practice Red has been able to express himself well in this discipline. Also 16 lines fits well on a page and makes for easy reading. So thanks everybody and happy reading! Robert Augustin Regnier

Reflections on a Father and a Son is a journey that at times is gut wrenching while at other moments pause worthy. As a five year old enduring painful spinal taps in a Polio Ward to an adolescent experimenting with epic classroom disruptions, this collection of deeds maligned by misdeeds appears to have only one possible outcome: reform school. Readers witness how growing up in the 1950s and 60s was negotiated in small towns with even smaller margins of supervision. Travel along route 9 from Stottville to Rouses Point, a micro village tucked away innocently in the northeast corner of the Lake Champlain Valley basin of New York State. The early years in the Hudson Valley involve tales of exploration, cruelty, and friendship. After moving just south of the Canadian border, the adventures take on a downward spiral. Crawl through collapsed tunnels in a 19th century deserted fort, rummage the contents of railroad cars for cigarettes or discover how to survive multiple school suspensions. The odyssey intensifies as consistent threads weave through a contentious relationship between father and son. Their bond is buttressed by an ever increasing repertoire of senseless acts bent on destroying all possibilities of post-high school success. Save for one prescient and observant English teacher, a fruitful future would have been squandered. Participate in the transformation of a non-compliant teenager to a tremulous college applicant; the result of one teacher believing in one outlier.

Spine-chilling tales and fascinating legends from the coastal regions of North and South Carolina.

Increasingly, scholars from many disciplines have begun to incorporate various modalities from the humanities and arts – novels, films, artwork, and other forms of expression – to help connect students with the experience of aging in deeply meaningful and person-centered ways. This collection examines how these approaches are incorporated into gerontology and geriatrics education. Rather than focusing solely on measurable outcomes, such as changes in learning over time – which is the purview of empirical pedagogy – chapters focus on strategies for successfully incorporating a specific work into the classroom, descriptions of humanities and/or arts exercises with students or older adults, and other ways that explore how the humanities and arts can be applied successfully and meaningfully in educational settings. This book was originally published as a special issue of Geronotology & Geriatrics Education.

It is the 1940s as Garrison Yokum grows up in Betsy Layne, Kentucky. He enjoys sitting on the back porch with his cousins, watching trains haul coal to big cities, dreaming of what lies beyond the mountains, and traveling along the “big road,” also known as US Route 23, with his parents on Saturdays. But when Garrison is seven, work becomes even more difficult, dangerous, and precarious for his coal miner father, setting into motion a chain of events that ultimately leads them to Ann Arbor, Michigan, for a new life. From that point on, Route 23 becomes a focal point in Garrison’s life. Decades later and now approaching retirement, Garrison makes another life-changing decision as he nears completion of a documentary on the migration of families from rural east Kentucky to the cities along Route 23. After he sets out on a road trip with his professional photographer granddaughter and two student interns, Garrison explores and captures life along the long, important American highway that helped many families secure better futures beyond the mountains of southern Appalachia. The Big Road is a generational story that documents the experiences of those who migrated from southern Appalachia to bigger cities in the north by way of a memorable American highway.