First published in 1998. Including a wide range of information and recommended for academic libraries, this encyclopedia covers historiography and historians from around the world and will be a useful reference to students, researchers, scholars, librarians and the general public who are interested in the writing of history. Volume II covers entries from K to Z.
In the fifteenth and sixteenth centuries, Europeans invented 'Indians' and populated the world with them. The global history of the term 'Indian' remains largely unwritten and this volume, taking its cue from Shakespeare, asks us to consider the proximities and distances between various early modern discourses of the Indian. Through new analysis of English travel writing, medical treatises, literature, and drama, contributors seek not just to recover unexpected counter-histories but to put pressure on the ways in which we understand race, foreign bodies, and identity in a globalizing age that has still not shed deeply ingrained imperialist habits of marking difference.
An annotated world theatre bibliography documenting significant theatre materials published world wide since 1945, plus an index to key names throughout the six volumes of the series.
This comprehensive reference work introduces food culture from more than 150 countries and cultures around the world—including some from remote and unexpected peoples and places. From babka to baklava to the groundnut stew of Ghana, food culture can tell us where we've been—and maybe even where we're going. Filled with succinct, yet highly informative entries, the four-volume Food Cultures of the World Encyclopedia covers all of the planet's nation-states, as well as various tribes and marginalized peoples. Thus, in addition to coverage on countries as disparate as France, Ethiopia, and Tibet, there are also entries on Roma Gypsies, the Maori of New Zealand, and the Saami of northern Europe. There is even a section on food in outer space, detailing how and what astronauts eat and how they prepare for space travel as far as diet and nutrition are concerned. Each entry offers information about foodstuffs, meals, cooking methods, recipes, eating out, holidays and celebrations, and health and diet. Vignettes help readers better understand other cultures, while the inclusion of selected recipes lets them recreate dishes from other lands.
Seminar paper from the year 2016 in the subject Didactics for the subject English - Literature, Works, grade: 1,3, Leuphana Universität Lüneburg, language: English, abstract: “Again the Holocaust?!...” is the answer, a lot of pupils ask when the topic is brought up in school. This might derive from the way the holocaust is taught: mainly fact based without personal encounter of survivors or personal stories. A different approach could be to read novels and memoirs of holocaust survivors to bring more personal aspects into the classroom. But my hypotheses is that – in order to understand those novels – the readers need historical basic knowledge about the holocaust. I assume that memoir authors use symbols and images that refer to the happenings without further explanation. By doing this, they leave more space for personal and emotional stories that cannot be found in pure fact based books or encyclopedias about the holocaust. To get a full picture of the holocaust and understand the novels completely the reader needs to know the meaning of certain symbols for example “chimneys” or “death marches.” In order to analyze this theory, I am going to use historical literature as a reference point to see what events are neutrally described and taught as facts. Then I will compare these facts to the novels The Complete Maus by Art Spiegelman and Night by Elie Wiesel to see whether they took time to explain the events more detailed or whether they just refer to a symbol or happening that would be counted as 'common knowledge'. First I will give an introduction to the novels to summarize their story and highlight peculiarities and differences. In this part, I will also give an overview over the historical literature that will be the basis for this paper. In the second part I will highlight the most important facts, symbols, and images that are connected with holocaust events and recognized as general knowledge. I will explain them shortly and present passages from the books that refer to these events. In the end I will test my hypotheses and explain whether it has been proven as a true statement or not. I will present my conclusion on the importance of memoirs and historical resources for a general overview on the topic of the Holocaust and NS- regimes.
Nationalism has unexpectedly become a leading local and international force since the end of the Cold War. Long predicted to give way to pan-national or economic organizations, nationalism exerts its tremendous force on all continents and in a wide variety of ways. The Encyclopedia of Nationalism captures the aims and scope of this force through a wide-ranging examination of concepts, figures, movements, and events. It is the only encyclopedic study of nationalism available today. Key Features * International Editorial Board * Articles begin with short glossaries and conclude with short bibliographies of titles essential for further reading * Website devoted to project at www.academicpress.com/nations
The 'World Book Encyclopedia' was first published in 1917 as an 8-volume set. The encyclopedia has been expanded many times through the years and now has 22 volumes. This edition contains 2900 new or revised articles, 200 new or revised maps, 225 new photos, 212 new tables and charts, and 4890 pages are revised.
