Smith College Research Articles

An Introduction to Jere Abbott's Russian Diary, 1927–1928

In 1978, in its seventh issue, October published the travel diaries written by Alfred H. Barr, Jr., who would go on to become the founding director of the Museum of Modern Art, during his two-month sojourn in Russia in 1927–28. They were accompanied by a note from Barr's wife, Margaret Scolari Barr, who had made the documents available, and an introduction written by Jere Abbott, an art historian and former director of the Smith College Museum of Art who had returned to his family's textile business in Maine. Abbott and Barr had made the journey together, traveling from London in October 1927 to Holland and Germany (including a four-day visit to the Bauhaus) and then, on Christmas Day 1927, over the border into Soviet Russia. Abbott, as Margaret Barr had noted, kept his own journal on the trip. Abbott's, if anything, was more detailed and expansive in documenting its author's observations and perceptions of Soviet cultural life at this pivotal moment; and his perspective offers both a complement and counterpoint to Barr's. Russia after the revolution was largely uncharted territory for Anglophone cultural commentary: This, in combination with the two men's deep interest in and knowledge of contemporary art, makes their journals rare documents of the Soviet cultural terrain in the late 1920s. We present Abbott's diaries here, thirty-five years after the publication of Barr's, with thanks to the generous cooperation of the Smith College Museum of Art, where they are now held.

Sir William Jones et la Represéntation de L'Inde. By MadhuBenoit. Grenoble: ELLUG, Université de Stendahl, 2011. Pp. 280, paper. €28.00.

Religious Studies ReviewVolume 39, Issue 2 p. 126-126 South Asia Sir William Jones et la Represéntation de L'Inde. By Madhu Benoit. Grenoble: ELLUG, Université de Stendahl, 2011. Pp. 280, paper. €28.00. Frederick M. Smith, Frederick M. Smith University of IowaSearch for more papers by this author Frederick M. Smith, Frederick M. Smith University of IowaSearch for more papers by this author First published: 11 June 2013 https://doi.org/10.1111/rsr.12043_2Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Volume39, Issue2June 2013Pages 126-126 RelatedInformation

A Mental Healthcare Model for Mass Trauma Survivors: Control-Focused Behavioral Treatment of Earthquake, War and Torture Trauma

Back to table of contents Previous article Next article Book ReviewsFull AccessA Mental Healthcare Model for Mass Trauma Survivors: Control-Focused Behavioral Treatment of Earthquake, War and Torture TraumaJoshua Miller, Ph.D., and Jeffrey L. Geller, M.D., M.P.H., Joshua MillerSearch for more papers by this author, Ph.D., and Jeffrey L. GellerSearch for more papers by this author, M.D., M.P.H., EditorPublished Online:1 Apr 2013https://doi.org/10.1176/appi.ps.640406AboutSectionsPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InEmail by BasoğluMetin and ŞalcioğluEbru; New York, Cambridge University Press, 2011, 294 pages, $114Basoğlu and Şalcioğlu are Turkish psychiatrists who have written a book about the use of a particular form of evidenced-based practice—control-focused behavioral treatment—based on their work with Turkish earthquake and torture survivors. The book has three sections: theory, assessment and treatment, and implications for the care of mass trauma survivors. There are also three appendices, including a self-help manual for survivors.The authors operate from a traditional disaster mental health perspective in their focus on the trauma that can result from natural disasters or political terrorism, although they are careful to not conflate a broad definition of trauma with posttraumatic stress disorder. They are very careful to back up all of their assumptions and assertions with many empirical studies, conducted mostly in Turkey but also elsewhere. They conclude that the goal of treatment should not be the cessation of anxiety associated with the trauma caused by disaster or torture but rather the regaining and reconstruction of a sense of control.Some of the book is a bit turgid and research heavy for practitioners. However, there is a refreshing emphasis on teaching clients the skills of desensitization and regaining a sense of mastery in actual field situations (rather than in a psychiatric office) and being able to do this in a single session or through use of the self-help manual provided. These options recognize that many regions of the world cannot offer prolonged psychiatric or psychological treatment, and they reinforce a belief that people have the capacity to heal or help themselves when they are given both direction and encouragement. The authors are also mindful of the complications that arise from prolonged grief, especially when it interacts with trauma—an awareness that is often absent from other treatment protocols for disaster survivors. The chapter that offers a mental health care model for survivors and the self-help manual in the appendix are both valuable and can be adapted to many postdisaster situations.The book in its entirety is a bit dense and daunting, but the selective chapters and appendices are invaluable for practitioners who are in the field responding to disaster and torture survivors. Although the authors do not suggest this, I can see how their protocols can fit with mutual aid and support groups to reinforce the collective nature of postdisaster trauma and importance of collaborative self-help in recovery. I plan to adapt some of their ideas and protocols in my own work of international disaster response and believe that readers of this journal who engage in similar practice environments will find Basoğlu and Şalcioğlu’s model to be a useful foundation for effective practice.Dr. Miller is associate dean and professor, Smith College School for Social Work, Northampton, Massachusetts.The reviewer reports no competing interests. FiguresReferencesCited byDetailsCited ByNone Volume 64Issue 4 April 2013Pages e03-e03 Metrics The reviewer reports no competing interests.PDF download History Published online 1 April 2013 Published in print 1 April 2013

Out of the Easy by Ruta Sepetys (review)

Reviewed by: Out of the Easy by Ruta Sepetys Elizabeth Bush Sepetys, Ruta . Out of the Easy. Philomel, 2013. 346p. ISBN 978-0-399-25692-9 $17.99 Ad Gr. 8-12. Josie has lived for years in New Orleans, where her mother works as a prostitute for madam Willie Woodley. Now that it's 1950 and she's seventeen, Josie is virtually on her own for years, living above a bookstore in a tiny apartment provided by the shop owner and now run by his twenty-one-year-old son. Although Josie's on decent terms with Willie and even cleans the brothel in the morning, she knows she won't follow her mother's career path. She has some money saved for college, and a chance meeting with a Smith College student convinces her that she may have a shot at admission and scholarship money. Just when it seems her ticket out is all but stamped, however, her mother's involvement with a two-bit criminal threatens to dash her plans; she may have to turn tricks to pay her mother's debt to a mafia kingpin and recoup the savings her mother has stolen. Will Josie succumb to a fate worse than death? Of course not, and the time-honored theme plays out predictably, with a substantially romanticized take on prostitution and a full cast of tainted good guys and gals ready to bail our heroine at every turn. Of just such fluff, though, are guilty pleasures made, and there's no denying that readers will dog Josie's every step through the Vieux Carré. [End Page 392] Copyright © 2013 The Board of Trustees of the University of Illinois

Anger, Gratitude, and the Enlightenment Writer by Patrick Coleman (review)

Reviewed by: Anger, Gratitude, and the Enlightenment Writer by Patrick Coleman Janie Vanpée Patrick Coleman. Anger, Gratitude, and the Enlightenment Writer. New York: Oxford University Press, 2011. Pp. x + 249. It is the rare book that brings fresh perspectives on how anger and gratitude shaped the conception of self and sociability in the French eighteenth century and also resonates with our contemporary social and political practices. Patrick Coleman’s book focuses on writers and thinkers of the French Enlightenment, but his erudite readings of their innovative deployment of anger and gratitude in social interactions comment indirectly on how contemporary attitudes toward gratitude, recast today inversely as entitlement, and anger, deployed as political opposition, still determine the way we conceive of ourselves in the political sphere, as the recent 2012 presidential election brought to the fore. Anger and gratitude were not newly discovered emotions in eighteenth-century France. One of the strengths of the book is to ground its inquiry in references to and knowledge of both the classical and the Christian heritage the better to show how Enlightenment thinkers diverged from the established tradition. Coleman identifies two significant developments that changed attitudes toward these two antithetical sentiments. On the one hand, the idea of moral equality, spread through the writings of the philosophes and in the salons, freed anger to be voiced with dignity against both personal injuries and social injustices and allowed gratitude to be expressed beyond the weakening bonds of the patronage system. On the other hand, the rise of the social ideal of governance of human behavior through impersonal laws erased the useful role that anger and [End Page 169] gratitude had played in upholding social cohesion. The book examines the tension between these two changes and their rhetorical expression in the works of Challe, Marivaux, Rousseau, and Diderot. Each of these writers advances the transformative effect of one or both of the two emotions. Bridging the classical era and the beginning of the Enlightenment, Challe’s treatise, Difficultés sur la religion, focuses on the author’s anger in his existential relation to God. In La Vie de Marianne, Marivaux explores how Marianne’s gratitude toward her benefactors inspires the recognition of her independence and moral worth as a human being. Rousseau plays the key role, invoking both sentiments to powerful effect. Anger and gratitude figure prominently in both his personal social encounters and in his works, the fiction as well the discursive texts. From the moment of his inspiration on the way to visit Diderot incarcerated at Vincennes, anger serves the polemics of his attack on injustice and inequality. Rousseau’s anger will have an illocutionary force on his readers, inspiring their gratitude to him and redefining their sense of self in relation to Rousseau the man. His anger and his discomfort at the way gratitude in a relation of patronage weakens personal liberty and identity will lead him to propose the neutral rule of law to govern all ranks in society equally. His works will thus exceed their descriptive value to have a far lasting effect in reshaping personal relations, first between author and reader, and second, extended to other social and political relations. Anger, resentment, and the vicissitudes of gratitude resurge in the polemics between Lui and Moi in Diderot’s Le Neveu de Rameau, as each provokes the anger of the other and Lui suggests that Moi should gratefully acknowledge his debt to Lui as an inspiration for Moi’s own genius. By the close of the century, these two sentiments, described and dramatized in the texts of major authors, succeeded in redefining the individual in his relation to the social and political sphere. One can question whether Voltaire or other Enligthtenment writers should have been included. What is clear is that Coleman’s monograph lays the groundwork for exploring bourgeois drama or novels by women, such as Graffigny’s Lettres d’une Péruvienne, where the bourgeois or marginalized individual who expresses anger or gratitude merits respect and the recognition of his or her rights as a social being. Janie Vanpée Smith College Copyright © 2013 L'Esprit Créateur

62. Factors Influencing Reproductive Healthcare for Teens and Young Women in Southern New Mexico: A Qualitative Analysis

demonstrates a significant need for improved sexual and reproductive health education for CUTS students who may be representative of Tibetan youngpeople living in exile in India. Female students could benefit from more information and resources on menstruation and vaginal discharge. Both sexes could benefit fromgreater education on contraception and STI transmission, detection and treatment. Not only is greater access to HCPs needed, but greater comfort in discussing these issues with HCPs is required to provide CUTS students with appropriate information and resources tomaintain sexual and reproductive health. Sources of Support: Smith College and CUTS.

Foreword

It gives me great pleasure to see this journal honoring Suzanne Corkin for her substantial contributions to cognitive neuroscience. Suzanne Hammond (now, Corkin) was my second graduate student at the Montreal Neurological Institute (MNI), where she overlapped with Doreen Kimura. Sue had come to McGill from Smith College, and one day, she arrived in my laboratory with a strongly expressed wish to work on somesthesis. This somewhat unexpected choice delighted me because it filled a gap in our ongoing program, which up to then had dealt primarily with the visual and auditory functions of the temporal lobes. The topic of somesthesis also fit well with the interests of Dr. Theodore Rasmussen, who by then had succeeded Wilder Penfield as director of the MNI. Rasmussen believed, contrary to the current view at the time (Evans, 1935), that an excision from the parietal cortex that spared the postcentral gyrus and that did not compromise its blood supply would cause no lasting sensory deficits on the contralateral hand. Using precise measures of point localization, two-point discrimination, and position sense, similar to those developed by Semmes, Weinstein, Ghent, and Teuber (1960), Sue showed that this was indeed the case (Corkin, Milner, & Rasmussen, 1970). She also constructed tactually guided learning tasks (including a tactual alley maze) analogous to the visual tasks already in use in our laboratory. In all these works, she showed the patience and meticulous attention to detail in the gathering of data that were to characterize her future work.While Sue was still at the MNI, Scoville's now famous amnesic patient, H.M., came to Montreal from Hartford for a week's study, the only time that we were able to bring him to Canada. Sue worked with him then, little knowing how much time she would spend with him in the future. It is interesting that, although H.M. showed no progress over 80 trials in learning the correct sequence of turns on her tactual maze (“having a little argument with himself” about which way to turn at each choice point), yet his time scores nonetheless improved steadily throughout, as he acquired the proprioceptive motor skills required for this unfamiliar task (Corkin, 1965).Upon completing her Ph.D., Sue moved to Boston to take up a postdoctoral fellowship in Hans-Lukas Teuber's newly formed Department of Psychology at the Massachusetts Institute of Technology (MIT), where she rapidly made a home for herself and where she was to spend the rest of her career. During those early years, I frequently traveled to Boston and, together with Teuber, I embarked on further studies of H.M., first in Hartford and later in the new Clinical Research Center at MIT. Following Teuber's untimely death in 1977, Sue took charge of the human neuropsychology laboratory at MIT, and she arranged for frequent visits by H.M., sometimes lasting several weeks. During these visits, she made him available not only to her own students but also to other scientists who had specific hypotheses to test. She also assumed major responsibility for his health and well-being. It is doubtful that H.M. would have survived for so many years and, for most of the time, in relatively good health, were it not for Sue's remarkable dedication. This special issue recognizes her major contributions, direct and indirect, to the field of brain and memory.Reprint requests should be sent to Brenda Milner, Montreal Neurological Institute, 3801 University Street, Montreal, Quebec, Canada, H3A 2B4, or via e-mail: bradpostle@gmail.com.

Writerly Identities in Beur Fiction and Beyond by Laura Reeck

Simenon, whose writing gravitates around the predicament of the individual; Léo Malet and André Héléna, developers of noir fiction who seek to expose the violence, corruption, and moral ambivalence of modern society; Jean-Patrick Manchette, Jean Amila, and Didier Daeninckx, writers of politically-oriented néopolars that contest established powers, interests, and ideologies; Pierre Véry, Jean Vautrin, and Pierre Siniac, authors for whom a sense of place dominates the narrative ; Hugues Pagan, Therry Jonquet, Maurice G. Dantec, and Daniel Pennac, novelists whose works illustrate the fundamental eclecticism of modern French fiction; Jean-Claude Izzo, “Le Poulpe,” and Tonino Benacquista, participants in establishing the roman noir as a youth phenomenon; and finally Fred Vargas, who integrates elements derived from magical realism into her rompols. Platten excels at pointing out the originality of the French polar by comparing it to the Anglo-Saxon detective novel. He is sensitive to the generic pliability he uses to categorize the authors and works he discusses. He is knowledgeable about a variety of critical approaches that may be used to interpret a text defined by its investigative structure. He has the gift of evoking a detective novel’s setting , characters, strategic moves, and metaphorical structures without revealing whodunit. His touch is sure when it comes to distinguishing between objects that point directly to the solution of the mystery—clues—and those that create an over-arching symbolic frame—signs—for the philosophical content of the story. Given these strengths, it matters little that the link between cause (rhetorical devices ) and effect (pleasure) is left for the reader to deduce. This volume succeeds as an invitation to read stories where, after skillful brinkmanship on the part of the author, social, cultural, or rhetorical contexts are recuperated in a final act of disclosure that brings satisfaction akin to that of indulging in forbidden fruit. Smith College (MA) Mary Ellen Birkett REECK, LAURA. Writerly Identities in Beur Fiction and Beyond. Lanham, MD: Lexington, 2011. ISBN 978-0-7391-4361-2. Pp. xv + 191. $65. Through a study of Bildungsroman or romans d’apprentissage and travelogues in which the main characters navigate a social identity that is itself in flux over time, this book demonstrates how confronting identity—this shifting space often fraught with tensions—allows the characters to also say something about the authors who have created them. Reeck approaches this concept in a clear, engaging, and succinct text. Her introduction clarifies an oft-muddied literary history of Beur literature by approaching it through generational lines, and her lucid style throughout the book highlights the applications and implications of postcolonial theory on such writing. Reeck dedicates each of her six chapters to an author of ‘Beur’ or cosmopolitan identity: Azouz Begag, Farida Belghoul, Leïla Sebbar, Saïd Mohamed, Rachid Djaïdani, and Mohamed Razane. By framing the entire book in contemporary political conflicts such as the French riots in October 2005, Reeck makes an incontestable case for the continued relevance of Beur writers today, as well as for the pressing need for her study now. As she says of Razane and Qui fait la France?, “they rehabilitate committed literature in such a way as to make it relevant for its times, particularly for the French banlieues défavorisées” (xiv). In fact, each of the authors makes similar important contributions to revitalizing French literature as 1040 FRENCH REVIEW 86.5 each has had to struggle within and against identities to discover an authorial voice (xiii). Recognizing the limitations set upon Beur literature and ‘banlieue writers’ from the outset, Reeck carefully articulates her inclusion of authors of mixedrace , mixed-heritage, and second-generation ethnic minorities (13). For example, Sebbar’s identity is markedly different from the other authors addressed, but her character Shérazade struggles to express her Beur identity and finds herself writing her way through it (85). Following the common thread of journey in the Shérazade trilogy, Reeck shows that “the value of the quest replaces that of arriving at the final destination” so that the “adventure in the self” becomes the most relevant part of the “cosmopolitan conversation” (95). In turn, Reeck’s reading of Sebbar in a cosmopolitan and autofictional...

Town Meeting: Practicing Democracy in Rural New England by Donald L. Robinson (review)

Reviewed by: Town Meeting: Practicing Democracy in Rural New England by Donald L. Robinson Paul Schumaker Town Meeting: Practicing Democracy in Rural New England. By Donald L. Robinson. Amherst: University of Massachusetts Press. 2011. As recently as 25 years ago, political science and sociology journals featured articles dealing with local variations in the attainment of such democratic values as citizen participation, equal treatment, and inclusion of previously marginalized citizens. In contrast, such journals today tend to feature articles addressing the success or failure of various approaches to dealing with such collective action problems as promoting economic development and protecting the environment. By focusing on the features of participatory democracy in Ashfield, Massachusetts, a town of just under 2000 people in the foothills of the Berkshires, Donald Robinson’s Town Meeting returns to the earlier tradition of community studies, but with a contemporary twist. Beyond describing the extraordinary opportunities for citizen control in Ashfield, Robinson evaluates the effectiveness of extensive democracy. In part 1, he uses the tools of a historian to describe the conditions, features, and issues of Ashfield’s origins and the evolution of its democracy in the 18th and 19th centuries. We learn, for example, about the tensions between democracy and religious freedom—how a Baptist minority was required to support an established congregational church. Ironically, it took a ruling from England’s King George III to curb democratic oppression and promote religious freedom. According to Robinson, Ashfield retained its agricultural and isolated character for about two centuries, until “a cultural revolution” between 1960 and 1985 brought an invasion of newcomers including craftsmen, writers, organic farmers, and professionals. While this transformation led to liberal Democrats overtaking Republicans, the town still retains its ethnic and class homogeneity. According to Robinson, the relatively well-educated and middle-class character of Ashfield has ensured a citizenry that is capable of self-governance. Yet capacity for self-governance is not the same as effective government. Robinson is well positioned to assess the effectiveness of town meeting democracy. A professor of government at nearby Smith College, he moved to Ashfield and began commuting to Smith in the 1980s. During the 1990s he served on Ashfield’s select board, a three-person executive committee. He thus combines a deep understanding [End Page 178] of democratic theory with first-hand knowledge of democratic practices in Ashfield to judge the effectiveness of a form of government where major decisions involving public budgets, provisions, and regulations are determined by annual town meetings (and occasional special town meetings, as needed). Robinson provides detailed discussions of the difficulties Ashfield has confronted building a needed sewer system, controlling its local police, and providing public education. His judgments about the performance of town-meeting democracy in dealing with these issues are even-handed and mixed. Too often, personal considerations override those of effectiveness, efficiency, and economy. In their devotion to self-governance, citizens ignore some of the economics of scale that arise from more regional arrangements. While the judgments of citizens seem as sound as those of elected representatives, citizens too often overlook the assistance they could attain from experts. In the end, Robinson judges town meeting democracy to be deeply satisfying to those who participate in it, but—like all methods of governance—subject to limitations. Paul Schumaker University of Kansas Copyright © 2013 Mid-America American Studies Association

‘These Ladies Out-radical the Radicals’: María de Maeztu, Victoria Kent and Victoria Ocampo

The article begins by analysing an excerpt from a letter, dated Madrid, 20 October 1921, from North American Hispanist Caroline Bourland to the President of Smith College, Massachusetts. The paragraph in question describes a private dinner at the Residencia de Senoritas, to which Bourland had been invited by Maria de Maeztu along with Spanish politician Victoria Kent and Argentine intellectual Victoria Ocampo. The purpose of this article is to consider exactly what Bourland meant when she claimed that those three women appeared to ‘out-radical the radicals’. Included in the study is the intriguing tale of the passion felt by Maria de Maeztu for Victoria Ocampo and her jealousy of Victoria Kent. The article thus demonstrates the need to investigate female homoeroticism within the milieu of the Residencia de Senoritas.

The Elements of Style: A Tribute to Suzanne Corkin

When Brad Postle invited me to submit a contribution to this Festschrift for Sue Corkin, I had to mull over what to present. I knew there would be many scientific papers but wanted to do something more personal. What I decided might be meaningful to Sue would be a contribution about her role in the development of women scientists in her lab. I know she was very important to me in this respect. I started with all the women I could think of who had been in Sueʼs lab around my time, contacted them, and asked them to help me find others, especially those who came before and after me. Those who responded are included here. There are 20 women representing many different roles in Sueʼs lab: research scientist, undergraduate student, graduate student, postdoctoral fellow, secretary, research assistant. Their dates and roles in the lab and what they are doing now are presented in Table 1. To provide a little structure but not to constrain their responses too much, I provided some intentionally vague guiding questions and left it up to them as to which ones they wanted to address. My edits have been confined to explaining abbreviations and special terms [in brackets], shortening some responses without changing the meaning (I hope), and offering some grammatical improvements that I believe Sue would have done herself if sheʼd been given the opportunity. Though my name is here as author, I can properly take credit for only one twentieth of the content of this article. I am indebted to these many women who took the time to reminisce in a public forum—the “public” part may not seem extraordinary until you get to the final entry! Needless to say, we are all tremendously indebted to Sue herself, in both predictable and surprising ways. We hope you enjoy the reconstruction of life in the Corkin lab over the years and its reverberations in our lives to the present day.

Fireworks and Other Profane Illuminations: Color and the Experience of Wonder in Modern Visual Culture

Laura Anne Kalba is an assistant professor of art history at Smith College in Northampton, MA. The research presented here is partially derived from her book project, tentatively titled Color in the Age of Impressionism: Technology, Commerce, and Art, which examines the impact of new color technologies on French material and visual culture from the early commercialization of synthetic dyes to the Lumiere brothers’ perfection of the autochrome photography process. Fireworks and Other Profane Illuminations: Color and the Experience of Wonder in Modern Visual Culture

‘Trying to Make Do’

This paper examines the experience of Mabel Milham, a scholarship student from the class of 1900 at Smith College, particularly her struggle to dress as fashionably as her classmates. While her task was made easier by the simplifying influence of sportswear and the New Woman upon sartorial culture at women’s colleges, it was made more challenging by the expansion of social activities and the new infusion of privileged and society girls into the student population. Milham’s experience and her ultimate success reflect the ideals of democracy and meritocracy depicted in popular literature on women’s colleges in her era. But the intensity of her struggle also points to the limitations of that ideal.

The Girls of 83 Round Hill Road : Boarding Houses, Social Interaction, and the Culture of Consumption at Smith College, 1892–1895

By utilizing unique source material preserved in the scrapbooks of Smith College women, this article examines the links between the emerging culture of consumption in the late nineteenth century, the carefully regulated beginnings of higher education for women, and the new social spaces that college women created for themselves. Scrapbooks such as these provide firsthand, unmediated accounts of personal experience and offer a myriad of evidence concerning historical social patterns. Examining one group of students who shared a boardinghouse at Smith College in the 1890s, this article asserts that their subversive navigation of personal and social space within their boardinghouse and the town of Northampton, Massachusetts, was part of a larger historical pattern. Consumption of goods and services in the company of others enabled these women to negotiate a balance between private institutional space and public consumer spaces, gaining a considerable amount of personal autonomy and independence.

Spinoza, Gueroult, and Substance

Philosophy and Phenomenological ResearchVolume 88, Issue 3 p. 655-688 Spinoza, Gueroult, and Substance A. D. SMITH, A. D. SMITH University of WarwickSearch for more papers by this author A. D. SMITH, A. D. SMITH University of WarwickSearch for more papers by this author First published: 25 July 2012 https://doi.org/10.1111/j.1933-1592.2012.00611.xCitations: 6Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume88, Issue3May 2014Pages 655-688 RelatedInformation

Altering Consciousness: Multidisciplinary Perspectives. Volume 1: History, Culture, and the Humanities. Volume 2: Biological and Psychological Perspectives – Edited by Etzel Cardeña and Michael Winkelman

Religious Studies ReviewVolume 38, Issue 2 p. 70-70 Altering Consciousness: Multidisciplinary Perspectives. Volume 1: History, Culture, and the Humanities. Volume 2: Biological and Psychological Perspectives – Edited by Etzel Cardeña and Michael Winkelman Frederick M. Smith, Frederick M. Smith University of IowaSearch for more papers by this author Frederick M. Smith, Frederick M. Smith University of IowaSearch for more papers by this author First published: 11 June 2012 https://doi.org/10.1111/j.1748-0922.2012.01593.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume38, Issue2June 2012Pages 70-70 RelatedInformation

Reflexivity, Media, and Visuality – Edited by Axel Michaels

Religious Studies ReviewVolume 38, Issue 2 p. 69-69 Reflexivity, Media, and Visuality – Edited by Axel Michaels Frederick M. Smith, Frederick M. Smith University of IowaSearch for more papers by this author Frederick M. Smith, Frederick M. Smith University of IowaSearch for more papers by this author First published: 11 June 2012 https://doi.org/10.1111/j.1748-0922.2012.01592_1.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL No abstract is available for this article. Volume38, Issue2June 2012Pages 69-69 RelatedInformation

Web-Based Supervisor Training: Real Relationships in Cyberspace

Little attention has been devoted in the past to the in-depth training of clinical supervisors, although they play a pivotal role in the professional development of social workers. To address this learning gap, the Smith College School for Social Work inaugurated the Advanced Clinical Supervision Certificate Program in 2005, as part of its continuing education series. This article addresses a unique feature of the training program: a 9-month “winter practicum” of online case presentations and group discussions that follows the participants' week together on the Smith campus. The author, the practicum facilitator, describes the adjustment of the group to interactions that are not face-to-face. Themes and dynamics emerge as in any other supervisory group. The author concludes that real relationships can be fostered and maintained in cyberspace, particularly when a connection among group members has already been established through prior in-person contact.

Vistas, 1520-1820: Visual Culture in Spanish America/ Cultura Visual de Hispanoamérica (review)

Reviewed by: Vistas, 1520-1820: Visual Culture in Spanish America/ Cultura Visual de Hispanoamérica Keri Holt Vistas, 1520-1820: Visual Culture in Spanish America/ Cultura Visual de Hispanoamérica. By Dana Leibsohn and Barbara E. Mundy. Austin: University of Texas Press, 2010. DVD, $39.95. Vistas is an interactive digital resource for studying the visual culture of colonial Spanish America. Developed by art historians Dana Leibsohn (Smith College) and Barbara E. Mundy (Fordham University), Vistas is a library and teaching resource that addresses a long-standing difficulty of accessing visual materials in Spanish colonial studies. With its annotated collection of images of paintings, sculpture, architecture, maps, and everyday material objects, Vistas provides a much-needed visual archive for students and teachers working in a range of disciplines. In addition, the supplemental material included in the Vistas program offers a dynamic means of illustrating the complex social, political, and artistic dimensions of life in Spanish colonial America in a user-friendly format. The Vistas program involves two separate components—an interactive DVD and a password-protected website (password provided with purchase). The website is the repository for the digital library, which includes more than three hundred high-resolution images with supporting annotations. This collection encompasses a wide range of media, including paintings and sculptures, as well as images of maps, colonial architecture, and everyday material objects such as cookware, tools, clothing, and religious articles. The diversity of the collection is one of its strong points, providing users with a multidimensional view of Spanish colonial culture that goes beyond aesthetic appreciation to address the complex political and social issues underlying these images, particularly with regard to race, gender, religion, and economics. [End Page 104] While the digital collection is a valuable resource in its own right, the critical strength of the Vistas project lies in its DVD program. Organized into thematic sections such as "Making Sense of the Pre-Columbian," "Reckoning with the Mestizaje," "Patterns of the Everyday," "Mechanics of the Art World," and "Otherwordly Visions," the DVD presents informative essays about key concepts, events, and traditions that shaped Spanish American colonial life. These thematic sections also present comparative discussions of featured images, historical timelines, glossaries, and a library of primary documents that invites students to examine images in the context of personal letters, royal laws and degrees, business records, and travel narratives. A searchable bibliography provides additional resources for more advanced study. One of the program's most noteworthy aspects is its emphasis on comparative and transnational approaches. Rather than portraying the history of colonial Spanish America in terms of oppositional binaries—colonizers versus colonized, European versus indigenous culture, Christian versus non-Christian, etc.—Vistas encourages students to view Spanish colonial history in terms of complex and varied experiences of interaction and exchange. In doing so, it acknowledges how this history was shaped by racist and exploitive policies and ideologies inherent in Spanish imperialism. While the program encourages colonial critique, however, it also invites students to recognize the integrations that resulted from intercultural encounter. Many of the images featured in the program, for instance, foreground the hybrid or mestizaje dimensions of Spanish colonial culture. In the "Otherwordly Visions" section, a number of images highlight a blending of European and indigenous beliefs and iconography, as in an eighteenth-century pendant featuring the Virgin Coronada whose face exhibits European features, yet whose body and setting are decorated with local materials and indigenous symbols. Another annotated discussion of a "zemi"—a religious figurine used in Caribbean Taíno culture—explores how its material components, which include Caribbean fibers, Venetian glass, and an African rhinoceros horn, illustrate the place of colonial culture within global networks of exchange. The bilingual format of the Vistas program is also worth noting. The written portions of the program are available in Spanish and English (users select their preferred language on the opening page), and the bilingual emphasis is evident throughout, particularly in the "Primary Document" sections, which reproduce all texts in the original Spanish, accompanied by an English translation. Through this dual-language format, the program is available to a much wider audience. In addition, its bilingual dimensions represent an important step in transforming the monolingual approach that...

History: Its Place in a Liberal Education

In his public lecture delivered in 1943 at Smith College, in Northamp­ton, Massachusetts, and addressed to the Conference of Headmistresses Association of the East, Hans Kohn examines the general question of the place of history in liberal arts education. However, the core of his lecture is occupied with an attempt to explain the contemporaneous crisis of World War II and to chart the promises and dangers of an awakened sense of identity and nationalism in the situation of the war. The lecture includes a reflection on the arch of crisis from World War I and hopes for democracy through World War II, as well as the need to defend democracy against the odds of modern times. Публикуемая на английском языке лекция Ханса Кона "История и ее место в преподавании свободных искусств и наук" была прочитана в 1943 году в Смит Колледже на заседании Ассоциации директрис школ Восточного побережья США. В этой лекции Кон обсуждает общий вопрос о месте истории в высшем образовании и общественной роли историка. Центральная часть лекции посвящена попытке объяснить происхождение Второй мировой войны и наметить картину возмож­ностей и опасностей в связи с проснувшимся чувством патриотизма и национализма. Кон также рассуждает о континууме кризиса, начав­шемся в годы Первой мировой войны, и о разочаровании в торжестве демократии в межвоенный период. Он говорит о необходимости защиты демократии перед лицом противоречивых тенденций современности.