David Little

How photographers from Nan Goldin to Leigh Ledare have portrayed intimacy and eros between themselves and their subjects A New York Times Book Review 2023 holiday gift guide pick Love Songs brings together series dating from 1952 to 2022 by established and emerging contemporary photographers that explore love, desire and intimacy in all their complex and contradictory ways. Among the major series reproduced here are Nan Goldin's seminal 1986 photobook The Ballad of Sexual Dependency; Nobuyoshi Araki's Sentimental Journey (1969) and Winter Journey (1989–90), which present the beginning and end of the relationship with his wife Yoko, from their honeymoon to her death; RongRong&inri's tender and poetical Polaroid series Personal Letters (2000); and Leigh Ledare's Double Bind (2010), a complex account of a love triangle between himself, his ex-wife and her new husband. These and the other series in Love Songs together make a portrait of love in all its risk, complexity, sensuality and tenderness. Photographers include: Nobuyoshi Araki, Motoyuki Daifu, Nan Goldin, Emmet Gowin, René Groebli, Hervé Guibert, Sheree Hovsepian, Clifford Prince King, Leigh Ledare, Lin Zhipeng, Sally Mann, RongRong&inri, Collier Schorr, Hideka Tonomura and Karla Hiraldo Voleau.

Katahdin has been called Maine’s greatest treasure. In addition to the outdoor and sporting tradition that surrounds it, there is a distinct tradition of art. For more than a hundred years, some of the most prominent landscape painters—Marsden Hartley, Frederic Church, John Marin, and many others—have portrayed Katahdin. Art of Katahdin is the first book to catalog this tradition. Filled with hundreds of color artworks this books traces the artists who have worked at Katahdin, from the earliest renderings and maps of the area to contemporary views. The text follows some of the history of the region, as well as the artists’ ties to the mountain.

Bronze Medal, 2025 IPPY Award for US Northeast - Best Regional NonfictionFinalist, 2025 Maine Literary Award for Excellence in Publishing Glorious Penobscot Bay, on the coast of Maine, with its quaint mainland towns, bustling tourist centers, and island fishing villages, stands as the backdrop of daydreams. The bay's sheer beauty has attracted generation after generation of artists to its shores. For Art of Penobscot Bay, brothers David and Carl Little, well-known stewards of Maine art, have selected art and artists, from history and today, that celebrate the myriad of inlets, islands, coves, and peninsulas--the "nooks and corners" of the region. Above all, they sought out art infused with a remarkable representation of place by more than 120 artists who have embraced the area and its people. Art of Penobscot Bay includes artists from the 19th century through the 21st century, including Fitz Henry Lane, Waldo Peirce, Edward Hopper, William Zorach, John Marin, Emily Muir, Greta Van Campen, Alex Katz, Eric Hopkins, and Amy Peters Wood. Combined with text by the Little brothers, the art takes readers on a wondrous visual journey around, across, and through a breathtaking bay.

Engaging with Linguistic Diversity describes an innovative and highly successful approach to inclusive plurilingual education at primary level. The approach was developed by Scoil Bhríde (Cailíní), Blanchardstown, as a way of converting extreme linguistic diversity – more than 50 home languages in a school of 320 pupils – into educational capital. The central feature of the approach is the inclusion of home languages in classroom communication. After describing the national context, the book traces the development of Scoil Bhríde’s approach and explores in detail its impact on classroom discourse, pupils’ plurilingual literacy development, and their capacity for autonomous learning. The authors illustrate their arguments with a wealth of practical evidence drawn from a variety of sources; pupils’ and teachers’ voices are especially prominent. The concluding chapter considers issues of sustainability and replication and the implications of the approach for teacher education. The book refers to a wide range of relevant research findings and theories, including translanguaging, plurilingual and intercultural education, language awareness and language learner autonomy. It is essential reading for researchers and policy-makers in the field of linguistically inclusive education.

Featuring numerous case studies from various contexts and traditions, The Oxford Handbook of Religion, Conflict, and Peacebuilding brings together a diverse array of scholars to grapple with the tension between theory and practice, cultural theory, and the legacy of the liberal peace paradigm. This innovative Handbook offers provocative, elastic, and context-specific insights for strategic peacebuilding processes.

Engaging with Linguistic Diversity describes an innovative and highly successful approach to inclusive plurilingual education at primary level. The approach was developed by Scoil Bhríde (Cailíní), Blanchardstown, as a way of converting extreme linguistic diversity – more than 50 home languages in a school of 320 pupils – into educational capital. The central feature of the approach is the inclusion of home languages in classroom communication. After describing the national context, the book traces the development of Scoil Bhríde’s approach and explores in detail its impact on classroom discourse, pupils’ plurilingual literacy development, and their capacity for autonomous learning. The authors illustrate their arguments with a wealth of practical evidence drawn from a variety of sources; pupils’ and teachers’ voices are especially prominent. The concluding chapter considers issues of sustainability and replication and the implications of the approach for teacher education. The book refers to a wide range of relevant research findings and theories, including translanguaging, plurilingual and intercultural education, language awareness and language learner autonomy. It is essential reading for researchers and policy-makers in the field of linguistically inclusive education.

The first book to document how artists of the early twentieth century responded to new scientific conceptions of reality. In the early twentieth century, influenced by advances in science that included Einstein's theory of relativity and newly powerful microscopic and telescopic lenses, artists were inspired to expand their art-to capture a new metareality that went beyond human perception into unseen dimensions. In 1936, the Hungarian poet Charles Sirato authored the Dimensionist Manifesto, signaling a new movement that called on artists to transcend "all the old borders and barriers of the arts." The manifesto was the first attempt to systematize the mass of changes that we now call modern art, and was endorsed by an impressive array of artists, including Jean Arp, Alexander Calder, Robert Delaunay, Sonia Delaunay, Cesar Domela, Marcel Duchamp, Wassily Kandinsky, Joan Miro, Laszlo Moholy-Nagy, Ben Nicholson, Enrico Prampolini, and Sophie Taeuber-Arp. Dimensionism is the first book in English to explore how these and other "Dimensionists" responded to the scientific breakthroughs of their era. The book, which accompanies a traveling exhibition, reproduces works by the manifesto's initial endorsers and by such artists as Georges Braque, Joseph Cornell, Helen Lundeberg, Man Ray, Herbert Matter, Isamu Noguchi, Pablo Picasso, Kay Sage, Patrick Sullivan, and Dorothea Tanning. It also offers essays by prominent art historians that examine Sirato's now almost-forgotten text and the artists who searched for a means of expression that obliterated old conceptions and parameters. Appearing for the first time in English is Sirato's own "History of the Dimensionist Manifesto," written in 1966. The book brings aa long-forgotten voice and text back into circulation. ArtistsAlexander Archipenko, Jean Arp, Herbert Bayer, Georges Braque, Alexander Calder, Joseph Cornell, John Covert, Robert Delaunay, Sonia Delaunay, Cesar Domela, Marcel Duchamp, Harold Edgerton, Max Ernst, Naum Gabo, Barbara Hepworth, Wassily Kandinsky, Gerome Kamrowski, Frederick Kann, Helen Lundeberg, Man Ray, Andre Masson, Roberto Matta, Herbert Matter, Joan Miro, Laszlo Moholy-Nagy, Henry Moore, Nina Negri, Ben Nicholson, Isamu Noguchi, Gordon Onslow Ford, Wolfgang Paalen, Antoine Pevsner, Pablo Picasso, Enrico Prampolini, Anton Prinner, Kay Sage, Charles Sirato, Will Henry Stevens, Patrick Sullivan, Sophie Taeuber-Arp, Yves Tanguy, Dorothea TanningCopublished with the Mead Art Museum, Amherst College

The city of Portland and its surroundings, including the islands of Casco Bay, have inspired a wide range of art over the past 200 years. The “city by the sea,” as Longfellow famously called it, has been a visual talisman for a host of artists, from early masters like Harrison Bird Brown and John Bradley Hudson to a remarkable roster of contemporary painters. Subjects include many of the city’s signature buildings, including the Custom House and Portland Head Light, as well as street scenes, the waterfront, harbor, back bay, and surrounding landscapes—even the Million Dollar Bridge. Paintings of Portland will feature a wide range of motifs, in all seasons and represented by an array of styles. About a quarter of the book will be devoted to historical pieces, the rest to paintings by contemporary artists.

This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.

This is the first book on language learner autonomy to combine comprehensive accounts of classroom practice with empirical and case-study research and a wide-ranging engagement with applied linguistic and pedagogical theory. It provides a detailed description of an autonomy classroom in action, focusing on Danish mixed-ability learners of English at lower secondary level, and reports the findings of a longitudinal research project that explored the learning achievement over four years of one class in the same Danish school. It also presents two learner case studies to show that the autonomy classroom responds to the challenges of differentiation and inclusion, and two institutional case studies that illustrate the power of autonomous learning to support the social inclusion of adult refugees and the educational inclusion of immigrant children. The concluding chapter offers some reflections on teacher education for language learner autonomy. Each chapter ends with discussion points and suggestions for further reading.

This collection of essays by David Little addresses human rights in relation to the historical settings in which its language was drafted and adopted. Featuring five original essays, Little articulates his view that fascist practices before and during World War II vivified the wrongfulness of deliberately inflicting severe pain, injury, and destruction for self-serving purposes and that the human rights corpus, developed in response, was designed to outlaw all practices of arbitrary force. He contends that while there must be an accountable human rights standard, it should guarantee latitude for the expression and practice of beliefs, consistent with outlawing arbitrary force. Little details the theoretical grounds of the relationship between religion and human rights, and concludes with essays on US policy and the restraint of force in regard to terrorism. With a foreword by John Kelsay, this book is a capstone of the work of this influential writer on religion, philosophy, and law.

The book provides a comprehensive and interdisciplinary account of the scholarship on religion, conflict, and peacebuilding. Extending the scope of inquiry beyond previous parameters, the volume engages deeply with the legacies of colonialism, missionary activism, secularism, orientalism, and liberalism as they relate to the discussion of religion, violence, and nonviolent transformation and resistance. Featuring diverse case studies from various contexts and traditions, the volume is organized thematically into five different parts. It begins with an up-to-date mapping of scholarship on religion and violence, and religion and peace. The second part explores the challenges related to developing secularist theories on peace and nationalism. In addition, this section broadens the discussion of violence to include an analysis of cultural and structural forms, thereby expanding the scope of potential scholarship pertinent to the analysis of religion. The third part engages with the controversies within religion and development, religious-violent and nonviolent-militancy, religion and the legitimate use of force, the protection of the freedom of religion as a keystone of peacebuilding, and theories about gender and peacebuilding. The fourth part highlights peacebuilding in practice by focusing on constructive resources within various traditions, the transformative role of rituals, spiritual practices involved in the formation of peace-builders in contexts of acute violence, youth and interfaith activism in American university campuses, religion and solidarity activism, scriptural reasoning as a peacebuilding practice, and an extended reflection on the history and legacy of missionary peacebuilding. The conclusion looks to the future of peacebuilding scholarship and the possibilities for new growth and progress. Bringing together a diverse array of scholars, this innovative Handbook grapples with the tension between theory and practice, cultural theory, and the legacy of the liberal peace paradigm, offering provocative, elastic, and context-specific insights for strategic peacebuilding processes.

This collection of essays by David Little addresses human rights in relation to the historical settings in which its language was drafted and adopted. Featuring five original essays, Little articulates his view that fascist practices before and during World War II vivified the wrongfulness of deliberately inflicting severe pain, injury, and destruction for self-serving purposes and that the human rights corpus, developed in response, was designed to outlaw all practices of arbitrary force. He contends that while there must be an accountable human rights standard, it should guarantee latitude for the expression and practice of beliefs, consistent with outlawing arbitrary force. Little details the theoretical grounds of the relationship between religion and human rights, and concludes with essays on US policy and the restraint of force in regard to terrorism. With a foreword by John Kelsay, this book is a capstone of the work of this influential writer on religion, philosophy, and law.

The Common European Framework of Reference (CEFR) was used to develop guidelines for the provision of English L2 support for newcomer children in Irish primary schools. The guidelines present age-appropriate and domain-specific 'can do' descriptors for the first three levels of the CEFR (A1–B1). This book reports on an in-depth empirical investigation of the English L2 development of 18 primary pupils over the course of one school year. It presents case studies which illustrate the often uncertain progress of pupils' language development, and examines the wide range of variance across the sample. It also provides an analysis of the data as a whole, which reveals a number of regular patterns. The findings confirm that pupils' communicative capacity developed according to the functional trajectory proposed by the guidelines and derived from the CEFR; they also allow us to attach a great deal of linguistic detail to descriptors of underlying linguistic competence.

In a country that has always prided itself on its toughness, individuality, and youthful spirit, we share one common thread, woven through time and unchanged in popularity -- durable cotton denim jeans. Journey through the history of jeans, from their invention during the Gold Rush through the turbulent eras that preceded the 21st Century. Watch as denim slacks help Americans define themselves, whether that definition is strong, unpretentious, pretentious, informal, comfortable, classless, haute couture, hard-working, or reliable. Also, revisit the craze for vintage blue jeans, when faded and worn fueled a frenzy of global buying. Artful photography of denim as seen on bodies, in retail stores, and in the flea markets of America, add to the thoughtful essays, making this a iconic book certain to be treasured in fashion circles for decades.

"The issue of the Protestant ethic and the spirit of capitalism has been debated endlessly, but few scholars have seriously continued Weber's own research into the Reformation sources of seventeenth-century England. David Little's study was one of the first to do so, and remains an important contribution."—Guenther Roth, University of Washington