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Relevant bibliographies by topics / Stanford (William Stanford)

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Academic literature on the topic 'Stanford (William Stanford)'

Author: Grafiati

Published: 4 June 2021

Last updated: 2 February 2022

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Journal articles on the topic "Stanford (William Stanford)"

1

Simon, L. "William James at Stanford." California History 69, no. 4 (1990): 332–41. http://dx.doi.org/10.2307/25462440.

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BAUM, RUDY. "Stanford honors William S. Johnson." Chemical & Engineering News 64, no. 44 (1986): 31. http://dx.doi.org/10.1021/cen-v064n044.p031.

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Denemark, Robert A. "Contemporary Tensions and Contradictions in the Global System." Nature and Culture 6, no. 3 (2011): 305–14. http://dx.doi.org/10.3167/nc.2011.060306.

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Copeland, Daryl. 2009. Guerrilla Diplomacy: Rethinking International Relations. Boulder, Colo.: Lynne Rienner Publishers.Mittelman, James. 2010. Hyperconflict: Globalization and Insecurity. Stanford: Stanford University Press.Thompson, William R., ed. 2009. Systemic Transitions: Past, Present, and Future. New York: Palgrave Macmillan.

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Sutton, Donald S. "Germany and Republican China. By William C. Kirby. [Stanford: Stanford University Press. 1984. 361 pp. $35.00.]." China Quarterly 108 (December 1986): 719–21. http://dx.doi.org/10.1017/s030574100003719x.

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CAPLAN, NEIL. "TALKING ZIONISM, DOING ZIONISM, STUDYING ZIONISM." Historical Journal 44, no. 4 (2001): 1083–97. http://dx.doi.org/10.1017/s0018246x01002199.

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Zionism and the creation of a new society. By Ben Halpern and Jehuda Reinharz. New York and Oxford: Oxford University Press, 1998. Pp. 293. ISBN 0-19-509209-0.Land and power: the Zionist resort to force, 1881–1948. By Anita Shapira. Translated by William Templer. Oxford: Oxford University Press, 1992. Reissued Stanford: Stanford University Press, 1999. Pp. x+446. ISBN 0-8047-3776-2.The founding myths of Israel: nationalism, socialism, and the making of the Jewish state. By Zeev Sternhell. Translated by David Maisel. Princeton: Princeton University Press, 1998. Pp. xv+419. ISBN 0-691-00967-8.

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SAVAGE, GARY. "NOVEL NARRATIVES, NEW RESEARCH: THE FRENCH REVOLUTION AFTER THE BICENTENNIAL." Historical Journal 40, no. 1 (1997): 241–52. http://dx.doi.org/10.1017/s0018246x96006929.

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Revolution and political conflict in the French navy, 1789–1794. By William S. Cormack. Cambridge: Cambridge University Press, 1995. Pp. 343. £40.00.The family romance of the French revolution. By Lynn Hunt. London: Routledge, 1992. Pp. 213. £19.99.The French idea of freedom: the old regime and the Declaration of Rights of 1789. Edited by Dale Van Kley. Stanford: Stanford University Press, 1995. Pp. 436. £35.00.A rhetoric of bourgeois revolution: the Abbé Sieyes and What is the third estate ? By William H. Sewell, Jr. Durham and London: Duke University Press, 1994. Pp. 221. £10.95.The genesis of the French revolution: a global-historical interpretation. By Bailey Stone. Cambridge: Cambridge University Press, 1995. Pp. 268. £12.95.The new regime: transformations of the French civic order, 1789–1820s. By Isser Woloch. New York and London: W. W. Norton, 1994. Pp. 536. £27.50.

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Ghiselin, Michael T. "Coevolution: Genes, Culture, and Human Diversity - William H. Durham, Stanford, CA:Stanford University Press,1991, 629 pp. US$69.50 cloth. ISBN 0-8047-1537-8. Stanford University Press, Stanford University, Stanford, CA 94305, USA." Politics and the Life Sciences 12, no. 1 (1993): 123–24. http://dx.doi.org/10.1017/s0730938400011436.

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Pion-Berlin, David. "Authoritarianism and the Crisis of the Argentine Political Economy. By William C. Smith. Stanford: Stanford University Press, 1989. 395p. $42.50." American Political Science Review 84, no. 4 (1990): 1434–35. http://dx.doi.org/10.2307/1963341.

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Leung, Frankie Fook-Lun. "The Critique of Ultra-Leftism in China. By William A. Joseph. (Stanford, Calif.: Stanford University Press, 1984. Pp. 312. $35.00.)." American Political Science Review 79, no. 2 (1985): 564. http://dx.doi.org/10.2307/1956721.

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10

Barsalou, Olivier. "WILLIAM D. IRVINE, BETWEEN JUSTICE AND POLITICS: THE LIGUE DES DROITS DE L’HOMME, 1898-1945, STANFORD, STANFORD UNIVERSITY PRESS, 2007." Revue québécoise de droit international 21, no. 1 (2008): 471. http://dx.doi.org/10.7202/1068952ar.

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Dissertations / Theses on the topic "Stanford (William Stanford)"

1

Hecht, Christoph. "Stanford, Vaughan Williams, Bliss : Sinfonik ohne Metaphysik /." Frankfurt am Main ; Bern ; Paris : P. Lang, 1996. http://catalogue.bnf.fr/ark:/12148/cb35809139x.

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Piers, Ken, Tod Nolan Moquist, Geest Mieke Van, and C. T. McIntire. "Perspective vol. 10 no. 3 (Apr 1976)." 2013. http://hdl.handle.net/10756/251333.

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Books on the topic "Stanford (William Stanford)"

1

Stanford, Gene H. The Stanford story: Regarding Thomas William Stanford of Pennsylvania and his descendants, with related lines of Brown, Coe, Jackson, Oglevie, Poitevent, Souder, Williams. G.H. Stanford, 1992.

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2

1833-1905, Richards William Trost, and Osborne Carol Margot 1929-, eds. William Trost Richards: True to nature : drawings, watercolors, and oil sketches at Stanford University. Iris & B. Gerald Cantor Center for Visual Arts at Stanford University in association with Philip Wilson Publishers, London, 2009.

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Stanford, Vaughan Williams, Bliss: Sinfonik ohne Metaphysik. P. Lang, 1996.

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4

Manson and Woods Ltd Christie. Printed books including the properties of Stanford University and the late William Fagg, and the library of the late John Sparrow, O.B.E., Warden of All Souls College, Oxford (Part II): Friday, 18 December, 1992 ... . Christie's, 1992.

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5

Cummings, Mary. Saving Sin City: William Travers Jerome, Stanford White, and the Original Crime of the Century. Norton & Company, Incorporated, W. W., 2019.

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6

Saving sin city: William Travers Jerome, Stanford White, and the original crime of the century. 2018.

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7

Igarashi, Yohei. The Connected Condition. Stanford University Press, 2019. http://dx.doi.org/10.11126/stanford/9781503610040.001.0001.

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How can Romantic poetry, motivated by the poet’s intense yearning to impart his thoughts and feelings, be so often difficult and the cause of readerly misunderstanding? How did it come to be that a poet can compose a verbal artwork, carefully and lovingly put together, and send it out into the world at the same time that he is adopting a stance against communication? This book addresses these questions by showing that the period’s writers were responding to the beginnings of our networked world of rampant mediated communication. The Connected Condition reveals that major Romantic poets shared a great attraction and skepticism toward the dream of perfectible, efficient connectivity that has driven the modern culture of communication. Samuel Taylor Coleridge, William Wordsworth, Percy Shelley, and John Keats all experimented with their artistic medium of poetry to pursue such ideals of speedy, transparent communication at the same time that they tried out contrarian literary strategies: writing excessively ornate verse, prolonging literary reading with tedious writing, being obscure, and questioning the allure of quickly delivered information. This book shows that the Romantic poets have much to teach us about living in—and living with—the connected condition, as well as the fortunes of literature in it.

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Cusumano, Eugenio, and Christopher Kinsey, eds. Diplomatic Security. Stanford University Press, 2019. http://dx.doi.org/10.11126/stanford/9780804791052.001.0001.

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The inviolability of diplomatic personnel and premises is a cornerstone of interstate relations and international law. As epitomized by the murder of US Ambassador Christopher Stevens in Benghazi, host countries are not always willing or capable to protect foreign diplomats and missions, which have become increasingly vulnerable to terrorism and other forms of political violence. Consequently, states with a large diplomatic presence have complemented host countries protection with a host of additional measures ranging from relocating embassies to fortified suburban locations to the deployment of military, police, and private security guards. By increasing the separateness of foreign envoys from local societies and informing local societies’ perceptions of the sending states, however, diplomatic security policies may not simply protect diplomats, but also reshape the institution and practice of diplomacy. In spite of its theoretical and policy relevance, diplomatic security has received very sporadic scholarly attention. This volume fills this gap by providing a comparative analysis of diplomatic protective policies enacted by the US, China, the UK, France, Germany, Italy, Russia, Israel and Turkey. Moreover, the book investigates the reasons underlying the evolution of diplomatic security policies over time and their variations across countries, examining the factors underlying the choosing of protective actors and arrangements. It then examines the effectiveness of these arrangements analyzing how diplomatic security policies have been reformed in response to major incidents and the extent to which they can secure diplomats without hindering their ability to interact with local society and tarnishing the image of the sending state.

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Book chapters on the topic "Stanford (William Stanford)"

1

"3. The William C. Whitney and Oliver Hazard Payne Houses." In Stanford White. Columbia University Press, 2005. http://dx.doi.org/10.7312/crav13344-005.

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2

"William Hudson." In Shaping the Common Law. Stanford University Press, 2008. http://dx.doi.org/10.11126/stanford/9780804757140.003.0011.

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"William Shakespeare's ‘Troilus and Cressida’: Credit Risks." In On Demand. Stanford University Press, 2009. http://dx.doi.org/10.11126/stanford/9780804738569.003.0003.

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Camlot, Jason. "Charles Dickens in Three Minutes or Less." In Phonopoetics. Stanford University Press, 2019. http://dx.doi.org/10.11126/stanford/9781503605213.003.0003.

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Chapter 2 focuses on the development and production of the earliest sound recordings drawn from the novels of Charles Dickens. The Dickens recordings of Bransby Williams and William Sterling Battis stand as the earliest fiction-based audio adaptations produced specifically for pedagogical application, and represent an interesting bridge between earlier conceptions of the talking record as a novel form of popular entertainment and the later, pedagogically motivated category of the literary recording. To shed light on the historical transition from “talking record” to “literary recording” and the emergence of what we now call educational technology, this chapter examines the particular kinds of literary adaptation in early recordings produced specifically for teaching literature in the classroom.

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5

Simon, Linda. "Bewitched, Bothered, and Bewildered: William James's Feeling of “If”." In The Re-Enchantment of the World. Stanford University Press, 2009. http://dx.doi.org/10.11126/stanford/9780804752992.003.0003.

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Igarashi, Yohei. "Wordsworth and Bureaucratic Form." In The Connected Condition. Stanford University Press, 2019. http://dx.doi.org/10.11126/stanford/9781503610040.003.0002.

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This chapter considers William Wordsworth’s thirty-year civil service career as a Distributor of Stamps to examine how Romantic literature was shaped by several intertwined developments: the formation of a fiscal bureaucracy in Britain during the long eighteenth century, the attendant proliferation of bureaucratic genres and media, and utilitarian theories of administrative efficiency. This chapter argues that Wordsworth’s writing responds to what it calls bureaucratic form: the form taken by writing when the efficient capturing and communicating of data, or “particulars,” are principal considerations. Operating in concert with the contemporaneous virtue of brevity in writing and long-standing concerns about brevitas in literature, bureaucratic form made the economical collection and delivery of information an ideal for all kinds of writing. This chapter shows that Lyrical Ballads (1798), Essays upon Epitaphs (comp. 1810), and above all, The Excursion (1814) accommodate, as much as they ignore, the rule of streamlined writing.

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7

Tamte, Roger R. "It’s Official: We Want to Win." In Walter Camp and the Creation of American Football. University of Illinois Press, 2018. http://dx.doi.org/10.5622/illinois/9780252041617.003.0026.

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William R. Harper, founding president of the University of Chicago, sees his school’s football team as an asset useful to attract students. He pioneers in 1892 by hiring Yale graduate Amos Alonzo Stagg to the combined job of physical education professor and football coach and expresses a desire for winning teams. In California, in 1892, students at the new Stanford University get Camp to come west for a couple of weeks in December to help them develop a winning football team for their “big game” against California. The University of Pennsylvania, similarly ambitious to win in 1892, hires its own paid coach, another former Yale player, George Woodruff, and that year defeats Princeton for the first time in twenty-six games.

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8

Manning, David. "The Teaching of Parry and Stanford." In Vaughan Williams on Music. Oxford University Press, 2007. http://dx.doi.org/10.1093/acprof:oso/9780195182392.003.0073.

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Brint, Steven, and Jerome Karabel. "Organizing a National Education Movement: 1900–1945." In The Diverted Dream. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195048155.003.0006.

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Of all the changes in American higher education in the twentieth century, none has had a greater impact than the rise of the two-year, junior college. Yet this institution, which we now take for granted, was once a radical organizational innovation. Stepping into an educational landscape already populated by hundreds of four-year colleges, the junior college was able to establish itself as a new type of institution—a nonbachelor’s degree-granting college that typically offered both college preparatory and terminal vocational programs. The junior college moved rapidly from a position of marginality to one of prominence; in the twenty years between 1919 and 1939, enrollment at junior colleges rose from 8,102 students to 149,854 (U.S. Office of Education 1944, p. 6). Thus, on the eve of World War II, an institution whose very survival had been in question just three decades earlier had become a key component of America’s system of higher education. The institutionalization and growth of what was a novel organizational form could not have taken place without the support and encouragement of powerful sponsors. Prominent among them were some of the nation’s greatest universities—among them, Chicago, Stanford, Michigan, and Berkeley—which, far from opposing the rise of the junior college as a potential competitor for students and resources, enthusiastically supported its growth. Because this support had a profound effect on the subsequent development of the junior college, we shall examine its philosophical and institutional foundations. In the late nineteenth century, an elite reform movement swept through the leading American universities. Beginning with Henry Tappan at the University of Michigan in the early 1850s and extending after the 1870s to Nicholas Murray Butler at Columbia, David Starr Jordan at Stanford, and William Rainey Harper at Chicago, one leading university president after another began to view the first two years of college as an unnecessary part of university-level instruction.

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Manning, David. "Charles Villiers Stanford, by Some of His Pupils." In Vaughan Williams on Music. Oxford University Press, 2007. http://dx.doi.org/10.1093/acprof:oso/9780195182392.003.0067.

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