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Dialectic is a fully open access, biannual journal devoted to the critical examination of issues that affect design education, research, and inquiry into their effects on the practice of design. Michigan Publishing, the hub of scholarly publishing at the University of Michigan, publishes Dialectic on behalf of the AIGA (American Institute of Graphic Arts) Design Educators Community (DEC).

Leaders in Plastic Surgery traces the inspirational leadership of Reed O. Dingman, DDS, MD, and William C. Grabb, MD, and details the origins and growth of plastic and reconstructive surgery and the training of residents in Ann Arbor, Michigan, and the University of Michigan. It covers the years before and during the period of explosive innovations that have led the specialty to provide hope, correction, and rehabilitation to vast numbers of people suffering from a wide range of congenital abnormalities and acquired deformities. The authors, because of their long, personal association with plastic surgery in Ann Arbor, have brought to life the extensive accomplishments of the two leaders in terms of surgical techniques, surgical education, and important applied research while also documenting the many important contributions from the younger faculty and the trainees to the training program during those forty years. Many from that time frame have contributed their own memories, which has greatly enriched the documentation of an amazing history of an era past but not forgotten.

.".. accompanies the online exhibition #exstrange, created by Marialaura Ghidini and Rebekah Modrak from 15 January, 2017 to 15 April, 2017"--Title page verso.

This landmark work chronicles the growth and development of nursing research and scholarship, and the outstanding contributions made to the discipline and the profession of nursing in the United States and beyond by the School of Nursing, University of Michigan.

Creating Data Literate Students provides high school librarians and educators with foundational domain knowledge to teach a new subset of information > Data -- both raw and displayed in visualizations -- can clarify or confuse, confirm or deny, persuade or deter. Students often learn that numbers are objective, though data in the real world is rarely so. In fact, visualized data -- > Librarians and classroom educators need to be as fluent with quantitative data as they are with text in order to support high schoolers as they engage with data in formal and informal settings. We asked contributors to this volume -- experts in high school curriculum, information literacy and/or data literacy -- to explore the intersections between data and curriculum and identify high-impact strategies for demystifying data for educators and students alike.

In Social Class Voices, forty-five University of Michigan undergraduate students and recent alumni explore the significance of social class in early 21st century America. They openly and honestly show how social class has shaped their lives, their changing identities, and conditions in their home communities. These writers - born to the working poor, working, middle, upper-middle, and upper classes - examine the effects of social class on their families, their kindergarten through high school experiences, as well as their undergraduate years at the University of Michigan in Ann Arbor. Using "sociological creative non-fiction" essays, they invite readers to engage, interpret, and imagine the power of social class in a society where economic differences are often overlooked. In exploring their pasts and personal experiences, they write powerful accounts of American college student life. We hear about the insecurities and challenges of growing up in poverty, increasing tensions of being born to the working and middle classes, and comforting certainties of upper-middle and upper class lives. In their stories we see connections between the personal and the social - a key sociological insight. These writers explore social class heritages at a time when more and more Americans are recognizing economic inequality as a core structural problem facing millions, independent of individual effort and talent. They shed light on what is too often denied both on and off college campuses: social class. By their very nature these types of explorations are political. In America, where economic differences frequently go unnoticed when discussing inequality, openly writing about one's personal class experiences can be controversial. These University of Michigan students and alumni have the courage to make public how social class structures American life.

127 Years of Design: The Michigan Daily reveals the visual history of the University of Michigan's student-run newspaper The Michigan Daily's front page. It analyzes a front page from every decade since 1890, breaking down the evolution of one of the oldest student newspapers in the country. This publication culminates in a focus on today's newspaper design by Francesca Kielb, the recent Managing Design Editor at The Michigan Daily, who completed a total redesign of the paper in celebration of the 125 year history of the publication and of the Bicentennial of The University of Michigan. The book argues that it is essential for contemporary design to look both forward and backwards--to inform our future with our past. A result of nights spent digging through archives and sifting through newspapers, this publication addresses how print has evolved with digitization and technological advancement.

Copyright is meant to do something-several things-to accomplish socially desirable ends. One of those ends is to create a space for a free exchange of ideas that allows us to build upon a universe of expression that came before. How can I tell if something is in the public domain? This is the central question addressed daily by the Copyright Review Management System (CRMS) project. It is a special question and one essential to the social bargain that society has struck with authors and rights holders. It is also a deceptively simple question. There should be a straightforward answer, especially for books. It should be easy to know when something is-or is not-subject to copyright. And yet, in an age of absolute fluidity of media and medium, even plain old books can be highly complex embodiments of copyright. We need to make it easier to ascertain whether a work is in the public domain. If the rights of copyright holders are to be respected and valued as part of the social bargain, the public domain as a matter of copyright law should be ascertainable and enjoyed . Given this complexity, consider the determination of the copyright status of a given creative work as a design problem. How do we move the copyright status of works in the collections of our libraries, museums, and archives from confusion and uncertainty to clarity and opportunity? Working over a span of nearly eight years, the University of Michigan Library received three grants from the Institute of Museum and Library Services (IMLS) to generously fund CRMS, a cooperative effort by partner research libraries to identify books in the public domain in HathiTrust. The Toolkit is a resource that aims to allow others to understand and replicate the work done by CRMS.

The general public is used to thinking of copyright (if it thinks of it at all) as marginal and arcane. But copyright is central to our society's information policy and affects what we can read, view, hear, use, or learn. In 1998 Congress enacted new laws greatly expanding copyright owners' control over individuals' private uses of their works. The efforts to enforce these new rights laws have resulted in highly publicized legal battles between established media, including major record labels and motion picture studios, and new upstart internet companies such as MP3.com and Napster. Jessica Litman questions whether copyright laws crafted by lawyers and their lobbyists really make sense for the vast majority of us. Should every interaction between ordinary consumers and copyright-protected works be restricted by law? Is it practical to enforce such laws, or expect consumers to obey them? What are the effects of such laws on the exchange of information in a free society? Litman's critique exposes the 1998 copyright law as an incoherent patchwork. She argues for reforms that reflect the way people actually behave in their daily digital interactions. The Maize Books edition includes both an afterword written in 2006 exploring the rise of peer-to-peer file sharing and a new Postscript reflecting on the consequences of the Digital Millennium Copyright Act as it nears its twentieth birthday.

Television audiences and its industry alike have been confused by the emergence of new ways to watch television. On one hand, the programs seem every bit like the television we've long known, while the way we can watch, what we can watch, and the business models supporting them differ significantly. Portals: A Treatise on Internet-Distributed Television pushes understandings of the business of television to keep pace with the considerable technological change of the last decade. It explains why shows such as Orange is the New Black or Transparent are indeed television despite coming to screens over internet connection and in exchange for a monthly fee. It explores how internet-distributed television is able to do new things - particularly, allow different people to watch different shows chosen from a library of possibilities. This technological ability allows new audience behaviors and new norms in making television. Portals are the "channels" of internet-distributed television, and Portals identifies how the task of curating a library of shows differs from channels' task of building a schedule. It explores the business model--subscriber funding--that supports many portals, and identifies the key differences from advertiser or direct purchase. Portals considers what we know about the future of television, even though we remain early in a process of transformative change.

A history of the Hillel chapter at the University of Michigan, focusing on the role it played as a locus of community for Jewish students.

Equal parts urban culture and poetic travelogue, Looping Detroit is a collection of observations each taking place in and around one station stop of Detroit's People Mover. Built in 1987, the People Mover was and is largely regarded as a public transit boondoggle--costly, circumscribed, and, in light of these, a particularly egregious investment within a city lacking sufficient public transportation. At a time when Detroit's downtown development is booming, with tremendous investment in a downtown that was ignored for decades, the very real possibility exists that this new interest will parallel the same investment patterns that brought the over invested People Mover to a fragment of the city. Looping Detroit invites artists and writers to ride the small loop as an explorer, mining the environs around each station as a poetic ramble, a psycho geographic wander, a cultural inquiry that simultaneously ponders the poetics of circulating above the city streets while probing the greater narrative of Detroit's public transit conundrum. Contributors include award-winning Detroit novelists Lolita Hernandez and Michael Zardoorian, poets Gloria House and Walter Lacy, music producer Cornelius Harris, Chace MicWrite Morris, frontman of the Detroit hip-hop trio Coldmen Young, and radio producer Zak Rosen.

The Civil Rights Act of 1964 was an extraordinary achievement of law, politics, and human rights. On October 11, 2013, a diverse group of civil rights scholars met at the University of Michigan Law School in Ann Arbor to assess the interpretation, development, and administration of civil rights law in the five decades since President Johnson signed the Act. This volume comprises edited versions of the papers that these scholars presented, enriched by lively discussions at and after the conference, and it contributes to the continuing debates regarding the civil rights project in the United States and the world.

Why does someone commit to writing a history about anything? Hopefully, by doing so both the writer and readers will realize that good things don't simply happen; they result from the creative and hard work of many different people who shared a common vision and goals, often for many years. The Industrial and Operations Engineering Department has been a highly ranked leader in several different aspects of the field over its lifetime. Part of its success may lie in the fact that its faculty members have come from diverse fields, including mathematics, computer science, statistics, physiology, psychology, organizational psychology, mechanical engineering, and economics. In addition, many faculty members worked in or with a variety of industries before joining the department. These people appear to have used their diverse backgrounds in the belief that they could accomplish a larger impact by actively collaborating with others to solve a variety of major societal problems.

Every day, students at the University of Michigan work hard to develop their skills as writers. Every winter, we have a chance to sample the fruits of this labor as we select winners for the first-year writing prize. The English Department Writing Program and the Sweetland Center for Writing established a first-year writing prize in 2010. With generous support from the Sweetland Center for Writing, Andrew Feinberg and Stacia Smith (both of whom earned English degrees from the University of Michigan), and the Granader Family, we have developed a tradition of honoring students who produce writing of exceptional quality. In this collection, we share the writing of prize-winning students so that other writers may learn from, and feel inspired by, their examples. The featured essays illustrate how writers formulate compelling questions, engage in dialogue with other thinkers, incorporate persuasive and illuminating evidence, express powerful and poetic insights, and participate in meaningful conversations. We are equally grateful to the many students who submitted essays for these writing prizes and the many instructors who encouraged and supported them. As writing teachers, we relish the opportunity to learn from the challenging questions, intellectual energy, creativity, and dedication that our students and their teachers bring to our classrooms. We hope that you will gain as much pleasure as we have from reading the writing contained in this volume.

Ask any professional, business person, or employer about one of the most important qualifications for college-educated workers, and the answer will be nearly universal: the ability to write well. The Upper-Level Writing Requirement (ULWR) was established to enable undergraduates in the College of Literature, Science, and the Arts to develop their capacities as writers. Originally designed in 1978 to help students "understand and communicate effectively the central concepts, approaches, and materials of their discipline," the ULWR supports a slightly different goal in today's more interdisciplinary context. A significant percentage of students now have more than one major or fulfill the ULWR outside of their majors. Likewise, many faculty members are increasingly concerned with preparing students to write for various professional and public audiences as well as for discipline-based ones. However, whether students fulfill the ULWR within or outside of their majors or write for audiences within or outside of the academy, they are held to the same standards of effective writing. This collection demonstrates the continuing value of the ULWR. Courses like the ones in which students produced these essays create contexts where students meet the expectations of the ULWR and can push beyond them to an even more impressive level of accomplishment. While the specifics of what counts as evidence and how one makes a convincing argument vary across the essays included here, each one embodies qualities that mark effective writing. The authors deal with a wide variety of topics, but in every case they combine deep understanding of a specific area with excellent prose. They take risks and adhere to conventions; they synthesize complex ideas and provide rich detail; they exert intellectual independence and respect disciplinary conventions, from creative nonfiction in the humanities to empirical research in the sciences. We have been honoring students for outstanding writing in ULWR courses since 2010, but since 2014, thanks to a generous gift from the Granader Family, the prizes are more substantial. We are grateful to the Granaders for choosing to recognize student writing in this way. This collection is another form of recognition for the award-winning students. By publishing this student writing both online and in hard copy we make it available as a model and as a source of inspiration for others. Talented and committed as they are, these students represented here did not become award-winners entirely on their own. Each of them benefited from well-designed assignments, careful reading, and suggestions for revision from the instructors who nominated them. The instructors' introductions for each selection provide a window into student learning as well as into the specific dimensions of each student's achievements.

Under the auspices of ArtsEngine at the University of Michigan, the Mellon Research Project examines the increasingly prevalent integration of arts practice and study at research universities. ArtsEngine National's initial mission to "transform the research university through the infusion of arts practice" in response to growing recognition of the value of arts integration practices across the landscape of higher education led to a $500,000 grant from The Andrew W. Mellon Foundation. This grant supported an initial investigation of present practices in arts integration at researchuniversities, encompassing a national network of faculty and administrators who embrace innovative methods in teaching, research, and co-curricular programming linking the arts to other disciplinary domains. This study presents "best practices in the integration of arts practice in U.S. research universities . . ., fulfill[ing] the need for a document that articulates models, obstacles, implementation strategies, costs, and impact on students and faculty as well as on research, practice, and teaching in other knowledge areas" (ArtsEngine). Rather than providing a detailed set of instructions, this document maps the landscape of arts integration at 30 partner institutions in the Alliance for the Arts in Research Universities (a2ru) and at 16 other institutions. It highlights aspirational models and presents an overall guide to current practices linking the arts to other learning areas.

What is the role of the academic scholar within the discussions of the global challenges that are relevant to society, such as sustainability, health care, gun control, fiscal policy, and international affairs? How do scholars engage in a world in which knowledge is becoming democratized through social media and the proliferation of knowledge sources (both credible and biased) clouds public debate? What are the social, professional and institutional obstacles to such engagement? Should junior faculty do this? Should this vary by discipline, and by school? Should all academics do this? Does this redefine the role of the senior scholar? To answer these questions and many more, the University of Michigan hosted a Michigan Meeting that involved over 40 speakers, including 4 University Presidents, and 225 registrants. This report summarizes that three-day meeting with a focus on four key themes. First, what is engagement and should we do it? Second, what are the ground rules for public and political engagement? Third, what are some models that have worked and what can we learn from them? Fourth and finally, what are the obstacles to engagement and how can they be overcome?

For nearly half a century, Alan M. Wald's pathbreaking research has demonstrated that attention to the complex lived experiences of writers on the Left provides a new context for viewing major achievements as well as instructive minor ones in United States fiction, poetry, drama, and criticism. The essays in this volume in honor of Alan M. Wald investigate aspects of intellectual, literary, and cultural movements and figures associated with left-wing politics beginning in the early twentieth century and continuing into our own time. Intimately linked with social struggle, the thinkers and actors analyzed in these diverse essays can be collectively understood to form the intertwined lineages of the Literary Left.

The Possibility of Practical Reason explores the foundational questions of moral psychology: How can any of our behavior qualify as acting for a reason? How can any considerations qualify as reasons for us to act? David Velleman argues that both possibilities depend on there being a constitutive aim of action―something that makes for success in action as such. These twelve essays―five of which were not included in the previous edition, two of them previously unpublished―discuss topics such as freedom of the will, shared intention, the relation between value and practical reasoning, the foundations of decision theory, and the motivational role of the imagination.

Discourses in African Musicology: J.H. Kwabena Nketia Festschrift highlights the proceedings of a 2011 conference at the University of Ghana in honor of Professor J.H. Kwabena Nketia on his 90th birthday. Professor Nketia was instrumental in shaping the field of ethnomusicology and providing the foundation for an African Musicology. The conference gave scholars and performers an occasion to explore the multi-faceted subject of African music studies, and provided its many attendees the opportunity to extend the scholarly discourse on African music.

Launched in 1994, the Michigan Journal of Community Service Learning (MJCSL) is an international, peer-reviewed, multi-disciplinary academic journal for college and university faculty and administrators, with an editorial board and cadre of peer reviewers representing faculty from many higher education disciplines and professional fields. It is a publication of the University of Michigan's Ginsberg Center. Each issue consists of articles at the cutting edge of research, theory, pedagogy, and other matters related to academic service-learning, campus-community partnerships, and engaged, public scholarship in higher education that extend the knowledge base and support and strengthen researchers' and practitioners' work. We also publish review essays of newly-released books pertinent to service-learning and community engagement.