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In the past few decades, the humanities and social sciences have developed new methods of reorienting their conceptual frameworks in a 'world without frontiers'. In this book, Bernadette M. Baker offers an innovative approach to rethinking sciences of mind as they formed at the turn of the twentieth century, via the concerns that have emerged at the turn of the twenty-first. The less-visited texts of Harvard philosopher and psychologist William James provide a window into contemporary debates over principles of toleration, anti-imperial discourse and the nature of ethics. Baker revisits Jamesian approaches to the formation of scientific objects including the child mind, exceptional mental states and the ghost to explore the possibilities and limits of social scientific thought dedicated to mind development and discipline formation around the construct of the West

Extraordinary rendition in United States counterterrorism policy : the impact of transatlantic relations / United States government printing office -- Extraordinary rendition, extraterritorial detention and treatment of detainees : restoring our moral credibility and strengthening our diplomatic standing / United States government printing office -- Renditions : constraints imposed by laws on torture / Michael John Garcia -- Undisclosed United States detention sites overseas : background and legal issues / Jennifer K. Elsea and Julie Kim.

Born in Ireland in 1822, Timothy Warren emigrated to New Brunswick in 1849 and quickly became involved in the life and politics of the city of Saint John and the colony. As founder and editor of the newspaper the Freeman, he came lay spokesman for the large, mainly lower-class Irish Catholic population in Saint John, supporting its attempts to alleviate the poverty and harshness of life in New Brunswick and voicing its desire to be accepted as a responsible part of the community. Although Anglin shared his countrymen's resentment of the British presence in Ireland, he saw Britain's role in North America as a positive one. Both as a newspaperman and later as a practicing politician he pressed for the constitutional and non-violent redress of grievances. His Irish background and sympathies coupled with his moderate political stance and strongly middle class outlook made him an effective mediator between the Irish Catholics in New Brunswick and the rest of the community. In the 1860s Anglin was an active participant in the complex political manoeuvrings in New Brunswick, the Freeman providing a platform for his strenuous opposition to Confederation. Although the anti-Confederates were unsuccessful, Anglin's career provides insight into both the muddy politics of Confederation and the process of adjustment to the new order. Ultimately the union that Anglin had opposed won his loyalty, a demonstration of the fact that, despite its problems, the strength of the new nation of Canada was considerable. He was a member of the Canadian House of Commons from 1867 to 1882 and Speaker of the House from 1874 to 1878. This study of the public career of Timothy Warren Anglin-newspaperman, politician, Irish Catholic leader-sheds light on the political and social history of British North America in the second half of the nineteenth century and on the emergence and growth of the Canadian nation.

In mid-1930, the Yiddish novelist, playwright, poet, journalist, and world traveller Leib Malach visited Montreal to attend the dedication of a new home for the Jewish Public Library. He then sent the Buenos Aires Yiddish daily Di Prese a three-part travelogue devoted to: Social, cultural, and linguistic conditions in Montreal and the Province of Quebec; the Jewish School Question in Montreal; and Yiddish culture in Montreal. By making implicit comparisons between the two deeply Catholic, but very different societies of Argentina and Quebec, Malach's travelogue held up a mirror to his intended readership in South America. Quebec's proximity to the United States and Canada's status as a British Dominion suggested one point of contrast with Argentina. The long-festering Jewish School Question crystallized the colliding issues of religious confession, public policy, and provincial and internal Jewish community politics in Quebec, which lacked obvious parallels in Argentina. Descriptions of the Yiddish cultural milieu of Montreal offered oblique comparisons with conditions prevailing in the larger Yiddish-speaking community of Buenos Aires. This essay thus attempts to situate Malach's Montreal travelogue within the frameworks of Canadian and Latin American Jewish Studies, along with transnational Yiddish Studies.En 1930, le romancier, dramaturge, poète, journaliste et globe-trotter yiddish LeibMalach s'est rendu à Montréal pour assister à l'inauguration de la nouvelle bibliothèque publique juive. Il a ensuite envoyé au quotidien yiddish Di Prese de Buenos Aires un récit de voyage en trois parties consacrées aux conditions sociales, culturelles et linguistiques à Montréal et dans la province de Québec, à la question des écoles juives à Montréal, et à la culture yiddish à Montréal. En établissant des comparaisons implicites entre les deux sociétés profondément catholiques, mais très différentes, de l'Argentine et du Québec, le carnet de voyage de Malach tendait un miroir à ses lecteurs d'Amérique du Sud. La proximité ...

A new intellectual epoch has generated new enterprises to suit changed beliefs and circumstances. A widespread sentiment in both formal historiography and curriculum studies reduces the "new" to the question of how knowledge is recognized as such, how it is gained, and how it is represented in narrative form. Whether the nature of history and conceptions of knowledge are, or ought to be, central considerations in curriculum studies and reducible to purposes or elevated as present orientated requires rethinking. This paper operates as an incitement to discourse that disrupts the protection and isolation of primary categories in the field whose troubling is overdue. In particular, the paper moves through several layers that highlight the lack of settlement regarding the endowment of objects for study with the status of the scientific. It traces how some "invisible" things have been included within the purview of curriculum history as objects of study and not others. The focus is the making of things deemed invisible into scientific objects (or not) and the specific site of analysis is the work of William James (1842-1910). James studied intensely both child mind and the ghost, the former of which becomes scientized and legitimated for further study, the latter abjected. This contrast opens key points for reconsideration regarding conditions of proof, validation criteria, and subject matters and points to opportunities to challenge some well-rehearsed foreclosures within progressive politics and education.