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"Tacky's revolt, in modern-day Jamaica, was the largest slave uprising in the eighteenth-century British Atlantic. A strikingly modern guerilla conflict, the revolt inspired both fear of and sympathy toward black lives. Vincent Brown offers a gripping account of the fighting and its reverberations across an interconnected world"--

Creative historical scholarship demonstrates that archives are not just the records bequeathed by earlier times. Archives also consist of the tools we use to explore the past, the vision that allows us to read its signs, and the design decisions that communicate our sense of history's possibilities. The online project Slave Revolt in Jamaica, 1760–1761, which interprets the spatial history of the greatest slave insurrection in the eighteenth-century British Empire, offers a telling example. The map suggests an argument about the strategies of the rebels and the tactics of counterinsurgency and about the importance of the landscape to the course of the uprising. No less important, the project highlights the difficulty of representing such events cartographically with available sources. Maintaining historians' traditional emphasis on primary sources, attention to change over time, historiographical awareness, and an overarching respect for evidence-based claims, scholars may admit more experimental forms of research and presentation without compromising the veracity of historical study. Yet such a shift will require a deeper exploration of the relation between aesthetic expression and knowledge.

This Program was established in 1954. It is inter-disciplinary in character, and has the following primary purposes:1. To provide an opportunity for students at Howard University to acquire as a part of their general education an objective view of the present position of Africa in the modern world, and an understanding of its economic, social, and political problems.2. To enable African students attending the University to view objectively and in a larger perspective the problems of their own continent.3. To provide training and education for a small number of graduate students, who will either continue their studies at other centres, or will be prepared to work in Africa.

Part I. -- Prologue / Joseph C. Miller -- The sixteenth century / Joseph C. Miller -- The seventeenth century / Karen Ordahl Kupperman -- The eighteenth century / Vincent Brown -- The nineteenth century / Laurent Dubois -- Part II. -- Alphabetical entries

The interactions between individuals in a group setting are a natural areafor the application of dynamic systems modeling. Groups gathered togetherfor the purpose of generating ideas are particularly suitable for a dynamic systems approach because each individual 's rate of idea production provides a natural time-varying measure of performnce. This article presents a dynamic model (differential equations) of group idea production designed to describe the effects that group members exert on each other's rates ofprocessing. Two of the most important factors influencing group idea-generation performance, the processes of production blocking and performance matching, are explicitly included in the model. The model is related to the existing literature on the "productivity gap" observed in brainstorning groups. One version of the model explicitly includes the cognitive processes of idea generation, working memory, and output. These types of models should aid theoretical development and the assessment of the role of social and cognitive factors in both conventional and electronic brainstorming.

Despite laboratory evidence that group brainstormers produce fewer ideas than individual brainstormers, brainstorming groups remain popular in business and industry. Here the authors present a model of the cognitive factors involved in group idea generation. Simulations suggest that group interaction should be beneficial when one group member primes another into thinking of ideas they would not have considered alone, at least not in the context of the task at hand. Many concepts relevant to group cognition can be defined within the model framework (stochastic transition matrices) including fluency, flexibility, category accessibility, convergent/divergent thinking, attention to partners, and the relationship between the knowledge structures of the brainstorming participants. Attention plays a crucial role in the model, linking together individuals in a brainstorming group. Simulations also suggest that convergent group behavior may be the result ofcognitivefactors in addition to the socialfactors outlined by a number of researchers.

Many creative activities take place in a group context, whether in short-term meetings, work teams, or by means of electronic interaction. The group creative process necessarily involves the exchange of ideas or information. Recent models of group creativity have focused on the cognitive underpinnings of this type of group creative process, primarily based on the group brainstorming literature. The authors describe an elaborated computational version of their cognitive model of group creativity and related computational models, and highlight some plausible neural bases for various involved processes. The major findings and theoretical perspectives in this literature are summarized and some potentially fruitful empirical and theoretical directions are highlighted. It is hoped that this comprehensive treatment can be a basis for integrating the present literature and providing useful predictions for further research on this topic.