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On 23 June 2016, 51.9% of those who voted in the UK referendum on membership of the European Union (EU) opted to leave. The impact of this result upon both British and European politics has been profoundly disruptive and divisive. It not only marks a ‘seismic moment in post-war British politics’ (McGowan, 2018, p. 4) but has also disrupted expectations for the European project; no Member State had previously left the Union. Political institutions have been thrown into disarray, many citizens remain in a situation of existential uncertainty, and the political realm is cleaving. What has come to be known as ‘Brexit’ seemingly marks a crisis; a tear or a wrench in the very fabric of European politics, or perhaps a knot in which different socio-political tendencies have become entangled. In this chapter, the authors are interested not so much in diagnosing the factors that led to Brexit as they are the different interpretations that the ‘Brexit crisis’ is now being given. The authors map out five readings of ‘the Brexit crisis’ and contend that any attempt to grasp the meaning of Brexit demands drawing on all of them.

Investigates the importance of English language sources of Friedrich Theodor Althoff (1839‐1908), a German of great influence both in his own country and, indirectly, in the United States. Explores some measures of his influence in education and international understanding. Examines a wide variety of sources. Explains how it could happen that an influential person would end up in intellectual history with almost no recognition. Challenges several conventional assessments. Althoff′s most important contributions are in print and more almost certainly exist in university archives, but the material is scattered and unorganized. Because we do not yet have the full story of this remarkable and complex man, firm conclusions about his influence are not yet possible.

In this monograph the author discusses the problems in constructing a logical and ethical‐empirical foundation so that relevant social values may be studied by the scientific method. Part One is concerned with the difficulties posed by the prevailing methodology. Part Two presents a new research programme based on the simultaneous equilibrium versus disequilibrium approach in conjunction with Wittgenstein's logic and the current research in ethics.

The heady system of high‐pressure Continental air that drifted across the Atlantic and collided with the traditional cyclonic patterns of U.S. literary academe in the mid‐1960s precipitated a “Theory Revolution” that has brought a couple of decades of stormy and stimulating weather to the campus. The collision has produced occasionally furious debate and resulted for higher education in the kind of public attention customarily reserved for athletic scandals; it has kept tenuring processes in turmoil and publish‐or‐perish mills working round the clock.

Describes Poetry in the Branches, a multi‐layered, replicable program model, devised by Poets House, New York, to foster the link between librarians, the public and the living tradition of poetry. Provides a comprehensive list of titles of contemporary poetry collections by single authors and anthologies.