《特工科恩》改编自前摩萨德特工伊莱·科恩的真实故事，他在 20 世纪 60 年代初成功潜入叙利亚，成为一名卧底。科恩与野心勃勃的军方领导人以及他们富有的朋友关系密切，从而在叙利亚最大的反以色列秘密行动中赢得了超乎寻常的信任。
在本剧集中，荣获艾美奖提名的萨莎·拜伦·科恩（《谁是美国？》）饰演伊莱·科恩，他一心只想为国家服务，但他工作极为出色，以至于发现自己很难摆脱双重身份。诺亚·艾默里奇（《美国谍梦》）饰演伊莱的摩萨德长官丹·法勒，他试图减轻自己为伊莱所做的牺牲产生的罪恶感。哈达尔·拉曾·罗特姆（《国土安全》）饰演伊莱的妻子纳迪娅，她被留下来独自照顾他们的家庭，并且知道丈夫的政府工作有些问题。瓦利德·祖伊特（《殖民地》）饰演军官阿明·哈菲兹，他认为自己找到了完美的盟友，即卧底科恩。《特工科恩》由艾美奖得主吉迪恩·拉夫（《战俘》《国土安全》《暴君》）和 Légende Films 编写剧本并执导。该剧集由阿兰·戈尔德曼（《玫瑰人生》）担任制片人。该限定剧共 6 集，每集 60 分钟。

20 世纪 90 年代初期，古巴飞行员瑞尼·贡萨雷斯（埃德加·拉米雷兹饰）叛逃到美国并开始了全新的自由生活，将他的妻子（佩内洛普·克鲁兹饰）和年幼的女儿留在了共产主义的祖国。但瑞尼并不只是一个简单的美国奋斗者新贵。他加入了南佛罗里达州的“黄蜂网络”。这个组织由一群古巴流放者组成，秘密特工曼努埃尔·韦拉蒙特斯（别名杰拉尔多·埃尔南德斯，盖尔·加西亚·贝纳尔饰演）领导。他成为亲卡斯特罗间谍圈的成员，负责监视和渗透古巴裔美国恐怖组织，这些组织企图攻击古巴这个社会主义共和国。
《黄蜂网络》根据“古巴五人组”（包括贡萨雷斯在内的情报官，于 1998 年 9 月在佛罗里达州被捕，随后因从事间谍活动和其他非法活动而被定罪）的真实故事改编，这是一部扣人心弦、风格独特的政治惊悚片，暗含多重深意，汇集了一群古巴国民和古巴裔美国流亡者，他们卷入了一场复杂而微妙的意识形态之争和忠诚与背叛的挣扎之中。
该影片改编自费尔南德·莫莱斯所著书籍《The Last Soldiers of the Cold War》，编剧兼导演奥利维耶·阿萨亚斯（《卡洛斯》《私人采购员》）带领强大的演员阵容（包括佩内洛普·克鲁兹、埃德加·拉米雷兹、盖尔·加西亚·贝纳尔、安娜·德·阿玛斯、莱昂纳多·斯巴拉格利亚和瓦格纳·马拉），在跨越这两个邻国的“镜厅”展开了一场爆炸性的紧急间谍游戏，两国长达数十年的对峙给现在带来了深刻的影响。

《等待野蛮人》本身没有影射的痕迹，可是这种寓意复杂的作品必然使人想到许多现实情景，从过去南非的种族歧视到至今仍未消停的巴以冲突，甚至“引广’恐怖袭击，甚至中国“文革”的梦魔岁月……当代生活中所有那些令人惊然的事件都可能成为一种潜在的语境，在阅读活动中扯动着人们的审美经验。跟历史上那些最伟大的作家相似，库切在对人的关注中也同样看到了人类的精神困境，但是他的目光更多锁定于政治生活和文明进程中的伦理障碍：国家、种族、文化背景和意识形态，如果说这是面向内心的自我挑战，贸然超越这些界限几乎就如打开一扇恐怖之门。

Review
'An extremely provocative, original, and engaging book, it raises questions of great relevance and urgency about the process of cultural selection and canonization.'Denis Hollier, Yale UniversityIgnorant Schoolmaster
In The Ignorant Schoolmaster, Rancière uses the historical figure of Joseph Jacotot as a way of discussing human nature, education, pedagogy, ignorance, intelligence, and emancipation. These ideas have profound implications on the nature of schooling and research, and the role that teachers and scholars play. Contents [hide]
1 Joseph Jacotot (1770-1840)
2 Explication
3 Emancipation
4 Ignorance
5 Intelligence
6 Will
7 Language
[edit]
Joseph Jacotot (1770-1840)
Jacotot was a French instructor who taught subjects as far-ranging as French, literature, mathematics, ideology and law (p. 1). He had a profound realization one time when he had to teach a group of Flemish students French. Since he didn’t know Flemish himself, he had the challenge of teaching these students French.
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Explication
The conventional view of the teacher’s (or master’s, as Rancière calls it), is to “explicate”. But Jacotot noticed that his Flemish students were able to learn French without any explication from him. He had given them a bilingual text of Télémaque; using that, his students were able to eventually under French grammar and spelling, using a text that was aimed for adults, and not “simplified” for school children. Jacotot (or maybe Rancière?) was inspired to ask: Were schoolmaster’s explications superfluous? (p. 4) Rancière believes that explication stultifies learning by short-circuiting the journey that the student is able to make. Teachers who rely on explication inadvertently creates a “veil of ignorance” (p. 6) what the student is expected to learn, thus creating a world of superior (i.e. the master, the explicator) and inferior (i.e. the student, the ignorant). But Rancière believes that all people are capable of learning without explication because they have all acquired their mother tongues without explication (p. 5, 10). They learn, imitate, and correct themselves, and universally, all children will grow up to understand their parents without every spent one day in school. Why do we presume this intelligence goes away?
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Emancipation
Rancière distinguishes between two human traits: intelligence and will. In Jacotot’s classroom, there are two wills (the students’ and Jacotot’s) and two intelligences (the students’ and the book’s). Students may need to follow the teacher’s will, who guides them towards the subject. But stultification occurs when the students’ intelligences are linked with the teacher’s, when they have to rely on the schoolmaster to explain what they have learned. The opposite of stultification is, therefore, emancipation. But who emancipates? Once again, conventionally, it is the scholar, the philosopher, the wise, the learned, the Teachers College doctoral student. But Rancière believes that the only way to emancipate is when an intelligence obeys only itself even if its will obeys another’s will (p. 13). In reality, universal teaching has existed since the beginning of the world, alongside all the explicative methods...Everyone has done this experiment a thousand times in life, and yet it has never occurred to someone to say to someone else: I’ve learned many things without explanations, I think that you can too... (p. 16)In Jacotot’s class, the students learned using their own methods, not his. And in the end, they learned French, and they have done so using the oldest method in the world: universal teaching.
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Ignorance
Rancière argues that the “Socratic Method” is a perfected form of stultification, where the role of the Master is to interrogate (demand speech) and verify that intelligence is done with attention (p. 29). Even if these pedagogies are aimed at “empowering” the student, it is still done so after the master has verified it. Thus, it is still the master’s method, not the student’s.
The ignorant schoolmaster does not verify what the student has found, only that the student has searched (p. 31). This means that anyone, including illiterate parents, can teach their children how to read and write. For example, they can question whether they pronounce the same word each time in the same way, or hide it under their hand and ask the student what is under it. This is true not only for re
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Intelligence
Most people become stultified because they believe in their inferiority (p. 39). And superior minds can only be superior if they can make everyone else inferior. Thus we never break out of that circle, not matter how generous our intentions may be. The word intelligence is often understood as a number, or variable, that describes different people’s capacities to comprehend complex ideas or solve logic problems. But Rancière believes that everyone has the same intelligence (p. 50). He argues that a statement like “Bob is smarter because he produces better work” is a tautological statement that explains nothing. It’s true that people will produce different types of work, but he doesn’t see this as the result of different intelligence, but as a result of not bringing sufficient attention to the work.
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Will
Intelligence has to do with attention while will has to do with the “power to be moved” (p. 54). Rancière argues that each of us represents a will that is served by an intelligence. We see, analyze, compare, reason, correct, reconsider, on an everyday basis. We do not always learn the same things because we do not pay the same amount of attention to the situation. Furthermore, he suggests that “[m]eaning is the work of the will” (p. 56). He calls “secret” of universal teaching, something that geniuses all know. All humans are capable of anything they want.
[edit]
Language
Jacotot/Rancière believed that truth cannot be told. When it is expressed in language it becomes fragmented (p. 60). Hence, he goes into the arbitrariness of language to suggest that there is no language that is superior than others because they are equally arbitrary. Intelligence does not have a language. As Jacotot argued, we are not intelligent because we speak; we are intelligent because we exist. But this is not a problem. It is precisely because all languages are arbitrary that we employ all we have access to (including but not limited to language) in expressing truth. (p. 62) Rancière calls our expression through language as a form of art, like improvisation. He calls “telling the story” and “figuring things out” the two master operations of intelligence (p. 64). He believes that the artist is the exact opposite of the professor. He argues: “Each one of us is an artist to the extent that he carries out a double process; he is not content to be a mere journeyman but wants to make all work a means of expression, and he is not content to feel something but tries to impart it to others” (p. 70).

侯仁之文集之第二卷。侯仁之是中国现代历史地理学的开创者之一，在理论和实践两个方面为历史地理学的发展做出了重要贡献。本书精选了他在建国以后所撰写的三十八篇作品，分为四个主题编排：历史地理学的理论与实践、环境变迁、地理学史、城市与区域历史地理。这些文字反映了作者在筚路蓝缕中的辛勤耕耘，在躬亲践行中的深思卓识。

“Written with her usual vigor and imagination...Mary Renault has a great talent.”– The New York Times Book Review

Alexander’s beauty, strength, and defiance were apparent from birth, but his boyhood honed those gifts into the makings of a king. His mother, Olympias, and his father, King Philip of Macedon, fought each other for their son’s loyalty, teaching Alexander politics and vengeance from the cradle. His love for the youth Hephaistion taught him trust, while Aristotle’s tutoring provoked his mind and Homer’s Iliad fueled his aspirations. Killing his first man in battle at the age of twelve, he became regent at sixteen and commander of Macedon’s cavalry at eighteen, so that by the time his father was murdered, Alexander’s skills had grown to match his fiery ambition.

"Life is both fleeting and dangerous, and there is no point in denying yourself pleasure, or being anything other than what you are."
Beloved author Elizabeth Gilbert returns to fiction with a unique love story set in the New York City theater world during the 1940s. Told from the perspective of an older woman as she looks back on her youth with both pleasure and regret (but mostly pleasure), City of Girls explores themes of female sexuality and promiscuity, as well as the idiosyncrasies of true love.
In 1940, nineteen-year-old Vivian Morris has just been kicked out of Vassar College, owing to her lackluster freshman-year performance. Her affluent parents send her to Manhattan to live with her Aunt Peg, who owns a flamboyant, crumbling midtown theater called the Lily Playhouse. There Vivian is introduced to an entire cosmos of unconventional and charismatic characters, from the fun-chasing showgirls to a sexy male actor, a grand-dame actress, a lady-killer writer, and no-nonsense stage manager. But when Vivian makes a personal mistake that results in professional scandal, it turns her new world upside down in ways that it will take her years to fully understand. Ultimately, though, it leads her to a new understanding of the kind of life she craves - and the kind of freedom it takes to pursue it. It will also lead to the love of her life, a love that stands out from all the rest.
Now eighty-nine years old and telling her story at last, Vivian recalls how the events of those years altered the course of her life - and the gusto and autonomy with which she approached it. "At some point in a woman's life, she just gets tired of being ashamed all the time," she muses. "After that, she is free to become whoever she truly is." Written with a powerful wisdom about human desire and connection, City of Girls is a love story like no other.

王安石既是文学史上的唐宋八大家之一，又是北宋著名政治改革家、思想家，是现代历史研究和文学研究中绕不过的人物。华东师范大学古籍所研究员刘成国先生，是宋代文学研究专家，对王安石的生平、文学创作和思想成就等研究颇有创获。他在本书中对王安石一生的行年事迹进行了极为详尽的考证，按年、月、日进行编排，旁及王安石的家族世系、人际关系网络，并对其政治主张、创作成就和学术造诣进行深入的探讨，让读者可以全方位了解王安石其人其事。

"The Court Society invites us not only to consider the extraordinary intellectual project of [Norbert's] long career as a magnificent work-in-progress, but also to encounter his distinctive way of approaching history in light of contemporary concerns, that is, to discover with him the presence of the past." Canadian Journal of Sociology Online March-April 2007 "Elias argues that the centralization of power in the hands of the king resulted in a symbiotic relationship between the king and the court nobility. The complex court etiquette and ceremony recognized the centrality of the king while protecting the elevated status of the nobility within the figuration against those who might challenge it ... the editors have added annotations to the extant translations ... Recommended." CHOICE, May 2007 "The enterprise of publishing the collected works of Norbert Elias under the editorship of Richard Kilminster and Stephen Mennell by University College Dublin Press is an extremely important contribution to the contemporary intellectual and academic scene. Norbert Elias was one of the most original minds in the human and social sciences in the 20th century - his work covers not only a very broad range of sociological topics starting with his classical The Civilising Process and later The Court Society, but also many topics ranging from sociology of knowledge to sociology of sport and analysis of historical processes; the broad philosophical problems, such as the idea of the place of the progress of symbolic dimensions in social life. This is really a monumental enterprise, very worthwhile and very constructive, presenting a great challenge to the contemporary intellectual and academic scene - and UCD Press should be congratulated in undertaking this enterprise." S. N. Eisenstadt Jerusalem, 24 July 2008 "Too easily the editors and readers of Books Ireland take it as given that Irish publishers' books are mostly about Ireland or by Irish writers. We wish it were not so because we think our publishers are of world class, and a shining exception and exemplar is this series of eighteen volumes of the life's work in English - some of his work was written in German - of Elias (1897-1990) whose major theme was the theory of civilising processes - Norbert is very interesting on the subject as well as on the dynamics of sports, social (and especially male) bonding, violence and football hooliganism. These books are in the very best tradition of design, with acid-free paper, sewn bindings, cloth boards, coloured endpapers, spine labels and acetate jackets."

Originally published in 1971, this social science classic outlines the social functions of welfare programs.
"Uncompromising and provocative....By mixing history, political interpretation and sociological analysis, Piven and Cloward provide the best explanation to date of our present situation...no future discussion of welfare can afford to ignore them."

In this beautifully illustrated study of sculpture, vases, and other cult objects portraying the Goddess, fertility images, and mythical animals, Marija Gimbutas sketches the matrilineal village culture that existed in southeastern Europe between 6500 and 3500 B.C., before it was overwhelmed by the patriarchal Indo-Europeans. The analysis of this rich mythical imagery tells us much about early humanity's concepts of the cosmos, of humans' relations with nature, and of the complementary roles of male and female.

This book offers a careful examination of the politics of social policy in an era of austerity and conservative governance. Focusing on the administrations of Ronald Reagan and Margaret Thatcher, Pierson provides a compelling explanation for the welfare state's durability and for the few occasions where each government was able to achieve significant cutbacks. The programmes of the modern welfare state - the 'policy legacies' of previous governments - generally proved resistant to reform. Hemmed in by the political supports that have developed around mature social programmes, conservative opponents of the welfare state were successful only when they were able to divide the supporters of social programmes, compensate those negatively affected, or hide what they were doing from potential critics. The book will appeal to those interested in the politics of neo-conservatism as well as those concerned about the development of the modern welfare state. It will attract readers in the fields of comparative politics, public policy, and political economy.

Paul Lloyd presents an historical grammar of Spanish that includes twentieth-century research on Romance and Spanish languages. He offers a synthesis of the research that has illuminaated much of the phonetic and morphological development of Spanish.