1994 film by Hal Hartley

“比烧书更可怕的罪行是不阅读它们。” ★ 科幻大师雷•布拉德伯里反乌托邦代表作精装纪念版 ★ 法国著名导演特吕弗电影《华氏451》原著 ★ 在焚烧书籍的年代留下人类文明的备忘录 ★ 如果一个人就是一部书，你希望自己是哪一本？ 华氏451度是纸的燃点，小说的故事发生在一个压制思想自由的世界里，这里所有的书都被禁止，消防员的工作不是灭火，而是焚书。故事的主人公已经当了十年的消防队员，但他从来没有怀疑过自己所从事的工作，直到有一天他遇到了一个奇特的女孩，他开始对自己的工作产生疑虑。于是他决定铤而走险，向这个世界发起挑战。就这样一批“书之人”暗暗聚集，他们都有惊人的记忆力，看完就把书烧掉，然后把内容记在心里。那些书储存在他们平静的眼眸之后，完好无缺地等待着将来某一天，那些手指干净或肮脏的读者再来翻动…… 该作品在五十多年前首次出版时曾造成巨大的轰动，被认为是反乌托邦小说的重要代表作。1966年被法国新浪潮著名导演特吕弗改编为电影。还曾被改编成同名游戏、独角戏、漫画等。 特以此精装典藏版，纪念科幻大师雷•布拉德伯里逝世五周年。他是科幻界的爱伦•坡，狡黠而忧伤的怪老头。天空中有以他名字命名的小行星，火星上有向他作品致敬的火山口。他是斯皮尔伯格、史蒂芬金的缪斯。他去世时总统亲自致悼词。如今，他离开我们五年了。来看看他笔下的世界，和我们身处的世界，有着怎样可悲又可叹的相似？ 随书附赠布拉德伯里语录书签，收获属于你的科幻箴言。

America's leaders say the economy is strong and getting stronger. But the safety net that once protected us is fast unraveling. With retirement plans in growing jeopardy while health coverage erodes, more and more economic risk is shifting from government and business onto the fragile shoulders of the American family. In The Great Risk Shift , Jacob S. Hacker lays bare this unsettling new economic climate, showing how it has come about, what it is doing to our families, and how we can fight back. Behind this shift, he contends, is the Personal Responsibility Crusade, eagerly embraced by corporate leaders and Republican politicians who speak of a nirvana of economic empowerment, an "ownership society" in which Americans are free to choose. But as Hacker reveals, the result has been quite different: a harsh new world of economic insecurity, in which far too many Americans are free to lose. The book documents how two great pillars of economic security--the family and the workplace--guarantee far less financial stability than they once did. The final leg of economic support--the public and private benefits that workers and families get when economic disaster strikes--has dangerously eroded as political leaders and corporations increasingly cut back protections of our health care, our income security, and our retirement pensions. Blending powerful human stories, big-picture analysis, and compelling ideas for reform, this remarkable volume will hit a nerve, serving as a rallying point in the vital struggle for economic security in an increasingly uncertain world.

The assembly line was invented in 1913 and has been in continuous operation ever since. It is the most familiar form of mass production. Both praised as a boon to workers and condemned for exploiting them, it has been celebrated and satirized. (We can still picture Chaplin's little tramp trying to keep up with a factory conveyor belt.) In America's Assembly Line, David Nye examines the industrial innovation that made the United States productive and wealthy in the twentieth century. The assembly line -- developed at the Ford Motor Company in 1913 for the mass production of Model Ts -- first created and then served an expanding mass market. It inspired fiction, paintings, photographs, comedy, cafeteria layouts, and cookie-cutter suburban housing. It also transformed industrial labor and provoked strikes and union drives. During World War II and the Cold War, it was often seen as a bastion of liberty and capitalism. By 1980, Japan had reinvented the assembly line as a system of "lean manufacturing"; American industry reluctantly adopted this new approach. Nye describes this evolution and the new global landscape of increasingly automated factories, with fewer industrial jobs in America and questionable working conditions in developing countries. A century after Ford's pioneering innovation, the assembly line continues to evolve toward more sustainable manufacturing.

"Shedd and Bacharach provide new insights, practical perspectives, and a scholarly justification for changing the archaic structure of our schools and the management of the professionals working in them... This unusually significant book will remain important for a long time to come." -- James W. Guthrie , director of Policy Analysis for California Education, School of Education, University of California, Berkeley

The fifth novel in James S.A. Corey's New York Times bestselling Expanse series--now being produced for television by the SyFy Channel! A thousand worlds have opened, and the greatest land rush in human history has begun. As wave after wave of colonists leave, the power structures of the old solar system begin to buckle. Ships are disappearing without a trace. Private armies are being secretly formed. The sole remaining protomolecule sample is stolen. Terrorist attacks previously considered impossible bring the inner planets to their knees. The sins of the past are returning to exact a terrible price. And as a new human order is struggling to be born in blood and fire, James Holden and the crew of the Rocinante must struggle to survive and get back to the only home they have left.

Two MacArthur Prize Fellows argue that to get out of its current economic crisis industry should abandon its attachment to standardized mass production for a system of flexible specialization.

This is a masterful effort to recognize and place the prison and asylums in their social contexts. Rothman shows that the complexity of their history can be unraveled and usefully interpreted. By identifying the salient influences that converged in the tumultuous 1820s and 1830s that led to a particular ideology in the development of prisons and asylums, Rothman provides a compelling argument that is historically informed and socially instructive. He weaves a comprehensive story that sets forth and portrays a series of interrelated events, influences, and circumstances that are shown to be connected to the development of prisons and asylums. Rothman demonstrates that meaningful historical interpretation must be based upon not one but a series of historical events and circumstances, their connections and ultimate consequences. Thus, the history of prisons and asylums in the youthful United States is revealed to be complex but not so complex that it cannot be disentangled, described, understood, and applied. This reissue of a classic study addresses a core concern of social historians and criminal justice professionals: Why in the early nineteenth century did a single generation of Americans resort for the first time to institutional care for its convicts, mentally ill, juvenile delinquents, orphans, and adult poor? Rothman's compelling analysis links this phenomenon to a desperate effort by democratic society to instill a new social order as it perceived the loosening of family, church, and community bonds. As debate persists on the wisdom and effectiveness of these inherited solutions. "The Discovery of the Asylum offers a fascinating reflection on our past as well as a source ofinspiration for a new century of students and professionals in criminal justice, corrections, social history, and law enforcement.

The human sciences in the English-speaking world have been in a state of crisis since the Second World War. The battle between champions of hard-core scientific standards and supporters of a more humanistic, interpretive approach has been fought to a stalemate. Joel Isaac seeks to throw these contemporary disputes into much-needed historical relief. In "Working Knowledge" he explores how influential thinkers in the twentieth century's middle decades understood the relations among science, knowledge, and the empirical study of human affairs. For a number of these thinkers, questions about what kinds of knowledge the human sciences could produce did not rest on grand ideological gestures toward "science" and "objectivity" but were linked to the ways in which knowledge was created and taught in laboratories and seminar rooms. Isaac places special emphasis on the practical, local manifestations of their complex theoretical ideas. In the case of Percy Williams Bridgman, Talcott Parsons, B. F. Skinner, W. V. O. Quine, and Thomas Kuhn, the institutional milieu in which they constructed their models of scientific practice was Harvard University. Isaac delineates the role the "Harvard complex" played in fostering connections between epistemological discourse and the practice of science. Operating alongside but apart from traditional departments were special seminars, interfaculty discussion groups, and non-professionalized societies and teaching programs that shaped thinking in sociology, psychology, anthropology, philosophy, science studies, and management science. In tracing this culture of inquiry in the human sciences, Isaac offers intellectual history at its most expansive.

An in-depth look at why American universities continue to favor U.S.-focused social science research despite efforts to make scholarship more cosmopolitan U.S. research universities have long endeavored to be cosmopolitan places, yet the disciplines of economics, political science, and sociology have remained stubbornly parochial. Despite decades of government and philanthropic investment in international scholarship, the most prestigious academic departments still favor research and expertise on the United States. Why? Seeing the World answers this question by examining university research centers that focus on the Middle East and related regional area studies. Drawing on candid interviews with scores of top scholars and university leaders to understand how international inquiry is perceived and valued inside the academy, Seeing the World explains how intense competition for tenure-line appointments encourages faculty to pursue “American” projects that are most likely to garner professional advancement. At the same time, constrained by tight budgets at home, university leaders eagerly court patrons and clients worldwide but have a hard time getting departmental faculty to join the program. Together these dynamics shape how scholarship about the rest of the world evolves. At once a work-and-occupations study of scholarly disciplines, an essay on the formal organization of knowledge, and an inquiry into the fate of area studies, Seeing the World is a must-read for anyone who cares about the future of knowledge in a global era.

Vomiting. Diarrhea. Dehydration. Death. Confusion. In 1832, the arrival of cholera in the United States created widespread panic throughout the country. For the rest of the century, epidemics swept through American cities and towns, killing thousands. Physicians of all stripes offered conflicting answers to the cholera puzzle, ineffectively responding with opiates, bleeding, quarantines, and all manner of remedies, before the identity of the dreaded infection was consolidated under the germ theory of disease some sixty years later. These cholera outbreaks raised fundamental questions about medical knowledge and its legitimacy, giving fuel to alternative medical sects that used the confusion of the epidemic to challenge both medical orthodoxy and the authority of the still-new American Medical Association. In "Knowledge in the Time of Cholera", Owen Whooley tells us the story of those dark days, centering his narrative on rivalries between medical and homeopathic practitioners and bringing to life the battle to control public understanding of disease, professional power, and democratic governance in nineteenth-century America.

Since its beginnings at the start of the 20th century, educational scholarship has been a marginal field, criticized by public policy makers and relegated to the fringes of academe. An Elusive Science explains why, providing a critical history of the traditions, conflicts, and institutions that have shaped the study of education over the past century.

Is our nation's educational system faltering in part because it strives to teach students predetermined "right" answers to questions? In "Turning the Soul," Sophie Haroutunian-Gordon offers and alternative to methods advocated by conventional educational practice. By guiding the reader back and forth between two high school classes discussing Shakespeare's "Romeo and Juliet," she gracefully introduces the alternative approach to education: interpretive discussion. One class, located in a private, racially integrated urban school, has had many conversations about the meaning of books. The second group, less advantaged students in a largely black urban school, has not. The reader watches as students in each group begin to draw upon experiences in their personal lives to speculate about events in the play. The students assist one another with the interpretation of complex passages, pose queries that help sustain the conversation, and struggle to "get Shakespeare right." Though the teachers suffer moments of intense frustration, they are rewarded by seeing their students learn to engage in meaningful exchange. Because "Turning the Soul" draws on actual classroom conversations, it presents the range of difficulties that one encounters in interpretive discussion. The book describes the assumptions about learning that the use of such discussion in the classroom presupposes, and it offers a theoretical perspective from which to view the changes in both students and teachers.

On the surface, law schools today are thriving. Enrollments are on the rise, and their resources are often the envy of every other university department. Yet behind the flourishing facade, law schools are failing abjectly. Recent front-page stories have detailed widespread dubious practices, misleading placement reports, and the fundamental failure to prepare graduates to enter the profession. Addressing all these problems and more in a ringing critique is renowned legal scholar Brian Z. Tamanaha. Piece by piece, Tamanaha lays out the how and why of the crisis and the likely consequences if the current trend continues. At the heart of the problem, he argues, are the economic demands and competitive pressures on law schools - driven by competition over U.S. News and World Report ranking. When paired with a lack of regulatory oversight, the work environment of professors, the limited information available to prospective students, and loan-based tuition financing, the result is a system that is fundamentally unsustainable. With "Failing Law Schools", Tamanaha has provided the perfect resource for assessing what's wrong with law schools and figuring out how to fix them.

In this first general history of legal education, Stevens traces the development of law schools, the legal profession, and legal thought, relating their evolution to intellectual, political, and social trends. He describes how the establishment gained power over education after 1920 and how, in the past two decades, both students and the practicing profession have questioned this authority. He also examines the implications of the "legal revolution" and new opportunities for women and minorities.