This important work is a three part study that includes a legal and historical review of the unique place of law reviews in American legal education as well as the nature and stature of the reviews and the varying careers the top reviews have had in the 20th century. Thirdly Gutterman has written of his own law review career with a mordant and fascinating eye on the extremes of legal opinion (and behavior) a deadline can bring. The author also discusses the effects of the two major writing competitions specifically devoted to law review writing.

It was in 1916 that Patrick Pearse proclaimed Ireland a sovereign nation on the basis of its mourning, stating that "from the graves of patriot men and women spring living nations." The concept of creating an Irish nation as a process of mourning has been both popular and prevalent in the writing of politicians, philosophers, artists, and patriots of every kind. This book analyzes Irish literary, political, and nationalist rhetoric as works of mourning. It focuses on a series of interlocking commemorative discourses: obituaries, decommissioning talks, and hunger strike commemorations.

In the tradition of Harold Innis and Marshall McLuhan, Professor Scott Gardiner approaches media as an extra somatic tool and engages in a bracingly different approach to the purpose and power of media via an investigation into its historical, psychological and technical underpinnings as well as the powerful and disturbing/benign configurations of its future. Gardiner goes beyond the usual sociological level of analysis and the readings approach to the topic.

This is the first research monograph investigating Irish print media coverage of the AIDS/HIV pandemic in sub-Saharan Africa and situated within the context of the Irish and global pandemic. It adds to the existing knowledge of the relationship between media and Africa, and more specifically media and HIV/AIDS.

Professor Fradella’s new monograph traces the development of defenses of excuse from their English Common Law roots to their various modern formulations under U.S.Law.

Dr.Foster(author of MELANCHOLY DUTY,Kluwer,1997)has undertaken a critique of American decadence and moral squalor. He argues that three basic cultural phenomena have conjoined to warp and degrade the moral and cultural landscape of the country. Treated together for purposes of critique these phenomena have intertwined: in the national pysche: They are the impact of personalism(via J.J.Rosseau) and the leveraged individual, the growth of the theraputic state and the overwhelming preoccupation with entertainment.

Few monographs have studied the methodology and rationale of social science observation and field work from the point of view of the observed, the other. Professor Dabulskis-Hunter examines the power relationships and informational deformations that occur during fieldwork and research expeditions in Native America (both Canada and the USA). The negative effects of such knowledge production and the moral quandary of the observed and the exotic are skillfully described.

Dr.Bongyu’s research work on African States and the African union is well known. In this monograph he discusses the Balkanization of Africa in the colonial and immediate post colonial period with an emphasis on the weak, fragile and marginalized condition of even the strongest of Sub-Saharan African states. He also describes the rise of African aid funding and the fall of most economic indicators and the atrophy of key societal elements such as farming and traditional village life.

The transformation of Western civilization into a planetary society of information and communication compels us to pose some philosophical and political questions about the influence of these new technologies on education. This author, a philosopher, journalist, literary critic, and also a member of the board of Les Temps Modernes, has concluded that Information Science and Internet do represent grave dangers for education, since they rather show us a way of avoiding the teacher and teaching (“how not to teach”) than help teach.

Foreword by Kenneth Parker, Ph.D,Professor of Historical Theology, St.Louis University