Sigmund Freud's 'SIGMUND FREUD Ultimate Collection: Psychoanalytic Studies, Theoretical Essays & Articles' is a comprehensive compilation of the pioneering psychiatrist's most significant works, encapsulating the essence of psychoanalysis in a single volume. Freud's literary style is characterized by a blend of clinical observations, theoretical discussions, and case studies, making it a foundational text in the field of psychology. This collection features key concepts such as the unconscious mind, defense mechanisms, and the Oedipus complex, providing readers with a deep insight into Freud's revolutionary theories. The book is a must-read for anyone interested in the development of psychoanalytic thought and its impact on modern psychology. Freud's contributions to the understanding of human behavior and mental processes are unparalleled, making this collection an essential addition to any scholarly library.

This is a frank and original analysis of patriarchy by men from all walks of life, living on three continents. Starting with the basic assumption that the breakdown of the patriarchal system is a good and necessary step towards creating a better society, the contributors examine the origins ofmale domination, the institutions that perpetuate it, and its manifestations in the thoughts and lives of men. A male feminist perspective is offered on a broad range of issues - from fatherhood to the organization of the workplace to homosexuality, the political structure, and the male role inadvertising, sports, and film. Written by men living in Canada, the United States, Britain, France, and Australia, and coming from a wide variety of backgrounds - from anthropology to physics- the articles here make an important contribution to feminism.

CSA Sociological Abstracts abstracts and indexes the international literature in sociology and related disciplines in the social and behavioral sciences. The database provides abstracts of journal articles and citations to book reviews drawn from over 1,800+ serials publications, and also provides abstracts of books, book chapters, dissertations, and conference papers.

Connecting the separate worlds of literary theorists and literature teachers in higher education, this collection of essays by 20 college teachers shares their ideas about using theorists' concepts to turn undergraduates from passive receivers of information into active thinkers about meaning in literature. Following an introduction by James M. Cahalan and David B. Downing, essays in the collection are: "Reading from Inside and Outside of One's Community" (David Bleich); "Combining Personal and Textual Experience: A Reader-Response Approach to Teaching American Literature" (Patricia Prandini Buckler); "From Clinic to Classroom while Uncovering the Evil Dead in 'Dracula': A Psychoanalytic Pedagogy" (Mark S. Paris); "'Text,''Reader,''Author,' and 'History' in the Introduction to Literature Course" (John Schilb); "In Search of Our Sisters' Rhetoric: Teaching through Reception Theory" (Louise Z. Smith); "The Historical Necessity for--and Difficulties with--New Historical Analysis in Introductory Literature Courses" (Brook Thomas); "The Reader and the Text: Ideologies in Dialogue" (John Clifford); "Confrontational Pedagogy and the Introductory Literature Course" (Ronald Strickland); "The Walls We Don't See: Toward Collectivist Pedagogies as Political Struggle" (C. Mark Hurlbert); "Feminist Theory, Literary Canons, and the Construction of Textual Meanings" (Barbara Frey Waxman); "Coyote Midwife in the Classroom: Introducing Literature with Feminist Dialogics" (Patrick D. Murphy); "A Multicultural Introduction to Literature" (Phillipa Kafka); "'Who Was That Masked Man?': Literary Criticism and the Teaching of African American Literature in Introductory Courses" (Pancho Savery); "Less Is More: Coverage, Critical Diversity, and the Limits of Pluralism" (Douglas Lanier); "From Discourse in Life to Discourse in Poetry: Teaching Poems as Bakhtinian Speech Genres" (Don Bialostosky); "Teaching Deconstruction: Theory and Practice in the Undergraduate Literature Classroom" (Lois Tyson); "Reading Deconstructively in the Two-Year College Introductory Literature Classroom" (Thomas Fink); "Practicing Textual Theory and Teaching Formula Fiction" (M. H. Dunlop); "Theory as Equipment for (Postmodern) Living" (Thomas McLaughlin); "Students as Theorists: Collaborative Hypertextbooks" (James J. Sosnoski); and "Selected Further Resources for Theory and Pedagogy: A Bibliographic Essay" (James M. Cahalan and David B. Downing). A 31-page comprehensive listing of references is attached. (RS)