Nursing Wounds takes us into the examining rooms of nurse practitioners and doctors to listen to how health care professionals and women patients communicate. The nurse practitioners, unlike the doctors, go beyond the medical problem to ask about the social context of the patients' lives. In these exchanges the doctors insist on reinforcing both their professional status and dominant cultural assumptions about women. While the nurse practitioners sometimes do this, they also distance themselves from their professional identities, respond to their patients woman to woman, and undermine traditional understandings about gender arrangements.These differences have important consequences for the delivery of health care.       

Donna Eder is Professor of Sociology at Indiana University. She has written numerous journal articles and book chapters in the areas of gender, schooling, and women's culture. Her current research involves in-depth interviews with storytellers from different cultures to better understand the role of storytelling in teaching about social differences and social dynamics.Eder has a deep interest in the sociology of education—and in community. Her first major research study of adolescent peer culture, SCHOOL TALK: GENDER AND ADOLESCENT CULTURE, led to her creating a service project in the Bloomington schools, Kids Against Cruel Treatment in Schools. KACTIS became an essential part of her first service-learning course, Social Context of Schooling. 

There is a mountain of statistics gathered about our children, but it is often hard to know what the numbers mean. To show how the statistics can both disguise and highlight problems, Dona Schneider alternates a discussion of the numbers with vivid encounters with individual children and adults. This book guides us through the morass of numbers bandied about to describe the state of America's children—what the numbers tell us and what they don't—and it offers a call for action. Comprehensive in its treatment of all groups of children and accessible in style, this book is essential for anyone concerned about children in American society.

"A radical approach to children's TV. . . . Seiter argues cogently that watching Saturday cartoons isn't a passive activity but a tool by which even the very young decode and learn about their culture, and develop creative imagination as well. Bolstered by social, political, developmental, and media research, Seiter ties middle-class aversion to children's TV and mass-market toys to an association with the 'uncontrollable consumerism'––and hence supposed moral failure––of working class members, women, and 'increasingly, children.' . . . Positive guidance for parents uncertain of the role of TV and TV toys in their children's lives."––Kirkus Reviews

An 1865 report on public health in New York painted a grim picture of "high brick blocks and closely-packed houses . . . literally hives of sickness" propagating epidemics of cholera, smallpox, typhoid, typhus, and yellow fever, which swept through the whole city. In this stimulating collection of essays, nine historians of American medicine explore New York's responses to its public health crises from colonial times to the present. The essays illustrate the relationship between the disease environment of New York and changes in housing, population, social conditions, and the success of medical science, linking such factors to New York's experiences with smallpox, polio, and AIDS. The volume is essential reading for anyone interested in American public health and the social history of New York. The contributors are Ronald Bayer, Elizabeth Blackmar, Gretchen A. Condran, Elizabeth Fee, Daniel M. Fox, Evelynn M. Hammonds, Alan M. Kraut, Judith Walzer Leavitt, and Naomi Rogers. David Rosner is a professor of history at Baruch College and The Graduate School of the City University of New York. Robert R. Macdonald is the director of the Museum of the City of New York.

Dance and literary studies have traditionally been at odds: dancers and dance critics have understood academic analysis to be overly invested in the mind at the expense of body signification; literary critics and theorists have seen dance studies as anti-theoretical, even anti-intellectual.