This collection features books and book contributions written by faculty in the Department of English at Fairfield University.
David B. Sachsman, James Simon, and JoAnn Meyer Valenti
Book description: Environment Reporters in the 21st Century is the story of specialized journalists who, because of their expertise, their experience, or their willingness, regularly write about environmental issues. This is the story of a relatively new journalistic beat, one that developed during the lifetime of the authors. This book provides a view of American journalism in the first decade of the new century, when newspapers and television were the major source of news in America.
The authors have divided the work into three parts. The first, Environment Reporting, includes a review of the literature and a detailed explanation of the methodology of the current study. Part II, The Environment Reporters of the 21st Century, describes the results of the present research. Part III, The Craft: Telling the Environment Story, provides in-depth accounts of environment reporters at work. Was the first decade of the 21st century a golden age of environmental reporting? The final chapter puts this research in historical perspective, viewing it in terms of the economic decline of the newspaper business and of local television news.
Environment reporters and their sources are eager to get news out, but not always in the same way, or at the same time. There is a constant struggle among the thousands of environmental activists, corporate public relations people, government officials, and scientists to frame the message in a way that is advantageous to their point of view. This has been called the great ecological communication war, the war between conflicting public relations forces to influence public policy. These competing interests need to understand how journalists think and function. This volume tells the story of environmental reporting imaginatively and innovatively.
Terry Carter, Maria Clayton, Betsy Bowen, Elizabeth H. Boquet, and Richard J. Regan
Betsy Bowen, Elizabeth Boquet, and Richard Regan are contributing authors, "Making connections: Teaching and learning in the online classroom", pp. 263-280.
Book description: This text provides selections that range from how to use technology to build a community of writers to integrating and shaping electronic locations for effective writing.
Robbin D. Crabtree, David Alan Sapp, and Adela C. Licona
In addition to co-editing, David A. Sapp (CAS, English, Fairfield University) and Robbin Crabtree (CAS, Communication, Fairfield University) co-authored the introduction, "The passion and the praxis of feminist pedagogy".
Book Description: This collection of essays traces the evolution of feminist pedagogy over the past twenty years, exploring both its theoretical and its practical dimensions.
Feminist pedagogy is defined as a set of epistemological assumptions, teaching strategies, approaches to content, classroom practices, and teacher-student relationships grounded in feminist theory. To apply this philosophy in the classroom, the editors maintain that feminist scholars must critically engage in dialogue and reflection about both what and how they teach, as well as how who they are affects how they teach. In identifying the themes and tensions within the field and in questioning why feminist pedagogy is particularly challenging in some educational environments, these articles illustrate how and why feminist theory is practiced in all kinds of classrooms.
In exploring feminist pedagogy in all its complexities, the contributors identify the practical applications of feminist theory in teaching practices, classroom dynamics, and student-teacher relationships. This volume will help readers develop theoretically grounded classroom practices informed by the advice and experience of fellow practitioners and feminist scholars. – Publisher description
Paul Lauter and Elizabeth A. Petrino
Elizabeth Petrino is a contributing author, Headnote, Instructor’s Guide Entry, and Online Sample Assignments, “Phoebe Cary”, pp. 3118-3120.
Book description: Unrivaled diversity and teachability have made The Heath Anthology a best-selling text. In presenting a more inclusive canon of American literature, The Heath Anthology changed the way American literature is taught. The Sixth Edition continues to balance the traditional, leading names in American literature with lesser-known writers and have built upon the anthology’s other strengths: its apparatus and its ancillaries.
Mindy Lewis and Sonya Huber
Sonya Huber is a contributing author, "A Portrait of Ten Bathrooms."
Book description: This is a collection everyone can relate to: a multidimensional look at the universal challenge of keeping our stuff, our dwellings, and our personal space clean and uncluttered. How we feel about keeping house speaks volumes about who we are, our roots, relationships, and our outlook on life.
Nels C. Pearson and Marc Singer
In addition to co-editing, Nels Pearson (with Marc Singer) co-authored, Open Cases: Detection, (Post)modernity, and the State,”, pp. 1-15.
Taking up a neglected area in the study of the crime novel, this collection investigates the growing number of writers who adapt conventions of detective fiction to expose problems of law, ethics, and truth that arise in postcolonial and transnational communities. While detective fiction has been linked to imperialism and constructions of race from its earliest origins, recent developments signal the evolution of the genre into a potent framework for narrating the complexities of identity, citizenship, and justice in a postcolonial world. Among the authors considered are Vikram Chandra, Gabriel García Márquez, Michael Ondaatje, Patrick Chamoiseau, Mario Vargas Llosa, Suki Kim, and Walter Mosley. The essays explore detective stories set in Latin America, the Caribbean, India, and North America, including novels that view the American metropolis from the point of view of Asian American, African American, or Latino characters. Offering ten new and original essays by scholars in the field, this volume highlights the diverse employment of detective fictions internationally, and uncovers important political and historical subtexts of popular crime novels. -- Publisher book description.
Robert Root, Michael Steinberg, and Sonya Huber
Sonya Huber is a contributing author, "The Real Who, What, When, and Why of Journalism."
Book description: The Fourth Genre offers the most comprehensive, teachable, and current introduction available today to the cutting-edge, evolving genre of creative nonfiction. While acknowledging the literary impulse of nonfiction to be a fourth genre equivalent to poetry, fiction, and drama, this text focuses on subgenres of the nonfiction form, including memoir, nature writing, personal essays, literary journalism, cultural criticism, and travel writing.
This anthology was the first to draw on the common ground of the practicing writer and the practical scholar and to make the pedagogical connections between creative writing practice and composition theory, bridging some of the gaps between the teaching of composition, creative writing, and literature in English departments.
Nancy Cary and Sonya Huber
Sonya Huber is a contributing author, "The God of Hunger."
Book description: More than eighty contributors offer up unique views of food and drink, what we hunger for, what pains us or sustains us, what brings us joy as individuals, as family, as culture. This collection of poetry, fiction, non-fiction, and art invites you to sit at the collective table we share as the human community.
Kevin Dvorak, Shanti Bruce, Elizabeth H. Boquet, and Michele Eodice
Elizabeth Boquet, with Michele Eodice, is a contributing author, "Creativity in the Writing Center: A Terrifying Conundrum."
Book description: This is the first book length attempt to address the role creativity plays in writing centers. Beginning with the premise that creativity has the potential to make work and learning environments more productive—and possibly more dangerous—the ideals in this collection will complicate visions of what writing centers can and should be. Striking a balance between theory and practice, readers will learn about creative tutor training and staff meeting activities, how to use toys to tutor and how to tutor creative writers, and, finally, how to implement creative outreach programs. Those who are in search of ways to infuse their centers with creativity and fun will find this book to be an invaluable, inspirational resource.
Caroline Grant, Elrena Evans, and Sonya Huber
Sonya Huber is a contributing author, "In Medias Res."
Book description: Every year, American universities publish glowing reports stating their commitment to diversity, often showing statistics of female hires as proof of success. Yet, although women make up increasing numbers of graduate students, graduate degree recipients, and even new hires, academic life remains overwhelmingly a man's world. The reality that the statistics fail to highlight is that the presence of women, specifically those with children, in the ranks of tenured faculty has not increased in a generation. Further, those women who do achieve tenure track placement tend to report slow advancement, income disparity, and lack of job satisfaction compared to their male colleagues.
Amid these disadvantages, what is a Mama, PhD to do? This literary anthology brings together a selection of deeply felt personal narratives by smart, interesting women who explore the continued inequality of the sexes in higher education and suggest changes that could make universities more family-friendly workplaces.
The contributors hail from a wide array of disciplines and bring with them a variety of perspectives, including those of single and adoptive parents. They address topics that range from the level of policy to practical day-to-day concerns, including caring for a child with special needs, breastfeeding on campus, negotiating viable maternity and family leave policies, job-sharing and telecommuting options, and fitting into desk/chair combinations while eight months pregnant.
Candid, provocative, and sometimes with a wry sense of humor, the thirty-five essays in this anthology speak to and offer support for any woman attempting to combine work and family, as well as anyone who is interested in improving the university's ability to live up to its reputation to be among the most progressive of American institutions.
It had come to this: breastfeeding her screaming three-month-old while sitting on the cigarette-scarred floor of a union hall, lying to her husband so she could attend yet another activist meeting, and otherwise actively self-destructing. Then Sonya Huber turned to her long-dead grandfather, the family “nobody,” for help. Huber’s search for meaning and resonance in the life of her grandfather Heina Buschman was unusual insofar as she knew him only through dismissive family stories: He let his wife die of neglect . . . he used his infant son as a decoy when transporting anti-Nazi literature in a baby carriage . . . and so the stories went. What she actually discovered was that, like his granddaughter, Heina Buschman was a committed and beleaguered activist whose story echoed her own. Huber’s research not only conjured her grandfather’s voice in answer to many of the questions that troubled her but also found in his story a source of personal sustenance for herself. Based on extensive research and documentation, this story of Heina Buschman offers a rare look into the heart of the “average” socialist trying to survive the Nazis and rebuild a broken world. Alternating with his voice is Huber’s own, providing a rich and moving counterpoint that makes this deeply personal exploration of family, politics, and individual responsibility a story for all of us and for all time.
Designing Globally Networked Learning Environments: Visionary Partnerships, Policies, and Pedagogies
Doreen Starke-Meyerring, Melanie Wilson, Robbin D. Crabtree, David Alan Sapp, Jose Alfonso Malespin, and Gonzalo Norori
Robbin Crabtree (CAS, Communication, Fairfield University) and David. A. Sapp (CAS, English, Fairfield University) are contributing authors (Chapter 6).
Book description: Faculty, administrators, and others in higher education face growing pressures to position their institutions, programs, and courses in "global markets" and to prepare students for global work and citizenship. These pressures raise urgent questions: What might higher education look like in a globally networked world? Do traditional industrial models of learning suffice, or what new visions for learning are emerging? What does it take to implement and maintain these visions? To address these questions, Designing Globally Networked Learning Environments brings together 25 educators from four continents, who share their richly diverse visions for teaching and learning in a globally networked world. What unites these visions is that they break with traditional models of repackaging traditional institutionally bounded courses for online delivery in global markets. Instead, these educators build robust partnerships to design globally networked learning environments that connect students with peers, instructors, and communities across traditional institutional, national, and other boundaries to facilitate the kind of cross-boundary knowledge making that students as professionals and citizens will need to participate in the shaping of an emerging global order and to address the most pressing global problems we face. The book offers these visions as opportunities for faculty, program directors, administrators, international program experts, instructional designers, faculty development experts, and others in higher education to work together to deliberate, develop, and shape inspiring visions for globally networked learning and to become active participants in the globalization of higher education. – Publisher description
Paula Bernat Bennett, Karen L. Kilcup, Philipp Schwieghauser, and Elizabeth A. Petrino
Elizabeth Petrino is a contributing author, “Discordant American Vistas: Teaching Nineteenth-Century Paintings and Poetry.”, pp. 244-258.
Book description: Twentieth-century modernism reduced the list of nineteenth-century American poets to Walt Whitman, Emily Dickinson, and (less often) Edgar Allan Poe. The rest were virtually forgotten.
This volume in the MLA series Options for Teaching marks a milestone in the resurgence of the study of the rest. It features poets, like Henry Wadsworth Longfellow and Lydia Huntley Sigourney, who were famous in their day, as well as poets who were marginalized on the basis of their race (Paul Laurence Dunbar, Alexander Posey) or their sociopolitical agenda (Emma Lazarus, John Greenleaf Whittier). It also takes a fresh look at poets whose work has been dismissed as sentimental (Frances Osgood), genteel (Oliver Wendell Holmes), or didactic (William Cullen Bryant). The volume’s twenty-two essays are grouped into parts: “Teaching Various Kinds of Poems,” “Teaching Poets in Context,” and “Strategies for Teaching.” The fourth part is a selective guide to the field: an annotated bibliography of editions, anthologies, reference books, biographies, critical studies, and Web resources.
Anne E. Geller, Michele Eodice, Frankie Condon, Meg Carroll, and Elizabeth H. Boquet
The Everyday Writing Center challenges some of the most comfortable traditions in its field, and it does so with a commitment and persuasiveness that one seldom sees in scholarly discussion. The book, at its core, is an argument for a new writing center consciousness--one that makes the most of the writing center's unique, and uniquely fluid, identity. Writing center specialists live with a liminality that has been acknowledged but not fully explored in the literature. Their disciplinary identity is with the English department, but their mission is cross-disciplinary; their research is pedagogical, but they often report to central administration. Their education is in humanities, but their administrative role demands constant number-crunching. This fluid identity explains why Trickster--an icon of spontaneity, shape-shifting, and the creative potential of chaos--has come to be a favorite cultural figure for the authors of this book. Adapting Lewis Hyde and others, these authors use Trickster to develop a theme of ordinary disruptions ("the everyday") as a source of provocative learning moments that can liberate both student writers and writing center staff. At the same time, the authors parlay Etienne Wenger's concept of "community of practice" into an ethos for a dynamic, learner-centered pedagogy that is especially well-suited to the peculiar teaching situation of the writing center. Through Trickster, they question not only accepted approaches to writing center pedagogy, but conventional approaches to race, time, leadership, and collaboration as well. They encourage their field to exploit the creative potential in ordinary events that are normally seen as disruptive or defeating, and they challenge traditions in the field that tend to isolate a writing center director from the department and campus. Yet all is not random, for the authors anchor this high-risk/high-yield approach in their commitment to a version of Wenger's community of practice. Conceiving of themselves, their colleagues, student writers, and student tutors as co-learners engaged together in a dynamic life of learning, the authors find a way to ground the excess and randomness of the everyday, while advancing an ethic of mutual respect and self-challenge.
Emily J. Orlando
This work explores Edith Wharton's career-long concern with a 19th-century visual culture that limited female artistic agency and expression. Wharton repeatedly invoked the visual arts--especially painting as a medium for revealing the ways that women's bodies have been represented (as passive, sexualized, infantalized, sickly, dead). Well-versed in the Italian masters, Wharton made special use of the art of the Pre-Raphaelite Brotherhood, particularly its penchant for producing not portraits of individual women but instead icons onto whose bodies male desire is superimposed. Emily Orlando contends that while Wharton's early work presents women enshrined by men through art, the middle and later fiction shifts the seat of power to women. From Lily Bart in The House of Mirth to Undine Spragg in The Custom of the Country and Ellen Olenska in The Age of Innocence, women evolve from victims to vital agents, securing for themselves a more empowering and satisfying relationship to art and to their own identities. Orlando also studies the lesser-known short stories and novels, revealing Wharton’s re-workings of texts by Browning, Poe, Balzac, George Eliot, Sir Joshua Reynolds, and, most significantly, Dante Gabriel Rossetti. Edith Wharton and the Visual Arts is the first extended study to examine the presence in Wharton's fiction of the Pre-Raphaelite poetry and painting of Rossetti and his muses, notably Elizabeth Siddall and Jane Morris. Wharton emerges as one of American literature's most gifted inter-textual realists, providing a vivid lens through which to view issues of power, resistance, and social change as they surface in American literature and culture.
Gary Totten and Emily J. Orlando
Emily J. Orlando is a contributing author, “Picturing Lily: Body Art in The House of Mirth”.
In Edith Wharton’s works, references to architecture, interior decoration, painting, sculpture, and fashion abound. As these essays demonstrate, art and objects are for Wharton evidence of cultural belief and reflect the values, assumptions, and customs of the burgeoning consumer culture in which she lived and about which she wrote. Furthermore, her meditations about issues of architecture, design, and decoration serve as important commentaries on her vision of the literary arts. In The Decoration of Houses she notes that furniture and bric-à-brac are often crowded into a room in order to compensate for a "lack of architectural composition in the treatment of the walls," and that unless an ornamental object "adequately expresses an artistic conception" it is better removed from the room. These aesthetic standards apply equally to her construction of narratives and are evidence of a sensibility that counters typical understandings of Wharton as a novelist of manners and place her instead as an important figure in the development of American literary modernism. Essays in this collection address issues such as parallels between her characters and the houses they occupy; dress as a metaphor for the flux of critical fashion; the marketing of Wharton's work to a growing female readership ; her relationship to mass culture industries such as advertising, theater, and cinema; the tableaux vivant both as set piece and as fictional strategy; the representation of female bodies as objets d’art; and her characters’ attempts at self-definition through the acquisition and consumption of material goods. All of Wharton’s major novels—The House of Mirth, The Fruit of the Tree, Ethan Frome, The Custom of the Country, Summer, The Age of Innocence, and Twilight Sleep—as well as her short stories, criticism, and essays are explored. --Publisher description
Andrea J. Buchanan, Amy Hudock, and Sonya Huber
Sonya Huber is a contributing author, "Dad, in Red."
Book description: Becoming a mother takes more than the physical act of giving birth or completing an adoption: it takes birthing oneself as a mother through psychological, intellectual, and spiritual work that continues throughout life. Yet most women's stories of personal growth after motherhood tend to remain untold. As writers and mothers, Andrea Buchanan and Amy Hudock were frustrated by what they perceived as a lack of writing by mothers that captured the ambiguity, complexity, and humor of their experiences. So they decided to create the place they wanted to find, with the kind of writing they wanted to read.
This unique collection features the best of the online magazine literarymama.com, a site devoted to mama-centric writing with fresh voices, superior craft, and vivid imagery. While the majority of literature on parenting is not literary or is not written by mothers, this book is both. Including creative nonfiction, fiction, and poetry, Literary Mama celebrates the voices of the maternally inclined, paves the way for other writer mamas, and honors the difficult and rewarding work women do as they move into motherhood.
Bruce D. Itule, Douglas Anderson, and James Simon
James Simon is a contributing author, "Chapter 12: By the Numbers."
Book description: News Writing and Reporting takes students on the beat, into the press box, council chambers, and courthouse, and to a speech and press conference. It introduces them to current issues such as cultural sensitivity, multimedia journalism, and legal and ethical considerations that journalists face every day. Throughout the text, reporters and editors offer their down-to-earth advice, and, whenever possible, professional journalists covering actual stories are used as instructional models. Students are exposed to the work of professionals while gathering the tools to follow in their footsteps.
Australia Tarver, Paula Barnes, and Emily J. Orlando
Emily J. Orlando is a contributing author, “‘Feminine Calibans’ and ‘Dark Madonnas of the Grave’: The Imaging of Black Women in the New Negro Renaissance.”
This volume of essays, privileging mostly new scholars in the field of Harlem Renaissance studies, is a representative sampling of the kind of literary scholarship and continuing study needed for this period, also often referred to as the New Negro Renaissance. As a body, the collection recognizes the evolving literary discourse that reflects interdisciplinarity and fluidity among boundaries of race, class, gender, sexuality, and pedagogy. Aimed at scholars, college teachers, upper-level undergraduates, graduate students, and those with special affection and interest in the era, these essays are divided into three sections: exploring the modernist project through Harlem Renaissance writers' views of art, using empire and gender as focal points; critiquing the politics of color and race, sexuality and hybridity; and examining the pedagogical and technical aspects of poetry, fiction, and other art forms. The essays on empire and gender are very different, showing the dialogic quality of the era itself. However, both feature Alain Locke and The New Negro, first published in 1925. The first argues that Locke engages in the rhetoric of empire as he advances notions that, as the superior race, African Americans can enhance African art while using it to improve their status in America. The second compares visual images of women in Locke's book to illustrations by Gwendolyn Bennett and Lois Mailou Jones, to explore women's and men's depictions of each other during the era. Taken together, the second section of essays, on Dorothy West, Jessie Fauset, Langston Hughes, Wallace Thurman,and Countee Cullen, treat multiple migrations, from social, economic, and racial passing to sexual and homoerotic identification. The third section includes essays about Langston Hughes and teaching the Harlem Renaissance through literature and the arts. While one essay views Hughes as a source through which to teach composition, the other uses a technological and jazz lens to examine Hughes's poem, "The Weary Blues". The final essay advocates a more integrative approach, teaching the era as an interdisciplinary, collaborative movement involving literature and the arts, and thereby emphasizing the ways the artists themselves saw, lived, and contributed to the cultural life of their time. --Publisher description
Wendy Bishop, Jim Strickland, Katherine Holahan, and Elizabeth H. Boquet
Elizabeth Boquet, with Katherine Holahan, is a contributing author, "The Friendly, Neighborhood Writing Center—Your Personal Trainer for Writing."
Book description: Like earlier editions of the widely used Subject Is Writing, the Fourth edition continues the tradition of bringing first-year students into contact with provocative ideas and voices—some of them fellow students—that will change how they think about writing. Its fresh, direct approach will appeal to your sense of purpose and professionalism as it engages your students' interests and sensibilities. The practical yet reflective nature of the book remains, with questions at the end of each chapter that invite students to respond to the essayists with essays of their own. An appendix of new and revised hint sheets provides a selection of handouts and writing tips that impart advice about some of the more practical aspects of writing and the writing classroom. In addition, a new, user-friendly Instructor's Manual is available online for adopters of the text.
Colleen Jaurretche and Nels C. Pearson
Nels Pearson is a contributing author, "Silence, Colonial Memory, and the Voice of the Dead in Dubliners.”, pp. 141-170.
This collection presents articles that examine Joyce and Beckett’s mutual interest in and use of the negative for artistic purposes. The essays range from philological to psychoanalytic approaches to the literature, and they examine writing from all stages of the authors’ careers. The essays do not seek a direct comparison of author to author; rather they lay out the intellectual and philosophical foundations of their work, and are of interest to the beginning student as well as to the specialist. -- Publisher book description.
Jane Slaughter and Sonya Huber
Sonya Huber is a contributing author, "Allying with the Community: Single-Issue Campaigns."
Book description: This oversize manual is for workers who want to take control over their lives at work. In hundreds of first-person accounts, workers tell in their own words how they did just that. The stories run from how to ridicule a pompous boss to a years-long campaign against a multinational corporation. The workplaces represented include factory and white collar, public and private, in the U.S. and Canada. Each chapter ends with questions designed to get you thinking strategically about how to apply what you've read in your workplace.
Siân Echard and Robert Epstein
Robert Epstein is a contributing author, “London, Southwark, Westminster: Gower’s Urban Contexts”.
Chaucer, Gower and Lydgate were the three poets of their time considered to have founded the English poetic tradition. Gower, like Lydgate, eventually fell victim to changing tastes but is now enjoying renewed scholarly attention. Current work in manuscript studies, linguistic studies, vernacularity, translation, politics, and the contexts of literary production has found a rich source in Gower's trilingual, learned, and politically engaged corpus. This Companion to Gower offers essays by scholars from Britain and North America, covering Gower's works in all three of his languages; they consider his relationships to his literary sources, and to his social, material and historical contexts; and they offer an overview of the manuscript, linguistic, and editorial traditions. Five essays concentrate specifically on the Confessio Amantis, Gower's major Middle English work, reading it in terms of its relationship to vernacular and classical models, its poetic style, and its treatment of such themes as politics, kingship, gender, sexuality, authority, authorship and self-governance. A reference bibliography, arranged as a chronology of criticism, concludes the volume.
Teaching, Research, and Service in the Twenty-First Century English Department: A Delicate Balance (Mellen Studies in Education)
Joe Marshall Hardin, Ray Wallace, and David Alan Sapp
David A. Sapp is a contributing author, "Uniting Teaching, Research, and Service: Restructuring the 21st Century English Department for Communities of Learning", pp. 102-122.
Book description: This work brings together divergent English professionals to discuss the question of balance between teaching, scholarship, and service in English departments. The selected essays by faculty, composition directors, graduate studies directors, tenure and promotion committees, department heads, deans, vice presidents and those is related fields give this collection a wide array of perspectives from research, comprehensive and teaching departments.
The essays examine how departments establish criteria, weight, and reward for these areas; how expectations are spelled out to faculty; how these elements are deemed to be accomplished satisfactorily; how graduate programs prepare English professionals or how they can more adequately prepare them for work in these areas; how well departments work with new faculty to define expectations; how expectations change as institutional missions change; how post-tenure review processes evaluate these elements; how “well-rounded English professionals” are defined, developed and encouraged; how new faculty can develop professional profiles; how new and established faculty would like to see these areas weighted; and how what we say we want our “well-rounded faculty” to look like and what we actually reward varies. -- Publisher description.
Within the walls of Echo Terrace, the world ... A beautifully resonant novel with a dazzling array of characters whose life stories are woven together into a breathtaking braid of love and memory. Farro Fescu is the proud and observant concierge of Echo Terrace, a condominium in New York City. Passing through his lobby at all hours of the night and day is an exotic cross-section of the world's population: an Egyptian-born plastic surgeon who lives on the fifth floor and specializes in gender reassignment; a fighter pilot, on the eighth floor, who flew for Nazi Germany during World War II; an Iraqi spice merchant and the world-famous crazy-patch quilter with whom he's having an affair; the adulterer's son, dreaming of becoming an undertaker; and the widow whose apartment is a jungle Eden filled with a menagerie of specimens -- finches, canaries, a defanged cobra, a monkey named Joe -- that had been the subject of her dead husband's research. – from Publisher description.