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Thomas J. Tobin, a Ph.D. in English Literature from Duquesne University, is the Instructional Development Librarian at Southern Illinois University at Carbondale. His publications include Pre-Raphaelitism in the Nineteenth-Century Press: A Bibliography.--This text refers to the
Pre-Raphaelitism's influence during the long nineteenth century was far-reaching, affecting artistic and literary thought in places, media, and times far removed from its origins in 1848 London. Worldwide Pre-Raphaelitism examines the movement's development beyond England, from the continental "immortals" glorified by the nascent Pre-Raphaelite Brotherhood to later reactions against and in sympathy with the ideals of the movement after it had ended. This collection of essays by art historians, literary critics, fashion historians, women's studies scholars, and independent researchers from around the world enhances our understanding of the global impact of Pre-Raphaelitism on the art-historical and literary developments of the nineteenth and twentieth centuries. Other scholars have praised this collection, too:
"These essays offer great range and depth and provide a global perspective that significantly revises our understanding of Pre-Raphaelitism. They demonstrate Pre-Raphaelitism's continuities with a plethora of discourses and phenomena in world literature and art." - Nicholas Frankel, author of _Oscar Wilde's Decorated Books_
"This book presents a nice balance of literary and art-historical concerns and a wonderful geographical selection that studies the interchanges of this 'English' movement with a number of countries, including Canada, India, the United States, and many in Europe. A fascinating collection." - James Najarian, author of _Victorian Keats: Manliness, Sexuality and Desire_
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Thomas J. Tobin is the Coordinator of Learning Technologies in the Center for Teaching and Learning (CTL) at Northeastern Illinois University. In the field of online-teaching evaluation, he is best known for his work on administrative-evaluation practices and policy development; his article on "Best Practices for Administrative Evaluation of Online Faculty" (2004) is considered a seminal work in the field, and has been cited in more than 150 publications.
Since the advent of online courses in higher education in the late 1990s, Tom's work has focused on using technology to extend the reach of higher education beyond its traditional audience. He advocates for the educational rights of people with disabilities and people from disadvantaged backgrounds.
Tom serves on the editorial boards of the Online Journal of Distance Learning Administration and the Journal of Interactive Online Learning, and he speaks and publishes in many areas related to distance education, including copyright, evaluation of teaching practice, academic integrity, and universal design for learning.