In this chapter, we look at the analytic studies that are our main tools for identifying the causes of disease and evaluating health interventions. Unlike descriptive epidemiology, analytic studies involve planned comparisons between people with and without disease, or between people with and without exposures thought to cause (or prevent) disease. They try to answer the questions, ‘Why do some people develop disease?’ and ‘How strong is the association between exposure and outcome?’. This group of studies includes the intervention, cohort and case–control studies that you met briefly in Chapter 1. Together, descriptive and analytic epidemiology provide information for all stages of health planning, from the identification of problems and their causes to the design, funding and implementation of public health solutions and the evaluation of whether these solutions really work and are cost-effective in practice.

Beyoncé’s and The Chicks’ performance at the 2016 Country Music Awards Show sparked unprecedented backlash on digital media spaces. For some viewers, the performance challenged the perceived boundaries of country music as fundamentally wrapped up in white identity. Consequently, white fans’ digital dialogue surrounding the performance attempted to maintain country music’s whiteness through surveillant rhetorical tactics. In this chapter, Hutten develops a theory of genre surveillance to describe how the boundaries of country music are policed not only by significant country music institutions but by a faction of country music fans. Hutten situates Beyoncé’s and The Chicks’ performance, and the digital reactions to it, within the history and politics of country music’s sonic color line. Additionally, Hutten mobilizes Browne’s (2015) theory of dark sousveillance to demonstrate how the performance functions as an act of musical resistance.

The introduction begins by articulating the volume’s two main aims: to offer a rich account of the origins of the new modernist studies (part 1) and to suggest possible new paths of inquiry for the field in the near future (part 2). The introduction then surveys key features of the new modernist studies; examines ongoing debates over what the term “modernism” can encompass; and considers the position of modernist studies vis-à-vis recent critiques of contextualist scholarship. Throughout, it recurs to the strong institutional grounding by which the new modernist studies has been shaped. It also highlights how the collection’s individual chapters speak to the new modernist studies’ intersections with other areas of inquiry; to the continuing importance of examining modernist works in relation to non-, anti-, or not quite modernist ones; and to the value of working close analysis of textual intricacies together with elaboration of historical and cultural contexts.

I am the youngest of nine children and was born when my parents were in their mid-forties. As a consequence, all but the sister closest in age to me had long left home. For five years I had seen my sister Rosemary heading off to school each day and couldn’t wait to get there myself. However, by little lunch on the first day I had decided that was enough and taken myself home. Eventually I came to love the primary school experience, probably because I was fairly good at most of what happened there. We enjoyed reading, spelling and comprehension, mental arithmetic, geography, nature studies, art, physical training and history. Each week on Friday morning, we had a spelling, dictation and mental arithmetic test. I learned to add, subtract, divide and multiply. I learned my times tables and have never forgotten them. I so much enjoyed tracing countries of the world from my atlas and transferring them to my geography book, colouring in the countries and pencilling in a lovely blue fringe around the islands, naming and placing the capital cities in appropriate spots and marking in significant features of the landscape (never dreaming I would drive down and up the exotic sounding ‘Great Dividing Range’ at least once a week as an adult); copying down text from the board onto my lined page and in “science” drawing the parts of flowers (so helpful these days with crosswords) on the facing blank page; learning how to draw a stick figure; completing physical jerks and playing rounders; and learning an inaccurate history of Australia.