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Author:
Publisher:
ISBN:
Category : Humanities
Languages : en
Pages : 520
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Book Description
Author: William W. Fortenbaugh
Publisher: Franz Steiner Verlag
ISBN: 9783515078085
Category : History
Languages : en
Pages : 352
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Book Description
Theophrastus of Eresus was Aristotle's successor as head of the Peripatetic School. He is best known for a humorous collection of character sketches, but his importance in antiquity and for the history of thought in general is much greater. He was the founder of systematic botany, and his work on logic went well beyond that of Aristotle, as did his interest in rhetoric and poetics. He was the first to collect the laws of different city-states, and in ethics he emphasized manners as well as moral virtue. In recent years, his importance has been more fully appreciated through the efforts of Professor William Fortenbaugh, who founded Project Theophrastus, an international undertaking whose goal has been to collect, edit and comment on the fragments of Theophrastus. While leading this project, Professor Fortenbaugh has been writing on Theophrastus, highlighting his achievements and making connections between areas like logic and rhetoric, psychology and religion, ethics and politics. The present volume brings together for the first time twenty-two of his essays.
Author: Nancy Sinkoff
Publisher: Wayne State University Press
ISBN: 0814345115
Category : Biography & Autobiography
Languages : en
Pages : 454
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Book Description
Intellectual biography of Holocaust historian Lucy S. Dawidowicz. From Left to Right: Lucy S. Dawidowicz, the New York Intellectuals, and the Politics of Jewish History is the first comprehensive biography of Dawidowicz (1915–1990), a pioneer historian in the field that is now called Holocaust studies. Dawidowicz was a household name in the postwar years, not only because of her scholarship but also due to her political views. Dawidowicz, like many other New York intellectuals, was a youthful communist, became an FDR democrat midcentury, and later championed neoconservatism. Nancy Sinkoff argues that Dawidowicz’s rightward shift emerged out of living in prewar Poland, watching the Holocaust unfold from New York City, and working with displaced persons in postwar Germany. Based on over forty-five archival collections, From Left to Right chronicles Dawidowicz’s life as a window into the major events and issues of twentieth-century Jewish life.
Author: Ingrid A. Nelson
Publisher: Rutgers University Press
ISBN: 0813584965
Category : Education
Languages : en
Pages : 225
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Book Description
Increasingly, educational researchers and policy-makers are finding that extracurricular programs make a major difference in the lives of disadvantaged youth, helping to reduce the infamous academic attainment gap between white students and their black and Latino peers. Yet studies of these programs typically focus on how they improve the average academic performance of their participants, paying little attention to individual variation. Why Afterschool Matters takes a different approach, closely following ten Mexican American students who attended the same extracurricular program in California, then chronicling its long-term effects on their lives, from eighth grade to early adulthood. Discovering that participation in the program was life-changing for some students, yet had only a minimal impact on others, sociologist Ingrid A. Nelson investigates the factors behind these very different outcomes. Her research reveals that while afterschool initiatives are important, they are only one component in a complex network of school, family, community, and peer interactions that influence the educational achievement of disadvantaged students. Through its detailed case studies of individual students, this book brings to life the challenges marginalized youth en route to college face when navigating the intersections of various home, school, and community spheres. Why Afterschool Matters may focus on a single program, but its findings have major implications for education policy nationwide.
Author: Lisa M. Nunn
Publisher: Rutgers University Press
ISBN: 0813563631
Category : Social Science
Languages : en
Pages : 189
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Book Description
The key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer—an imbalance in resources—this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed—ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn’s study of three public high schools reveals how students’ beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way—reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students’ college-going futures. Some schools’ definitions of success match seamlessly with elite college admissions’ definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure.
Author: Joseph R. Blasi
Publisher:
ISBN:
Category : Business & Economics
Languages : en
Pages : 360
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Book Description
Author:
Publisher:
ISBN:
Category : Humanities
Languages : en
Pages : 520
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Book Description
Author: National Library of Medicine (U.S.)
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 1040
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Book Description
Includes subject section, name section, and 1968-1970, technical reports.
Author: National Library of Medicine (U.S.)
Publisher:
ISBN:
Category : Medicine
Languages : en
Pages : 1170
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Book Description
First multi-year cumulation covers six years: 1965-70.
Author: Stuart Isacoff
Publisher: Vintage
ISBN: 0307701425
Category : Music
Languages : en
Pages : 385
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Book Description
A beautifully illustrated, totally engrossing celebration of the piano, and the composers and performers who have made it their own. With honed sensitivity and unquestioned expertise, Stuart Isacoff—pianist, critic, teacher, and author of Temperament: How Music Became a Battleground for the Great Minds of Western Civilization—unfolds the ongoing history and evolution of the piano and all its myriad wonders: how its very sound provides the basis for emotional expression and individual style, and why it has so powerfully entertained generation upon generation of listeners. He illuminates the groundbreaking music of Mozart, Beethoven, Liszt, Schumann, and Debussy. He analyzes the breathtaking techniques of Glenn Gould, Oscar Peterson, Vladimir Ashkenazy, Arthur Rubinstein, and Van Cliburn, and he gives musicians including Alfred Brendel, Murray Perahia, Menahem Pressler, and Vladimir Horowitz the opportunity to discuss their approaches. Isacoff delineates how classical music and jazz influenced each other as the uniquely American art form progressed from ragtime, novelty, stride, boogie, bebop, and beyond, through Scott Joplin, Fats Waller, Duke Ellington, Bill Evans, Thelonious Monk, Chick Corea, Herbie Hancock, Cecil Taylor, and Bill Charlap. A Natural History of the Piano distills a lifetime of research and passion into one brilliant narrative. We witness Mozart unveiling his monumental concertos in Vienna’s coffeehouses, using a special piano with one keyboard for the hands and another for the feet; European virtuoso Henri Herz entertaining rowdy miners during the California gold rush; Beethoven at his piano, conjuring healing angels to console a grieving mother who had lost her child; Liszt fainting in the arms of a page turner to spark an entire hall into hysterics. Here is the instrument in all its complexity and beauty. We learn of the incredible craftsmanship of a modern Steinway, the peculiarity of specialty pianos built for the Victorian household, the continuing innovation in keyboards including electronic ones. And most of all, we hear the music of the masters, from centuries ago and in our own age, brilliantly evoked and as marvelous as its most recent performance. With this wide-ranging volume, Isacoff gives us a must-have for music lovers, pianists, and the armchair musician.
Author: Karen Symms Gallagher
Publisher: Routledge
ISBN: 1136869824
Category : Education
Languages : en
Pages : 394
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Book Description
Many factors complicate the education of urban students. Among them have been issues related to population density; racial, ethnic, cultural, and linguistic diversity; poverty; racism (individual and institutional); and funding levels. Although urban educators have been addressing these issues for decades, placing them under the umbrella of "urban education" and treating them as a specific area of practice and inquiry is relatively recent. Despite the wide adoption of the term a consensus about its meaning exists at only the broadest of levels. In short, urban education remains an ill-defined concept. This comprehensive volume addresses this definitional challenge and provides a 3-part conceptual model in which the achievement of equity for all -- regardless of race, gender, or ethnicity – is an ideal that is central to urban education. The model also posits that effective urban education requires attention to the three central issues that confronts all education systems (a) accountability of individuals and the institutions in which they work, (b) leadership, which occurs in multiple ways and at multiple levels, and (c) learning, which is the raison d'être of education. Just as a three-legged stool would fall if any one leg were weak or missing, each of these areas is essential to effective urban education and affects the others.
