Auswahl der wissenschaftlichen Literatur zum Thema „American Jewish year book“

During the more than 37-year brutal Israeli occupation of the West Bankand Gaza, the numbers of North American Jews voicing their oppositionin public have been dispiritingly small. Since the outbreak of the secondIntifada in September 2000, however, Jewish anti-occupation activistshave become a visible political presence in Jewish politics in the UnitedStates and Canada. Such groups as Brit Zedek V’Shalom, the TikkunCommunity, and Junity (Jewish Unity for a Just Peace) have spawneddozens of regional chapters across North America. Local groups such asNot In My Name (Chicago), Jewish Voices against the Occupation(Seattle), and Jews for Global Justice (Portland, Oregon) have sprung upspontaneously in almost every major North American city. Numerous adhoc responses have emerged as well. For example, an “Open Letter fromAmerican Jews,” proclaiming opposition to Israeli government policies inthe Occupied Territories and bearing 4,000 signatures, has appeared as afull-page advertisement in The New York Times as well as in a dozen moreAmerican and British newspapers.While very few of these groups would identify themselves as religiouslyobservant, almost all have invoked a Jewish ethical tradition ofsocial justice, derived from Jewish texts and rabbinical tradition, to maketheir political point. In his most recent book, Israel and Palestine out of theAshes, Jewish theologian Marc Ellis posits a more deeply consequentialconnection between Jewish history, Jewish ethics, and the occupation.According to Ellis, Director of the Center for American and Jewish Studiesat Baylor University (Waco, Texas), Israel’s displacement and dispossessionof the Palestinian people constitutes such a fundamental transgressionof Jewish ethics and morality that it threatens to render Judaism, a religious ...

Efforts to foretell the future of the American Jewish community date farback to the nineteenth century, and for the most part the prophecies have beenexceedingly gloomy. Former president John Adams predicted in a letter toModecai Noah in 1819 that Jews might "possibly in time become liberalUnitatian Christians.” A young American Jewish student named WilliamRosenblatt, writing in 1872, declared that the grandchildren of Jewish immigrantsto America would almost surely intermarry and abandon the rite of circumcision.Within fifty years “at the latest,” he predicted, Jews would be“undistinguishable from the mass of humanity which surrounds them.“ Justunder a century later, in 1964, Look magazine devoted a whole issue to the“Vanishing American Jew,” at the time a much-discussed subject. More recently,in 1984, Rabbi Reuven Bulka, in a book entitled The Orthodox-Reform Rift and the Future of the Jewish People, warned that “we are headingtowards a disaster of massive proportions which the North American Jewishcommunity simply cannot afford.”So far, thank God, all of these predictions have proven wrong. TheJewish people lives on. Some might consider this a timely reminder that (assomeone once said) “prediction is very difficult, especially about the future.“Othem may view our continuing survival as nothing less than providential:evidence that God, in a display of His divine mercy, is watching over us. Athird view, my own, is that precisely because Jews are so worried about survival,we listen attentively to prophets of doom and respond to them ...

In recent years, we have witnessed a significant increase in writing by scholars and literary and cultural critics on the genre of the comic book, corresponding to an increased legitimacy given to the comic book industry and its writers and artists more generally. Part of this phenomenon no doubt stems from the attention lavished on the field by mainstream fiction and nonfiction writers who consider comic books a central part of their own and America’s cultural heritage, such as Michael Chabon and Jonathan Lethem. It may also stem from the changing nature of the industry’s finances, which now employ a “star system” revolving around writers and artists, not merely the major companies’ storied characters; though the days of the big houses that control the major characters are by no means gone, in the last two decades, numerous specialty imprints have been developed to publish characters that are owned outright by writers and artists, to say nothing of profit-sharing deals with major stars, even at some of the major companies.

AbstractShortly following the 2003 invasion of Iraq, an American mobile exploitation team was diverted from its mission in hunting for weapons for mass destruction to search for an ancient Talmud in the basement of Saddam Hussein's secret police (Mukhabarat) headquarters in Baghdad. Instead of finding the ancient holy book, the soldiers rescued from the basement flooded with several feet of fetid water an invaluable archive of disparate individual and communal documents and books relating to one of the most ancient Jewish communities in the world. The seizure of Jewish cultural materials by the Mukhabarat recalled similar looting by the Nazis during World War II. The materials were spirited out of Iraq to the United States with a vague assurance of their return after being restored. Several years after their arrival in the United States for conservation, the Iraqi Jewish archive has become contested cultural property between Jewish groups and the Iraqi Jewish diaspora on the one hand and Iraqi cultural officials on the other. This article argues that the archive comprises the cultural property and heritage of the Iraqi Jewish diaspora.

Abstract When Philip Roth died in May 2018, he was the best-known American writer in Germany. By that point, his difficult early years on the German book market were long forgotten. If one investigates the archives of Rowohlt Verlag, where Roth’s first books were published in Germany, there is explicit talk of a “risk.” The publisher feared that Roth’s portrayal of Jewish characters in all their ambivalence and complexity could affirm anti-Semitic sentiment in Germany. Therefore, Rowohlt’s efforts to position Roth in the literary field of the Federal Republic were accompanied by deliberate risk management. This paper reconstructs the publishing house’s strategy and its contexts.

Derek Penslar, Theodor Herzl: The Charismatic Leader (New Haven, CT: Yale University Press, 2020), 256 pp. Hardback, $26.00.Sharon Geva, Women in the State of Israel: The Early Years [in Hebrew] (Jerusalem: Magnes Publishing House, 2020), 304 pp. Paperback, $20.00. eBook, $13.00.Vered Kraus and Yuval P. Yonay, Facing Barriers: Palestinian Women in a Jewish-Dominated Labor Market (Cambridge: Cambridge University Press, 2018), 298 pp. Hardback, $99.99.Rachel Rojanski, Yiddish in Israel: A History (Bloomington: Indiana University Press, 2020), 338 pp. Hardback, $95.00. Paperback, $40.00. eBook, $19.99.Shalom Goldman, Starstruck in the Promised Land: How the Arts Shaped American Passions about Israel (Chapel Hill: University of North Carolina Press, 2019), 256 pp. Hardback, $28.00. eBook, $21.99.

Derek Penslar, Theodor Herzl: The Charismatic Leader (New Haven, CT: Yale University Press, 2020), 256 pp. Hardback, $26.00.Sharon Geva, Women in the State of Israel: The Early Years [in Hebrew] (Jerusalem: Magnes Publishing House, 2020), 304 pp. Paperback, $20.00. eBook, $13.00.Vered Kraus and Yuval P. Yonay, Facing Barriers: Palestinian Women in a Jewish-Dominated Labor Market (Cambridge: Cambridge University Press, 2018), 298 pp. Hardback, $99.99.Rachel Rojanski, Yiddish in Israel: A History (Bloomington: Indiana University Press, 2020), 338 pp. Hardback, $95.00. Paperback, $40.00. eBook, $19.99.Shalom Goldman, Starstruck in the Promised Land: How the Arts Shaped American Passions about Israel (Chapel Hill: University of North Carolina Press, 2019), 256 pp. Hardback, $28.00. eBook, $21.99.

The African American author Elizabeth Keckly has garnered signiicant attention in recent decades as a result of renewed interest in her memoir and exposé of the family of Abraham Lincoln, Behind the Scenes; or, hirty Years a Slave, and Four Years in the White House (1868). Meanwhile, the anonymous author who, writing as “Betsey Kickley,” viciously parodied her book in Behind the Seams; by a Nigger Woman Who Took in Work from Mrs. Lincoln and Mrs. Davis (1868) has remained an enigma. his essay identiies the mysterious author of Behind the Seams as Daniel Ottolengui, a Jewish newspaper correspondent and writer from Charleston, South Carolina. he parody was reprinted in 1945 by another pseudonymous author, identiied here as the Manhattan-based book dealer Charles P. Everitt. he contents and contexts of both editions of Behind the Seams illustrate the enduring inluence of Keckly's challenge to hegemonic narratives of American history.

Moses Mendelssohn (1729–1786) wrote Jerusalem with his back to the wall. His Jewish identity and liberal outlook were challenged in the public sphere of the German Enlightenment, and this was his last opportunity to write a book that would perpetuate the essence of his faith and his values as the first modern Jewish humanist. The work, which moves between apologetics for his faith and political and religious philosophy was primarily a daring essay that categorically denied the rule of religion and advocated tolerance and freedom of thought. Neither the state nor the church had the right to govern a person’s conscience; and, no less far-reaching and pioneering: these values are consistent with Judaism. In the summer of 1783, seven years after the resounding voice of protest against tyranny and in favor of liberty and equality was heard in the American Declaration of Independence, less than six years before the French Revolution, but only two years and two months before his death, the man who was called the “German Socrates,” a highly prominent figure in the Enlightenment, published one of the fundamental documents in Jewish modernity.

This thesis examines how women negotiate their identification within and as a group when engaging in interreligious dialogue. It is an in-depth case study of the women’s interfaith book groups, the Daughters of Abraham, located in the Greater Boston Area. This focus facilitates an in-depth understanding of the dynamics of relationships within one group, between different groups, and as situated in the American sociocultural context. I explore the tensions arising from religious diversity, and the consequences of participating in an interreligious dialogue group for understandings of religious self and others. Categories such as boundary, power, sameness, difference, self and other serve to explore the complexities and fluidity of identity constructions. I answer the following questions: How do members of the Daughters of Abraham engage with the group’s religious diversity? How does their participation in the Daughters of Abraham affect their self-understanding and understanding of the “other?” What can we learn about power dynamics and boundary drawing from the women’s accounts of their participation in the Daughters of Abraham and from their group interactions? Two interrelated arguments guide this thesis. One, I show that Daughters members arrive at complex and fluid understandings of what it means to identify as an American Jewish, Christian, and Muslim woman by negotiating various power dynamics arising from ideas of sameness and difference of religion, gender, and sociopolitical values. Two, I contend that the collective emphasis on commonalities in the Daughters of Abraham is a double-edged sword. Explicitly, this stress intends to encourage engagement with the group’s religious diversity by excluding those deemed too different. However, whilst this emphasis can generate nuanced understandings of religious identity categories, at times it highlights differences detrimental to facilitating such understanding. Moreover, this stress on commonalities illuminates the power dynamics and tensions characterizing this women’s interfaith book group. Scholarship has by and large overlooked women’s interreligious engagements with explicit ethnographic studies of such being virtually non-existent. This thesis addresses this gap by using ethnographic methods to advance knowledge about women’s interreligious dialogue. Furthermore, it pushes disciplinary discourses by speaking to the following interlinked areas: Jewish-Christian-Muslim relations, formalized interreligious dialogue, interreligious encounters on the grassroots level, women’s interreligious dialogue, a book group approach to engaging with religious diversity, and interreligious encounters in the American context post-September 11th 2001.

Thesis (M.A.)--Florida State University, 2008.
Advisor: John Fenstermaker, Florida State University, College of Arts and Sciences, Program in American & Florida Studies. Title and description from dissertation home page (viewed June 20, 2008). Document formatted into pages; contains vi, 70 pages. Includes bibliographical references.

This dissertation is a study of the religious and ethical influences on the lives of three American Jewish women: Anzia Yezierska (ca. 1880-1970), immigrant-born author from the Lower East Side who gave poignant voice in her fiction to immigrant Jewish women's lives; Rose Pastor Stokes (1879-1933), immigrant-born political activist and an early member of the American Communist party; and Maud Nathan (1862-1946), an upper-class, American-born Jew who fought for female enfranchisement and better working conditions for store clerks and sweatshop women. In a thematic approach drawing comparisons among the three women, this study explores the role and impact of Jewish religion and values on their personal and professional life choices. Related to this main question are the following secondary questions: As deviant women--women who did not fulfill traditional gender and religious prescriptions for home-bound domesticity--how did these women negotiate their deviance within the Jewish and larger American communities? In their autobiographies, how did they present their lives, and to what extent did they reveal any awareness of the impact of their Jewish birthright upon their life choices? And how did their relations with the significant people in their lives--friends, families, and mentors--influence both their gender and Jewish consciousness? Through close reading of their writings, especially their autobiographies, augmented by selected theoretical work in the presentation of self, I examine how they each defined their Jewishness in ways consonant with their personal and professional aspirations, and how they all drew on their cultural, religious, and class values to play an active public role in their time.

This paper presents an overview of Victor Papanek’s book Design for the Real World (1971) from the perspective of current 3rd year industrial design students, members of GenZ, combined with the perspectives of the educators/authors who read the original edition of the book in the 70s and 80s. Students read individual chapters the 2019 edition of this book, wrote a critical review, and presented their overviews and findings in two lengthy class discussions that allowed them to ‘read’ the entire book. The perspectives of the students and educators (from very different generations) reveal an interesting story about the Austrian-born American designer and educator’s writings. In this paper we reveal the continued relevance and critically analyze Papanek’s writings by illustrating how his views on socially and environmentally responsible design live on.Taking his early design inspiration from Raymond Loewy, Papanek went on to study architecture with Frank Lloyd Wright. An early follower and ally of Buckminster Fuller, a designer and systems theorist, Papanek applied principles of socially responsible design, both in theory and practice ultimately working on collaborative projects with UNESCO and the World Health Organization. In Design for the Real World, Papanek professed his philosophy that objects or systems work as political tools for change. He became a controversial voice within that time frame as he declared that many consumer products were frivolous, excessive, and lacked basic functionality causing them to be recklessly dangerous to the users. His ideas seemed extreme, echoed by many other environmental philosophers at the time, at that point in history, but perhaps viewed from the 21st century seem prophetic. An advocate for responsible design, Papanek had visionary ideas on design theory. Papanek felt it was important to put the user first when designing. He spent time observing indigenous communities in developing countries, working directly with, and studying people of different cultures and backgrounds. Papanek designed for people with disabilities often in pursuit of a better world for all. He also addressed themes that have continue to be overlooked in design in the 21st century - inclusion, social justice, appropriate technology, and sustainability.Papanek ultimately earned the respect of many talented colleagues. He would go on to design, teach, and write for future generations. Opposing the ideals of planned obsolescence and the mass consumerism that fuels it, his work encompassed what would become the idea of sustainable design and decreasing overproduction for the consumer market. Themes from Design for the Real World remain relevant, and today it has become one of the most widely read books on design; resulting in Papanek’s voice continuing to push designers to uplift their morals and standards in practicing design.This paper highlights Papanek’s values of designing thoughtfully and for all, while revealing the details on the relevance of his writings five decades after the original publication.

In Australia, 6000 military personnel leave the military each year, of whom at least 30% become unemployed and 19% experience underemployment, figures five times higher than the national average (Australian Government 2020). Believed to be one of life's most intense transitions, veterans find it difficult to align their military skills and knowledge to the civilian labour market upon leaving military service (Cable, Cathcart and Almond 2021; AVEC 2020). // Providing authentic opportunities that allow veterans to gain meaningful employment upon (re)entering civilian life raises their capability to incorporate accrued military skills, knowledge, and expertise. Despite acknowledging that higher education is a valuable transition pathway, Australia has no permanently federally funded post-service higher education benefit supporting veterans to improve their civilian employment prospects. Since World War II, American GIs have accessed a higher education scholarship program (tuition fees, an annual book allowance, monthly housing stipend) (Defense 2019). A similar offering is available in Canada, the UK, and Israel. // We are proposing that the AVSP would be the first comprehensive, in-depth study investigating the ongoing academic success of Australia's modern veterans as they study higher and vocational education. It consists of four distinct components: // Scholarships: transitioning/separated veterans apply for one of four higher education scholarship options (under/postgraduate): 100% tuition fees waived // $750/fortnight living stipend for the degree duration // 50/50 tuition/living stipend // Industry-focused scholarships. // Research: LAS Consulting, Open Door, Flinders University, over seven years, will follow the scholarship recipients to identify which scholarship option is the most relevant/beneficial for Australian veterans. The analysis of the resultant quantitative and qualitative data will demonstrate that providing federal financial support to student veterans studying higher education options: Improves the psychosocial and economic outcomes for veterans // Reduces the need for financial and medical support of participants // Reduces the national unemployed and underemployed statistics for veterans // Provides a positive return of investment (ROI) to the funder // May increase Australian Defence Force (ADF) recruitment and retention rates // Career Construction: LAS Consulting will sit, listen, guide, and help build an emotional connection around purpose, identity, education and employment opportunities back into society. So, the veteran can move forward, crystalise a life worth living, and find their authentic self, which is led by their values in the civilian world. // Mentoring: Each participant receives a mentor throughout their academic journey.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

The year 2009 marked both the 200th anniversary of Darwin's birth and the 150th anniversary of the publication of his landmark book, On the Origin of Species. In August 2009, to celebrate these milestones, the American Academy of Microbiology convened a colloquium in the Galapagos Islands, where Darwin made some of his most crucial observations, to consider a new question: what would Darwin have made of the microbial world? The ability to sail to remote sites like the Galapagos, and access to specimens collected by himself and other avid naturalists, gave Darwin the information he needed to develop a conceptual framework for understanding life's visible diversity. Today, new discoveries and technical capabilities in microbiology are providing information that for the first time makes it possible to develop a conceptual framework for deepening our understanding of the diversity of the microbial world. Darwin focused his attention on visible life forms, which actually make up only a small fraction of the living world—the invisible world of microorganisms was as yet largely unexplored in his time. Yet Darwin's theory has proven remarkably robust; despite some fundamental differences between microorganisms and the rest of the living world, the two lynchpins of Darwin's theory—descent with modification and natural selection—have proven as powerful in explaining microbial evolution as they have in explaining macrobial evolution. Since Darwin, the advent of Mendelian Genetics and the Modern Synthesis have provided a wealth of new tools to evolutionists; these tools are also of fundamental importance in the modern study of microbiology. The scientists gathered at the colloquium considered two fundamental questions: ▪ Is the balance of evolutionary mechanisms, for example natural selection or drift, or individual and group selection, consistent among microbes and similar between microbes and macrobes? ▪ How are the mode and tempo of microbial evolution influenced by Earth's diversity of environments, and the changing global environment, and how are microbes themselves driving these changes? The colloquium provided an opportunity for individuals with expertise in evolutionary biology, genetic engineering, mycology, virology, microbial ecology, and other fields to discuss these issues and review the areas in which research is needed to fill gaps in our understanding.