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1
Ganter, Granville. "May we put forth our leaves": Rhetoric in the school journal of Mary Ware Allen, student of Margaret Fuller, 1837-1838. Worcester: American Antiquarian Society, 2007.
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Stitzlein, Sarah M. Critiquing the Changing Practices of Public Schooling. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190657383.003.0004.
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In chapter four I offer a critique of the new developments in school governance and practices of schooling, highlighting the ways in which they change, challenge, or foreclose aspects of democratic living, good citizenship, or public school functions. I raise these critiques to suggest that we should be wary and critical of some of the schools now operating under the label of “public,” for they may jeopardize some important elements of public living, including commitments to one’s fellow citizens, public goods, equality, and justice. These problems currently unfolding in our schools lend credence and urgency to my claim that citizens have a responsibility to act on behalf of public schools and the forms of democracy they enable and, at times, embody.
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Sanders, James W. Religion over All: 1866–1907. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190681579.003.0004.
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The Boston-born son of Irish immigrants, Bishop John Williams concentrated his energies on building up the purely religious as well as the charitable activities of the Boston diocese during his forty-year reign. Despite his proclivity for Roman Catholic separateness, he never became an active advocate of parochial schools. His stance on the school question may have been determined by his failure to grasp the profound social changes that had taken place in his lifetime and his belief that Catholic families could remedy any deficiencies of the Protestant public schools. At the same time, a small network of local “schoolmen” pastors developed a nucleus of parochial schools. Ambitious Irishmen began emerging from the local wards as powerful Democratic Party politicians, even winning seats on the powerful School Committee and the mayoralty.
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Finn, Chester E., and Andrew E. Scanlan. Learning in the Fast Lane. Princeton University Press, 2019. http://dx.doi.org/10.23943/princeton/9780691178721.001.0001.
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The Advanced Placement (AP) program stands as the foremost source of college-level academics for millions of high school students in the United States and beyond. More than 22,000 schools now participate in it, across nearly forty subjects, from Latin and art to calculus and computer science. Yet remarkably little has been known about how this nongovernmental program became one of the greatest success stories in K–12 education—until now. This book offers an account of one of the most important educational initiatives of our time. The book traces the story of AP from its mid-twentieth-century origins as a niche benefit for privileged students to its emergence as a springboard to college for high schoolers nationwide, including hundreds of thousands of disadvantaged youth. Today, AP not only opens new intellectual horizons for smart teenagers, but also strengthens school ratings, attracts topflight teachers, and draws support from philanthropists, reformers, and policymakers. At the same time, it faces numerous challenges, including rival programs, curriculum wars, charges of elitism, the misgivings of influential universities, and the difficulty of infusing rigor into schools that lack it. In today's polarized climate, can AP maintain its lofty standards and surmount the problems that have sunk so many other bold education ventures?
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Grieve, Victoria M. The Cold War in the Schools. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190675684.003.0006.
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The Cold War experiences of America’s schoolchildren are often summed up by quick references to “duck and cover,” a problematic simplification that reduces children to victims in need of government protection. By looking at a variety of school experiences—classroom instruction, federal and voluntary programs, civil defense and opposition to it, as well as world friendship outreach—it is clear that children experienced the Cold War in their schools in many ways. Although civil defense was ingrained in the daily school experiences of Cold War kids, so, too, were fitness tests, atomic science, and art exchange programs. Global competition with the Soviet Union changed the way children learned, from science and math classes to history and citizenship training. Understanding the complexity of American students’ experiences strengthens our ability to decipher the meaning of the Cold War for American youth and its impact on the politics of the 1960s.
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Chancey, Mark A. The Bible and American Public Schools. Edited by Michael D. Waggoner and Nathan C. Walker. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199386819.013.41.
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This chapter charts the historical development of Bible reading and Bible courses in American public schools from the early 1800s to the early 2000s, discussing key events such as nineteenth-century Bible wars, the creation of distinct Bible courses in conjunction with Sunday Schools and Weekday Religious Education, Supreme Court cases like Abington Township School District v. Schempp, and post-Schempp efforts to promote Bible classes. It pays particular attention to the ways Bible reading and Bible courses have often favored some religious perspectives over others and to the efforts of courts, educators, and special interest groups to identify constitutional ways to teach about the Bible. Hitting the legal benchmark of nonsectarianism has proved to be challenging, despite broad support in many quarters for the general project of religious literacy. Putting contemporary practice into historical perspective reveals similarities between ongoing debates about the Bible and public education and past controversies.
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Pihlajamäki, Heikki. Tracing Legal History In Continental Civil Law. Edited by Markus D. Dubber and Christopher Tomlins. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198794356.013.37.
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This chapter begins with a brief introductory note on the role of legal history in ancient Roman law, and the legal scholarship of medieval glossators and commentators. It then turns to the dominant schools of continental legal scholarship in the seventeenth and eighteenth centuries, the ‘Neo-Bartolists’ and the usus modernus pandectarum. It considers the rise of the Historical School in Germany and the corresponding movements elsewhere in continental Europe. Methodologically, the representatives of the Historical School were the first professional legal historians in the modern sense of the term. Finally, the chapter retells the story of the rise of European legal history in the post-war period, and the recent trends towards a creation of global legal histories. It shows that legal history’s turns have in many ways followed from not only legal scholarship in general, but also from developments in historical science and global politics.
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Cox, Mary Elisabeth. Hunger in War and Peace. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198820116.001.0001.
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What is the impact of war on non-combatants, particularly women and children? In this innovative analysis of nutritional deprivation among ordinary German citizens during the First World War, Mary Elisabeth Cox finds that the effects of the war and the Allied interdiction of food supplies—which became known in Germany as the ‘Hungerblockade’—resulted in diminished heights and weights of children far from the battlefield. During the war, Germany defiantly proclaimed that their country could not be starved out. In a military sense, this was likely to be the case, and many modern historians argue persuasively that Germany lost on the battlefield. Yet modern analyses of height and weight records for hundreds of thousands of school children reveal a grim truth: even if Germany did not lose the war because of food insecurity, the war blockade resulted in hunger for millions of German infants. Desperately struggling to feed their families under the growing spectre of starvation, many mothers chose to sacrifice their own well-being for the benefit of their families. National and local policies within Germany often exasperated food insecurity. Modern analysis of anthropometric data now brings into question both long-held assumptions about the divide between rural and urban health, and legal and moral arguments in support of the blockade. Combined with contemporary letters, diaries, and news reports, these data provide an expanded picture of the levels of health and nutritional deprivation across society. This story of one of the most vicious wars in history is not devoid of compassion. Following the eventual lifting of the British blockade, the victorious powers and nations throughout the world sent millions of tons of food into Germany, relief which is mirrored in drawings and letters of gratitude from hundreds of German school children, and which can be seen as a surge of growth in height and weight measurements.
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Kachun, Mitch. Crispus Attucks from the Bicentennial to the Culture Wars, 1970s–1990s. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780199731619.003.0009.
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The 1976 bicentennial brought greater mainstream attention to Attucks and black participation in the Revolution as well as increasing opportunities to disseminate interpretations of Attucks and other African American heroes in schools and through ever-expanding mass media exposure over the subsequent decades. Attucks was becoming a standard figure in most popular American history textbooks and was featured even more visibly in mainstream culture outside the classroom. Of all the competing versions of Attucks circulating at that time, it was the taken-for-granted Revolutionary token that seemed most prominent in the nation’s collective memory; for many, he was a bland symbol of a romanticized American Revolution and an unthreatening black patriotism. By the end of the twentieth century, Attucks had, to a large degree, become a black American hero of the Revolution, though one who was still marginalized within the nation’s story.
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Nigro, Giacomo. Learning styles and personality traits associated with student success at the grade 9 level in an individualized study program. 1998.
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Laats, Adam. Fundamentalist U. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190665623.001.0001.
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Why do so many conservative politicians flock to the campuses of Liberty University, Wheaton College, and Bob Jones University? In Fundamentalist U: Keeping the Faith in American Higher Education, Adam Laats shows that these colleges have always been more than just schools; they have been vital intellectual citadels in America’s culture wars. These unique institutions have defined what it has meant to be an evangelical and have reshaped the landscape of American higher education. In the twentieth century, when higher education sometimes seemed to focus on sports, science, and social excess, conservative evangelical schools offered a compelling alternative. On their campuses, evangelicals debated what it meant to be a creationist, a Christian, and a proper American, all within the bounds of biblical revelation. Instead of encouraging greater personal freedom and deeper pluralist values, conservative evangelical schools have thrived by imposing stricter rules on their students and faculty. If we hope to understand either American higher education or American evangelicalism, we need to understand this influential network of dissenting institutions. Plus, only by making sense of these schools can we make sense of America’s continuing culture wars. After all, our culture wars aren’t between one group of educated people and another group that has not been educated. Rather, the fight is usually fiercest between two groups that have been educated in very different ways.
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Manekin, Rachel. The Rebellion of the Daughters. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691194936.001.0001.
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This book investigates the flight of young Jewish women from their Orthodox, mostly Hasidic, homes in Western Galicia (now Poland) in the late nineteenth and early twentieth centuries. In extreme cases, hundreds of these women sought refuge in a Kraków convent, where many converted to Catholicism. Those who stayed home often remained Jewish in name only. The book reconstructs the stories of three Jewish women runaways and reveals their struggles and innermost convictions. Unlike Orthodox Jewish boys, who attended “cheders,” traditional schools where only Jewish subjects were taught, Orthodox Jewish girls were sent to Polish primary schools. When the time came for them to marry, many young women rebelled against the marriages arranged by their parents, with some wishing to pursue secondary and university education. After World War I, the crisis of the rebellious daughters in Kraków spurred the introduction of formal religious education for young Orthodox Jewish women in Poland, which later developed into a worldwide educational movement. The book chronicles the belated Orthodox response and argues that these educational innovations not only kept Orthodox Jewish women within the fold but also foreclosed their opportunities for higher education. Exploring the estrangement of young Jewish women from traditional Judaism in Habsburg Galicia at the turn of the twentieth century, the book brings to light a forgotten yet significant episode in Eastern European history.
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Ingleheart, Jennifer. Introduction. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198819677.003.0001.
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The little-known figure of Philip Gillespie Bainbrigge is introduced to the reader, and his clandestine writings and importance for the history of sexuality and Classical Reception are outlined. A brief biography sketches Bainbrigge’s education at Eton and Cambridge, his many homosexual friends, and his career as a schoolmaster at Shrewsbury. The Introduction examines his participation in a secretive culture in which men shared private homoerotic writings with each other. It examines Bainbrigge’s wartime friendship with Wilfred Owen, and his own war poetry, in the context of scholarship on homoeroticism and First World War poetry. It lays out the way in which classical education and the history of sexuality are intimately linked, exploring the institutionalization of the Classics in public schools, attempts to censor ancient sexuality, and sex education.
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Stivachtis, Yannis A. International Society: Global/Regional Dimensions and Geographic Expansion. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.244.
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To understand the global and regional dimensions of the contemporary international society, one must become familiar with the English School literature related to the historical expansion of the European society of states and its gradual transformation to the global international society of today. There is a distinction between an international system and an international society. English School scholars have accepted that this distinction is valid, but the boundary line between the two concepts is problematic. According to the English School literature, before and during the establishment of the European society of states, the world was divided into many regional international systems/societies—each with its own distinctive rules and institutions reflecting the dominant regional culture. The global international society of the early twentieth century was the result of the expansion of the European international society, which gradually brought other regional international systems/societies into contact with one another. However, World War I led to the destruction of the European society of states. Moreover, the emergence of a bipolar world in conjunction with the imperial Soviet policies during the Cold War led to the division of the global international system into two separate international societies. Nevertheless, with the end of the Cold War, a united global international society emerged. Within the confines of the global gesellschaft international society, one can find several gemeinschaft types of regional international societies—some of which are more developed than others.
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Archer, Richard. Jim Crow North. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190676643.001.0001.
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The struggle to overcome Jim Crow was part of a larger movement for equal rights in antebellum New England. Using sit-ins, boycotts, petition drives, and other initiatives, African American New Englanders and their white allies attempted to desegregate schools, transportation, neighborhoods, churches, and cultural venues. They worked to secure the franchise, improve educational opportunities, enlarge employment prospects, remove prohibitions against mixed marriages, and protect fugitive slaves from recapture. Above all they sought to be respected and treated as equals in a reputedly democratic society. Despite widespread racism, by the advent of the Civil War, African American men could vote and hold office in every New England state but Connecticut. Schools, except in the largest cities of Connecticut and Rhode Island, were integrated; railroads, stagecoaches, hotels, and cultural venues (with occasional aberrations) were free from discrimination; people of African descent and of European descent could marry one another and live peaceably; and fugitive slaves were safer in New England than in any other section of the United States. Most African Americans in New England, nonetheless, were mired in poverty, and that is the barrier that prevented full equality, then and now.
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Goldsmith, William W. Saving Our Cities. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501704314.001.0001.
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This book shows how cities can be places of opportunity rather than places with problems. With strongly revived cities and suburbs, working as places that serve all their residents, metropolitan areas will thrive, thus making the national economy more productive, the environment better protected, the citizenry better educated, and the society more reflective, sensitive, and humane. The book argues that America has been in the habit of abusing its cities and their poorest suburbs, which are always the first to be blamed for society's ills and the last to be helped. As federal and state budgets, regulations, and programs line up with the interests of giant corporations and privileged citizens, they impose austerity on cities, short-change public schools, make it hard to get nutritious food, and inflict the drug war on unlucky neighborhoods. Frustration with inequality is spreading. Parents and teachers call persistently for improvements in public schooling, and education experiments abound. Nutrition indicators have begun to improve, as rising health costs and epidemic obesity have led to widespread attention to food. The futility of the drug war and the high costs of unwarranted, unprecedented prison growth have become clear. The text documents a positive development: progressive politicians in many cities and some states are proposing far-reaching improvements, supported by advocacy groups that form powerful voting blocs, ensuring that Congress takes notice. When more cities forcefully demand enlightened federal and state action on these four interrelated problems—inequality, schools, food, and the drug war—positive movement will occur in traditional urban planning as well, so as to meet the needs of most residents for improved housing, better transportation, and enhanced public spaces.
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Bennett, Larry. Contemporary Chicago Politics. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252040597.003.0004.
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What was once a descriptor—Chicago as the last major American city government governed by a political machine—has become a trope, an all-purpose means of explaining public policy aims, achievements, and failures. The nearer-to-reality narrative that captures the essence of Chicago public policy trends in the last generation is neoliberalism. During the long tenure of Mayor Richard M. Daley Chicago’s demolition of high-rise public housing developments, public school restructuring, and long-term leasing of public assets both tracked broader neoliberal policy trends, and in some cases, represented the leading edge of such innovations. Nevertheless, many journalists and some scholars insist on interpreting Chicago politics and policy through the lens of personal corruption and partisan cronyism presumed to be the fundamental attributes of ward-based Democratic Party politics
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Moore, Gregory J. Niebuhrian International Relations. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197500446.001.0001.
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Reinhold Niebuhr (1892–1971) may have been the most influential and insightful American thinker of the twentieth century. In dealing with the intricacies of human nature, society, politics, ethics, theology, racism, and international relations, Niebuhr the teacher, preacher, philosopher, social critic, and ethicist was highly influential and difficult to ignore during the World War II and Cold War eras because of his intellectual heft and the novel manner in which he addressed the economic, spiritual, social, and political problems of his time. This book distills Niebuhr’s disparate and now difficult-to-access work on international relations into one volume, making it more easily accessible than ever before, at the same time bringing his work into the twenty-first century. It argues that if he were alive today Niebuhr would be a champion of the United Nations, a supporter of globalization, a fierce opponent of America’s 2003 Iraq War (for all the reasons he opposed the Vietnam War), an advocate of responsibility to protect, and a pragmatic hawk on China as it rises today. This book also highlights his many contributions to international relations (IR) theory, from Realism to Liberalism to existentialism to the English School to constructivism. This is the first book that focuses exclusively on the IR thought of Reinhold Niebuhr, one of America’s most important public intellectuals and classical Realism’s most important figures, dubbed “the father of us all” by American diplomat and Realist George Kennan.
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LaCroix, Alison L., Jonathan S. Masur, Martha C. Nussbaum, and Laura Weinrib, eds. Cannons and Codes. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197509371.001.0001.
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War often appears to be definitionally outside the realm of structures such as law and literature. When we speak of war, we often understand it as incapable of being rendered into rules or words. Lawyers struggle to fit the horrors of the battlefield, the torture chamber, or the makeshift hospital filled with wounded and dying civilians into the framework of legible rules and shared understandings that law assumes and demands. In the West’s centuries-long effort to construct a formal law of war, the imperative has been to acknowledge the inhumanity of war while resisting the conclusion that it need therefore be without law. Writers, in contrast, seek to find the human within war—an individual story, perhaps even a moment of comprehension. Law and literature might in this way be said to share imperialist tendencies where war is concerned: toward extending their dominion to contain what might be uncontainable. This volume on war is the sixth in the University of Chicago Law School’s Law and Literature series. The papers are intended to address the many ways in which war affects human society and the many groups of people whose lives are affected by war. Some of the papers concern the lives of soldiers; others focus on civilians living in war zones who are caught up in the conflict; still others address themselves to the home front, far from the theater of war. By collecting such diverse perspectives within one volume, we hope to examine how literature has reflected the totalizing nature of war and the ways in which it distorts law across domains.
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Beck, Robert J., and Henry F. Carey. Teaching International Law. Oxford University Press, 2017. http://dx.doi.org/10.1093/acrefore/9780190846626.013.309.
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The international law (IL) course offers a unique opportunity for students to engage in classroom debate on crucial topics ranging from the genocide in Darfur, the Israeli–Palestinian issue, or peace processes in Sri Lanka. A well-designed IL course can help students to appreciate their own preconceptions and biases and to develop a more nuanced and critical sense of legality. During the Cold War, IL became increasingly marginalized as a result of the perceived failure of international institutions to avert World War II and the concurrent ascent of realism as IR’s predominant theoretical paradigm. Over the past two decades, however, as IL’s profile has soared considerably, political scientists and students have taken a renewed interest in the subject. Today, IL teaching/study remains popular in law schools. As a general practice, most instructors of IL, both in law schools or undergraduate institutions, begin their course designs by selecting readings on basic legal concepts and principles. Once the basic subject matter and associated reading assignments have been determined, instructors typically move on to develop their syllabi, which may cover a variety of topics such as interdisciplinary methods, IL theory, cultural relativism, formality vs informality, identity politics, law and economics/public choice, feminism, legal realism, and reformism/modernism. There are several innovative approaches for teaching IL, including moot courts, debates, simulations, clinical learning, internships, legal research training, and technology-enhanced teaching. Another important component of IL courses is assessment of learning outcomes, and a typical approach is to administer end-of-semester essay-based examinations.
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Matthews, Michael D. Head Strong. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190870478.001.0001.
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Since the publication of the first edition of Head Strong: How Psychology Is Revolutionizing War in 2014, developments in military psychology have been rapid and important—so much so that this revised edition is necessary to accurately capture the vital role that psychology continues to play in twenty-first-century military success. The ideas contained in the first edition influenced emerging doctrine in the Army’s Human Dimension and informed military leaders around the globe of ways that psychological science and practice may be leveraged to improve combat effectiveness. Many of the predictions made in the first edition have come true, and new and exciting products of military psychology now offer novel ways of impacting military outcomes. This revised edition of Head Strong updates the 13 chapters included in the first edition with breaking news in military psychology and adds new material to augment those chapters. Two entirely new chapters are included in this edition. The first focuses on human performance optimization. It captures rapid developments in psychology, cognitive neuroscience, and other disciplines that may help the military optimize soldier and unit performance. The second dives deeply into character and discusses how to measure it, how to develop it, and how character plays a vital role in the performance of individual soldiers and their units. Like the other topics in Head Strong, these two new chapters have significant applicability to nonmilitary organizations including schools, corporations, and sports teams.
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Feffer, Andrew. Bad Faith. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823281169.001.0001.
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In late summer 1940, as war spread across Europe and as the nation pulled itself out of the Great Depression, an anticommunist hysteria convulsed New York City. Targeting the city’s municipal colleges and public schools, the state legislature’s Rapp-Coudert investigation dragged hundreds of suspects before public and private tribunals to root out a perceived communist conspiracy to hijack the city’s teachers unions, subvert public education, and indoctrinate the nation’s youth. This book recounts the history of this witch-hunt, which lasted from August 1940 to March 1942. Anticipating McCarthyism and making it possible, the episode would have repercussions for decades to come. In recapturing this moment in the history of pre-war anticommunism, Bad Faith challenges assumptions about the origins of McCarthyism, the liberal political tradition, and the role of anticommunism in modern American life. With roots in the city’s political culture, Rapp-Coudert enjoyed the support of not only conservatives but also key liberal reformers and intellectuals who, well before the Cold War raised threats to national security, joined in accusing communists of “bad faith” and branded them enemies of American democracy. Exploring fundamental schisms between liberals and communists, Bad Faith uncovers a dark, “counter-subversive” side of liberalism, which involved charges of misrepresentation, lying, and deception, and led many liberals to argue that the communist left should be excluded from American educational institutions and political life.
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Cooper, John. Pride Versus Prejudice. Liverpool University Press, 2003. http://dx.doi.org/10.3828/liverpool/9781874774877.001.0001.
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This book chronologically details the lives and professional experiences of Jewish professional figures, demonstrating the obstacles they faced and the status they achieved. The book begins by detailing the influx of Jews into medical schools after 1914 and the problems these Jewish medical students faced. Finding employment was problematic. Afraid of antisemitic claims that Jews were flooding the market, the leaders of Anglo-Jewry even tried in the 1930s to dissuade young Jews from becoming doctors and lawyers. In this context, the book also considers the position of refugee doctors before and during the Second World War. The establishment of the National Health Service in 1948 resulted in fundamental changes, particularly in the way in which consultants were selected, and this permitted Jewish doctors to enter specialties from which they had previously been excluded. The book summarizes the careers of many prominent Jewish doctors. The experience of Jews in the legal profession, both as solicitors and barristers, is examined in similar detail. The persistence of an anti-Jewish bias in the inter-war period limited opportunities for Jews and dissuaded them from entering the law. After the war, major changes in the economy and legal system allowed Jewish law firms to expand rapidly, challenging the dominance of the City law firms in the commercial world. Many of these firms consequently began to admit Jewish partners for the first time. From the late 1960s, Jews were also promoted in increasing numbers to position on the High Court Bench. As well as giving a detailed picture of these mainstream developments the book also looks at the careers of Jewish communist, socialist, and maverick lawyers.
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Shnookal, Deborah. Operation Pedro Pan and the Exodus of Cuba's Children. University Press of Florida, 2020. http://dx.doi.org/10.5744/florida/9781683401551.001.0001.
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This in-depth examination of one of the most controversial episodes in U.S.-Cuba relations sheds new light on the program that airlifted 14,000 unaccompanied children to the United States in the wake of the Cuban Revolution. Operation Pedro Pan is often remembered within the U.S. as an urgent “rescue” mission, but Deborah Shnookal points out that a multitude of complex factors drove the exodus, including Cold War propaganda and the Catholic Church’s opposition to the island’s new government. Shnookal illustrates how and why Cold War scare tactics were so effective in setting the airlift in motion, focusing on their context: the rapid and profound social changes unleashed by the 1959 Revolution, including the mobilization of 100,000 Cuban teenagers in the 1961 national literacy campaign. Other reforms made by the revolutionary government affected women, education, religious schools, and relations within the family and between the races. Shnookal exposes how, in its effort to undermine support for the revolution, the U.S. government manipulated the aspirations and insecurities of more affluent Cubans. She traces the parallel stories of the young “Pedro Pans” separated from their families—in some cases indefinitely—in what is often regarded in Cuba as a mass “kidnapping” and the children who stayed and joined the literacy brigades. These divergent journeys reveal many underlying issues in the historically fraught relationship between the U.S. and Cuba and much about the profound social revolution that took place on the island after 1959.
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Baldwin, Andrew, ed. Oxford Handbook of Clinical Specialties. 11th ed. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198827191.001.0001.
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The Oxford Handbook of Clinical Specialties covers each of the 14 core medical specialties encountered through medical school and Foundation Programme rotations. Packed full of high-quality illustrations, boxes, tables, and classifications, it is ideal for use at the direct point of care, whether on the ward or in the community, and for study and revision. Each chapter is easy to read and filled with digestible information, with features including ribbons to mark your most-used pages and mnemonics to help you memorize and retain key facts, while quotes from patients help the reader understand each problem better, enhancing the doctor/patient relationship. With reassuring and friendly advice throughout, this is the ultimate guide for every medical student and junior doctor for each clinical placement, and as a revision tool. This new edition has been reordered to follow a logical progression through the specialties, starting with an examination of the subjects of obstetrics, gynaecology, and paediatrics before moving on to ophthalmology, ear, nose, and throat (ENT), and dermatology. Orthopaedics and trauma are explored, leading through to emergency medicine, pre-hospital emergency medicine, and anaesthesia. Psychiatry and general practice are discussed before moving on to eponymous syndromes, and the book is rounded off by a new final chapter on doctors’ health and performance. Key references are flagged throughout, and included in a separate online resource.
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Haun, Phil, ed. Lectures of the Air Corps Tactical School and American Strategic Bombing in World War II. University Press of Kentucky, 2019. http://dx.doi.org/10.5810/kentucky/9780813176789.001.0001.
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In the 1930s the US Air Corps Tactical School (ACTS) articulated the concept of high-altitude daylight precision bombing (HADPB), a coherent yet controversial theory for victory through the independent employment of air forces. The ACTS lectures present a uniquely American theory of strategic bombing later tested in World War II. These lectures, never before published, introduce Air Corps thinking on strategic bombing during the interwar period. Their originality is found in the causal logic for how HADPB operations would lead to victory by the direct attack of vital and vulnerable economic targets. The ACTS instructors and students would later be responsible for translating theory into practice. In so doing, the logic of HADPB was tested and in many ways found wanting. Though the US Army Air Force fell short of independently achieving decisive victory, the ACTS prewar rationale for the construction of heavy bombers offered the United States the offensive capability to conduct long-range air campaigns. HADPB proved to be a key component to the Allies gaining air superiority over western Europe. Finally, HADPB raids starved the German military of fuel such that it no longer had the means to maintain its desperate counteroffensive at the Battle of the Bulge. American air power did prove critical to the Allied victory, not in the independent and decisive way envisioned by ACTS but as a crucial component of a combined arms strategy.
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Shakespeare, William. Midsummer Night's Dream (Oxford School Shakespeare). Tandem Library, 2005.
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Mee, Nicholas. Celestial Tapestry. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198851950.001.0001.
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Celestial Tapestry places mathematics within a vibrant cultural and historical context, highlighting links to the visual arts and design, and broader areas of artistic creativity. Threads are woven together telling of surprising influences that have passed between the arts and mathematics. The story involves many intriguing characters: Gaston Julia, who laid the foundations for fractals and computer art while recovering in hospital after suffering serious injury in the First World War; Charles Howard, Hinton who was imprisoned for bigamy but whose books had a huge influence on twentieth-century art; Michael Scott, the Scottish necromancer who was the dedicatee of Fibonacci’s Book of Calculation, the most important medieval book of mathematics; Richard of Wallingford, the pioneer clockmaker who suffered from leprosy and who never recovered from a lightning strike on his bedchamber; Alicia Stott Boole, the Victorian housewife who amazed mathematicians with her intuition for higher-dimensional space. The book includes more than 200 colour illustrations, puzzles to engage the reader, and many remarkable tales: the secret message in Hans Holbein’s The Ambassadors; the link between Viking runes, a Milanese banking dynasty, and modern sculpture; the connection between astrology, religion, and the Apocalypse; binary numbers and the I Ching. It also explains topics on the school mathematics curriculum: algorithms; arithmetic progressions; combinations and permutations; number sequences; the axiomatic method; geometrical proof; tessellations and polyhedra, as well as many essential topics for arts and humanities students: single-point perspective; fractals; computer art; the golden section; the higher-dimensional inspiration behind modern art.
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Chalfa Ruyter, Nancy Lee. La Meri and Her Life in Dance. University Press of Florida, 2019. http://dx.doi.org/10.5744/florida/9780813066097.001.0001.
Full textAbstract:
La Meri (Russell Meriwether Hughes, 1899–1988) was a performing artist, choreographer, teacher, and writer who built her career on ethnologic dance from many parts of the world. In the 1920s and 1930s, under the management of her agent-husband Guido Carreras, she toured in Latin America, Europe, Asia, the Pacific, and the United States. Despite the heavy schedule of travel and performances, she was able to obtain instruction in local dance genres, purchase costumes, and obtain recordings of the music in many of the countries. The new material would then be added to her concert programs. In late 1939, touring was no longer possible because of World War II, so La Meri and Carreras settled in New York City. There, she established a school, the Ethnologic Dance Center, and dance companies. She continued performing in New York and on tour in the United States, and, in addition to teaching and concert work, created original choreographies using techniques such as those of India and Spain. In 1960, she moved to Cape Cod, Massachusetts, where she continued her work until 1984, when she returned to San Antonio. In addition to her practical work in dance, La Meri also published writings that set forth her conceptions, understandings, goals and methodologies. This book is both a biography of La Meri and an analysis of the significance of her theory and practice, with attention to her own performance, choreography, writings, and teaching.
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Shakespeare, William. A Midsummer Night's Dream (Oxford School Shakespeare). Oxford University Press, USA, 2005.
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Shapiro, Marc B. Between the Yeshiva World and Modern Orthodoxy. Liverpool University Press, 1999. http://dx.doi.org/10.3828/liverpool/9781874774525.001.0001.
Full textAbstract:
The span of Rabbi Jehiel Jacob Weinberg's life (1884–1966) illuminates the religious and intellectual dilemmas that traditional Jewry has faced over the past century. Rabbi Weinberg became a central ideologue of modern Orthodoxy because of his positive attitude to secular studies and Zionism and his willingness to respond to social change in interpreting the halakhah. But Weinberg was an unusual man: even at a time when he was defending the traditional yeshiva against all attempts at reform, he always maintained an interest in the wider world. He left Lithuania for Germany at the beginning of the First World War, attended the University of Giessen, and increasingly identified with the Berlin school of German Orthodoxy. He was soon recognized as German Orthodoxy's most eminent halakhic authority in its efforts to maintain religious tradition in the face of Nazi persecution. His approach derived from the conviction that the attempt to shore up Orthodoxy by increased religious stringency would only reduce its popular appeal. This book discusses many aspects of Weinberg's life. It elucidates many institutional and intellectual phenomena of the Jewish world: the yeshivas of Lithuania; the state of the Lithuanian rabbinate; the musar movement; the Jews of eastern Europe in Weimar Germany; the Torah im Derekh Eretz movement and its variants; Orthodox Jewish attitudes towards Wissenschaft des Judentums; and the special problems of Orthodox Jews in Nazi Germany. Throughout, the book shows the complex nature of Weinberg's character and the inner struggles of a man being pulled in different directions.
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van Prooijen, Jan-Willem. The Moral Punishment Instinct. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190609979.001.0001.
Full textAbstract:
Across time and cultures, ranging from ancient hunter-gatherers, to holy scriptures, to contemporary courts of law, it has been common for people to punish offenders. Furthermore, punishment is not restricted to criminal offenders but emerges in all spheres of social life, including corporations, public institutions, traffic, sports matches, schools, and parenting. Why is punishment so ubiquitous? One cannot find a satisfactory explanation for the universality of punishment in the social science literature focusing on human morality in general. Punishment also occurs among nonhuman animals for which one can question their sense of morality, including rodents, fish, and insects. Apparently, there is something specific and unique about punishment that warrants a more focused discussion. This book proposes that people possess a moral punishment instinct, that is, a hard-wired tendency to aggress against those who violate the norms of the group. People evolved this instinct due to its power to control behavior by curbing selfishness and free-riding, thereby providing incentives to stimulate the mutual cooperation that small tribes of ancient hunter-gatherers needed to survive in a challenging natural environment. To examine this idea, the book describes how punishment originates from moral emotions, stimulates cooperation, and shapes the social life of human beings. Guided by many recognizable examples, the book illuminates how the moral punishment instinct manifests itself among nonhuman animals, children, cultures of modern humans, and tribes of hunter-gatherers, while accounting for the role of this instinct in religion, war, racial bias, restorative justice, gossip, torture, and radical terrorism.