Bibliografías temáticas / Jewish Education Committee of New York

Literatura académica sobre el tema "Jewish Education Committee of New York"

Autor: Grafiati

Publicado: 25 de julio de 2024

Última modificación: 28 de julio de 2024

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Artículos de revistas sobre el tema "Jewish Education Committee of New York"

Model, Suzanne W. "Italian and Jewish Intergenerational Mobility: New York, 1910". Social Science History 12, n.º 1 (1988): 31–48. http://dx.doi.org/10.1017/s014555320001600x.

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Although most Italian and Jewish immigrants arrived in the United States during the same turn-of-the-century period, the occupational trajectories of their descendants have been very different. Many writers have emphasized that Jews brought with them urban-industrial experience, entrepreneurial skills, a determination to settle in America, and a reverence for education (Joseph, 1969, orig. 1914; Glazer, 1958). Italians were more often peasants or farm laborers, though their familiarity with commerce and the crafts should not be underestimated (Briggs, 1978; Gabaccia, 1984). Some have also argued that familism and disdain for education further delayed Italian participation in the upgrading of the American occupational structure (Covello, 1972; Child, 1970).

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Gubert, Betty Kaplan. "Research Resources for the Study of African-American and Jewish Relations". Judaica Librarianship 8, n.º 1 (1 de septiembre de 1994): 162–64. http://dx.doi.org/10.14263/2330-2976.1262.

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Several libraries in New York City have exceptionally rich resources for the study of relations between African Americans and Jewish Americans. The holdings of and access to these collections are discussed; some sources in other parts of the U.S. are mentioned as well. The most important collection is in the Schomburg Center for Research in Black Culture, The New York Public Library. Besides books, there is a vast Clipping File, the unique Kaiser Index, manuscript collections, and some audio and visual materials. The Jewish Division of The New York Public Library has unparalleled holdings of Jewish newspapers from around the world, from which relevant articles can be derived. The libraries of the Jewish Theological Seminary and the VIVO Institute ,are also both fine sources. Their book holdings are up-to-date, and YIVO's clipping file is also, including such items as publicity releases from Mayors Koch and Dinkins. YIVO's archives have such important historical holdings as the American Jewish Committee Records (1930s to the 1970s), and some NAACP materials from the thirties and forties. Children's books on this top ic and ways of acquiring information are noted. A list of the major libraries, with addresses, telephone numbers, and hours is in an appendix.

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Benderly, Samson. "THE PRESENT STATUS OF JEWISH RELIGIOUS EDUCATION IN NEW YORK CITY". Journal of Jewish Education 67, n.º 3 (septiembre de 2001): 74–77. http://dx.doi.org/10.1080/0021624010670314.

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Collomp, Catherine. "The Jewish Labor Committee, American Labor, and the Rescue of European Socialists, 1934–1941". International Labor and Working-Class History 68 (octubre de 2005): 112–33. http://dx.doi.org/10.1017/s0147547905000220.

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The Jewish Labor Committee (JLC), founded in New York in 1934, was the vanguard of American labor's anti-Nazi and antifascist activism. The JLC grew out of the Jewish labor movement in the US. In 1940–1941, it achieved the rescue of hundreds of European labor and social-democratic party leaders trapped in France by the invading German army or in Lithuania by the Soviet army. Among these persons were some of the foremost leaders of the Labour and Socialist International and of the International Federation of Trade Unions. Many others were Polish Bundists, the JLC's founders' original political family, doubly exposed to Nazi brutality by their Jewish identity and social-democratic positions. This event is the focal point from which American labor's international solidarity for the labor victims of Nazism and fascism can be observed. In addition, the connection between the JLC and the Emergency Rescue Committee whose agent, Varian Fry, rescued artists and intellectuals, is also established in the paper.

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Schiff, Alvin I. "The Board of Jewish Education of Greater New York—Then and Now". Jewish Education 53, n.º 4 (diciembre de 1985): 2–3. http://dx.doi.org/10.1080/15244118609412128.

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Fass, Paula S. y Ruth Jacknow Markowitz. "My Daughter, the Teacher: Jewish Teachers in the New York City Schools". History of Education Quarterly 34, n.º 4 (1994): 503. http://dx.doi.org/10.2307/369291.

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Springer, Rabbi Mychal B., Andrew J. Weaver, Rabbi Chaim Linderblatt, Rabbi Beth Naditch, Rabbi Avraham Newman, Rabbi Nadia Siritsky, Kevin J. Flannelly y Larry VandeCreek. "Spirituality, Depression, and Loneliness among Jewish Seniors Residing in New York City". Journal of Pastoral Care & Counseling: Advancing theory and professional practice through scholarly and reflective publications 57, n.º 3 (septiembre de 2003): 305–18. http://dx.doi.org/10.1177/154230500305700306.

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This article reports the results of research that examined a randomized group of 118 Jewish seniors who were clients of one of three Jewish social service agencies in New York City. They were interviewed by four Clinical Pastoral Education residents at the Jewish Institute for Pastoral Care. During the interview, participants were asked to respond to the questions contained in the Brief Depression Scale, Version 3 of the UCLA Loneliness Scale, and the Index of Core Spiritual Experience—INSPIRIT. A statistically significant positive correlation was found between the depression and loneliness scores, r(116) = .56, p< .001. Spirituality was not correlated with either of these scales. Both depression and loneliness were significantly higher among women, among people who had physical impairments and those who had been victims of Nazi persecution. Depression and loneliness were inversely related to participants' ability to venture out of their house and to their relationship with their families. Having a sense of meaning or purpose in life was also inversely related to depression and loneliness. Spirituality tended to be higher among women, those participants with more years of religious education, and those with physicals impairments, but only the gender effect was statistically significant.

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Kaunfer, Rabbi Neal y Natalie Ray. "The Principals' Center for the Board of Jewish Education of Greater New York". NASSP Bulletin 71, n.º 495 (enero de 1987): 51–54. http://dx.doi.org/10.1177/019263658707149518.

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Kuby, Emma. ""The Last Act in the Tragedy of Judaism": Stalinist Antisemitism, the American Jewish Committee, and French Holocaust Memory in the Cold War". Jewish Social Studies 29, n.º 1 (enero de 2024): 87–119. http://dx.doi.org/10.2979/jss.00004.

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Abstract: Beginning in 1952, the New York-based American Jewish Committee (AJC) spearheaded a transatlantic effort to stigmatize Stalinist antisemitism through direct historical comparison with the recent Nazi genocide of European Jewry. In France, home to the AJC's European headquarters, the project of tarring Stalin with Hitler's brush spurred an unprecedented flood of discourse about the Holocaust. However, the narrative that emerged among participating French intellectuals—Jewish and non-Jewish—elided the genocide's Western European dimensions. This article analyzes the AJC's French-language journal Évidences comparatively alongside its American sister journal, Commentary , and contextually against documentation from the AJC archives in order to argue that the politics of the early Cold War did not simply impede Holocaust memory in the West; rather, anti-totalitarian projects produced framings of the genocide that relied on and replicated the Cold War's own temporal and geographic logics.

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Gerber, Larry G. "College and University Government: Adelphi University (New York): A Special Report from Committee T". Academe 83, n.º 3 (1997): 69. http://dx.doi.org/10.2307/40251098.

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Tesis sobre el tema "Jewish Education Committee of New York"

Krasne-Levine, Norma Singman. "Havurah as an alternative to traditional supplementary religious education for Soviet Jewish immigrants living in New York city /". Ann Arbor, Mich. : UMI, 2001. http://wwwlib.umi.com/dissertations/preview/3003025.

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Libros sobre el tema "Jewish Education Committee of New York"

Dushkin, Alexander M. Jewish education in New York City. New York: Bureau of Jewish Education, 1990.

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Sybil, Milton, Bogin Frederick D y American Jewish Joint Distribution Committee., eds. American Jewish Joint Distribution Committee, New York. New York: Garland, 1995.

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American Jewish Joint Distribution Committee. American Jewish Joint Distribution Committee, New York. New York: Garland Pub., 1995.

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Sybil, Milton, Bogin Frederick D y American Jewish Joint Distribution Committee., eds. American Jewish Joint Distribution Committee, New York. New York: Garland, 1995.

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New York (State). Legislature. Senate. Higher Education Committee. Joint New York State Senate, public hearing on college textbook access: Before the New York State Senate Standing Committee on Higher Education and the New York State Senate Standing Committee on Consumer Protection. [Clifton Park, N.Y.]: Candyco Transcription Service, Inc., 2008.

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New York (State). Legislature. Senate. Standing Committee on Children & Families. Joint public hearing on ACS plan to transfer five-year-olds from child daycare centers to public kindergarten classrooms: Before the New York State Senate Standing Committee on Children and Families, the New York State Senate Standing Committee on Education, the New York State Assembly Standing Committee on Children and Families, the New York State Assembly Standing Committee on Education. New York: s.n., 2009.

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Moore, Mordecai. Shalom New York '98: Jewish programming guide for young adults in Manhattan. New York: Shalom Ink, 1997.

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New York (State). Legislature. Senate. Committee on Finance. Joint hearing of the Senate Finance Committee and the Assembly Ways and Means Committee on Higher Education. Albany, New York: Assembly Official Reporter, 2002.

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Committee, New York (State) Legislature Assembly Higher Education. New York State Assembly, Assembly Standing Committee on Higher Education and Assembly Standing Committee on Health. [New York]: Associated Reporters Int'l., 1999.

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Capítulos de libros sobre el tema "Jewish Education Committee of New York"

Lupia, Arthur. "All in Good Measure". En Uninformed Why People Seem to Know So Little about Politics and What We Can Do about It. Oxford University Press, 2016. http://dx.doi.org/10.1093/oso/9780190263720.003.0024.

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This chapter is about how to word recall questions effectively. An example of why this topic matters occurred just days before the opening of the United States Holocaust Memorial Museum. At that time, a New York Times headline proclaimed that “1 of 5 in New Survey Express Some Doubt About the Holocaust.” The Times article’s lead paragraph described the finding in greater detail (emphasis added): . . . A poll released yesterday [sic] found that 22 percent of adults and 20 percent of high school students who were surveyed said they thought it was possible that Nazi Germany’s extermination of six million Jews never happened. In addition to the 22 percent of adult respondents to the survey by the Roper Organization who said it seemed possible that the Holocaust never happened, 12 percent more said they did not know if it was possible or impossible, according to the survey’s sponsor, the American Jewish Committee. . . . Reactions to this finding were swift. Benjamin Mead, president of the American Gathering of Jewish Holocaust Survivors, called the findings “a Jewish tragedy.” Elie Wiesel, a Nobel Laureate and concentration camp survivor, conveyed shock and disappointment: “What have we done? We have been working for years and years … I am shocked. I am shocked that 22 percent … oh, my God.” Similar headlines appeared across the country. In the months that followed these reports, many struggled to explain the finding. Some blamed education, as a Denver Post editorial described: . . . It’s hardly surprising that some Americans have swallowed the myth that the Holocaust never happened… . [E] ither these Americans have suffered a tragic lapse of memory, or they have failed to grasp even the rudiments of modern history… . Such widespread ignorance could lull future generations into dropping their guard against the continuing menace of ethnic intolerance, with potentially devastating consequences… . To this end, the public schools must obviously do a better job of teaching 20th century history, even if it means giving shorter shrift to the Civil War or the Revolution. . . .

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Goldsmith, Emanuel S. "Chapter 10. The education of maurice samuel". En The Other New York Jewish Intellectuals, 228–46. New York University Press, 2020. http://dx.doi.org/10.18574/nyu/9780814748527.003.0015.

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"The New York Bureau and Its Critics". En The Benderly Boys and American Jewish Education, 36–54. Brandeis University Press, 2012. http://dx.doi.org/10.2307/j.ctv102bd37.7.

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Udrenas, Nerijus. "Analyses of World Antisemitism Published between 1991 and 1997". En Polin: Studies in Polish Jewry Volume 13, 418–24. Liverpool University Press, 2000. http://dx.doi.org/10.3828/liverpool/9781874774600.003.0036.

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RENE COHEN and JENNIFER L. GOLUB, Attitudes toward Jews in Poland, Hungary, and Czechoslovakia: A Comparative Survey, Working Papers on Contemporary Antisemitism (New York: American Jewish Committee, Institute of Human Relations, Aug. 1991); pp. 44 The Skinhead International: A Worldwide Survey of Neo-Nazi Skinheads (New York: Anti-Defamation League, 1995); pp. 90...

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Pomson, Alex. "Jewish Schools, Jewish Communities". En Jewish Day Schools, Jewish Communities, 1–28. Liverpool University Press, 2009. http://dx.doi.org/10.3828/liverpool/9781904113744.003.0022.

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This introductory chapter discusses the growing social significance of Jewish day-school education within the context of the Jewish community. It looks more broadly at the developments within a relationship between school and community. Such questions provided the context and motivation for an international conference held in June 2006 at the Melton Centre for Jewish Education at the Hebrew University, organized with the support of the Jewish Agency for Israel, the Joint Distribution Committee, and the Partnership for Excellence in Jewish Education. This event was convened with the specific intention of encouraging researchers to think in new ways about the sociological functions of Jewish day schools. The chapter discusses the particulars of this conference as well as the research into the inner life of Jewish schools.

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Seidman, Naomi. "With Perseverance and Faith From Kraków to New York". En Sarah Schenirer and the Bais Yaakov Movement, 363–66. Liverpool University Press, 2019. http://dx.doi.org/10.3828/liverpool/9781906764692.003.0017.

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This chapter traces the beginnings of Bais Yaakov on American soil. The Bais Yaakov seminary in New York began quietly, exactly as had happened in Kraków. But the words of instruction were like a revelation. Very quickly, the number of students grew and the seminary blossomed. Jewish New York was recognizing a new world, the new-old idea of giving their daughters a Jewish education. Today, it has become an enormous educational institution with more than 500 students, a staff of forty teachers, a five-semester full-time seminary of the most exemplary rigour, an evening seminary, and the high school, in which the students acquire not only a clear and rigorous Torah education along with a first-class programme of government-sanctioned secular studies, but also preparation for life, instruction for future mothers in how to run a Jewish household. Ultimately, the Bais Yaakov education is about living yiddishkeit, the whole package and entirety of Jewish life. This is something that leaves its mark on all who pass through it.

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"Proposal for a Methodist College". En New York's Burned-over District, editado por Spencer W. McBride y Jennifer Hull Dorsey, 179–83. Cornell University Press, 2023. http://dx.doi.org/10.7591/cornell/9781501770531.003.0024.

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This chapter recounts how the Methodist population in central and western New York by the late 1820s had grown to the extent that church leaders appointed a committee to establish a college in Troy, New York. It explains that the proposed college would be nonsectarian but operated under the auspices of the Methodist Episcopal Church. It also mentions that the Troy Sentinel in 1829 reported on a public meeting about the establishment of a new college. The chapter explores the statistical justification for an institution based on the Methodist population in Troy and the desire to keep New York Methodists from leaving the state for their education. It points out how the college for Methodists was established in Troy in 1858, when Troy University was founded.

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"Irving Greenberg". En Wrestling with God, editado por Steven T. Katz, Shlomo Biderman y Gershon Greenberg, 497–555. Oxford University PressNew York, NY, 2007. http://dx.doi.org/10.1093/oso/9780195300147.003.0041.

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Abstract Irving Greenberg was born in 1933 in Brooklyn, New York. His father was the rabbi of the Chevra Shas (a talmudic study group) in Boro Park. As a child, he received an Orthodox day school education that was enriched by active involvement in the Zionist youth movement Hashomer Hadati (known today as Bnai Akiva). He continued his Jewish education at the Beth Joseph Rabbinical Seminary and his secular education at Brooklyn College. In 1953, he received his B.A. in history from Brooklyn College and continued on to a doctoral program in intellectual history at Harvard. He received his Ph.D. from Harvard in 1960. Eschewing an academic career, he became a communal rabbi in Boston where he came under the influence of Rabbi Joseph B. Soloveitchik. This encounter caused a change of career plans, and Greenberg began to teach Jewish history at Yeshiva University in New York City. In 1961-1962, he was a Fulbright scholar at Tel Aviv University and while in Israel turned to deep reading about both the Holocaust and the State of lsrael. Upon his return to the United States, he became involved in Holocaust education which, in turn, led him to leave Yeshiva University in 1965 in order to accept a rabbinical position in Riverdale, New York. After seven years in this post, he once again entered academic life, accepting the chairmanship of the Department of Jewish Studies at the City University of New York. In 1979 he made another turn, leaving the university to become the director of CLAL, the National Jewish Center for Learning and Leadership, an organization that aimed to bring intense, advanced, Jewish education to the wider Jewish community. During the 1970s, Greenberg also teamed with Elie Wiesel and others to create the U.S. Holocaust Memorial Museum, and from 2000 to 2002 he served as chairman of the museum’s council.

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Wilson, Sondra Kathryn. "On Racist Textbooks". En In Search of Democracy, 246–47. Oxford University PressNew York, NY, 1999. http://dx.doi.org/10.1093/oso/9780195116335.003.0045.

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Abstract The NAACP became concerned about a New York City Board of Education textbook which was called to the attention of the Association. The book, How the United States Became a World Power, about black life during the Reconstruction era, is filled with inaccuracies and stereotypes. In the following essay, Walter White recommends to the NAACP Board of Directors that a representative from the Association evaluate the New York City Board of Education’s textbooks, especially on history and civics. This essay was written in 1932. Effort was made some months ago to get the New York Women’s Auxiliary to appoint a committee to go over all the text books, especially history and civic text books, to compile material such as the above and to prepare therefrom an au thoritative document as the basis for a protest to the Board of Education and to the Mayor. No city in the country offers a more likely chance of successful elimination of such paragraphs than New York, and especially in view of the coming elections. The example set by New York would undoubtedly be followed by branches in other cities.

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"Patrizia Guarnieri, Italian Psychology and Jewish Emigration under Fascism: From Florence to Jerusalem and New York. Basingstoke: Palgrave Macmillan, 2016. xv + 275 pp." En Textual Transmission in Contemporary Jewish Cultures, editado por Avriel Bar-Levav, 263–65. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197516485.003.0020.

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Fascism exerted multiple, complex, and often perverse influences on Italian society and on the lives of Italian Jews in particular. The better-known outcomes of Italian Fascism are the development of a dictatorial regime grounded on the cult of personality, the bloody repression of political opposition, delirious imperialist adventures, the legal codification of anti-Jewish persecution, the late military alliance with Nazi Germany, and a catastrophic defeat in the Second World War. But Fascism also played a paramount role in conceiving new patterns of rural and urban development, industrial management, state and church relations, and educational reform, some of whose legacies have long outlasted the pernicious regime. Some public works, among them the embankments of the Tiber River and other aspects of urban renovation in Rome, and land reclamation in the central-southern regions of Italy, quite amazingly were not much developed beyond the regime’s endeavors in the 1920s and 1930s. Likewise, at least until recently, much of the public education system in the country—compulsory as well as academic—was regulated by principles laid down during “the infamous twenty years.” Those far-reaching influences have deeply affected Italy’s university ...

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Actas de conferencias sobre el tema "Jewish Education Committee of New York"

Su, Jian. "How Does New York Cultural Environment Impact Jewish Theater Production?" En 2021 International Conference on Education, Language and Art (ICELA 2021). Paris, France: Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220131.031.

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