front cover of Glenn Ford
Glenn Ford
A Life
Peter Ford
University of Wisconsin Press, 2011
Glenn Ford—star of such now-classic films as Gilda, Blackboard Jungle, The Big Heat, 3:10 to Yuma, and The Rounders—had rugged good looks, a long and successful career, and a glamorous Hollywood life. Yet the man who could be accessible and charming on screen retreated to a deeply private world he created behind closed doors.
    Glenn Ford: A Life chronicles the volatile life, relationships, and career of the renowned actor, beginning with his move from Canada to California and his initial discovery of theater. It follows Ford’s career in diverse media—from film to television to radio—and shows how Ford shifted effortlessly between genres, playing major roles in dramas, noir, westerns, and romances.
    This biography by Glenn Ford’s son, Peter Ford, offers an intimate view of a star’s private and public life. Included are exclusive interviews with family, friends, and professional associates, and snippets from the Ford family collection of diaries, letters, audiotapes, unpublished interviews, and rare candid photos. This biography tells a cautionary tale of Glenn Ford’s relentless infidelities and long, slow fade-out, but it also embraces his talent-driven career. The result is an authentic Hollywood story that isn’t afraid to reveal the truth.


Best Books for General Audiences, selected by the American Association of School Librarians

Best Books for General Audiences, selected by the Public Library Reviewers
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front cover of The Moral Meaning of Nature
The Moral Meaning of Nature
Nietzsche’s Darwinian Religion and Its Critics
Peter J. Woodford
University of Chicago Press, 2018
What, if anything, does biological evolution tell us about the nature of religion, ethical values, or even the meaning and purpose of life? The Moral Meaning of Nature sheds new light on these enduring questions by examining the significance of an earlier—and unjustly neglected—discussion of Darwin in late nineteenth-century Germany.
 
We start with Friedrich Nietzsche, whose writings staged one of the first confrontations with the Christian tradition using the resources of Darwinian thought. The lebensphilosophie, or “life-philosophy,” that arose from his engagement with evolutionary ideas drew responses from other influential thinkers, including Franz Overbeck, Georg Simmel, and Heinrich Rickert. These critics all offered cogent challenges to Nietzsche’s appropriation of the newly transforming biological sciences, his negotiation between science and religion, and his interpretation of the implications of Darwinian thought. They also each proposed alternative ways of making sense of Nietzsche’s unique question concerning the meaning of biological evolution “for life.” At the heart of the discussion were debates about the relation of facts and values, the place of divine purpose in the understanding of nonhuman and human agency, the concept of life, and the question of whether the sciences could offer resources to satisfy the human urge to discover sources of value in biological processes. The Moral Meaning of Nature focuses on the historical background of these questions, exposing the complex ways in which they recur in contemporary philosophical debate.
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front cover of Rethinking Class Size
Rethinking Class Size
The Complex Story of Impact on Teaching and Learning
Peter Blatchford and Anthony Russell
University College London, 2020
The debate over whether class size matters for teaching and learning is one of the most enduring—and aggressive—in education research. Teachers often insist that small classes benefit their work, but many experts argue that evidence from research shows class size has little impact on pupil outcomes, and therefore does not matter. That dominant view has informed international policymaking. In Rethinking Class Size, the lead researchers on the world’s biggest study into class size effects present a counterargument. Through detailed analysis of the complex relations involved in the classroom they reveal the mechanisms that support teachers’ experience, and they conclude that class size matters very much indeed.
 
Drawing on twenty years of systematic classroom observations, surveys of practitioners, detailed case studies, and extensive reviews of research, Peter Blatchford and Anthony Russell contend that common ways of researching the impact of class size are limited and sometimes misguided. While class size may have no direct effect on pupil outcomes, it can have a significant impact on interconnections within classroom processes. In describing these connections, the book opens up the everyday world of the classroom and shows that the influence of class size is felt everywhere.
 
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