An exploration of gender, race, and food in Peru in the 1950s and 1960s and today.

From the late 1940s to the mid 1960s, Peru’s rapid industrialization and anti-communist authoritarianism coincided with the rise of mass-produced cookbooks, the first televised cooking shows, glossy lifestyle magazines, and imported domestic appliances and foodstuffs. Amy Cox Hall’s The Taste of Nostalgia uses taste as a thematic and analytic thread to examine the ways that women, race, and the kitchen were foundational to Peruvian longings for modernity, both during the Cold War and today.

Drawing on interviews, personal stories, media images, and archival and ethnographic research, Cox Hall considers how elite, European-descended women and the urban home were central to Peru’s modernizing project and finds that all women who labored within the deeply racialized and gendered world of food helped set the stage for a Peruvian food nationalism that is now global in the twenty-first century. Cox Hall skillfully connects how the sometimes-unsavory tastes of the past are served again in today’s profitable and pervasive gastronostalgia that helps sell Peru and its cuisine both at home and abroad.

Honorable Mention, 2023-2024 Research Society of American Periodicals Book Prize

In its February 1926 issue, Good Housekeeping magazine introduced a column for its approximately one million subscribers called “Tasting and Testing Books.” The column’s author, Emily Newell Blair, would go on to produce ninety-one reading advice columns for the magazine between 1926 and 1934. During this period, Good Housekeeping became the most widely circulated periodical in the United States, doubling its circulation to over two million copies. Much of its popularity stemmed from its intensive promotion of its Seal of Approval for a variety of products, which brought consumers to it for utilitarian purposes. With her focus on regular books, Blair distinguished herself from highbrow literary critics, many of whom have been objects of study as High Modernists. She offered advice to help middle-class women readers make their own choices about the best books in which to invest time and money, rather than dictating what they should or should not read. She aligns herself with the average subscriber, outside the book publishing and reviewer industries, focusing on books that would now be termed middlebrow reading.

Blair’s time at Good Housekeeping covers the era from the heights of the “Roaring Twenties” to the depths of the Great Depression, and her recommendations offer a window into the uses of middlebrow reading during this period of dramatic economic and social shifts. Tasting and Testing Books argues that the consumer-first message of Good Housekeeping infused Blair’s advice column and validated a new attitude of proudly middlebrow pleasure reading in the mid-twentieth century. These columns shed new light on the reading lives of too-often overlooked women, often living outside of urban centers and away from elite literary circles, and present Emily Newell Blair, who strongly identified with her readers as a truly democratic tastemaker.

An eye-opening portrait of global capitalism spanning 150 years, told through the history of the Tata corporation.

Nearly a century old, the grand façade of Bombay House is hard to miss in the historic business district of Mumbai. This is the iconic global headquarters of the Tata Group, a multinational corporation that produces everything from salt to software. After getting their start in the cotton and opium trades, the Tatas, a Parsi family from Navsari, Gujarat, ascended to commanding heights in the Indian economy by the time of independence in 1947. Over the course of its 150-year history Tata spun textiles, forged steel, generated hydroelectric power, and took to the skies. It also faced challenges from restive workers fighting for their rights and political leaders who sought to curb its power.

In this sweeping history, Mircea Raianu tracks the fortunes of a family-run business that was born during the high noon of the British Empire and went on to capture the world’s attention with the headline-making acquisition of luxury car manufacturer Jaguar Land Rover. The growth of Tata was a complex process shaped by world historical forces: the eclipse of imperial free trade, the intertwined rise of nationalism and the developmental state, and finally the return of globalization and market liberalization. Today Tata is the leading light of one of the world’s major economies, selling steel, chemicals, food, financial services, and nearly everything else, while operating philanthropic institutions that channel expert knowledge in fields such as engineering and medicine.

Based on painstaking research in the company’s archive, Tata elucidates how a titan of industry was created and what lessons its story may hold for the future of global capitalism.

José Luis Melena Jiménez is a peerless scholar of editing the texts written in the Mycenaean writing system of the late second millennium BCE and explicating their linguistic and “historical” contents.

This volume takes up problems of script and language representation and textual interpretation, ranging from the use of punctuation markers and numbers in the Linear B tablets and the values of specific signs, to personal names and place names reflecting the ethnic composition of Mycenaean society and the dialects spoken during the proto-Homeric period of the late Bronze Age. New insights are offered into Mycenaean furniture, war chariots, pictorial vases, land cultivation, arboriculture, and shrine areas. Other papers discuss wealth finance, prestige goods, the ideology of obligatory payment, long-puzzling tax impositions, and the inevitable collapse of the palatial economic and political systems.

When Daniel Webster commented that the two certainties were death and taxes, he could not have imagined all the ingenious ways governments could tax and spend, though leaving this earth has changed not at all.

The tax expenditure concept is one of the newer methods of tax policy analysis that has been reshaping fiscal and monetary plans of governments. A tax expenditure is a financial benefit provided through the tax system. Whether for obsolete machinery in a factory, payment of real estate taxes, or childcare for a working mother, a special tax break is a tax expenditure. The tax expenditure concept was introduced to the Treasury Department in 1968 under the direction of Stanley Surrey and was described in his landmark book Pathways to Tax Reform. In this new book, the authors analyze the development of the concept since 1973, during which time applications of tax expenditures have expanded rapidly and new dimensions have emerged for even wider usage.

The United States prepared special analyses of tax expenditures in 1975 and Congress made the tax expenditure budget a part of the Tax Reform Act of 1981. Other countries now use the tool for analysis and budgeting, and a tax expenditure budget seems to be a permanent fixture in government planning. Recent U.S. tax expenditure budgets have increased by as much as 179 percent, while taxes collected through direct legislation have risen only 14 percent. Surrey and McDaniel focus on the impact of the tax expenditure notion on budget policy and tax policy and administration, and on how governments can decide between tax expenditures or direct spending to implement programs.

Tax Policy and the Economy publishes current academic research findings on taxation and government spending that have both immediate bearing on policy debates and longer-term interest. The papers in this volume range from topics as broad as the relative efficacy of tax cuts versus spending increases as a form of economic stimulus to a targeted analysis of the Low Income Housing Tax Credit. Also included are two papers at that examine different aspects of policies designed to provide fiscal stimulus, as well as an examination of the effects of recent reforms in the Earned Income Tax Credit.

Post-Communist tax reform, like institutional reform in other areas of the post-Communist transition, holds tremendous material consequences for different groups in society. Consequently, one would expect the allocation of resources and the distribution of the financial burden of that allocation to be highly sensitive to domestic politics. Indeed the political stakes should be especially high since post-Communist tax reform requires not merely a simple adjustment at the margin, but the fundamental reallocation of the responsibility for government revenue. In Eastern Europe, however, important areas of tax policy do not reflect traditional domestic variables (e.g., interest groups and partisanship) so much as the international imperatives associated with regional and global economic integration.

The Alliance for Progress was a program intended to stimulate and aid the economic development of the peoples of Latin America. It proposed that the United States and nineteen Latin American republics pool financial and technical resources to aid the peoples of all these republics in achieving better living standards, greater human dignity, and increased political freedom. Although achievement of these goals depended partially upon the availability of external assistance, it depended even more upon the ability and willingness of the Latin Americans themselves to make numerous far-reaching institutional reforms within their countries.

One of the most important needs was in the area of tax reform, which had been made a quid pro quo for the twenty billion dollars promised by the United States through the program. This limitation upon the use of United States funds made obvious the need for a means of evaluating the adequacy of Latin American tax-reform efforts. In this study Raynard M. Sommerfeld presents an examination of this problem and recommends basic criteria for such evaluation. The study reviews the objectives of the Alliance for Progress, investigates the prevailing tax systems in the Latin American republics, and offers recommendations for tax-reform efforts to harmonize tax policy with the economic development goals stipulated in the Charter of Punta del Este.

The author emphasizes and reiterates the fact that thorough studies of the individual countries are necessary for the planning of truly adequate tax reform. He offers the facts developed in his study as interim tools for United States Alliance for Progress agencies in evaluating Latin American tax-reform efforts, for Latin American planners seeking to guide their countries most easily on the road to economic maturity, and for all scholars, teachers, and students interested in the fields of Latin American economics, taxation, and political history.

A tax revolt almost as momentous as the Boston Tea Party erupted in California in 1978. Its reverberations are still being felt, yet no one is quite sure what general lessons can be drawn from observing its course. This book is an in-depth study of this most recent and notable taxpayers' rebellion: Howard Jarvis and Proposition 13, the Gann measure of 1979, and Proposition 9 (Jarvis II) of 1980. The people of California, speaking directly through referenda, redirected their state from an intense and expensive concern for the welfare of its citizens to a far more circumspect role. The sequence involved cutting property taxes, limiting tax growth, and then rejecting a state income tax cut.

Why did Californians vote to lower some taxes and not others? How fundamental is the American disposition toward tax revolt? Will it happen again? The authors consider a variety of partial answers: the self-interest of certain groups, the apathy of others, the role of party affiliation, the specter of symbolic racism, the meaning of mass mood surges. The interplay between class politics and symbolic protest embodied in the California Tax Revolt has since spread to other states—for example, Proposition 21/2 in Massachusetts, which lowered property taxes—and has reached the federal level. President Reagan, with Republican and conservative Democrat support, has enacted major spending cuts and long-range tax relief. The new revolutionary strand in the fabric of the American political culture appears to be strong.

A tax revolt almost as momentous as the Boston Tea Party erupted in California in 1978. Its reverberations are still being felt, yet no one is quite sure what general lessons can be drawn from observing its course. This book is an in-depth study of this most recent and notable taxpayers' rebellion: Howard Jarvis and Proposition 13, the Gann measure of 1979, and Proposition 9 (Jarvis II) of 1980. The people of California, speaking directly through referenda, redirected their state from an intense and expensive concern for the welfare of its citizens to a far more circumspect role. The sequence involved cutting property taxes, limiting tax growth, and then rejecting a state income tax cut.

Why did Californians vote to lower some taxes and not others? How fundamental is the American disposition toward tax revolt? Will it happen again? The authors consider a variety of partial answers: the self-interest of certain groups, the apathy of others, the role of party affiliation, the specter of symbolic racism, the meaning of mass mood surges. The interplay between class politics and symbolic protest embodied in the California Tax Revolt has since spread to other states—for example, Proposition 21/2 in Massachusetts, which lowered property taxes—and has reached the federal level. President Reagan, with Republican and conservative Democrat support, has enacted major spending cuts and long-range tax relief. The new revolutionary strand in the fabric of the American political culture appears to be strong.

Documenting the evolution of economic development and fiscal policies in Taiwan over the last four decades, this work explores the effectiveness of specific tax and trade policies. The authors make a major revision to the previously accepted role played by the export processing zones and the protection of domestic producers from foreign competition. The extensive use of duty exemption systems enabled the government to create competition among the exporting firms, and the innovative design of economic policies and administrative systems helped the private sector generate savings, expand investments, and promote exports.

This work analyzes how unique fiscal policies and administrative practices were designed to foster the rapid growth and development of Taiwan during this period.

This important contribution to tax analysis presents seven related theoretical essays that examine the effects of capital income taxation on the behavior of firms. It is divided into three sections, focusing on optimal tax design, firm financial policy, and inflation. Taken together, the essays demonstrate the powerful role taxes play in shaping the behavior of American corporations, and also provide insights into the difficult task of tax reform.

Alan Auerbach’s results suggest policies the government might adopt to promote the optimal accumulation of capital. He examines the implications for capital taxation of discrepancies between nominal depreciation rates and real economic depreciation, and suggests appropriate rules of thumb for determining when capital taxation is neutral among alternative investment projects. He also makes important contributions to the debate over the integration of corporate and personal taxes on capital income and to the behavioral puzzle of why corporations pay dividends to their shareholders.

"In tax administration," writes the author, "all countries can learn from each other." This revealing case study of the development of Israel's tax system--a system which has dealt with the full panoply of problems that tax administrators must face and which is further characterized by heavy taxation--offers a wealth of noteworthy examples for other countries.

Harold C. Wilkenfeld presents a detailed account of the historical and economic realities that forged Israel's elaborate tax structure from the Ottoman period to the present day. He scrutinizes such areas as the crises that Israel's tax administration faced shortly after the State achieved its independence, the problems which had to be solved, the formulation of administrative policy, the interplay of a developing civil service and a developing citizenry. All of these areas are viewed in the context of an evolving economy and a continuing external conflict.

The author presents practical guidelines for countries interested in advancing the effectiveness of tax administration. For instance, many of the Israeli administration's tactics against tax evasion may be transplantable to other nations. Likewise, a number of the technical solutions to administrative problems of both direct and indirect taxes can certainly and readily be adapted to conditions in a number of developing countries.

Taxes and People in Israel comes as a welcome addition to a field which offers few critical, historical studies of the entire tax system of a country. It will be of considerable interest to tax administrators and ought to be read by every new head of a tax administration. It should also prove a valuable source to public administrators, lawyers, sociologists, economists, and anyone concerned with giving fiscal advice to the developing countries.

Insightful, good-humored essays on the possibilities of alien life and the uses of space exploration, based on an astrobiologist’s everyday conversations with his fellow humans—taxi drivers, to be precise. “This is a joy to read.” —Publishers Weekly

If you’ve ever sat in the back seat of a taxi, you know that cabbies like to talk. Sports or politics, your job or theirs, taxi drivers are fine conversationalists on just about any topic. And when the passenger is astrobiologist Charles Cockell, that topic is usually space and what, if anything, lives out there.

Inspired by conversations with drivers all over the world, Taxi from Another Planet tackles the questions that everyday people have about the cosmos and our place in it. Will we understand aliens? What if there isn’t life out in the universe? Is Mars our Plan B? And why is the government spending tax dollars on space programs anyway? Each essay in this genial collection takes questions like these as a starting point on the way to a range of insightful, even poignant, observations. Cockell delves into debates over the inevitability of life and looks to both human history and scientific knowledge to consider what first contact will be like and what we can expect from spacefaring societies. He also offers a forceful argument for the sympathies between space exploration and environmentalism.

A shrewd and entertaining foray into the most fundamental mysteries, Taxi from Another Planet brings together the wisdom of scientific experts and their fellow citizens of Earth, the better to understand how life might unfold elsewhere.

“Timely…Cockell makes us consider a gamut of new possibilities that boggle the mind.”
—Bruce Dorminey, Forbes

“Taxi from Another Planet conveys an array of ideas—all fascinating, and some profound—with a light touch and utter clarity. Accessible to anyone curious about the cosmos.”—Martin Rees, coauthor of The End of Astronauts

“Entertaining and informative in equal measure.”—Morgan Hollis, Nature Astronomy

If you’ve ever sat in the back seat of a taxi, you know that cabbies like to talk. Sports or politics, your job or theirs, taxi drivers are fine conversationalists on just about any topic. And when the passenger is astrobiologist Charles Cockell, that topic is usually space and what, if anything, lives out there.

Inspired by conversations with drivers all over the world, Taxi from Another Planet tackles the questions that everyday people have about the cosmos and our place in it. Will we understand aliens? What if there isn’t life out in the universe? Is Mars our Plan B? And why is the government spending tax dollars on space programs anyway? Each essay in this genial collection takes questions like these as a starting point on the way to a range of insightful, even poignant, observations. Cockell delves into debates over the inevitability of life and looks to both human history and scientific knowledge to consider what first contact will be like and what we can expect from spacefaring societies. He also offers a forceful argument for the sympathies between space exploration and environmentalism.

A shrewd and entertaining foray into the most fundamental mysteries, Taxi from Another Planet brings together the wisdom of scientific experts and their fellow citizens of Earth, the better to understand how life might unfold elsewhere.

A definitive analysis of the most successful tribute system in the Americas as applied to Afromexicans

During the eighteenth century, hundreds of thousands of free descendants of Africans in Mexico faced a highly specific obligation to the Spanish crown, a tax based on their genealogy and status. This royal tribute symbolized imperial loyalties and social hierarchies. As the number of free people of color soared, this tax became a reliable source of revenue for the crown as well as a signal that colonial officials and ordinary people referenced to define and debate the nature of blackness.

Taxing Blackness: Free Afromexican Tribute in Bourbon New Spain examines the experiences of Afromexicans and this tribute to explore the meanings of race, political loyalty, and legal privileges within the Spanish colonial regime. Norah L. A. Gharala focuses on both the mechanisms officials used to define the status of free people of African descent and the responses of free Afromexicans to these categories and strategies. This study spans the eighteenth century and focuses on a single institution to offer readers a closer look at the place of Afromexican individuals in Bourbon New Spain, which was the most profitable and populous colony of the Spanish Atlantic.

As taxable subjects, many Afromexicans were deeply connected to the colonial regime and ongoing debates about how taxpayers should be defined, whether in terms of reputation or physical appearance. Gharala shows the profound ambivalence, and often hostility, that free people of African descent faced as they navigated a regime that simultaneously labeled them sources of tax revenue and dangerous vagabonds. Some free Afromexicans paid tribute to affirm their belonging and community ties. Others contested what they saw as a shameful imposition that could harm their families for generations. The microhistory includes numerous anecdotes from specific cases and people, bringing their history alive, resulting in a wealth of rural and urban, gender, and family insight.

Tea growing was a prosperous industry in Sichuan when Wang Anshi's New Policies created a Tea Market Agency to buy up Sichuanese tea and trade it to Tibetan tribesmen for cavalry horses. At first the highly autonomous Agency not only acquired the needed horses but made a profit. After the Jurchen conquest of North China, however, market realities changed and the combined Tea and Horse Agency's once successful policies ruined tea farmers, failed to meet quotas for horses, and ran a deficit. Smith details the workings of Sichuan tea farming and the tea trade, examines the geopolitical factors that forced the Song to buy horses, and graphically describes the difficulties of driving them more than a thousand miles through rugged mountains with only inexperienced conscripts as trail hands.

In this study of fiscal sociology, Smith also explains how the Tea and Horse Agency transformed the Sichuan local elite, which was notorious for its resistance to state power, into imperial civil servants eager to tax their own region. He draws on modern theories of corporate behavior to explain what made the inner workings of the Agency an extraordinary departure for the Chinese civil service; and he demonstrates how the Agency put into practice the most radical New-Policies theories of state economic activism. The Agency made entrepreneurs out of bureaucrats, but ultimately became ruinously tyrannical as the system of state rewards and punishments drove its personnel to actions that crippled key sectors of the economy.

Tea in China explores the contours of religious and cultural transformation in traditional China from the point of view of an everyday commodity and popular beverage. The work traces the development of tea drinking from its mythical origins to the nineteenth century and examines the changes in aesthetics, ritual, science, health, and knowledge that tea brought with it. The shift in drinking habits that occurred in late medieval China cannot be understood without an appreciation of the fact that Buddhist monks were responsible for not only changing people’s attitudes toward the intoxicating substance, but also the proliferation of tea drinking. Monks had enjoyed a long association with tea in South China, but it was not until Lu Yu’s compilation of the Chajing (The Classic of Tea) and the spread of tea drinking by itinerant Chan monastics that tea culture became popular throughout the empire and beyond.

Tea was important for maintaining long periods of meditation; it also provided inspiration for poets and profoundly affected the ways in which ideas were exchanged. Prior to the eighth century, the aristocratic drinking party had excluded monks from participating in elite culture. Over cups of tea, however, monks and literati could meet on equal footing and share in the same aesthetic values. Monks and scholars thus found common ground in the popular stimulant—one with few side effects that was easily obtainable and provided inspiration and energy for composing poetry and meditating. In addition, rituals associated with tea drinking were developed in Chan monasteries, aiding in the transformation of China’s sacred landscape at the popular and elite level. Pilgrimages to monasteries that grew their own tea were essential in the spread of tea culture, and some monasteries owned vast tea plantations. By the end of the ninth century, tea was a vital component in the Chinese economy and in everyday life.

Tea in China transcends the boundaries of religious studies and cultural history as it draws on a broad range of materials—poetry, histories, liturgical texts, monastic regulations—many translated or analyzed for the first time. The book will be of interest to scholars of East Asia and all those concerned with the religious dimensions of commodity culture in the premodern world.

Winner, LASA Mexico Humanities Book Prize, 2017

Among the surviving documents from the colonial period in Mexico are rare Maya-authored manuscript compilations of Christian texts, translated and adapted into the Maya language and worldview, which were used to evangelize the local population. The Morely Manuscript is well known to scholars, and now The Teabo Manuscript introduces an additional example of what Mark Z. Christensen terms a Maya Christian copybook. Recently discovered in the archives of Brigham Young University, the Teabo Manuscript represents a Yucatecan Maya recounting of various aspects of Christian doctrine, including the creation of the world, the Fall of Adam and Eve, and the genealogy of Christ.

The Teabo Manuscript presents the first English translation and analysis of this late colonial Maya-language document, a facsimile and transcription of which are also included in the book. Working through the manuscript section by section, Christensen makes a strong case for its native authorship, as well as its connections with other European and Maya religious texts, including the Morely Manuscript and the Books of Chilam Balam. He uses the Teabo Manuscript as a platform to explore various topics, such as the evangelization of the Maya, their literary compositions, and the aspects of Christianity that they deemed important enough to write about and preserve. This pioneering research offers important new insights into how the Maya negotiated their precontact intellectual traditions within a Spanish and Catholic colonial world.

Research has shown that very young children can learn sign language before they learn to speak. Teach Your Tot to Sign: The Parents’ Guide to American Sign Language provides parents and teachers the opportunity to teach more than 500 basic American Sign Language (ASL) signs to their infants, toddlers, and young children. Hearing children, deaf children, and children with special needs can benefit from learning the elementary signs chosen for this handy pocket-size book. Young children who can communicate using simple signs become less frustrated and also bond in a special way with their parents. In teaching ASL to parents of toddlers and preschool teachers, author Stacy A. Thompson recognized the need for a book that could be used at home and in the classroom. Her book features fundamental signs of great appeal to young children and concise instructions on how to sign, including the critical importance of facial expression.

Teach Your Tot to Sign anticipates all of the common desires and interests of young children — food, pets, planes, trains, cars, and boats, games, holidays, vegetables, family — in short, nearly everything. Reflecting children’s endless curiosity, the vocabulary chosen ranges from signs for “baby,” “broken,” “clown,” “dinosaur,” “firefighter,” “gentle,” “hot,” “hurt,” “ketchup,” “pacifier,” “rooster,” “sad,” “spaghetti,” “wagon,” “water,” “wet,” to “you’re welcome,” and even “McDonalds.” This lively assortment of signs will help every child convey earlier in their development their thoughts, feelings, and desires to their parents and teachers.

As Shelton shows, many working- and middle-class whites sided with corporate interests in seeing themselves as society's only legitimate, productive members. This alliance increasingly argued that public employees and the urban poor took but did not give. Drawing on a wealth of research ranging from school board meetings to TV news reports, Shelton puts readers in the middle of fraught, intense strikes in Newark, St. Louis, and three other cities where these debates and shifting attitudes played out. He also demonstrates how the labor actions contributed to the growing public perception of unions as irrelevant or even detrimental to American prosperity. Foes of the labor movement, meanwhile, tapped into cultural and economic fears to undermine not just teacher unionism but the whole of liberalism.

Magisterial pedagogy.

Aurelius Augustine (AD 354–430), one of the most important figures in the development of western Christianity and philosophy, was the son of a pagan, Patricius of Tagaste, and his Christian wife, Monnica. While studying to become a rhetorician, he plunged into a turmoil of philosophical and psychological doubts, leading him to Manichaeism. In 383 he moved to Rome and then Milan to teach rhetoric. Despite exploring classical philosophical systems, especially skepticism and Neoplatonism, his studies of Paul’s letters with his friend Alypius, and the preaching of Bishop Ambrose, led in 386 to his momentous conversion from mixed beliefs to Christianity. He soon returned to Tagaste and founded a religious community, and in 395 or 396 became Bishop of Hippo.

The Teacher (De Magistro) dates from the beginning of Augustine’s scholarly career, and Teaching Christianity (De Doctrina Christiana) from its end. Together with Confessions, these treatises contain various remembrances and reflections drawn from Augustine’s personal educational experiences over time, allowing the reader to trace the development of his mature understanding of what teaching is, or should be. They also showcase his prowess as a theorist and thinker of timeless importance.

Examining teachers' unions and public education from the bottom up, Lyons shows how the CTU and its members sought rigorous reforms. A combination of political action, public relations campaigns, and community alliances helped the CTU to achieve better salaries and benefits, increased school budgets, reformed curricula, and greater equality for women within the public education system. But its agenda was also constrained by internal divisions over race and gender and by ongoing external disputes with the school administration, politicians, and business and civic organizations.

Detailed and informed by rich interviews, Teachers and Reform: Chicago Public Education, 1929-1970 tells the story of how committed union members effected changes to public education and to local politics that still benefit Chicago teachers, students, and the city today.

• answer keys
• audio transcripts for the Listening practice tests
• Writing test responses with commentary for two of the practice tests
• examiner instructions and script for the Speaking test prompts
• selected practice test vocabulary lists
• a progress tracking log for recording practice test scores
• actual test form instructions and a sample answer sheet

• Tips for collaborative writing and writing productivity
• Strategies for using generative artificial intelligence (AI) technology in teaching and writing
• Open-access resources and instruction planning activities

• A strong foundation in the structure of and strategies for successful writing
• Customizable teaching materials on how to write a scientific paper
• Strategies for planning a paper, crafting writing to reach readers, developing persuasive arguments, and building a successful author team
• How-to write each section of a paper, from the title to the conclusion
• Guidance on navigating the publishing process, including selecting the appropriate journal and effectively responding to peer-reviewer comments

Using debate to develop advanced competency in a second language is a method that is finding increased interest among instructors and students alike, whether in synchronous online teaching or the individual classroom. Through debate, students learn how to make hypotheses, support their conclusions with evidence, and deploy the rhetoric of persuasion in the target language. Though this method provides an exciting pedagogy for moving students from the advanced to the superior level, there is a paucity of materials available for instructors who wish to plan a curriculum focused on debate. Teaching Advanced Language Skills through Global Debate: Theory and Practice provides teachers with both the theoretical underpinnings for using debate in the foreign language classroom as well as practical advice for developing reading, listening, writing, and speaking skills through debate. It discusses task-based language learning and helps instructors design debate-related tasks for the classroom.

Teaching Advanced Language Skills through Global Debate will be useful for any instructor working at the advanced level, and particularly for those training future language instructors. One of the new digital short publications available through Georgetown University Press, it is an ideal complement to the press’s new titles on mastering languages through global debate.

Georgetown Digital Shorts—longer than an article, shorter than a book—deliver timely works of peer-reviewed scholarship in a fast-paced, agile environment. They present new ideas and original texts that are easily and widely available to students, scholars, libraries, and general readers.

Many faculty and graduate students from other countries expect language difficulties when they teach, but are unprepared for other surprises: different cultures make different assumptions about the academic background of college students, how students learn, the appropriate roles of teachers and students, and even the fundamental purpose of a college education.

The third edition of Teaching American Students explains the expectations of undergraduates at American colleges and universities and offers practical strategies for teaching, including how to give clear presentations, how to teach interactively, and how to communicate effectively. Also included are illustrative examples as well as advice from international faculty and teaching assistants. Appendices offer concrete suggestions on topics from planning the first day of class to grading papers and problem sets.

Ever since Socrates, teaching has been a difficult and even dangerous profession. Why is good teaching such hard work?

In this provocative, witty, and sometimes rueful book, David K. Cohen writes about the predicaments that teachers face. Like therapists, social workers, and pastors, teachers embark on a mission of human improvement. They aim to deepen knowledge, broaden understanding, sharpen skills, and change behavior. One predicament is that no matter how great their expertise, teachers depend on the cooperation and intelligence of their students, yet there is much that students do not know. To teach responsibly, teachers must cultivate a kind of mental double vision: distancing themselves from their own knowledge to understand students’ thinking, yet using their knowledge to guide their teaching. Another predicament is that although attention to students’ thinking improves the chances of learning, it also increases the uncertainty and complexity of the job.

The circumstances in which teachers and students work make a difference. Teachers and students are better able to manage these predicaments if they have resources—common curricula, intelligent assessments, and teacher education tied to both—that support responsible teaching. Yet for most of U.S. history those resources have been in short supply, and many current accountability policies are little help. With a keen eye for the moment-to-moment challenges, Cohen explores what “responsible teaching” can be, the kind of mind reading it seems to demand, and the complex social resources it requires.

This guide clearly and succinctly presents the basic tenets of teaching foreign languages specifically for Arabic teachers. Consolidating findings from second language acquisition (SLA) research and applied linguistics, it covers designing curricula, theory and methods, goals, testing, and research, and intersperses practical information with background literature in order to help teachers improve their teaching of Arabic as a foreign language (TAFL).

Karin C. Ryding, a well-regarded scholar of Arabic linguistics and former president of the American Association of Teachers of Arabic, frames the discussion with SLA literature and suggests practical and effective ways of helping students learn. Ryding discusses issues at the core of Arabic teaching effectiveness and the achievement of communicative competence, such as the teaching of pronunciation, speaking, reading, listening, and writing; teaching mixed-level classes; creative classroom organization; corrective feedback; and use of activities and exercises, with plenty of examples from Arabic and tips for teachers. She also covers materials development and proficiency testing, providing study questions and recommended readings for each chapter.

This guide, which can be used as a textbook, is the first of its kind aimed specifically at TAFL, and should be of interest to Arabic instructors-in-training, academics, graduate students, linguists, department chairs, language coordinators, and teacher trainers. It also serves as a resource for teachers of other less commonly taught languages (LCTLs), who struggle with similar issues.

As standard-bearers for intellectual freedom, school and children’s librarians are in ideal positions to collaborate with educators to not only protect the freedom to read but also ensure that valued books which touch upon important topics are not quarantined from the readers for whom they were written. In this best-selling classroom- and library-ready book of discussion guides, thoroughly updated and expanded to include genres such as graphic novels and nonfiction, award-winning champion of children's literature Scales shows that there is a way to teach these books while respecting all views. Also freshened to include only books that are in print, this resource

• reprints Judy Blume's stirring introduction from the first edition;
• aids educators and librarians in stimulating the critical thinking skills of young readers aged 9-18 while also encouraging freedom of thought and expression, in either classroom or book club settings;
• spotlights titles dealing with sensitive but vital issues such as bullying, racism, bigotry, making tough choices, other cultures, and our uncertain future;
• offers tips for introducing each book and its associated topics;
• provides open-ended questions for discussion which explore the book as a whole rather than simply its "controversial" aspects, along with research and writing activities; and
• includes short summaries of each book, plus a read-alikes section to keep the conversation going.

Teaching Black: The Craft of Teaching on Black Life and Literature presents the experiences and voices of Black creative writers who are also teachers. The authors in this collection engage poetry, fiction, experimental literature, playwriting, and literary criticism. They provide historical and theoretical interventions and practical advice for teachers and students of literature and craft. Contributors work in high schools, colleges, and community settings and draw from these rich contexts in their essays. This book is an invaluable tool for teachers, practitioners, change agents, and presses. Teaching Black is for any and all who are interested in incorporating Black literature and conversations on Black literary craft into their own work.

• Basic Business Research
• Finance and Accounting
• Entrepreneurship
• Management
• Marketing
• Specialty Subjects
• Data Literacy/Data Visualization
• Experiential Learning/Career
• Using Technology in the Classroom

In the early twentieth century, a curriculum known as nature study flourished in major city school systems, streetcar suburbs, small towns, and even rural one-room schools. This object-based approach to learning about the natural world marked the first systematic attempt to introduce science into elementary education, and it came at a time when institutions such as zoos, botanical gardens, natural history museums, and national parks were promoting the idea that direct knowledge of nature would benefit an increasingly urban and industrial nation.

The definitive history of this once pervasive nature study movement, TeachingChildren Science emphasizes the scientific, pedagogical, and social incentives that encouraged primarily women teachers to explore nature in and beyond their classrooms. Sally Gregory Kohlstedt brings to vivid life the instructors and reformers who advanced nature study through on-campus schools, summer programs, textbooks, and public speaking.  Within a generation, this highly successful hands-on approach migrated beyond public schools into summer camps, afterschool activities, and the scouting movement. Although the rich diversity of nature study classes eventually lost ground to increasingly standardized curricula, Kohlstedt locates its legacy in the living plants and animals in classrooms and environmental field trips that remain central parts of science education today.

• Part I: Reading in the Disciplines
• Part II: Reading for Specific Populations

• Part III: Reading Beyond Scholarly Texts
• Part IV: Reading to Evaluate
• Part V: Reading in the World

• Part I: Reading in the Disciplines
• Part II: Reading for Specific Populations

• Part III: Reading Beyond Scholarly Texts
• Part IV: Reading to Evaluate
• Part V: Reading in the World

• Part I: Reading in the Disciplines
• Part II: Reading for Specific Populations

• Part III: Reading Beyond Scholarly Texts
• Part IV: Reading to Evaluate
• Part V: Reading in the World

Where do lessons of “stranger danger” and safety come from—and do they apply differently for women? A gender-fear paradox shows that although women are less likely to be victims of most crimes (sexual assault aside), their fear of crime is greater. Moreover, girls and women—especially White women—are taught to fear the wrong things and given impossible tools to prevent victimization. In Teaching Fear, Nicole Rader zooms in on the social learning process, tracing the ways that families, schools, and the media have become obsessed with crime myths, especially regarding girls and women.

Based on in-depth research and family studies, Rader reveals the dubious and dangerous origins of many of the most prominent safety guidelines that teach young girls to be more afraid of crime. These guidelines carry over to adulthood, influencing women’s behaviors and the way they order their worlds, with dangerous consequences. As women teach their learned behavior and conditioned fear to others, gendered crime myths are recirculated from generation to generation, making them a staple in our society.

Teaching Fear includes suggestions for taking precautionary measures and crime prevention strategies. Rader also provides guidance for instilling safety values and demonstrating how we can “teach fear better” to break this cycle and truly create greater security.

• Support in the form of teaching tips, lesson plans, additional activities or role-plays, assessment suggestions, and resources for further exploration.
• Separate guidance for ESL and Legal English/Business English instructors that helps them select the material and activities best suited to their students’ interests and needs.
• Resources such as sample syllabi and activities with step-by-step instructions that make it easy to start teaching the textbook.
• An online companion site where instructors can download and send activities and role-plays directly to their students.

If the essential acts of teaching are the same for schoolteachers and professors, why are they seen as members of quite separate professions? Would the nation's schools be better served if teachers shared more of the authority that professors have long enjoyed? Will a slow revolution be completed that enables schoolteachers to take charge of their practice--to shoulder more responsibility for hiring, mentoring, promoting, and, if necessary, firing their peers?

This book explores these questions by analyzing the essential acts of teaching in a way that will help all teachers become more thoughtful practitioners. It presents portraits of teachers (most of them women) struggling to take control of their practice in a system dominated by an administrative elite (mostly male). The educational system, Gerald Grant and Christine Murray argue, will be saved not by better managers but by better teachers. And the only way to secure them is by attracting talented recruits, developing their skills, and instituting better means of assessing teachers' performance.

Grant and Murray describe the evolution of the teaching profession over the last hundred years, and then focus in depth on recent experiments that gave teachers the power to shape their schools and mentor young educators. The authors conclude by analyzing three equally possible scenarios depicting the role of teachers in 2020.

• Arts
• Writing
• Humanities
• Interdisciplinary Studies
• Social Sciences
• Business
• Education and Behavioral Studies
• Health
• Sciences 

The six threshold concepts outlined in the Framework for Information Literacy for Higher Education are not simply a revision of ACRL's previous Information Literacy Competency Standards for Higher Education. They are instead an altogether new way of looking at information literacy. In this important new book, bestselling author and expert instructional librarian Burkhardt decodes the Framework, putting its conceptual approach into straightforward language while offering more than 50 classroom-ready Framework-based exercises. Guiding instructors towards helping students cross each threshold, this book

• discusses the history of the development of the Framework document and briefly deconstructs the six threshold concepts;
• thoroughly addresses each threshold concept, scaffolding from the beginner level to the intermediate level;
• includes exercises that can be used in the one-shot timeframe as well as others designed for longer class sessions and semester-long courses;
• offers best practices in creating learning outcomes, assessments, rubrics, and teaching tricks and tips; and
• looks at how learning, memory, and transfer of learning applies to the teaching of information literacy.

Offering a solid starting point for understanding and teaching the six threshold concepts in the Framework, Burkhardt's guidance will help instructors create their own local information literacy programs.

Hugh Kenner, Helen Vendler, Harry Levin, Nathan A. Scott, Jr., Barbara Johnson, J. Hillis Miller, and seven other scholars, critics, and metacritics at the forefront of intellectual developments in their fields offer provocative statements on the teaching of literature and on their own practices as teachers. The authors, differing widely in their areas of interest and their approaches to literature, stress an inherent relation between the classroom and their published writings, integrating teaching strategies with critical or theoretical positions.

Teaching is seen as an essential part of their work at large rather than a separate discipline with other methods and aims. Ranging over such topics as Shakespeare, feminism, composition, the teaching of poetry, and interpretation, the essays are mostly personal: descriptive, not prescriptive. From the writers' experiences, both positive and negative, much can be learned about ways of approaching a work of literature, of reading and understanding a text, as well as ways of helping students to do the same.

A practical and evidence-based teaching guide for graduate students across all fields.

In a book written directly for graduate students that includes graduate student voices and experiences, Aeron Haynie and Stephanie Spong establish why good teaching matters and offer a guide to helping instructors-in-training create inclusive and welcoming classrooms.

Teaching Matters is informed by recent research while being grounded in the personal perspectives of current and past graduate students in many disciplines. Graduate students can use this book independently to prepare to teach their courses, or it can be used as a guide for a teaching practicum. With a just-in-time checklist for graduate students who are assigned to teach courses right before the semester starts, step-by-step directions for writing a compelling teaching philosophy, and an emphasis on teaching well regardless of modality, Teaching Matters will remain relevant for graduate students throughout their careers.

Foreword by Michelle Ciulla Lipkin, Executive Director, National Association for Media Literacy Education
Preface by Denise E. Agosto

Though media literacy and information literacy are intertwined, there are important differences; and there has never been a more urgent need for an incisive examination of the crucial role librarians and other educators can play in teaching the skills necessary to access, analyze, evaluate, and create media. Media literate youth and adults are better able to understand the complex messages emanating from television, movies, radio, the internet, news outlets, magazines, books, billboards, video games, music, and all other forms of media.  In this book, international expert De Abreu melds advice from a diverse array of practitioners and subject experts with her own research findings to examine how consuming media and technology impacts the learning of K–12 students, tackling such paramount issues as

• fake news/alternative facts;
• critical thinking
• digital literacy and digital citizenship;
• social inclusion and equity;
• global interconnectivity; and
• social justice and advocacy.

Teaching Mindful Writers introduces new writing teachers to a learning cycle that will help students become self-directed writers through planning, practicing, revising, and reflecting. Focusing on the art and science of instructing self-directed writers through major writing tasks, Brian Jackson helps teachers prepare students to engage purposefully in any writing task by developing the habits of mind and cognitive strategies of the mindful writer.

Relying on the most recent research in writing studies and learning theory, Jackson gives new teachers practical advice about setting up writing tasks, using daily writing, leading class discussions, providing feedback, joining teaching communities, and other essential tools that should be in every writing teacher’s toolbox. Teaching Mindful Writers is a timely, fresh perspective on teaching students to be self-directed writers.

In this volume leading teachers of Arabic, many of whom have written influential textbooks for advanced learners, explore the realities and challenges of teaching Arabic as a foreign language. Topics covered include the state of the Arabic teaching profession; the institutional challenges in U.S. and study-abroad programs; the teaching of various skills such as writing, reading, speaking, and listening; the varieties of Arabic and their relevance in the classroom; the uses of technology in the classroom; and testing. Published in 1995, many of the issues raised in this volume remain relevant today.

Distributed for the American Association of Teachers of Arabic

Presenting a vivid picture of the current world-wide effort to promote literacy, the author discusses the problems faced, the procedures followed, the ends sought.

Stressing the increasing interest in reading today throughout the world, the author points out the recognized importance of world-wide literacy and the increasing demands made on readers in all countries. The conditions which make world literacy imperative, and the role of reading in the lives of adults everywhere are reviewed.

An analysis of records of eye-movements in reading reveals that the basic attitudes and skills involved in reading are similar the world over, independent of differences in language and culture. Review of the teaching of reading reveals that both meaning and word recognition should be emphasized from the beginning. The author next lays out programs for teaching both children and adults to read. Finally, he discusses the lessons to be learned about the teaching of reading from this world wide study.

The discussions range from peace and war to a host of other issues of social justice, such as the death penalty, human rights, poverty, the living wage, animal rights, and vegetarianism. The wide-ranging letters suggest how teacher and students co-create a world of more love and less hate.