In the field of history, the Web and other technologies have become important tools in research and teaching of the past. Yet the use of these tools is limited—many historians and history educators have resisted adopting them because they fail to see how digital tools supplement and even improve upon conventional tools (such as books). In Pastplay, a collection of essays by leading history and humanities researchers and teachers, editor Kevin Kee works to address these concerns head-on. How should we use technology? Playfully, Kee contends. Why? Because doing so helps us think about the past in new ways; through the act of creating technologies, our understanding of the past is re-imagined and developed. From the insights of numerous scholars and teachers, Pastplay argues that we should play with technology in history because doing so enables us to see the past in new ways by helping us understand how history is created; honoring the roots of research, teaching, and technology development; requiring us to model our thoughts; and then allowing us to build our own understanding.
The Mural Arts Program of Philadelphia began in 1984 as a summer youth program with modest support from city government. Under the guidance of Jane Golden, however, it gradually grew into one of the largest and most successful public art organizations in the country, garnering support from local corporations, foundations, and individuals to extend the reach and effectiveness of its innovative programs.
Now three decades later, the Mural Arts Program has created more than 3,800 murals and public art projects that have made lasting imprints in every Philadelphia neighborhood. In the process, Mural Arts has engaged thousands of people of all ages from across the city, helped hundreds of ex-offenders train for new jobs, transformed the face of struggling commercial corridors, and developed funding partners in both public and private sectors.
While the Mural Arts Program has significantly changed the appearance of the city, it has also demonstrated how participatory public art can empower individuals and promote communal healing around difficult issues. Philadelphia Mural Arts @ 30 is a celebration of and guide to the program's success. Unlike Philadelphia Murals and the Stories They Tell and its sequel, More Philadelphia Murals and the Stories They Tell, Philadelphia Murals @ 30 showcases the results of 21 projects completed since 2009 and features essays by policy makers, curators, scholars, and educators that offer valuable lessons for artists, activists, and communities to emulate.
Philadelphia Mural Arts @ 30 traces the program's history and evolution, acknowledging the challenges and rewards of growth and change while maintaining a core commitment to social, personal, and community transformation.
Contributors include: Dr. Arthur C. Evans, Jr., Arlene Goldbard, Thora Jacobson, Rick Lowe, Dr. Samantha L. Matlin, Paulette Moore, Jeremy Nowak, Maureen H. O'Connell, Elisabeth Perez Luna, Robin Rice, Dr. Jacob Kraemer Tebes, Elizabeth Thomas, Cynthia Weiss, Howard Zehr, and the editors.
Internationally renowned for its pioneering role in the ecological restoration of tallgrass prairies, savannas, forests, and wetlands, the University of Wisconsin Arboretum contains the world’s oldest and most diverse restored ecological communities. A site for land restoration research, public environmental education, and enjoyment by nature lovers, the arboretum remains a vibrant treasure in the heart of Madison’s urban environment.
Pioneers of Ecological Restoration chronicles the history of the arboretum and the people who created, shaped, and sustained it up to the present. Although the arboretum was established by the University of Wisconsin in 1932, author Franklin E. Court begins his history in 1910 with John Nolen, the famous landscape architect who was invited to create plans for the city of Madison, the university campus, and Wisconsin state parks. Drawing extensive details from archives and interviews, Court follows decades of collaborative work related to the arboretum’s lands, including the early efforts of Madison philanthropists and businessmen Michael Olbrich, Paul E. Stark, and Joseph W. “Bud” Jackson.
With labor from the Civilian Conservation Corps during the 1930s Depression, University of Wisconsin scientists began establishing both a traditional horticultural collection of trees and plants and a completely new, visionary approach to recreate native ecosystems. Hundreds of dedicated scientists and staff have carried forward the arboretum’s mission in the decades since, among them G. William Longenecker, Aldo Leopold, John T. Curtis, Rosemary Fleming, Virginia Kline, and William R. Jordan III.
This archival record of the arboretum’s history provides rare insights into how the mission of healing and restoring the land gradually shaped the arboretum’s future and its global reputation; how philosophical conflicts, campus politics, changing priorities, and the encroaching city have affected the arboretum over the decades; and how early aspirations (some still unrealized) have continued to motivate the work of this extraordinary institution.
This volume was conceived as a "best practices" resource for pronunciation and speaking teachers in the way that Vocabulary Myths by Keith S. Folse is one for reading and vocabulary teachers. Like others in the Myths series, this book combines research with good pedagogical practices.
The book opens with a Prologue by Linda Grant (author of the Well Said textbook series), which reviews the last four decades of pronunciation teaching, the differences between accent and intelligibility, the rudiments of the English sound system, and other factors related to the ways that pronunciation is learned and taught.
The myths challenged in this book are:
§ Once you’ve been speaking a second language for years, it’s too late to change your pronunciation. (Derwing and Munro)
§ Pronunciation instruction is not appropriate for beginning-level learners. (Zielinski and Yates)
§ Pronunciation teaching has to establish in the minds of language learners a set of distinct consonant and vowel sounds. (Field)
§ Intonation is hard to teach. (Gilbert)
§ Students would make better progress if they just practiced more. (Grant)
§ Accent reduction and pronunciation instruction are the same thing. (Thomson)
§ Teacher training programs provide adequate preparation in how to teach pronunciation (Murphy).
The book concludes with an Epilogue by Donna M. Brinton, who synthesizes some of the best practices explored in the volume.
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