A SCHOLARLY BOOK REPOSITORY976 start with T start with T
A substantial number of American children experience poverty: about 17 percent of those under the age of eighteen meet the government’s definition, and the proportion is even greater within minority groups. Childhood poverty can have lifelong effects, resulting in poor educational, labor market, and physical and mental health outcomes for adults. These problems have long been recognized, and there are numerous programs designed to alleviate or even eliminate poverty; as these programs compete for scarce resources, it is important to develop a clear view of their impact as tools for poverty alleviation.
Targeting Investments in Children tackles the problem of evaluating these programs by examining them using a common metric: their impact on earnings in adulthood. The volume’s contributors explore a variety of issues, such as the effect of interventions targeted at children of different ages, and study a range of programs, including child care, after-school care, and drug prevention. The results will be invaluable to educational leaders and researchers as well as policy makers.
Dashing, bold, and fearless in command, Major General Earl Van Dorn was a soldier whose star shone brightly during the early days of the Confederacy. A veteran of the Mexican War and Indian campaigns, he is remembered for suffering devastating defeats while leading armies at Pea Ridge and Corinth and then redeeming himself as a cavalry commander at Holly Springs and Thompson Station. Yet he was perhaps best known for his reputation as a womanizer killed by an irate husband at the height of his career.
Arthur B. Carter’s biography of Van Dorn, the first in three decades, draws on previously unpublished sources regarding the general’s affair with Martha Goodbread—which resulted in three children—and his liaison with Jessica Peters, which resulted in his death. This new material, unknown to previous biographers, includes the revelation that the true circumstances of Van Dorn's death were kept secret by friends and comrades in order to protect his family. Carter reveals that the general was probably mortally wounded on the Peters plantation but was carried back to his Spring Hill headquarters. He reconstructs the details of Van Dorn's murder in a brisk narrative that draws on accounts of Van Dorn's confidantes, capturing both the danger and passion of those events.
The Tarnished Cavalier is more than a story of scandal. Carter sheds new light on Confederate conduct of the war in the western theater during 1861 and 1862, revisits the pivotal battles of Pea Ridge and Corinth—both of which are important to understanding the loss of the upper South—and introduces new perspectives on the defense of Vicksburg and the Middle Tennessee operations of early 1863.
Carter’s narrative juxtaposes Van Dorn's flamboyance with his failings as a commander: although he was a soldier with heroic aspirations, he was also impulsive, reckless, and unable to delegate authority. Perhaps more telling, it shows how Van Dorn’s character flaws extended to his personal life, cutting short a promising career.
The Author: Arthur B. Carter, a retired U.S. Army officer and educator, lives in Mobile, Alabama.
(Tarpleywick description) “When Tarpley Early Taylor came of age on August 2, 1858, his father gave him a horse, a saddle, and a bridle and wished him well…His first independent move was to go on horseback to Louisiana, Missouri, to visit his maternal grandparents, the Zumwalts. He stayed with them for some time, probably through the winter…We do not know what he did from the spring of 1859 to the spring of 1860 except that he had been earning money and saving it. We do know that he had returned to Van Buren County by Juy 24, 1860, because on that date he paid $800 for sixty acres of land a mile south of his father’s house…This was the beginning of Tarpleywick.” Born in Iowa in 1873, he was 96 years old when he died in May 1969. Taylor received his undergraduate training from Drake University and Iowa State University, his M.S. degree from Iowa State, and his Ph.D. degree from the University of Wisconsin. He was the first professor of agricultural economics in a land grant institution, the author of the first American textbook dealing with the principles of agricultural economics, the organizer and first Chief of the Bureau of Agricultural Economics in the USDA, and the first Managing Director of the Farm Foundation.
This book explores the idea that table activities--the mealtime rituals of food preparation, serving, and dining--lay the foundation for a proper education on the value of civility, the importance of the common good, and what it means to be a good citizen. The arts of conversation and diplomatic speech are learned and practiced at tables, and a political history of food practices recasts thoughtfulness and generosity as virtues that enhance civil society and democracy. In our industrialized and profit-centered culture, however, foodwork is devalued and civility is eroding.
Looking at the field of American civility, Janet A. Flammang addresses the gendered responsibilities for foodwork's civilizing functions and argues that any formulation of "civil society" must consider food practices and the household. To allow space for practicing civility, generosity, and thoughtfulness through everyday foodwork, Americans must challenge the norms of unbridled consumerism, work-life balance, and domesticity and caregiving. Connecting political theory with the quotidian activities of the dinner table, Flammang discusses practical ideas from the "delicious revolution" and Slow Food movement to illustrate how civic activities are linked to foodwork, and she points to farmers' markets and gardens in communities, schools, and jails as sites for strengthening civil society and degendering foodwork.
“This is a book about the American Dream as it has become embodied in the university in general and in the English department in particular,” writes James Ray Watkins at the start of A Taste for Language: Literacy, Class, and English Studies. In it, Watkins argues that contemporary economic and political challenges require a clear understanding of the identity of English studies, making elementary questions about literacy, language, literature, education, and class once again imperative.
A personal history of university-level English studies in the twentieth century, A Taste for Language combines biography, autobiography, and critical analysis to explore the central role of freshman English and literary studies in the creation and maintenance of the middle class. It tells a multi-generational story of the author and his father, intertwined with close reading of texts and historical analysis. The story moves from depression-era Mississippi, where the author's father was born, to a contemporary English department, where the author now teaches.
Watkins looks at not only textbooks, scholars, and the academy but also at families and other social institutions. A rich combination of biography, autobiography, and critical analysis, A Taste for Language questions what purpose an education in English language and literature serves in the lives of the educated in a class-based society and whether English studies has become wholly irrelevant in the twenty-first century.
In A Taste for Provence, historian Helen Lefkowitz Horowitz digs into this question and spins a wonderfully appealing tale of how Provence became Provence. The region had previously been regarded as a backwater and known only for its Roman ruins, but in the postwar era authors, chefs, food writers, visual artists, purveyors of goods, and travel magazines crafted a new, alluring image for Provence. Soon, the travel industry learned that there were many ways to roam—and some even involved sitting still. The promise of longer stays where one cooked fresh food from storied outdoor markets became desirable as American travelers sought new tastes and unadulterated ingredients.
Even as she revels in its atmospheric, cultural, and culinary attractions, Horowitz demystifies Provence and the perpetuation of its image today. Guiding readers through books, magazines, and cookbooks, she takes us on a tour of Provence pitched as a new Eden, and she dives into the records of a wide range of visual media—paintings, photographs, television, and film—demonstrating what fueled American enthusiasm for the region. Beginning in the 1970s, Provence—for a summer, a month, or even just a week or two—became a dream for many Americans. Even today as a road well traveled, Provence continues to enchant travelers, armchair and actual alike.
Winner of the 2021 Gourmand Awards, Asian Section & Culinary History Section
Filipino cuisine is a delicious fusion of foreign influences, adopted and transformed into its own unique flavor. But to the Americans who came to colonize the islands in the 1890s, it was considered inferior and lacking in nutrition. Changing the food of the Philippines was part of a war on culture led by Americans as they attempted to shape the islands into a reflection of their home country.
Taste of Control tells what happened when American colonizers began to influence what Filipinos ate, how they cooked, and how they perceived their national cuisine. Food historian René Alexander D. Orquiza, Jr. turns to a variety of rare archival sources to track these changing attitudes, including the letters written by American soldiers, the cosmopolitan menus prepared by Manila restaurants, and the textbooks used in local home economics classes. He also uncovers pockets of resistance to the colonial project, as Filipino cookbooks provided a defense of the nation’s traditional cuisine and culture.
Through the topic of food, Taste of Control explores how, despite lasting less than fifty years, the American colonial occupation of the Philippines left psychological scars that have not yet completely healed, leading many Filipinos to believe that their traditional cooking practices, crops, and tastes were inferior. We are what we eat, and this book reveals how food culture served as a battleground over Filipino identity.
When chef Matt Rapposelli left the National Park Service to attend culinary school in New England, he was moving from one passion to another. What later brought those passions together was a job in the Hocking Hills, southeast Ohio’s stunning, wild landscape, where the restaurants he helmed—at Hocking Hills Lodge and Lake Hope Lodge—gained a resounding reputation for classic dishes that, driven by the regional vernacular and the natural seasonal abundance of Appalachia, were impeccably fresh and flavorful.
A Taste of the Hocking Hills intermingles delicious recipes with striking photographs of a region to which thousands trek each year. Rapposelli presents dishes by the season, noting the specialties that appear on his menus in a given time of year. Whether enjoying a winter evening or a summer morning, cooks will be able to bring a bit of the Hocking Hills home.
Camille Begin shapes a cultural and sensory history of New Deal-era eating from the FWP archives. From "ravioli, the diminutive derbies of pastries, the crowns stuffed with a well-seasoned paste" to barbeque seasoning that integrated "salt, black pepper, dried red chili powder, garlic, oregano, cumin seed, and cayenne pepper" while "tomatoes, green chili peppers, onions, and olive oil made up the sauce", Begin describes in mouth-watering detail how Americans tasted their food. They did so in ways that varied, and varied widely, depending on race, ethnicity, class, and region. Begin explores how likes and dislikes, cravings and disgust operated within local sensory economies that she culls from the FWP’s vivid descriptions, visual cues, culinary expectations, recipes and accounts of restaurant meals. She illustrates how nostalgia, prescriptive gender ideals, and racial stereotypes shaped how the FWP was able to frame regional food cultures as "American."
Octavius Valentine Catto was an orator who shared stages with Frederick Douglass, a second baseman on Philadelphia’s best black baseball team, a teacher at the city’s finest black school and an activist who fought in the state capital and on the streets for equal rights. With his racially-charged murder, the nation lost a civil rights pioneer—one who risked his life a century before Selma and Birmingham.
In Tasting Freedom Murray Dubin and Pulitzer Prize winner Dan Biddle painstakingly chronicle the life of this charismatic black leader—a “free” black whose freedom was in name only. Born in the American south, where slavery permeated everyday life, he moved north where he joined the fight to be truly free—free to vote, go to school, ride on streetcars, play baseball and even participate in July 4th celebrations.
Catto electrified a biracial audience in 1864 when he proclaimed, “There must come a change,” calling on free men and women to act and educate the newly freed slaves. With a group of other African Americans who called themselves a “band of brothers,” they challenged one injustice after another. Tasting Freedom presents the little-known stories of Catto and the men and women who struggled to change America.
Since John Hersey’s Hiroshima—the classic account, published in 1946, of the aftermath of the atomic bombing of that city—very few books have examined the meaning and impact of World War II through the eyes of Japanese men and women who survived that conflict. Tattered Kimonos in Japan does just that: It is an intimate journey into contemporary Japan from the perspective of the generation of Japanese soldiers and civilians who survived World War II, by a writer whose American father and Japanese father-in-law fought on opposite sides of the conflict.
The author, a former NPR senior editor, is Jewish, and he approaches the subject with the sensibilities of having grown up in a community of Holocaust survivors. Mindful of the power of victimhood, memory, and shared suffering, he travels across Japan, including Hiroshima and Nagasaki, meeting a compelling group of men and women whose lives, even now, are defined by the trauma of war, and by lingering questions of responsibility and repentance for Japan’s wartime aggression.
The image of a tattered kimono from Hiroshima is the thread that drives the narrative arc of this emotional story about a writer’s encounter with history, inside the Japan of his father’s generation, on the other side of his father’s war. This is a book about history with elements of family memoir. It offers a fresh and truly unique perspective for readers interested in World War II, Japan, or Judaica; readers seeking cross-cultural journeys; and readers intrigued by Japanese culture, particularly the kimono.
In Tavern League, photographer Carl Corey documents a unique and important segment of the Wisconsin community. Our bars are unique micro-communities, offering patrons a sense of belonging. Many of these bars are the only public gathering place in the rural communities they serve. These simple taverns offer the individual the valuable opportunity for face to face conversation and camaraderie, particularly as people become more physically isolated through the accelerated use of the internet’s social networking, mobile texting, gaming, and the rapid-fire of email.
This collection of 60 pictures captures the Wisconsin tavern as it is today. Carl Corey’s view is both familiar and undeniably unique, his pictures resonant with anyone who has set foot in a Wisconsin tavern. As the Milwaukee Journal Sentinel’s Mary Louise Schumacher has written, “Carl Corey’s photographs . . . document iconic American places that are taken for granted. . . . They are comforting images, places we know, but also eerie and remote, presented with a sense of romance and nostalgia that suggests they are already past.”
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.
This is a comprehensive book on the tax benefits of the charitable contribution, or bargain sale, of a conservation easement. It provides a detailed explanation of the complex and extensive requirements of the federal tax code and related concepts, including the rules governing the operation of tax-exempt organizations such as land trusts. Clearly written, systematic in its coverage, it is intended to be of value for anyone who deals with land trust issues, including land trust staff and trustees, landowners, lawyers, accountants, government officials, and interested lay people. Structured for easy reference, A Tax Guide to Conservation Easements is designed to be used as a resource tool. Related topics are cross-referenced throughout. All principles in the book are illustrated with one or more useful examples.
The tax benefits of contributing a conservation easement are unquestionably the heart of voluntary land conservation today. Knowledge of the tax law relating to land trusts and conservation easements is vital to properly establishing and managing land trusts and to insuring the tax deductibility of conservation easements. The future of voluntary land conservation is dependent on a clear understanding of tax policy. Complete, meticulous, and up to date, A Tax Guide to Conservation Easements is an essential handbook.
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.
Assaf Razin and Joel Slemrod gathered experts from two traditionally distinct specialties, taxation and international economics, to lay the groundwork for understanding these issues, which will require the attention of scholars and policymakers for years to come.
Contributors describe the basic provisions of the U.S. tax code with respect to international transactions, highlighting the changes contained in the U.S. Tax Reform Act of 1986; explore the ways that tax systems influence the decisions of multinationals; examine the effect of taxation on trade patterns and capital flows; and discuss the implications of the opening world economy for the design of optimal international tax policy. The papers will prove valuable not only to scholars and students, but to government economists and international tax lawyers as well.
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.
By addressing some of the most critical policy issues of the day with a minimum of economic jargon, Taxes and Capital Formation makes the results of Bureau research available to a wide audience of policy officials and staff as well as to members of the business community. The volume should also prove useful for courses in public policy, business, and law. In keeping with Bureau tradition, the papers do not contain policy recommendations; instead, they promote a better understanding of how the economy works and the effects of specific policies on particular aspects of the economy.
Taxi-dance halls, as the introduction notes, were social centers where men could come and pay to dance with “a bevy of pretty, vivacious, and often mercenary” women. Ten cents per dance was the usual fee, with half the proceeds going to the dancer and the other half to the owner of the taxi-hall. Cressey’s study includes detailed maps of the taxi-dance districts, illuminating interviews with dancers, patrons, and owners, and vivid analyses of local attempts to reform the taxi-dance hall and its attendees.
Cressey’s study reveals these halls to be the distinctive urban consequence of tensions between a young, diverse, and economically independent population at odds with the restrictive regulations of Prohibition America. Thick with sexual vice, ethnic clashes, and powerful undercurrents of class, The Taxi-Dance Hall is a landmark example of Chicago sociology, perfect for scholars and history buffs alike.
"Taxing Women is a must-have primer for any woman who wants to understand how our current tax system affects her family's economic condition. In plain English, McCaffery explains how the tax code stacks the deck against women and why it's in women's economic interest to lead the next great tax rebellion."—Patricia Schroeder
"McCaffery is an expert on the interplay between taxes and social policy. . . . Devastating in his analysis. . . . Intriguing."—Harris Collingwood, Working Women
"A wake-up call regarding the inequalities of an archaic system that actually penalizes women for working."—Publishers Weekly
Although TDR programs must conform to zoning laws, they provide market incentives that make them more equitable (and often more lucrative) for sellers and frequently benefit buyers by allowing them to receive prior approval for their high-density development plans. Since the 1970s when modern TDR applications were first conceived, more than 200 communities in 33 states across the U.S. have implemented TDR-based programs. The most common uses of TDR to date involve protecting farmland, environmentally sensitive land, historic sites, and "rural character," and urban revitalization.
Until now, however, there has never been a clearly written, one-volume book on the subject. At last, The TDR Handbook provides a comprehensive guide to every aspect of TDR programs, from the thinking behind them to the nuts and bolts of implementation-including statutory guidance, model ordinances, suggestions for program administration, and comparisons with other types of preservation programs. In addition, six of its twenty chapters are devoted to case studies of all major uses to which TDR programs have been utilized to date, including recent urban revitalization projects that utilize TDR principles.
The first of its kind, Teacher Education across Minority-Serving Institutions brings together innovative work from the family of institutions known as minority-serving institutions: Historically Black Colleges and Universities, Tribal Colleges and Universities, Hispanic Serving Institutions, and Asian American and Native American Pacific Islander Serving Institutions. The book moves beyond a singular focus on teacher racial diversity that has characterized scholarship and policy work in this area. Instead, it pushes for scholars to consider that racial diversity in teacher education is not simply an end in itself but is, a means to accomplish other goals, such as developing justice-oriented and asset-based pedagogies.
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.
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.
The Teacher’s Attention is a fresh take on relationships in schools. Looking beyond our obsession with raising test scores, this book recognizes that education is a key partner in raising children. Garrett Delavan contends that allowing students, educators and parents to navigate a smaller number of relationships—a concept he calls "relationship load"—provides many benefits, including a better chance at achieving equal access to a good education for all children.
Delavan shows how class size, school size, and longer-term student-teacher relationships are all equally critical components for educating our children ethically and successfully. After examining these proposed reforms in detail, Delavan also considers counterarguments and provides a detailed projection of costs and savings, putting to rest the assumption that smaller classes and smaller schools are necessarily more expensive. Finally, the book discusses possible steps toward implementation, showing how the author's proposed reforms are remarkably practical.
Teaching about race and racism can be a difficult business. Students and instructors alike often struggle with strong emotions, and many people have robust preexisting beliefs about race. At the same time, this is a moment that demands a clear understanding of racism. It is important for students to learn how we got here and how racism is more than just individual acts of meanness. Students also need to understand that colorblindness is not an effective anti-racism strategy.
In this book, Cyndi Kernahan argues that you can be honest and unflinching in your teaching about racism while also providing a compassionate learning environment that allows for mistakes and avoids shaming students. She provides evidence for how learning works with respect to race and racism along with practical teaching strategies rooted in that evidence to help instructors feel more confident. She also differentiates between how white students and students of color are likely to experience the classroom, helping instructors provide a more effective learning experience for all students.
"This provocative and timely book challenges Americans to rethink what it means to take democracy and religious freedom seriously in public education. Emile Lester takes the reader beyond culture war conflicts rooted in religious divisions and offers bold, new solutions for addressing our differences with fairness and robust toleration. Instead of battlegrounds, he argues, public schools can and should be places that include all voices in ways that prepare citizens to engage one another with civility and respect. Teaching about Religions is essential reading for all who care about the future of public schools---and the health of American democracy."
--- Charles C. Haynes, Senior Scholar, Freedom Forum First Amendment Center
"More than simply a synthesis of existing scholarship, [this book is] an original contribution to the field. [The] major themes are timely, and this book might well contribute to public discussion of important issues in our culture wars."
---Warren Nord, University of North Carolina–Chapel Hill
"Arriving in the wake of a bitter battle over the place of Islam in America and in the midst of calls for greater understanding and civility, Emile Lester's new book is a timely contribution to the debate about the best ways to teach about religion in our nation's public schools. A pioneering researcher in this field, Lester offers thoughtful critiques of existing proposals as well as fresh ideas. His recommendations reflect painstaking efforts to understand the concerns of groups (most notably, conservative Christians) to which he does not belong, and a firm grasp of the difference between fostering understanding of other faiths and pressing for acceptance of them. Lester's prescriptions, always informed and fair-minded and sometimes provocative, should drive the debate forward in productive ways."
---Melissa Rogers, Director, Center for Religion and Public Affairs at Wake Forest University School of Divinity and Nonresident Senior Fellow, The Brookings Institution
Frequent news stories about the debates waged between secularists and religious conservatives have convinced most Americans that public schools must choose between promoting respect for religious minorities and respecting the interests of conservative Christians. As a result, public schools fail to teach students about the meaning and value of protecting religious liberty and consequently perpetuate mistrust across the cultural divide, further empower extremists, and obscure the fact that most Americans of all religious backgrounds share a commitment to basic democratic principles.
In response, the public schools in the religiously diverse and divided community of Modesto, California, have introduced a widely acclaimed required world religions course. Drawing on groundbreaking research on the creation of and response to the Modesto course as well as on political philosophy, Emile Lester advocates a civic approach to teaching about religion in public schools that at once emphasizes respect for all views about religion and provides a special recognition of conservative Christian beliefs.
The book primarily explores accelerated composition through the lens of two-year colleges to answer a central question in the field: to what extent do educators need to alter two-year college curricular design? The contributors also delve into assessment, a crucial process for instructors and their students transitioning to accelerated learning; the key role that reading plays in the writing process; and noncognitive learning, an area of study that has been associated with accelerated learning since its inception. Together these thirteen chapters provide instructors with a strategic approach to teaching accelerated and corequisite composition.
Teaching Accelerated and Corequisite Composition points toward a new way of approaching first-year composition: a method of instruction that fosters the growth and success of writers who were once considered underprepared for college writing and are now achieving unprecedented success.
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.
This book is a collection of essays, stories, lists, examples, dialogues, and ideas, all offered with the aim of helping artists create and implement effective teaching based on their own expertise and strengths. The Handbook addresses three core questions: “What will I teach?” “How will I teach it?” and “How will I know if my teaching is working?” It also recognizes that teaching is a dynamic process that requires critical reflection and thoughtful adjustment in order to foster a supportive artistic environment.
Instead of offering rigid formulas, this book is centered on practice—the actual doing and making of teaching artist work. Experience-based and full of heart, the Teaching Artist Handbook will encourage artists of every experience level to create an original and innovative practice that inspires students and the artist.
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.
Leonard Moore has been teaching Black history for twenty-five years, mostly to white people. Drawing on decades of experience in the classroom and on college campuses throughout the South, as well as on his own personal history, Moore illustrates how an understanding of Black history is necessary for everyone.
With Teaching Black History to White People, which is “part memoir, part Black history, part pedagogy, and part how-to guide,” Moore delivers an accessible and engaging primer on the Black experience in America. He poses provocative questions, such as “Why is the teaching of Black history so controversial?” and “What came first: slavery or racism?” These questions don’t have easy answers, and Moore insists that embracing discomfort is necessary for engaging in open and honest conversations about race. Moore includes a syllabus and other tools for actionable steps that white people can take to move beyond performative justice and toward racial reparations, healing, and reconciliation.
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.
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.
Laats and Siegel agree with most scientists: creationism is flawed, as science. But, they argue, students who believe it nevertheless need to be accommodated in public school science classes. Scientific or not, creationism maintains an important role in American history and culture as a point of religious dissent, a sustained form of protest that has weathered a century of broad—and often dramatic—social changes. At the same time, evolutionary theory has become a critical building block of modern knowledge. The key to accommodating both viewpoints, they show, is to disentangle belief from knowledge. A student does not need to believe in evolution in order to understand its tenets and evidence, and in this way can be fully literate in modern scientific thought and still maintain contrary religious or cultural views. Altogether, Laats and Siegel offer the kind of level-headed analysis that is crucial to finding a way out of our culture-war deadlock.
In Teaching Expertise in Three Countries, Akiko Hayashi shows how teachers from Japan, China, and the United States think about what it means to be an expert teacher. Based on interviews with teachers conducted over the span of fifteen years and videos taken in their classrooms, Hayashi gives us a valuable portrait of expert teachers in the making. While Hayashi’s research uncovered cultural variations in the different national contexts, her analysis of how teachers adapted their pedagogy throughout their careers also revealed many cross-national similarities. Younger teachers often describe themselves as being in a rush, following scripts, and “talking too much,” while experienced teachers describe themselves as being quieter, knowing children better, and being more present.
Including a foreword by scholar of early childhood education Joseph Tobin, Teaching Expertise in Three Countries provides a foundation for understanding the sequence and pathways of development over the first decade of teaching in three national contexts, demonstrating the value of the field of comparative education in the process.
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.
The Sixth Volume in the Deaf Lives Series
Robert F. Panara lost his hearing from spinal meningitis in 1931 at the age of ten. However, he could read and write, and with his friends’ help, Bob (as he was known), made it through high school. His new solitude created a new passion – reading, reading, and reading. The stage was set for the emergence of one of the great deaf educators in modern time, a life fully captured in Harry G. Lang’s Teaching from the Heart and Soul: The Robert F. Panara Story.
Bob Panara’s many achievements began after his discovery of Gallaudet College in the 1940s. There, he wrote “The Significance of the Reading Problem,” which first expressed his belief that teaching “comes from the heart and soul.” The article secured him his first job at the New York School for the Deaf in White Plains. Bob returned to teach at Gallaudet College from 1948 until 1965, when he left to help found the National Technical Institute for the Deaf (NTID) and the National Theatre of the Deaf (NTD) — all in the same year. He continued to expand arts and literature at NTID until his retirement in 1987.
Bob Panara’s genius resides in the people he inspired with his vivacious teaching style. He believed ardently in involving students, that they should “be the book.” Former students tell story after story about his fabulous interpretations of drama and poetry, a legacy confirmed by his own story in Teaching from the Heart and Soul.
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.
Written in response to the sudden death of one of his students, who died tragically in an automobile accident on her way to Salwak’s office to talk over her career plans, Teaching Life is an effort to impart lessons to the next generation of teachers: “It was the suddenness of her death, I think, along with the utter loss of so much potential, which struck me forcibly, and I found myself wondering if anything I had said in class had made a difference in her too-short life or, for that matter, in the lives of any of my students.”
By turns analytical, reflective, and exhortatory, Teaching Life unselfconsciously captures the fascination, enlightenment, and sheer joy that literary studies can offer professors and students. It also implicitly speaks to society's prevailing—and disturbing—prejudice against the profession.
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.
Offering the first systematic, comparative examination of the origins of teachers’ unions in two countries—France and the United States—Teaching Marianne and Uncle Sam shows how teachers’ unions came into existence not because of the willful efforts of particular actors, but over the course of decades of conflict over the proper role of professional educators in public politics.
Nicholas Toloudis traces teacher unionism back to the first efforts of governments to centralize public education. He carefully documents how centralization created new understandings of the role of teachers in their societies and generated new sources of conflict within teachers’ corps. Using rare archival source materials, Toloudis illustrates how these internal conflicts became salient in teachers’ battles with governments over their legitimate right to exist as collective claim-makers within the polity.
In the series Politics, History, and Social Change, edited by John C. Torpey
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.
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
Readers in this post-truth culture are under unprecedented pressure to interpret an overwhelming quantity of texts in many forms, including speeches, news articles, position papers, and social media posts. In response, Carillo describes pedagogical interventions designed to help students become more metacognitive about their own reading and, in turn, better equipped to respond to texts in a post-truth culture.
Teaching Readers in Post-Truth America is an invaluable source of support for writing instructors striving to prepare their students to resist post-truth rhetoric and participate in an information-rich, divisive democratic society.
Sex education, since its advent at the dawn of the twentieth century, has provoked the hopes and fears of generations of parents, educators, politicians, and reformers. On its success or failure seems to hinge the moral fate of the nation and its future citizens. But whether we argue over condom distribution to teenagers or the use of an anti-abortion curriculum in high schools, we rarely question the basic premise—that adolescents need to be educated about sex. How did we come to expect the public schools to manage our children’s sexuality? More important, what is it about the adolescent that arouses so much anxiety among adults?
Teaching Sex travels back over the past century to trace the emergence of the “sexual adolescent” and the evolution of the schools’ efforts to teach sex to this captive pupil. Jeffrey Moran takes us on a fascinating ride through America’s sexual mores: from a time when young men were warned about the crippling effects of masturbation, to the belief that schools could and should train adolescents in proper courtship and parenting techniques, to the reemergence of sexual abstention brought by the AIDS crisis. We see how the political and moral anxieties of each era found their way into sex education curricula, reflecting the priorities of the elders more than the concerns of the young.
Moran illuminates the aspirations and limits of sex education and the ability of public authority to shape private behavior. More than a critique of public health policy, Teaching Sex is a broad cultural inquiry into America’s understanding of adolescence, sexual morality, and social reform.
The essays in this collection presume that the popular is here to stay and that its instructive implications are not merely noteworthy, but richly nuanced and deeply compelling. They address a broad variety of issues concerning canonicity, literature, genre, and the classroom, as its contributors teach everything from Stephen King and Lady Gaga to nineteenth-century dime novels and the 1852 best-seller Uncle Tom’s Cabin.
It is no secret that teaching popular texts fuels controversies about the value of cultural studies, the alleged relaxation of aesthetic standards, and the possible “dumbing down” of Americans. By implicitly and explicitly addressing such contentious issues, these essays invite a broader conversation about the place of the popular not only in higher education but in the reading lives of all Americans.
Nancy L. Diekelmann
Karin Dahlberg
Margaretha Ekebergh
Pamela M. Ironside
Kathryn Hopkins Kavanagh
Melinda M. Swenson
Sharon L. Sims
Rosemary A. McEldowney
Jan D. Sinnott
Teaching U.S. History through Sports provides strategies for incorporating sports into any U.S. history curriculum. Drawing upon their own classroom experiences, the authors suggest creative ways to use sports as a lens to examine a broad range of historical subjects, including Puritan culture, the rise of Jim Crow, the Cold War, the civil rights movement, and the women's movement. Essays focus on the experiences of African American women, working-class southerners, Latinos, and members of LGBTQ communities, as well as topics including the controversy over Native American mascots and the globalization of U.S. sports.
All of the contributors are teachers who are writing about and reflecting on their own experiences and outcomes and interweaving those experiences and outcomes with current theory and research in the field. The volume thus portrays teachers as active, reflective participants engaged in critical inquiry. Contributors represent community college, college, and university contexts; academic ESL, developmental writing, and first-year composition classes; and face-to-face, hybrid, and online contexts.
This book was developed primarily to meet the needs of practicing writing teachers in college-level ESL, basic writing, and college composition classrooms, but will also be useful to pre-service teachers in TESOL, Composition, and Education graduate programs.
Drawing together personal reflection, pedagogical strategies, and critical theory, Teaching with Tension offers concrete examinations that will foster student learning. The essays are organized into three thematic sections: "Teaching in Times and Places of Struggle" examines the dynamics of teaching race during the current moment, marked by neoconservative politics and twenty-first century freedom struggles. "Teaching in the Neoliberal University" focuses on how pressures and exigencies of neoliberalism (such as individualism, customer-service models of education, and online courses) impact the way in which race is taught and conceptualized in college classes. The final section, "Teaching How to Read Race and (Counter)Narratives," homes in on direct strategies used to historicize race in classrooms comprised of millennials who grapple with race neutral ideologies. Taken together, these sections and their constitutive essays offer rich and fruitful insight into the complex dynamics of contemporary race and ethnic studies education.
Each of the chapters recognizes the prevalence of immigrant students in writing classrooms across the United States—including foreign-born, first- and second-generation Americans, and more—and the myriad opportunities and challenges those students present to their instructors. These contributors have seen the validity in the stories and experiences these students bring to the classroom—evidence of their lifetimes of complex learning in both academic and nonacademic settings. Like thousands of college-level instructors in the United States, they have immigrant stories of their own. The immigrant “narrative” offers a unique framework for knowledge production in which students and teachers may learn from each other, in which the ordinary power dynamic of teacher and students begins to shift, to enable empathy to emerge and to provide space for an authentic kind of pedagogy.
By engaging writing and literature teachers within and outside the classroom, Teaching Writing through the Immigrant Story speaks to the immigrant narrative as a viable frame for teaching writing—an opportunity for building and articulating knowledge through academic discourse. The book creates a platform for immigration as a writing and literary theme, a framework for critical thinking, and a foundation for significant social change and advocacy.
Contributors: Tuli Chatterji, Katie Daily-Bruckner, Libby Garland, Silvia Giagnoni, Sibylle Gruber, John Havard, Timothy Henderson, Brennan Herring, Lilian Mina, Rachel Pate, Emily Schnee, Elizabeth Stone
Teaching/Writing in Thirdspaces: The Studio Approach examines a dynamic approach to teaching composition that reimagines not only the physical space in which writing and learning occurs but also the place occupied by composition in the power structure of universities and colleges.
In response to financial and programmatic cutbacks at the University of South Carolina in the 1990s, authors Rhonda C. Grego and Nancy S. Thompson used their academic backgrounds in composition and English education, along with their personal histories in working-class families, to look at compositional spaces and places with an eye to challenging the embedded issues of race, class, and gender within the university hierarchies. The result was a supplemental writing program that they called the writing studio.
The studio model emphasizes individual participation in a small group that allows students to present work they are preparing for outside classes, discuss their challenges, and refine their ideas with other students and staff facilitators. This “interactional inquiry” is replicated and reinforced by the facilitators, who meet in their own small groups to analyze larger patterns, possibilities, and needs as they arise in their studios.
Grego and Thompson argue that because the studio is physically and institutionally “outside but alongside” both students’ other coursework and the hierarchy of the institution, it represents a “thirdspace,” a unique position in which to effect institutional change. The focus on interactional inquiry challenges traditional power hierarchies within classrooms and shifts the nature of discourse. As a bottom-up approach to the development of educational programs within institutions that have different needs, demographies, and histories, the studio model can address a multitude of different institutional needs with little disruption to the curriculum.
The studio model allows university administrators, teachers, student aides, and students to continually adapt to changing institutional environments with new teaching and learning strategies. Teaching/Writing in Thirdspaces provides an alternative approach to traditional basic writing courses that can be adopted in educational institutions of all types and at all levels.
- In 1889, Pud Galvin tried a testosterone-derived "elixir" to help him pile up some of his 646 complete games.
- Sandy Koufax needed Codeine and an anti-inflammatory used on horses to pitch through his late-career elbow woes.
- Players returning from World War II mainstreamed the use of the amphetamines they had used as servicemen.
- Vida Blue invited teammates to cocaine parties, Tim Raines used it to stay awake on the bench, and Will McEnaney snorted it between innings.
The Inspiring Story of Roberto Clemente's Greatest Season and One of the Most Important Teams in Sport History
In 1947, major league baseball experienced its first measure of integration when the Brooklyn Dodgers brought Jackie Robinson to the National League. While Robinson's breakthrough opened the gates of opportunity for African Americans and other minority players, the process of integration proved slow and uneven. It was not until the 1960s that a handful of major league teams began to boast more than a few Black and Latino players. But the 1971 World Championship team enjoyed a full and complete level of integration, with half of its twenty-five-man roster comprised of players of African American and Latino descent. That team was the Pittsburgh Pirates, managed by an old-time Irishman.
In The Team That Changed Baseball: Roberto Clemente and the 1971 Pittsburgh Pirates, veteran baseball writer Bruce Markusen tells the story of one of the most likable and significant teams in the history of professional sports. In addition to the fact that they fielded the first all-minority lineup in major league history, the 1971 Pirates are noteworthy for the team's inspiring individual performances, including those of future Hall of Famers Roberto Clemente, Willie Stargell, and Bill Mazeroski, and their remarkable World Series victory over the heavily favored Baltimore Orioles. But perhaps their greatest legacy is the team's influence on the future of baseball, inspiring later championship teams such as the New York Yankees and Oakland Athletics to open their doors fully to all talented players, regardless of race, particularly in the new era of free agency.
Tech to Table introduces readers to twenty-five of the most creative entrepreneurs advancing these solutions. They come from various places and professions, identities and backgrounds. But they share an outsider’s perspective and an idealistic, sometimes aggressive, ambition to rethink the food system.
Reinvention is desperately needed. Under Big Ag, pollution, climate change, animal cruelty, hunger, and obesity have festered, and despite decades of effort, organic farming accounts for less than one percent of US croplands. Entrepreneurs represent a new path, one where disruptive technology helps people and the environment. These innovations include supplements to lower the methane in cattle belches, drones that monitor irrigation levels in crops, urban warehouses that grow produce year-round, and more.
The pace and breadth of change is astonishing, as investors pump billions of dollars into ag-innovation. Startups are attracting capital and building markets, with the potential to upend conventional agribusiness’s stranglehold on the food system. Not every invention will prosper long-term, but each marks a fundamental change in our approach to feeding a growing population—sustainably.
A revolution in how we grow and eat food is brewing. Munson’s deftly crafted profiles offer a fascinating preview of the coming future of food.
Addresses the relationships between what modern-day experts say to each other and to their constituencies
Technical Knowledge in American Culture addresses the relationships between what modern-day experts say to each other and to their constituencies and whether what they say and do relates to the larger culture, society, and era. These essays challenge the social impact model by looking at science, technology, and medicine not as social activities but as intellectual activities.
In the late 1800s, Indians seemed to be a people left behind by the Industrial Revolution, dismissed as “not a mechanical race.” Today Indians are among the world’s leaders in engineering and technology. In this international history spanning nearly 150 years, Ross Bassett—drawing on a unique database of every Indian to graduate from the Massachusetts Institute of Technology between its founding and 2000—charts their ascent to the pinnacle of high-tech professions.
As a group of Indians sought a way forward for their country, they saw a future in technology. Bassett examines the tensions and surprising congruences between this technological vision and Mahatma Gandhi’s nonindustrial modernity. India’s first prime minister, Jawaharlal Nehru, sought to use MIT-trained engineers to build an India where the government controlled technology for the benefit of the people. In the private sector, Indian business families sent their sons to MIT, while MIT graduates established India’s information technology industry.
By the 1960s, students from the Indian Institutes of Technology (modeled on MIT) were drawn to the United States for graduate training, and many of them stayed, as prominent industrialists, academics, and entrepreneurs. The MIT-educated Indian engineer became an integral part of a global system of technology-based capitalism and focused less on India and its problems—a technological Indian created at the expense of a technological India.
In Technological Turf Wars, Jessica Johnston analyzes the tensions and political dilemmas that coexist in the interrelationship among science, technology and society. Illustrating how computer security is as concerned with social relationships as it is with technology, Johnston provides an illuminating ethnography that considers corporate culture and the workplace environment of the antivirus industry.
Using a qualitative, interdisciplinary approach, which combines organizational and security studies with critical and social analysis of science and technology, Johnston questions the motivations, contradictions and negotiations of antivirus professionals. She examines the tensions between the service ethics and profit motives—does the industry release viruses to generate demand for antivirus software?—and considers the dynamics within companies by looking at facets such as gender bias and power politics. Technological Turf Wars is an informed, enlightened and entertaining view of how the production of computer security technology is fraught with social issues.
Emphasizing a societal context for technology, this carefully organized collection demonstrates both the manner in which cultural, political, and economic forces shape innovation, and the ways that technology has influenced society and shaped its values. Individual essays explore the importance of textile manufacturing in American industrialization, the role of the federal government in regulating new modes of transport, the development of interchangeable parts in production, the process of innovation, the notion of technological systems, and the relationship between technological change and work in the factory, on the farm, and in the home.
The essays were selected to be accessible to both the general reader and the undergraduate student.
Technology and Engagement is based on a four-year study of how first generation college students use social media, aimed at improving their transition to and engagement with their university. Through web technology, including social media sites, students were better able to maintain close ties with family and friends from home, as well as engage more with social and academic programs at their university. This ‘ecology of transition’ was important in keeping the students focused on why they were in college, and helped them become more integrated into the university setting. By showing the gains in campus capital these first-generation college students obtained through social media, the authors offer concrete suggestions for how other universities and college-retention programs can utilize the findings to increase their own retention of first-generation college students.
Part critique of existing policy and practice, part call-to-action, Technology and Literacy in the Twenty-First Century explores the complex linkage between technology and literacy that has come to characterize American culture and its public educational system at the end of the twentieth century.
To provide a specific case study of this complex cultural formation, award-winning educator Cynthia L. Selfe discusses the Technology Literacy Challenge, an official, federally sponsored literacy project begun in 1996 that has changed—at fundamentally important levels—the definition of literacy and the practices recognized as constituting literate behavior in America. Selfe tries to identify the effects of this new literacy agenda, focusing specifically on what she calls "serious and shameful" inequities it fosters in our culture and in the public education system: among them, the continuing presence of racism, poverty, and illiteracy.
She describes how the national project to expand technological literacy came about, what effects it has yielded, why the American public has supported this project, and how teachers of English, language arts, and composition have contributed to this project, despite their best intentions.
A primary goal of this study is to make teachers of English and composition increasingly aware of the new literacy agenda and to suggest how they might positively influence its shape and future direction, both in the classroom and in the community. This awareness is an integral part of educators' larger professional responsibility to understand the way in which our culture thinks about and values literacy. Perhaps even more important, argues Selfe, this awareness is part of teachers' ethical responsibility to understand how literacy and literacy instruction directly and continually affect the lived experiences of the individuals and families with whom teachers interact.
Historians have seen their field transformed by the digital age. Research agendas, teaching and learning, scholarly communication, the nature of the archive—all have undergone a sea change that in and of itself constitutes a fascinating digital history. Yet technology's role in the field's development remains a glaring blind spot among digital scholars.
Adam Crymble mines private and web archives, social media, and oral histories to show how technology and historians have come together. Using case studies, Crymble merges histories and philosophies of the field, separating issues relevant to historians from activities in the broader digital humanities movement. Key themes include the origin myths of digital historical research; a history of mass digitization of sources; how technology influenced changes in the curriculum; a portrait of the self-learning system that trains historians and the problems with that system; how blogs became a part of outreach and academic writing; and a roadmap for the continuing study of history in the digital era.
In this new collection, Michael A. Pagano curates engagement with such questions by public intellectuals, stakeholders, academics, policy analysts, and citizens. Each essay explores issues related to the impact and opportunities technology provides in government and citizenship, health care, workforce development, service delivery to citizens, and metropolitan growth. As the authors show, rapidly emerging technologies and access to such technologies shape the ways people and institutions interact in the public sphere and private marketplace. The direction of metropolitan growth and development, in turn, depends on access to appropriate technology scaled and informed by the individual, household, and community needs of the region.
Contributors include Randy Blankenhorn, Bénédicte Callan, Jane Fountain, Sandee Kastrul, Karen Mossberger, Dan O'Neil, Michelle Russell, Alfred Tatum, Stephanie Truchan, Darrel West, and Howard Wial.
---The World Future Society, Best Books and Reports
"This excellent book provides a broad overview of the development, impact, and evaluation of health technology in the United States. . . .The authors take a well-organized and thorough approach to address these topics, combining reviews of each with case examples of particular technologies. . . .Given the broad scope of the book, it could serve as a text for students, an introduction to the field for healthcare professionals, or a tool for academics and policymakers wishing to fill knowledge gaps outside their disciplines. . . .The book makes a compelling case for the logic and potential benefits of medical technology evaluation as a tool for improving health care."
---Journal of the American Medical Association
"By being comprehensive in their review, the authors chart a clear path to understanding the future of health care technology in America. They clarify the technical methods for evaluation and provide insight into the sociopolitical aspects of development and diffusion. Case studies are informative. Excellent reading for students and health professionals either as a textbook or as an off-the-shelf guide to methods for deciding among alternative technologies."
---Norman W. Weissman, University of Alabama
"Technology today dominates every aspect of health care. This useful book offers a diverse range of perspectives for students, professors, and medical practitioners who wish to understand how to evaluate medical technology."
---Joel Howell, University of Michigan Medical School
Technology in American Health Care is a comprehensive, multidisciplinary guide to understanding how medical advances-new drugs, biological devices, and surgical procedures-are developed, brought to market, evaluated, and adopted into health care.
Cost-effective delivery of evidence-based health care is the sine qua non of American medicine in the twenty-first century. Health care decision makers, providers, payers, policymakers, and consumers all need vital information about the risks, benefits, and costs of new technologies in order to make informed decisions about which ones to adopt and how to use them. Alan B. Cohen and Ruth S. Hanft explore the evolving field of medical technology evaluation (MTE), as well as the current controversies surrounding the evaluation and diffusion of medical technologies, including the methods employed in their assessment and the policies that govern their adoption and use.
The book opens with an introduction that provides basic definitions and the history of technological change in American medicine, and a second chapter that explores critical questions regarding medical technology in health care. Part I discusses biomedical innovation, the development and diffusion of medical technology, and the adoption and use of technology by hospitals, physicians, and other health care organizations and professions under changing health care market conditions. Part II examines the methods of MTE-including randomized controlled trials, meta-analyses, economic evaluation methods (such as cost-benefit, cost-effectiveness, and cost-utility analyses), and clinical decision analysis. Part III focuses on key public policy issues and concerns that affect the organization, financing, and delivery of health care and that relate importantly to medical technology, including safety, efficacy, quality, cost, access, equity, social, ethical, legal, and evaluation concerns. All three parts of the book provide a historical perspective on the relevant issues, methods, and policy concerns and contain examples of technologies whose development, adoption, evaluation, and use have contributed to our understanding of the field.
This book will be invaluable in making MTE more accessible to individuals who are directly involved in the evaluation process and those who are touched by it in their professional lives-policymakers, clinicians, managers, and researchers.
Because of its strong agrarian roots, the South has typically been viewed as a region not favorably disposed to innovation and technology. Yet innovation was never absent from industrialization in this part of the United States. From the early nineteenth century onward, southerners were as eager as other Americans to embrace technology as a path to modernity.
This volume features seven essays that range widely across the region and its history, from the antebellum era to the present, to assess the role of innovations presumed lacking by most historians. Offering a challenging interpretation of industrialization in the South, these writings show that the benefits of innovations had to be carefully weighed against the costs to both industry and society.
The essays consider a wide range of innovative technologies. Some examine specific industries in subregions: steamboats in the lower Mississippi valley, textile manufacturing in Georgia and Arkansas, coal mining in Virginia, and sugar planting and processing in Louisiana. Others consider the role of technology in South Carolina textile mills around the turn of the twentieth century, the electrification of the Tennessee valley, and telemedicine in contemporary Arizona—marking the expansion of the region into the southwestern Sunbelt.
Together, these articles show that southerners set significant limitations on what technological innovations they were willing to adopt, particularly in a milieu where slaveholding agriculture had shaped the allocation of resources. They also reveal how scarcity of capital and continued reliance on agriculture influenced that allocation into the twentieth century, relieved eventually by federal spending during the Depression and its aftermath that sparked the Sunbelt South’s economic boom.
Technology, Innovation, and Southern Industrialization clearly demonstrates that the South’s embrace of technological innovation in the modern era doesn’t mark a radical change from the past but rather signals that such pursuits were always part of the region’s economy. It deflates the myth of southern agrarianism while expanding the scope of antebellum American industrialization beyond the Northeast and offers new insights into the relationship of southern economic history to the region’s society and politics.
After the second World War, the term “technology” came to signify both the anxieties of possible annihilation in a rapidly changing world and the exhilaration of accelerating cultural change. Technomodern Poetics examines how some of the most well-known writers of the era described the tensions between technical, literary, and media cultures at the dawn of the Digital Age. Poets and writers such as Allen Ginsberg, Charles Olson, Jack Kerouac, and Frank O’Hara, among others, anthologized in Donald Allen’s iconic The New American Poetry, 1945–1960, provided a canon of work that has proven increasingly relevant to our technological present. Elaborating on the theories of contemporaneous technologists such as Norbert Wiener, Claude Shannon, J. C. R. Licklider, and a host of noteworthy others, these artists express the anxieties and avant-garde impulses they wrestled with as they came to terms with a complex array of issues raised by the dawning of the nuclear age, computer-based automation, and the expansive reach of electronic media. As author Todd Tietchen reveals, even as these writers were generating novel forms and concerns, they often continued to question whether such technological changes were inherently progressive or destructive.
With an undeniable timeliness, Tietchen’s book is sure to appeal to courses in modern English literature and American studies, as well as among fans of Beat writers and early Cold War culture.
The Shawnee leader Tecumseh came to prominence in a war against the United States waged from 1811 to 1815. In 1805, Tecumseh’s younger brother Lalawethika (soon to be known as “the Prophet”) had a vision for an Indian revitalization movement that would restore Native culture and resist American expansion. Tecumseh organized the growing support for this movement, which came from Indigenous peoples across the Old Northwest and parts of the Great Plains, into a loose but powerful military alliance.
In late 1811, while Tecumseh was away on a recruiting mission in the South, General William Henry Harrison led an army to the center of Native resistance at Prophetstown in present-day Indiana. In the early morning hours of November 7, in what came to be known as the Battle of Tippecanoe, Harrison’s men fought off an Indian attack, which marked the beginning of Tecumseh’s War. Seven months later, when the United States declared war on Britain, thus initiating the War of 1812, the British and Tecumseh forged an alliance against the United States. Initially, the Anglo-Indian alliance enjoyed considerable success at Detroit, Chicago, Mackinac, and elsewhere, exposing much of the Old Northwest to border warfare, but the tide turned in 1813 when Harrison invaded Canada. On October 5 the American army defeated a much smaller Anglo-Indian force in the climactic Battle of the Thames. Tecumseh was killed in this battle, and although his confederacy disintegrated, British support ensured that the Indian war would continue for another two years with the Sauk chief Black Hawk now providing the inspiration and leadership. Tecumseh’s War ended only in late 1815 after the British made peace with the United States and abandoned their native allies.
Tecumseh’s War: The Epic Conflict for the Heart of America is the first complete story of this major conflict. Distinguished historian Donald R. Hickey detaches it from the War of 1812, moving Tecumseh’s confederation to center stage to tell the sweeping and engrossing story of this last great Indian War—the last time that Indigenous Peoples had a powerful European ally to oppose United States expansion and thus the lastchance they had of shaping the future of the continent.
Theodore Roosevelt was a man of wide interests, strong opinions, and intense ambition for both himself and his country. When he met Leonard Wood in 1897, he recognized a kindred spirit. Moreover, the two men shared a zeal for making the United States an imperial power that would challenge Great Britain as world leader. For the remainder of their lives, their careers would intertwine in ways that shaped the American nation.
When the Spanish American War came, both men seized the opportunity to promote the goals of American empire. Roosevelt resigned as assistant secretary of the navy in William McKinley’s administration to serve as a lieutenant colonel of the Rough Riders, a newly organized volunteer cavalry. Wood, then a captain in the medical corps and physician to McKinley, was promoted to colonel and given charge of the unit.
Roosevelt later took over command of the Rough Riders. In the Battle of San Juan Hill, he led it in a charge up Kettle Hill that would end in victory for the American troops and make their daring commander a household name, a war hero, and, eventually, president of the United States.
At the Treaty of Paris in 1898, Spain ceded Cuba, Puerto Rico, Guam, and the Philippines to the United States. The next year, Wood became military governor of Cuba. He remained in the post until 1902. By that time Roosevelt was president. One of the major accomplishments of his administration was reorganization of the War Department, which the war with Spain had proved disastrously outdated. In 1909, when William Howard Taft needed a strong army chief of staff to enforce the new rules, he appointed Leonard Wood.
Both Wood and Roosevelt were strong proponents of preparedness, and when war broke out in Europe in August 1914, Wood, retired as chief of staff and backed by Roosevelt, established the “Plattsburg camps,” a system of basic training camps. When America entered the Great War, the two men’s foresight was justified, but their earlier push for mobilization had angered Woodrow Wilson, and both were denied the command positions they sought in Europe.
Roosevelt died in 1919 while preparing for another presidential campaign. Wood made a run in his place but was never taken seriously as a candidate. He retired from the army and spent the last seven years of his life as civilian governor of the Philippines.
It was a quiet end for two men who had been giants of their time. While their modernization of the army is widely admired, they were not without their critics. Roosevelt and Wood saw themselves as bold leaders but were regarded by some as ruthless strivers. And while their shared ambitions for the United States were tempered by a strong sense of duty, they could, in their certainty and determination, trample those who stood in their path. Teddy Roosevelt and Leonard Wood: Partners in Command is a revealing and long overdue look at the dynamic partnership of this fascinating pair and will be welcomed by scholars and military history enthusiasts alike.
"Rich vignettes reveal the complexities of teenage mothers' lives, particularly the disjuncture between classroom and street identities, 'inside' and 'outside.' . . . Original and illuminating as well as timely."—Sharon Thompson, Women's Review of Books
"Horowitz offers insights that should be considered in the debate over welfare reform. . . . Teen Mothers . . . places Horowitz's results in the context of major theories about the role of welfare in the U.S. and offers a microlevel critique of the implicit assumptions and probable consequences of each theory's approach to welfare reform."—Booklist
A century before the arrival of Stephen F. Austin's colonists, Spanish settlers from Mexico were putting down roots in Texas. From San Antonio de Bexar and La Bahia (Goliad) northeastward to Los Adaes and later Nacogdoches, they formed communities that evolved their own distinct "Tejano" identity.
In Tejano Journey, 1770-1850, Gerald Poyo and other noted borderlands historians track the changes and continuities within Tejano communities during the years in which Texas passed from Spain to Mexico to the Republic of Texas and finally to the United States. The authors show how a complex process of accommodation and resistance—marked at different periods by Tejano insurrections, efforts to work within the political and legal systems, and isolation from the mainstream—characterized these years of changing sovereignty.
While interest in Spanish and Mexican borderlands history has grown tremendously in recent years, the story has never been fully told from the Tejano perspective. This book complements and continues the history begun in Tejano Origins in Eighteenth-Century San Antonio, which Gerald E. Poyo edited with Gilberto M. Hinojosa.
While the flags of Spain, Mexico, the Republic of Texas, and the United States successively flew over San Antonio, its Tejano community (Texans of Spanish or Mexican descent) formed a distinct ethnic identity that persisted despite rapid social and cultural changes. In this pioneering study, Timothy Matovina explores the central role of Tejano Catholicism in forging this unique identity and in binding the community together.
The first book-length treatment of the historical role of religion in a Mexican-origin community in the United States, this study covers three distinct periods in the emergence of Tejano religious and ethnic identity: the Mexican period (1821-1836), the Texas Republic (1836-1845), and the first decade and a half after annexation into the United States (1845-1860). Matovina's research demonstrates how theories of unilateral assimilation are inadequate for understanding the Tejano community, especially in comparison with the experiences of European immigrants to the United States.
As residents of the southwestern United States continue to sort out the legacy of U.S. territorial expansion in the nineteenth century, studies like this one offer crucial understanding of the survival and resilience of Latino cultures in the United States. Tejano Religion and Ethnicity will be of interest to a broad popular and scholarly audience.
Winner, John Brinckerhoff Jackson Prize, Association of American Geographers
On the plains between the San Antonio River and the Rio Grande lies the heartland of what is perhaps the largest ethnic region in the United States, Tejano South Texas. In this cultural geography, Daniel Arreola charts the many ways in which Texans of Mexican ancestry have established a cultural province in this Texas-Mexico borderland that is unlike any other Mexican American region.
Arreola begins by delineating South Texas as an environmental and cultural region. He then explores who the Tejanos are, where in Mexico they originated, and how and where they settled historically in South Texas. Moving into the present, he examines many factors that make Tejano South Texas distinctive from other Mexican American regions—the physical spaces of ranchos, plazas, barrios, and colonias; the cultural life of the small towns and the cities of San Antonio and Laredo; and the foods, public celebrations, and political attitudes that characterize the region. Arreola's findings thus offer a new appreciation for the great cultural diversity that exists within the Mexican American borderlands.
Jill Hills picks up from her pathbreaking study The Struggle for Control of Global Communication: The Formative Century to continue her examination of the political, technological, and economic forces at work in the global telecommunications market from World War II to the World Trade Organization agreement of 1997. In the late twentieth century, focus shifted from the creation and development of global communication markets to their intense regulation. The historical framework behind this control--where the market was regulated, by what institution, controlled by what power, and to whose benefit--masterfully complements Hills's analysis of power relations within the global communications arena.
Hills documents attempts by governments to direct, replace, and bypass international telecommunications institutions. As she shows, the results have offered indirect control over foreign domestic markets, government management of private corporations, and government protection of its own domestic communication market. Hills reveals that the motivation behind these powerful, regulatory efforts on person-to-person communication lies in the unmatched importance of communication in the world economy.
As ownership of communications infrastructure becomes more valuable, governments have scrambled to shape international guidelines. Hills provides insight into struggles between U.S. policymakers and the rest of the world, illustrating the conflict between a growing telecommunications empire and sovereign states that are free to implement policy changes. Freshly detailing the interplay between U.S. federal regulation and economic power, Hills fosters a deep understanding of contemporary systems of power in global communications.
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