Recent global security threats, economic instability, and political uncertainty have placed great scrutiny on the requirements for U.S. citizenship. The stipulation of literacy has long been one of these criteria. In Producing Good Citizens, Amy J. Wan examines the historic roots of this phenomenon, looking specifically to the period just before World War I, up until the Great Depression. During this time, the United States witnessed a similar anxiety over the influx of immigrants, economic uncertainty, and global political tensions. Early on, educators bore the brunt of literacy training, while also being charged with producing the right kind of citizens by imparting civic responsibility and a moral code for the workplace and society. Literacy quickly became the credential to gain legal, economic, and cultural status. In her study, Wan defines three distinct pedagogical spaces for literacy training during the 1910s and 1920s: Americanization and citizenship programs sponsored by the federal government, union-sponsored programs, and first year university writing programs. Wan also demonstrates how each literacy program had its own motivation: the federal government desired productive citizens, unions needed educated members to fight for labor reform, and university educators looked to aid social mobility. Citing numerous literacy theorists, Wan analyzes the correlation of reading and writing skills to larger currents within American society. She shows how early literacy training coincided with the demand for laborers during the rise of mass manufacturing, while also providing an avenue to economic opportunity for immigrants. This fostered a rhetorical link between citizenship, productivity, and patriotism. Wan supplements her analysis with an examination of citizen training books, labor newspapers, factory manuals, policy documents, public deliberations on citizenship and literacy, and other materials from the period to reveal the goal and rationale behind each program. Wan relates the enduring bond of literacy and citizenship to current times, by demonstrating the use of literacy to mitigate economic inequality, and its lasting value to a productivity-based society. Today, as in the past, educators continue to serve as an integral part of the literacy training and citizen-making process.
An exploration of the dramatic transformation of London’s financial district after 1945, viewed at four spatial scales: city, street, facade, interior. In The City in the City, Amy Thomas offers the first in-depth architectural and urban history of London’s financial district, the City of London, from the period of rebuilding after World War II to the explosive climax of financial deregulation in the 1980s and its long aftermath. Thomas examines abstract financial ideas, political ideology, and invisible markets as concrete realities; working on four spatial scales—city, street, facade, and interior—the book explores the grand plans, hidden alleys, neo-Georgian elevations, and sweaty dealing floors that have made the financial center work. Moving from politics to sociology, institutions to bodies, development plans to office desks, Thomas unravels the rich entanglements between the structure of the UK’s financial system and the structure of the environment in which it operates. Despite its physical and political centrality, this period of the City’s architectural history occupies an academic lacuna. Longstanding prejudices about developer-led architecture and the real estate industry have obscured the postwar City’s relevance. The book shows how, as currents of local government reform, nation-building, and globalization swept across Britain, the City became an ideological battleground for debates between politicians and financial institutions, real estate developers and architects, preservationists and so-called “proactive” planners throughout the latter half of the century. The City of London is a place steeped in rich cultural and architectural heritage of immense national significance, yet it is also a highly privileged citadel at the core of global financial networks. The City in the City is both a critique and a celebration of this unique and complex place.
This must-have clinical reference, by Drs. Amy S. Paller and Anthony J. Mancini, provides practical, authoritative guidance for identification and management of all types of skin disorders seen in children and adolescents. Hurwitz Clinical Pediatric Dermatology, 5th Edition, is ideal for pediatricians, dermatologists, family practitioners and anyone who sees children with skin disorders – no matter what level of experience you may have. Benefit from the knowledge and expertise of two leaders in the field, who provide a clearly written, consistent approach throughout the text. Stay on the cutting edge of what’s new in pediatric dermatology – from the neonate to the adolescent - with the latest drug developments and disease classifications. Recognize virtually any skin condition you’re likely to see thanks to more than 1,000 high-quality color images, including over 300 brand new to this edition. Find the most appropriate therapy options with updated evidence based guidance. Easily locate the information you need with more quick-reference boxes and summary tables throughout the text.
Provides biographical information, including career information and addresses, for notable Asian Americans in all fields of endeavour. The entries were selected on the basis of prominence in their fields or civic responsibility.
Recent global security threats, economic instability, and political uncertainty have placed great scrutiny on the requirements for U.S. citizenship. The stipulation of literacy has long been one of these criteria. In Producing Good Citizens, Amy J. Wan examines the historic roots of this phenomenon, looking specifically to the period just before World War I, up until the Great Depression. During this time, the United States witnessed a similar anxiety over the influx of immigrants, economic uncertainty, and global political tensions. Early on, educators bore the brunt of literacy training, while also being charged with producing the right kind of citizens by imparting civic responsibility and a moral code for the workplace and society. Literacy quickly became the credential to gain legal, economic, and cultural status. In her study, Wan defines three distinct pedagogical spaces for literacy training during the 1910s and 1920s: Americanization and citizenship programs sponsored by the federal government, union-sponsored programs, and first year university writing programs. Wan also demonstrates how each literacy program had its own motivation: the federal government desired productive citizens, unions needed educated members to fight for labor reform, and university educators looked to aid social mobility. Citing numerous literacy theorists, Wan analyzes the correlation of reading and writing skills to larger currents within American society. She shows how early literacy training coincided with the demand for laborers during the rise of mass manufacturing, while also providing an avenue to economic opportunity for immigrants. This fostered a rhetorical link between citizenship, productivity, and patriotism. Wan supplements her analysis with an examination of citizen training books, labor newspapers, factory manuals, policy documents, public deliberations on citizenship and literacy, and other materials from the period to reveal the goal and rationale behind each program. Wan relates the enduring bond of literacy and citizenship to current times, by demonstrating the use of literacy to mitigate economic inequality, and its lasting value to a productivity-based society. Today, as in the past, educators continue to serve as an integral part of the literacy training and citizen-making process.
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