Sharpes paints profiles of individuals who stood up against oppressing forces and overwhelming odds. Offering numerous profiles of varying lengths, the selection ranges from such well-known twentieth-century figures as Gandhi, to little-known and neglected historical figures, such as John Leo.
Sharpes' approach synthesizes historical, philosophical, and cultural standpoints. The text contains practical teaching applications alongside theory and an integrated emphasis of diversity and other multicultural themes. It also covers the history of schooling from ancient times to the present, including biographies of major non-Western figures as well as the canon of educational innovators.
Originally published in 1987, at a time when central government control of education in many countries was growing rapidly, this book on the historical determinants of US educational legislation was of great relevance. The book looks in detail at the history of the relationship between the US Government and the provision of educational services. It assesses the contributions made to educational legislation by key political figures such as Franklin, Washington and Jefferson. The author also examines in depth the role of congress and the president, the relationship between the federal government and the state legislature and the role of the judiciary in education. An account of the hard-fought battle for the right to equal educational opportunities for the American Negro and the American Indian is of considerable interest. Finally, the book compares the American educational system at the time with that of other countries.
This book provides a new approach to curriculum development. It combines past with present schooling needs by drawing on Western historical traditions in the philosophy of education and contempary designs for specific student groups.
This book charts the development of the main social sciences_religion, history, philosophy, law, sociology, anthropology, and economics_through an examination of the lives and works of each discipline's key historical figures.
Sharpes' approach synthesizes historical, philosophical, and cultural standpoints. The text contains practical teaching applications alongside theory and an integrated emphasis of diversity and other multicultural themes. It also covers the history of schooling from ancient times to the present, including biographies of major non-Western figures as well as the canon of educational innovators.
Sharpes paints profiles of individuals who stood up against oppressing forces and overwhelming odds. Offering numerous profiles of varying lengths, the selection ranges from such well-known twentieth-century figures as Gandhi, to little-known and neglected historical figures, such as John Leo.
This book provides a new approach to curriculum development. It combines past with present schooling needs by drawing on Western historical traditions in the philosophy of education and contempary designs for specific student groups.
Lords of the Scrolls analyzes ancient literary sources to show how biblical and gospel scribes borrowed and imitated themes from earlier literature to create heroic legends around Hebrew figures and Jesus. Comparisons between the Epic of Gilgamesh; Enuma Elish; Canaanite, Egyptian, and Greek legends; Homeric epics; the histories of Herodotus; and selected biblical and gospel passages reveal thematic and literary similarities. Tracing literary classics from the birth of writing to the first millennium of the modern era, this book demonstrates that Hebrew scribes used previous literature to establish a national identity, and that gospel scribes borrowed heavily from Homer to create epic legends around the person of Jesus.
This book charts the development of the main social sciences_religion, history, philosophy, law, sociology, anthropology, and economics_through an examination of the lives and works of each discipline's key historical figures.
James Harris (1709-80) was an author of philosophical treatises and an enthusiastic amateur musician who directed the concerts and music festivals at Salisbury for nearly fifty years. His family and social circle had close connections with London's music-making: his brother was a witness toHandel's will, and his correspondents sent him lively reports on all aspects of musical life in the capital-opera, oratorio, concerts, but also about the leading performers, music copyists, and instrument makers. In 1761 Harris became a member of Parliament and thereafter divided his time betweenLondon and Salisbury. His letters and diaries provide an unrivalled record of concert- and theatre-going in London, including exchanges of letters with David Garrick about a production at Drury Lane. As his children grew up an engaging family correspondence emerged. We learn of his daughters'involvement in concerts and amateur theatrical productions; his son, who pursued a diplomatic career, reported on operas, concerts, and plays in the court of Frederick the Great and Catherine the Great. Now, for the first time, it is possible to enjoy in full the lively first-hand descriptions fromHarris's family papers, which contribute fascinating insights into contemporary eighteenth-century musical and theatrical life.
Written by a neurobiologist and a psychologist, this volume presents a new theory of olfactory perception. Drawing on research in neuroscience, physiology, and ethology, Donald A. Wilson and Richard J. Stevenson address the fundamental question of how we navigate through a world of chemical encounters and provide a compelling alternative to the "reception-centric" view of olfaction. The major research challenge in olfaction is determining how the brain discriminates one smell from another. Here, the authors hold that olfaction is generally not a simple physiochemical process, but rather a plastic process that is strongly tied to memory. They find the traditional approach—which involves identifying how particular features of a chemical stimulus are represented in the olfactory system—to be at odds with historical data and with a growing body of neurobiological and psychological evidence that places primary emphasis on synthetic processing and experiential factors. Wilson and Stevenson propose that experience and cortical plasticity not only are important for traditional associative olfactory memory but also play a critical, defining role in odor perception and that current views are insufficient to account for current and past data. The book includes a broad comparative overview of the structure and function of olfactory systems, an exploration into the mechanisms of odor detection and olfactory perception, and a discussion of the implications of the authors' theory. Learning to Smell will serve as an important reference for workers within the field of chemical senses and those interested in sensory processing and perception.
This book compiles essays on major countries throughout the world, including Lebanon, Pakistan, China, Indonesia, Turkey, Israel, Iran, India, Thailand, Malaysia, Cyprus, Malta, Borneo, Syria and two chapters on terrorist threats, including ISIS. It is a comprehensive review of selected countries based on personal and professional experiences in these countries for the past 45 years, extensive research and readings, and includes a discussion throughout concerning climate change. It is topical and timely for college students, professionals and experts. It will satisfy the needs of area specialists and military, global, and international studies' instructors.
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