John Nicholson Idol was the son of Jehu Idol and Hannah Nicholson. He fought in the Civil War in Company B, 1st Battalion, North Carolina Sharpshooters. He married Thirza Greene, daughter of Solomon Greene and Mary Sherrill, 1 March 1867 in Deep Gap, North Carolina. They had seven children. John died 3 July 1897.
This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1988.
Reproduction of the original. The publishing house Megali specialises in reproducing historical works in large print to make reading easier for people with impaired vision.
Righteous Violence examines the struggles with the violence of slavery and revolution that engaged the imaginations of seven nineteenth-century American writers--Margaret Fuller, Ralph Waldo Emerson, Frederick Douglass, Henry David Thoreau, Louisa May Alcott, Nathaniel Hawthorne, and Herman Melville. These authors responded not only to the state terror of slavery and the Civil War but also to more problematic violent acts, including unlawful revolts, insurrections, riots, and strikes that resulted in bloodshed and death. Rather than position these writers for or against the struggle for liberty, Larry J. Reynolds examines the profoundly contingent and morally complex perspectives of each author. Tracing the shifting and troubled moral arguments in their work, Reynolds shows that these writers, though committed to peace and civil order, at times succumbed to bloodlust, even while they expressed ambivalence about the very violence they approved. For many of these authors, the figure of John Brown loomed large as an influence and a challenge. Reynolds examines key works such as Fuller's European dispatches, Emerson's political lectures, Douglass's novella The Heroic Slave, Thoreau's Walden, Alcott's Moods, Hawthorne's late unfinished romances, and Melville's Billy Budd. In addition to demonstrating the centrality of righteous violence to the American Renaissance, this study deepens and complicates our understanding of political violence beyond the dichotomies of revolution and murder, liberty and oppression, good and evil.
Contains the plots of 150 of the world's most popular operas, short biographies of the 72 composers represented, plus background material pertinent to each work.
This guidebook has been developed as a skill-training package to teach psychologists, counselors, social workers, and other applied mental-health professionals a model for the delivery of behavioral interventions through a behavioral consultation approach. This train ing guide is an abridged version of the skills taught as part of a behavioral consultation model. As such it is not intended to be an exhaustive program in behavioral consultation. Usually, consultation skills are taught over a period of several months in university training programs. Also, the most successful use of the guidebook can be accom plished only with prerequisite training in behavioral analysis and assessment as a method of delivering psychological services. Thus, individuals using this guidebook should obtain supervised training in this area. The book is also designed to accompany Bergan and Kratochwill (1990). Some individuals may have a background in behavioral assess ment and intervention. In this case, the use of this guidebook can provide the user who has not been exposed to the specifics of the behavioral consultation approach valuable information regarding in terviewing forms of assessment and intervention. Such activities can be extremely useful when incorporated into regular clinical work in applied settings and supplemented with other assessment and inter vention methods. Given the importance of successful interviewing in applied settings, a major clinical tool should be available after careful study of this guidebook.
This unique and ground-breaking book is the result of 15 years research and synthesises over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research into what actually works in schools to improve learning. Areas covered include the influence of the student, home, school, curricula, teacher, and teaching strategies. A model of teaching and learning is developed based on the notion of visible teaching and visible learning. A major message is that what works best for students is similar to what works best for teachers – an attention to setting challenging learning intentions, being clear about what success means, and an attention to learning strategies for developing conceptual understanding about what teachers and students know and understand. Although the current evidence based fad has turned into a debate about test scores, this book is about using evidence to build and defend a model of teaching and learning. A major contribution is a fascinating benchmark/dashboard for comparing many innovations in teaching and schools.
This book is the outcome of a National Science Foundation study entitled: 'Paradigm Shifts in Engineering Education: The Influence of Technology,' SED-9253002. The overall objective of this study was to forecast which of the various possible futures in engineering education were most promising to pursue. The first part of the book contains a series of critical review papers that survey the state-of-the-art in various aspects of engineering education and attempts to look at the future to determine directions for future directions for engineering education. The second part of the book contains data and summaries from meetings held by focus groups convened to discuss possible alternative forecasts." -From the Editor's Note
During the past decade, members of the Cognition and Technology Group at Vanderbilt University have worked with hundreds of teachers and thousands of students throughout North America in the context of the Adventures of Jasper Woodbury problem-solving series--12 videodisc-based adventures plus video-based analogs, extensions, and teaching tips designed to improve the mathematical thinking of students from grades 5 and up, and to help them make connections to other disciplines such as science, history, and social studies. The experience of developing the Jasper series, testing it in classrooms, and re-designing it based on feedback provided The Cognition and Technology Group at Vanderbilt with extraordinarily rich opportunities to learn from teachers, students, parents, administrators, and other community members. This book was written for two reasons. First, it helped the authors to organize the thoughts and experiences of over 70 members of the Learning Technology Center who worked on the Jasper project, and to collaboratively reflect on their experiences and relate them to the broader literature in cognition and instruction. Second, this book gives others a change to learn from the experiences of the Cognition and Technology Group at Vanderbilt. The book is anchored around their experiences with Jasper, but the issues explored are relevant to any attempt to improve educational practice. This book tells a coherent story that helps readers explore issues of curriculum, instruction, assessment, and teacher learning (professional development) within a single context (Jasper) and how all these topics are interrelated. It also helps readers see the relevance of research programs for improving educational practice. Throughout, the need for maintaining a balance of laboratory and classroom research is emphasized.
This book explores a notable if unlikely undercurrent of interest in Mary as mythical Madonna that has persisted in American life and letters from fairly early in the nineteenth century into the later twentieth. This imaginative involvement with the Divine Woman -- verging at times on devotional homage -- is especially intriguing as manifested in the Protestant writers who are the focus of this study: Nathaniel Hawthorne, Margaret Fuller, Harriet Beecher Stowe, Harold Frederic, Henry Adams, and T.S. Eliot. John Gatta argues that flirtation with the Marian cultus offered Protestant writers symbolic compensation for what might be culturally diagnosed as a deficiency of psychic femininity, or anima, in America. He argues that the literary configurations of the mythical Madonna express a subsurface cultural resistance to the prevailing rationalism and pragmatism of the American mind in an age of entrepreneurial conquest.
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