Remarkable teachers. Challenging classes. What if! Like his So You Think You Might Like to Teach, educator Robert Eidelbergs latest next word book, Staying After School, is about what goes into good instruction and true learning (and that odd couple relationship of teacher and student). Schools out, but then its back in. And through a unique form and structure, Staying After School showcases more than a dozen school-set novels and films and the imaginative writing about them by nineteen of Eidelbergs student collaborators. Here is a class-act assortment of what-ifs by college students who figuratively stayed after school in their special course, The Teacher and Student in Literature, to creatively extrapolate from the literary works of such school book authors as Bel Kaufman, Evan Hunter, E. R. Braithwaite, Frances Gray Patton, and Leo Rosten, along with major film director Richard Brooks
PLAYING DETECTIVE A Self-Improvement Approach to Becoming a More Mindful Thinker, Reader, and Writer By Solving Mysteries By Robert Eidelberg The intentionally long subtitle to PLAYING DETECTIVE comes close to saying it all about this unique two-in-one book - but not quite. PLAYING DETECTIVE is both a book to read for the fun of it and a book to read for self-improvement if you are looking to become a better thinker, reader, and writer. The for-the-fun-of-it part comes from reading and wondering about the mystery-solving approaches and skills of the contemporary and classic detectives showcased in these 17 remarkable mystery stories. The self-improvement part comes from the book's four special interactive features: Suspicions?, How Clever?, DetectWrite, and Don't Peek! Multiple Suspicions? "intermissions" in the margins of each mystery are strategically placed to help you to think like a detective - and like a good reader. Their provocative questions prompt you, as you read, to note and track clues and to make predictions while immersed in the mystery. How Clever? questions and activities, located immediately after each mystery's conclusion, give practice in the skills of detection and reflection so vital to the self-improvement goal of becoming a more observant reader and more mindful thinker. How Clever? sections enable you to review the now-solved mystery, analyze the strengths and weaknesses of your own Suspicions? speculations, and evaluate just how capable both you and the story's fictional sleuth were in arriving at a solution. DetectWrite writing prompts following all the How Clever? sections of each mystery help you to establish your own voice as a more effective writer in a variety of writing forms while also giving you many opportunities to write like a detective story author. At the very end of the book (but don't jump to any conclusions!), the more than thirty pages of the Don't Peek! section provide "one reader's" commentary: mindful explanations and a "best reading" of the solutions (not necessarily "the answers") to the 17 case studies in PLAYING DETECTIVE.
SOME DAY The Literature of Waiting A Creative Writing Course With Time on Its Hands Now wait. Now. Wait. You do it all the time. Time and time again. You’re doing it right now: waiting on our every word. So here goes: before there was this book SOME DAY on writing creatively about a world of waiting, there was special topics Hunter College English course on “The Literature of Waiting” that featured a selection of novels, plays, and short stories by some rather famous world authors. But wait: even before that time-sensitive college course there were, well, the elevators—particularly the ones in the North Building of Hunter College of the City University of New York. Elevators that you always had to wait distressingly long for when they were apparently working and eternally long for when they were “out of service.” There was even that infamous elevator repair sign. Picture it: a photoshopped female student with her right hand flat out in the stop-and-wait position, her compressed lips silently conveying that any wait on your part for an elevator to come would be entirely futile. And did we mention that the repair sign would inevitably remain up even after that elevator had been fixed? Now that made a certain sense since it was only a matter of time before the sign was, like a broken clock, accurate again. Author Robert Eidelberg’s Books With a Built-In Teacher In addition to “Some Day: The Literature of Waiting, all of the following “Books With a Built-In Teacher” by educator and author Robert Eidelberg are available through all online bookstores as well as from the author by contacting him at glamor62945@mypacks.net “Who’s There?” in Shakespeare’s HAMLET – That Is the Question! Stanza-Phobia: A Slef-Improvement Approach to Bridging Any Disconnect Between You and Poetry by Understanding Just One Poem (Yes, One!) and Winding Up Not only Learning the Process involved but Coming to Love at Least a Few More Poems (and Maybe Poetry Itself) Good Thinking: A Self-Improvement Approach to Getting Your Mind to Go from “Huh?” to “Hmm” to “Aha!” Playing Detective: A Self-Improvement Approach to Becoming a more Mindful Thinker Reader, and Writer By Solving Mysteries Detectives: Stories for Thinking, Solving, and Writing So You Think You Might Like to Teach: 29 Fictional Teachers (for Real!) Model ow to Become and Remain a Successful Teacher Staying After School: 19 Students (for Real!) Have the Next What-if Word on Remarkable Fictional Teachers and Their Often Challenging Classes. Julio: A Brooklyn Boy Plays Detective to Find His Missing Father (with John Carter)
An Experiment in Distance Learning and Teaching by a College English Department Instructor and 27 Sheltered-In-Place New York City Undergraduate Students Enrolled in a Humanities Course Studying, of All Things, the Literature of Waiting
An Experiment in Distance Learning and Teaching by a College English Department Instructor and 27 Sheltered-In-Place New York City Undergraduate Students Enrolled in a Humanities Course Studying, of All Things, the Literature of Waiting
Hey, Professor / Email Received From Michael Two Weeks Into Our Distance-Learning Course I hope this email finds you well. Thank you for reaching out and expressing your concern. This transition has been a little of a challenge for me. I’ve been trying to adjust to feeling a lot more anxiety after being laid off from my job as a waiter and getting used to spending much more time at home, where I live with my brother, his wife, and their (quite rambunctious) three-year-old son. I am used to being able to do my coursework in the library or at cafes and I am still adjusting to having to do the majority of my work at home. As a result, I have fallen a little behind in my coursework. Hey, Professor / Email Received From Patrick Five Weeks Into Our Distance-Learning Course Unfortunately the course assignments I completed for this session of distance learning are on my work computer. I have to go in to pick up some belongings, anyway, so I’ll send the assignments by then. Sorry for the delay; my mom got sick and she’s immunocompromised, so it has been a rough couple of days. I appreciate how accommodating you have been to our class in this trying time. The reading and thinking assignments you’ve created to make up the distance learning half of our course have both been a light in this time. I hope that reading our completed assignments brings you a similar light. Hello Professor Eidelberg / Email Received From Christina Six Weeks Into Our Distance-Learning Course I know that this is a lot to just unload in an email but I felt that I wanted you to understand why I have not been able to get to my work as productively as I’d like to ideally, as well as confide in you about my current mental and physical health. I have been sluggish, tired, unmotivated, lethargic, and plain struggling to do many tasks beyond existing from moment to moment. I am trying to research more resources for therapy, as I have neglected this for a few months... Dear Professor Eidelberg / Email Received From Shanya After Seven Weeks of Distance-Learning Ends I’m glad to hear you have been doing well and keeping busy since our course ended. My family is doing great; we’ve been using this time to share some of our passions — one of mine, as you know, being writing — and the reception has been amazing. I can’t wait to read and re-read our course’s book on “Some Day: The Literature of Waiting.” Also, I have recommended your other Hunter College humanities course, "The Teacher and Student in Literature," to many friends — but ironically, also recommended that they wait a semester if forced to take the class online. Your courses are simply too magical to be minimized.
STANZA-PHOBIA: A Self-Improvement Approach to Bridging Any Disconnect Between You and Poetry by Understanding Just One Poem (Yes, One!) and Winding Up Not Only Learning the Process Involved but Coming to Love at Least a Few More Poems (and Maybe Poetry Itself)
I began teaching in 1964 and am still at it. Thanks to the values of my parents and my maternal grandmother (Beba), as well as to their high expectations for me, I learned at a young age that no matter how old I got, I would always be a student. Later I learned that I would always be a teacher. Not only is that combination of student and teacher an unbeatable one, it is a necessary one if by a "successful" teacher we mean a person whose humanity is expressed through what is both a calling and a career. (Geoffrey Chaucer put it more poetically in The Canterbury Tales: "And gladly would he learn, and gladly teach.") This is a book about answering the call to become a teacher and working to be an effective one (whatever your subject but generally on the secondary school level). So You Think You Might Like to Teach features the classroom experiences of 23 fictional teachers and the practical lessons they learned from their successes and failures about what happens of value on both sides of the teachers desk. This book's 23 "novel" role models (from contemporary and classic works of literature) may not be actual but they are quite real (flaws and all); and although some of them may be larger than life, all are true to life both in and out of the classroom. I've chosen these particular fictional teachers for you to learn from because "you think you might like to teach." I suspect, and hope, that you want to become the best possible teacher you can be and never have to worry about burnout. Your joy in your career and your students' joy in your joy will depend on it. And so I wish you the best should you decide to profoundly affect the lives of, let's say, 151 very special human beings in the next school year: 150 students and you, their teacher. Robert Eidelberg
Despite the fact that youre holding this book in your hands and reading these words, you may at the same time be thinking that you dont really need any book to tell you how to think -- or even to try to teach you how to do it any better than youre already doing it. Perhaps youre even saying to yourself that thinking comes naturally, that you do it all the time, and that you dont need to think about it. Its a no brainer. Or, heres another possibility: could it be that you know that thinking can be hard work, so why even bother wondering why you have this book in your hands? Surely the author of Good Thinking is about to save you all that mental trouble and tell you why youre still reading these words; let him do the work! And so I will (but just this one time): if it is true -- as popular wisdom frequently reminds us -- that a mind is a terrible thing to waste, then the basic belief of this mindful self-improvement book is that what we familiarly call good thinking is what you accomplish when you put your mind to it; in short, if you mind your mind, you can, in fact, become the best possible thinker you can be. To help you improve your present ability as a thinker, Good Thinking is structured to give you both clarity in and practice with the key thinking skills and attitudes that produce everyday good thinking in our personal and professional lives. These skills and attitudes are explained, exemplified, and reinforced throughout the books fourteen manageable chapters with such empowering prompts as Mind Set, What Do You Think?, Reflections, and Assessing Your Thinking. Through structured activities, you will teach yourself how to get your mind to go from Huh? to Hmm to Aha! The subtitle of Good Thinking seeks to tell it as it can be and will be for you if you work with Good Thinking to stimulate your mind to think again! --Robert Eidelberg
A Brooklyn Boy Plays Detective to Find His Missing Father, writer and editor Robert Eidelberg has added thought-provoking questions throughout the pages of John Carters original story (theyre set off to the side here and there); these questions are intended to prompt you, the reader, to engage in some detecting, some reflecting, and even some expecting during the novels development of character, plot, and point of view. These provocative questions all appear under WERE YOU WONDERING? headings because they are just the sort of questions that good readers generally wonder about when they read mysteries (actually, when they read all kinds of stories). Good readers look closely (detect) in order to know; they think more fully (reflect) about what theyve noticed in order to understand what it most likely means; and they predict (mindfully expect) by using the details of a story and their own experiences and knowledge to guess at what will probably happen next.
BY ROBERT EIDELBERG IN HIS UNIQUE SERIES OF INTERACTIVE BOOKS ON KNOWING AND THINKING WE DON’T KNOW: The Book of Non-Knowledge and the Volume of Our Current Ignorance GOOD THINKING: A Self-Improvement Approach to Getting Your Mind to Go from “Huh?” to “Hmm” to “Aha!” PLAYING DETECTIVE: A Self-Improvement Approach to Becoming a More Mindful Thinker, Reader, and Writer by Solving Mysteries EVIDENTLY, MY DEAR ARMCHAIR DETECTIVE: Solving Ten Classic Mysteries Together With Their Celebrated Sleuths “WHO’S THERE?” in Shakespeare’s Hamlet — That Is the Question!
In a parallel universe (also known as the state of California), private investigator Philip Marlowe, of Raymond Chandler’s masterpiece novel THE BIG SLEEP, tells us: “I watched him out of sight and went up the central walk of the La Baba and parted the branches of the third cypress. I drew out a wrapped book and put it under my arm and went away from there. No one yelled at me.” This is not that book. Also, no cypress tree. Still, no one yelled at any of us when we decided to wrap up the twenty-two pieces of writing we had artistically imagined as part of our spring 2022 creative expressions English Department course at Hunter College known in the vernacular as “Playing Detective” but listed more classically by the college’s Office of the Registrar as “English 25145 / Survey of Detective Fiction.” CRIME SEEN’s puzzle products, created by seventeen sophomores, juniors, and seniors, were incited by instructor Robert Eidelberg’s list of twenty-five ideas for “creative constructions” in, on, and about detective fiction, with drafts studiously revised, rewritten, and edited following collegial feedback from the course’s Dr. Watson-type “sidekicks.” We hope we’ve gotten you so curious that you will enter our crime scenes and enjoy our examples of crime seen.
Although closely focused on the remarkable Hebrew First-Crusade narratives, Robert Chazan's new interpretation of these texts is anything but narrow, as his title, God, Humanity, and History, strongly suggests. The three surviving Hebrew accounts of the crusaders' devastating assaults on Rhineland Jewish communities during the spring of 1096 have been examined at length, but only now can we appreciate the extent to which they represent their turbulent times. After a close analysis of the texts themselves, Chazan addresses the objectives of the three narratives. He compares these accounts with earlier Jewish history writing and with contemporary crusade historiography. It is in their disjuncture with past forms of Jewish historical narration and their amazing parallels with Latin crusade narratives that the Hebrew narratives are most revealing. We see how they reflect the embeddedness of early Ashkenazic Jewry in the vibrant atmosphere of late-eleventh- and early-twelfth-century northern Europe.
The question of HAMLET -- one of the most renowned plays by probably the greatest playwright of all time, William Shakespeare (1564 – 1616) -- is not “To be, or not to be.” Although perhaps the most famous of all questions ever asked in dramatic literature (and whose meaning theatergoers and scholars have long debated), the answer to the question “to be, or not to be” is by no means certain (even when we ourselves feel quite positive that we know what the question is actually asking).
SOME DAY The Literature of Waiting A Creative Writing Course With Time on Its Hands Now wait. Now. Wait. You do it all the time. Time and time again. You’re doing it right now: waiting on our every word. So here goes: before there was this book SOME DAY on writing creatively about a world of waiting, there was special topics Hunter College English course on “The Literature of Waiting” that featured a selection of novels, plays, and short stories by some rather famous world authors. But wait: even before that time-sensitive college course there were, well, the elevators—particularly the ones in the North Building of Hunter College of the City University of New York. Elevators that you always had to wait distressingly long for when they were apparently working and eternally long for when they were “out of service.” There was even that infamous elevator repair sign. Picture it: a photoshopped female student with her right hand flat out in the stop-and-wait position, her compressed lips silently conveying that any wait on your part for an elevator to come would be entirely futile. And did we mention that the repair sign would inevitably remain up even after that elevator had been fixed? Now that made a certain sense since it was only a matter of time before the sign was, like a broken clock, accurate again. Author Robert Eidelberg’s Books With a Built-In Teacher In addition to “Some Day: The Literature of Waiting, all of the following “Books With a Built-In Teacher” by educator and author Robert Eidelberg are available through all online bookstores as well as from the author by contacting him at glamor62945@mypacks.net “Who’s There?” in Shakespeare’s HAMLET – That Is the Question! Stanza-Phobia: A Slef-Improvement Approach to Bridging Any Disconnect Between You and Poetry by Understanding Just One Poem (Yes, One!) and Winding Up Not only Learning the Process involved but Coming to Love at Least a Few More Poems (and Maybe Poetry Itself) Good Thinking: A Self-Improvement Approach to Getting Your Mind to Go from “Huh?” to “Hmm” to “Aha!” Playing Detective: A Self-Improvement Approach to Becoming a more Mindful Thinker Reader, and Writer By Solving Mysteries Detectives: Stories for Thinking, Solving, and Writing So You Think You Might Like to Teach: 29 Fictional Teachers (for Real!) Model ow to Become and Remain a Successful Teacher Staying After School: 19 Students (for Real!) Have the Next What-if Word on Remarkable Fictional Teachers and Their Often Challenging Classes. Julio: A Brooklyn Boy Plays Detective to Find His Missing Father (with John Carter)
An Experiment in Distance Learning and Teaching by a College English Department Instructor and 27 Sheltered-In-Place New York City Undergraduate Students Enrolled in a Humanities Course Studying, of All Things, the Literature of Waiting
An Experiment in Distance Learning and Teaching by a College English Department Instructor and 27 Sheltered-In-Place New York City Undergraduate Students Enrolled in a Humanities Course Studying, of All Things, the Literature of Waiting
Hey, Professor / Email Received From Michael Two Weeks Into Our Distance-Learning Course I hope this email finds you well. Thank you for reaching out and expressing your concern. This transition has been a little of a challenge for me. I’ve been trying to adjust to feeling a lot more anxiety after being laid off from my job as a waiter and getting used to spending much more time at home, where I live with my brother, his wife, and their (quite rambunctious) three-year-old son. I am used to being able to do my coursework in the library or at cafes and I am still adjusting to having to do the majority of my work at home. As a result, I have fallen a little behind in my coursework. Hey, Professor / Email Received From Patrick Five Weeks Into Our Distance-Learning Course Unfortunately the course assignments I completed for this session of distance learning are on my work computer. I have to go in to pick up some belongings, anyway, so I’ll send the assignments by then. Sorry for the delay; my mom got sick and she’s immunocompromised, so it has been a rough couple of days. I appreciate how accommodating you have been to our class in this trying time. The reading and thinking assignments you’ve created to make up the distance learning half of our course have both been a light in this time. I hope that reading our completed assignments brings you a similar light. Hello Professor Eidelberg / Email Received From Christina Six Weeks Into Our Distance-Learning Course I know that this is a lot to just unload in an email but I felt that I wanted you to understand why I have not been able to get to my work as productively as I’d like to ideally, as well as confide in you about my current mental and physical health. I have been sluggish, tired, unmotivated, lethargic, and plain struggling to do many tasks beyond existing from moment to moment. I am trying to research more resources for therapy, as I have neglected this for a few months... Dear Professor Eidelberg / Email Received From Shanya After Seven Weeks of Distance-Learning Ends I’m glad to hear you have been doing well and keeping busy since our course ended. My family is doing great; we’ve been using this time to share some of our passions — one of mine, as you know, being writing — and the reception has been amazing. I can’t wait to read and re-read our course’s book on “Some Day: The Literature of Waiting.” Also, I have recommended your other Hunter College humanities course, "The Teacher and Student in Literature," to many friends — but ironically, also recommended that they wait a semester if forced to take the class online. Your courses are simply too magical to be minimized.
In a parallel universe (also known as the state of California), private investigator Philip Marlowe, of Raymond Chandler’s masterpiece novel THE BIG SLEEP, tells us: “I watched him out of sight and went up the central walk of the La Baba and parted the branches of the third cypress. I drew out a wrapped book and put it under my arm and went away from there. No one yelled at me.” This is not that book. Also, no cypress tree. Still, no one yelled at any of us when we decided to wrap up the twenty-two pieces of writing we had artistically imagined as part of our spring 2022 creative expressions English Department course at Hunter College known in the vernacular as “Playing Detective” but listed more classically by the college’s Office of the Registrar as “English 25145 / Survey of Detective Fiction.” CRIME SEEN’s puzzle products, created by seventeen sophomores, juniors, and seniors, were incited by instructor Robert Eidelberg’s list of twenty-five ideas for “creative constructions” in, on, and about detective fiction, with drafts studiously revised, rewritten, and edited following collegial feedback from the course’s Dr. Watson-type “sidekicks.” We hope we’ve gotten you so curious that you will enter our crime scenes and enjoy our examples of crime seen.
One of the unanticipated results of the First Crusade in 1095 was a series of violent assaults on major Jewish communities in the Rhineland. Robert Chazan offers the first detailed analysis of these events, illuminating the attitudes that triggered the assaults as well as the beliefs that informed Jewish reactions to them.
Neurology in Clinical Practice brings you the most current clinical neurology through a comprehensive text, detailed color images, and video demonstrations. Drs. Daroff, Fenichel, Jankovic and Mazziotta, along with more than 150 expert contributors, present coverage of interventional neuroradiology, neurointensive care, prion diseases and their diagnoses, neurogenetics, and many other new developments. Online at www.expertconsult.com, you’ll have access to a downloadable image library, videos, and the fully searchable text for the dynamic, multimedia content you need to apply the latest approaches in diagnosis and management. Find answers easily through an intuitive organization by both symptom and grouping of diseases that mirrors the way you practice. Diagnose and manage the full range of neurological disorders with authoritative and up-to-date guidance. Refer to key information at-a-glance through a full-color design and layout that makes the book easier to consult. Access the fully searchable text online at www.expertconsult.com, along with downloadable images, video demonstrations, and reference updates. Stay current on advances in interventional neuroradiology, neurointensive care, prion diseases, neurogenetics, and more. See exactly how neurological disorders present with online videos of EEG and seizures, movement disorders, EMG, cranial neuropathies, disorders of upper and lower motor neurons. Keep up with developments in the field through significant revisions to the text, including brand-new chapters on neuromodulation and psychogenic disorders and a completely overhauled neuroimaging section. Tap into the expertise of more than 150 leading neurologists-50 new to this edition.
The question of HAMLET -- one of the most renowned plays by probably the greatest playwright of all time, William Shakespeare (1564 - 1616) -- is not "To be, or not to be." Although perhaps the most famous of all questions ever asked in dramatic literature (and whose meaning theatergoers and scholars have long debated), the answer to the question "to be, or not to be" is by no means certain (even when we ourselves feel quite positive that we know what the question is actually asking).
Stefan George (1868–1933) was one of the most important and influential poets to have written in German. His work, in its originality and impact, easily ranks with that of Goethe, Holderlin, or Rilke. Yet George's reach extended far beyond the sphere of literature. Particularly during his last three decades, George gathered around himself a group of men who subscribed to his homoerotic and idiosyncratic vision of life and sought to transform that vision into reality. George considered his circle to be the embodiment and defender of the "real" but "secret" Germany, opposed to the false values of contemporary bourgeois society. Some of his disciples, friends, and admirers were themselves historians, philosophers, and poets. Their works profoundly affected the intellectual and cultural attitudes of Germany's elite during the critical postwar years of the Weimar Republic. Essentially conservative in temperament and outlook, George and his circle occupy a central, but problematic, place in the rise of proto-fascism in Germany. Their own surrogate state offered a miniature model of a future German state: enthusiastic followers submitting themselves without question to the figure and will of a charismatic leader believed to be in possession of mysterious, even quasi-divine, powers.When he died several months after the Nazi takeover, George was one of the most famous and revered figures in Germany. Today the importance of George and his circle has largely been forgotten. In this, the first full biography of George to appear in any language, Robert E. Norton traces the poet's life and rise to fame.
The Founding of the American Republic is on trial. Critics say it was a poison pill with a time-release formula; we are its victims. Its principles are responsible for the country's moral and social disintegration because they were based on the Enlightenment falsehood of radical individual autonomy. In this well-researched book, Robert Reilly declares: not guilty. To prove his case, he traces the lineage of the ideas that made the United States, and its ordered liberty, possible. These concepts were extraordinary when they first burst upon the ancient world: the Judaic oneness of God, who creates ex nihilo and imprints his image on man; the Greek rational order of the world based upon the Reason behind it; and the Christian arrival of that Reason (Logos) incarnate in Christ. These may seem a long way from the American Founding, but Reilly argues that they are, in fact, its bedrock. Combined, they mandated the exercise of both freedom and reason. These concepts were further developed by thinkers in the Middle Ages, who formulated the basic principles of constitutional rule. Why were they later rejected by those claiming the right to absolute rule, then reclaimed by the American Founders, only to be rejected again today? Reilly reveals the underlying drama: the conflict of might makes right versus right makes might. America's decline, he claims, is not to be discovered in the Founding principles, but in their disavowal.
1. 1 Contexts The principal issue with which this monograph deals is the role of the hippocam pus in establishing and using representations of contexts for information processing. However, before this issue can be addressed directly, it is necessary to ask "what is meant by the word 'context' ?". The first answer which comes to mind is likely to be something along the following lines: "A context is a framework (or background) of information with respect to whieh more specific 'items' ofinformation can be identified and manipulated". This answer may be correct, but it begs a fundamental question. Why should it be necessary to subdivide information into specific "items" of information, and the more global backgrounds, or frameworks? This question is especially pertinent if we are thinking of information representation in the brain, since neuroscientists (or at least the vast majority of them) believe that the basic way in whieh patterns of information are encoded in the brain is as combinations of connections, selected in a variety of ways. Since both "items" of information and "contexts" are just such patterns, apparently differing only in size, it is far from clear why there should be a categorical division between the two. ! This question is relatively new in the neurosciences. However, in a somewhat different guise it has been alive for a long time, since the publication ofImmanuel Kant's Critique 01 Pure Reason.
This exhibition catalog documents the emergence of modern American design in the second quarter of the 20th century. Cranbrook was one of the few institutions in the United States that offered instruction in design during the 1920s and 30s and its influence on architecture, interior design, art and crafts after World War II was crucial and extensive. The exhibition includes over 200 objects and photo-panels and surveys the history of the Cranbrook facility, as well as the achievements of the teachers and students. Presenting the history of the Cranbrook community, it covers Eliel Saarinen's contribution to architecture and urban design, interior design and furniture, metalwork and bookbinding, textiles, ceramics, sculpture and painting. ISBN 0-89558-097-7 (pbk.); ISBN 0-87099-341-0 (pbk.) : $45.00 (For use only in the library).
Remarkable teachers. Challenging classes. What if! Like his So You Think You Might Like to Teach, educator Robert Eidelbergs latest next word book, Staying After School, is about what goes into good instruction and true learning (and that odd couple relationship of teacher and student). Schools out, but then its back in. And through a unique form and structure, Staying After School showcases more than a dozen school-set novels and films and the imaginative writing about them by nineteen of Eidelbergs student collaborators. Here is a class-act assortment of what-ifs by college students who figuratively stayed after school in their special course, The Teacher and Student in Literature, to creatively extrapolate from the literary works of such school book authors as Bel Kaufman, Evan Hunter, E. R. Braithwaite, Frances Gray Patton, and Leo Rosten, along with major film director Richard Brooks
An encyclopedic survey of the Jewish body as it has existed and as it has been imagined from biblical times to the present That the human body can be the object not only of biological study but also of historical consideration and cultural criticism is now widely accepted. But why, Robert Jütte asks, should a historian bother with the Jewish body in particular? And is the "Jewish body" as much a concept constructed over the course of centuries by Jews and non-Jews alike as it is a physical reality? To comprehend the notion and existence of a Jewish body, he contends, one needs to look both at the images and traits that have been ascribed to Jews by themselves and others, and to the specific bodily practices that have played an important role in creating the identity of a religious and cultural community. Jütte has written an encyclopedic survey of the Jewish body as it has existed and as it has been imagined from biblical times to the present, often for anti-Jewish purposes. He examines the techniques for caring for the body that Jews acquire in childhood from parents and authority figures and how these have changed over the course of a more than 2000-year history, most of it spent in exile. From consideration of traditional body stereotypes, such as the so-called Jewish nose, to matters of gender and sexuality, sickness and health, and the inevitable end of the body in death, The Jewish Body explores the historical foundations of the human physis in all its aspects.
Containing 2,500 entries, this Dictionary includes entries that cover ancient, medieval, and modern antisemitism; pagan, Christian, and Muslim antisemitism; religious, economic, psychosocial, racial, cultural, and political antisemitism. A comprehensive scholarly introduction discusses the definitions, causes, and varieties of antisemitism.
Originally published in 1974. Focusing on a set of Jewish communities, Robert Chazan tells how, by the eleventh century, French Jews had created for themselves a role as local merchants and moneylenders in adapting to the political, economic, and social limits imposed on them. French society, striving to become more powerful and civilized, was willing to extend aid and protection to the Jews in return for general stimulation of trade and urban life and for the immediate profit realized from taxation. While the authorities were relatively successful in protecting the Jews from others, there was no power to impose itself between the Jews and their protectors. The political and social well-being of the Jews was, therefore, dependent on the will of the governing authorities who taxed their holdings and regulated their activities. During the twelfth and thirteenth centuries, the position of the Jews was constantly under attack by reform elements in the church concerned with Jewish moneylending and blasphemous materials in Jewish books; these reformers were eventually devoted to a serious missionizing effort within the Jewish community. The Jews' situation was further complicated by deep popular animosity, expressing itself in a damaging set of slanders and occasionally in physical violence. Despite the impressive achievements of the Jews in medieval northern France, by the thirteenth century their community was increasingly constricted; and in 1306, they were expelled from royal France by Philip IV. Overcoming the handicap of a lack of copious source material, Chazan analyzes the Jews' political status, their relations with key elements of Christian society, their demographic development, their economic outlets, their internal organization, and their attitudes toward the Christian environment. As it highlights aspects of French society from an unusual perspective, Medieval Jewry in Northern France should be of special interest to the historian of medieval France as well as to the student of Jewish history. This story is also significant for all who are fascinated by the capacity of human groups to respond and adapt creatively to a hostile and limiting environment.
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