Whether kids love or hate the food served there, the American school lunchroom is the stage for one of the most popular yet flawed social welfare programs in our nation's history. School Lunch Politics covers this complex and fascinating part of American culture, from its origins in early twentieth-century nutrition science, through the establishment of the National School Lunch Program in 1946, to the transformation of school meals into a poverty program during the 1970s and 1980s. Susan Levine investigates the politics and culture of food; most specifically, who decides what American children should be eating, what policies develop from those decisions, and how these policies might be better implemented. Even now, the school lunch program remains problematic, a juggling act between modern beliefs about food, nutrition science, and public welfare. Levine points to the program menus' dependence on agricultural surplus commodities more than on children's nutritional needs, and she discusses the political policy barriers that have limited the number of children receiving meals and which children were served. But she also shows why the school lunch program has outlasted almost every other twentieth-century federal welfare initiative. In the midst of privatization, federal budget cuts, and suspect nutritional guidelines where even ketchup might be categorized as a vegetable, the program remains popular and feeds children who would otherwise go hungry. As politicians and the media talk about a national obesity epidemic, School Lunch Politics is a timely arrival to the food policy debates shaping American health, welfare, and equality. Some images inside the book are unavailable due to digital copyright restrictions.
The American Association of University Women (AAUW) is one of the nation's oldest and most influential voices for equality in education, the professions, and public life. Tracing the history of the AAUW, Susan Levine provides a new perspective on the meaning of feminism for women in mainstream liberal organizations. In so doing, she explores the problems that women confront and the strategies they have developed to achieve equal rights. Established in 1921 with the merging of two regional groups of women college graduates, the AAUW has grown to become a vital resource center for educational policy and women's concerns. While not always favoring the label "feminist," AAUW has sought to end discrimination against women, providing fellowships for women to pursue higher education, lobbying for changes in public policy, and conducting groundbreaking research. From the beginning, however, both achievement and controversy have marked the organizations' efforts. The AAUW, self-identified as the voice of moderation and mainstream women, has also been bound by social convention of class and race. One result, a bitter conflict in the late 1940s over racial integration, forced AAUW to change its national policies. Yet the organization emerged stronger than ever and at present boasts over 135,000 members. By examining the experience of groups like AAUW, Levine suggests that feminism was not so much "reborn" in the 1970s as it was adopted by a rapidly growing constituency of college educated women demanding the realization of their goals. Author note: Susan Levine is Assistant Professor of History at East Carolina University and the author of Labor's True Woman: Carpet Weavers, Industrialization, and Labor Reform in the Gilded Age (Temple).
With My Own Eyes tells the history of the nineteenth-century Lakotas. Susan Bordeaux Bettelyoun (1857–1945), the daughter of a French-American fur trader and a Brulé Lakota woman, was raised near Fort Laramie and experienced firsthand the often devastating changes forced on the Lakotas. As Bettelyoun grew older, she became increasingly dissatisfied with the way her people’s history was being represented by non-Natives. With My Own Eyes represents her attempt to correct misconceptions about Lakota history. Bettelyoun’s narrative was recorded during the 1930s by another Lakota historian, Josephine Waggoner. This detailed, insightful account of Lakota history was never previously published.
Loving Psychoanalysis is written by an analyst who loves doing psychoanalysis, and who believes that psychoanalysis is a fundamentally loving endeavor. Levine argues that the proper working attitude of the analyst is not one of neutrality, in the sense of the blank screen, but one of loving. This love should be expressed through the deepest empathy of which the analyst is capable, through the disciplined use of the arts and crafts of attention and interpretation, through thoughtful abstinence, through considered anonymity, and through the inevitable self-revelations and necessary self-disclosures that each particular patient requires. The chapters explore overlapping interdisciplinary themes, each chapter addressing elements of both theory and technique. How do the analyst's and patient's wishes to create and to be (re)created affect the treatment? What is the role of courage in the clinical endeavor for both analyst and patient? Why do analysts love doing psychoanalysis and why can psychoanalysis be thought of as aesthetic? What is the 'self' of the analyst in self-revelation and self-disclosure, and how can we think about this technical issue in a fresh way? Levine addresses these and many other relevant questions in Loving Psychoanalysis.
This book explores an ethical value central to all mental health professions. Although "dignity" appears near the beginning of many codes of ethics, it has been largely unexamined in the professional literature. Potter Stewart famously declared about pornography that we can't define it but we know it when we see it. Likewise with dignity. This book addresses that gap. The book considers the role of dignity as an ethical dimension of practice: in individual psychotherapeutic and psychoanalytic work; in the therapeutic community; and in groups, organizations and nations. It outlines dignity in individual development and families, the role of dignity violations in the understanding and treatment of trauma, and how dignity and its violations can be a powerful force in conflict resolution. The book will also address dignity in relations to specific populations, with chapters on the African-American and the LGBT experiences. Listening, with the question of dignity in mind, offers a fresh non-pathologizing framework for the practitioner.
Did you know that the feet are the only part of a woman's body that naturally LOSES fat as she gets older--resulting in the potential for greater foot pain as a woman ages? Learn tips to fight this loss--and countless other secrets of woman's foot care--as a top female podiatric surgeon shows you why Your Feet Don't Have to Hurt. In this unique volume, Dr. Suzanne M. Levine will offer the first comprehensive guide to the prevention and treatment of foot pain that acknowledges the greater prevalence and severity of women's foot problems. This book will take a decade-by-decade approach to foot care for women, explaining what we can do in our twenties, thirties, and forties to avoid foot pain and surgery in our fifties, sixties, and beyond. Featuring: *An "A to Z" symptom-finder for foot problems common to both men and women: *corns *calluses *heel soreness *athelete's foot *nail fungus *How to prevent and treat serious joint problems and ligament tears *In-depth coverage of foot problems specific to women *The danger of botched pedicures *How the stresses of pregnancy can affect your feet *How to repair the painful damage done by high-heeled shoes Dr. Levine will show women authoritatively and clearly how to end and prevent foot pain.
The advent of modern neurobiological methods over the last three decades has provided overwhelming evidence that it is the interaction of genetic factors and the experience of the individual that guides and supports brain development. Brains do not develop normally in the absence of critical genetic signaling, and they do not develop normally in the absence of essential environmental input. The key to understanding the origins and emergence of both the brain and behavior lies in understanding how inherited and environmental factors are engaged in the dynamic and interactive processes that define and direct development of the neurobehavioral system. Neural Plasticity and Cognitive Development focuses on children who suffered focal brain insult (typically stroke) in the pre- or perinatal period which provides a model for exploring the dynamic nature of early brain and cognitive development. In most, though not all, of the cases considered, the injuries affect substantial portions of one cerebral hemisphere, resulting in patterns of neural damage that would compromise cognitive ability in adults. However, longitudinal behavioral studies of this population of children have revealed only mild cognitive deficits, and preliminary data from functional brain imaging studies suggest that alternative patterns of functional organization emerge in the wake of early injury. Neural Plasticity and Cognitive Development posits that the capacity for adaptation is not the result of early insult. Rather, it reflects normal developmental processes which are both dynamic and adaptive operating against a backdrop of serious perturbation of the neural substrate.
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