Learning about the history of cultural conflict helps teachers reduce it in classrooms. This book shows our common origins and reviews sources of conflict in the former Yugoslavia, Northern Ireland, and the Middle East. It reveals how prejudice and stereotypes about racial and religious minorities create problems in our schools. Beginning with the human exodus out of Africa 60,000 years ago, tension arose among ethnic groups separated by geographic barriers. Changes in population, immigration, work and the role of religion are creating clashes in society and schools. Students from different cultural backgrounds are being thrown together as mass transportation and telecommunications shrink our world. Inclusive classrooms with respectful learning environments can be achieved when we identify the sources of tension that separate and divide us. Students are more alike than different. Knowing about our common origin and challenges will help teachers become more effective.

Wits University celebrates 100 years of academic and research excellence, innovation, and social justice in 2022. The origins of Wits lie in the South African School of Mines, which was established in Kimberley in 1896 and transferred to Johannesburg as the Transvaal Technical Institute in 1904, becoming the Transvaal University College in 1906 and renamed the South African School of Mines and Technology four years later. Full university status was granted in 1922, incorporating the College as the University of the Witwatersrand. Professor Jan H. Hofmeyr was its first Principal.

The University of the Witwatersrand occupies a special place in the hearts and minds of South Africans. Its history is inextricably linked with the development of Johannesburg, with mining and economic development, and with political and social activism across the country.

Wits University at 100: From Excavation to Innovation captures important moments of Wits’ story in celebration of the university’s centenary in 2022. It explores Wits’ origins, the space and place that it occupies in society, and its transformation as it prepares the ground for the next century. From its humble beginnings as a mining college in Johannesburg to its current position as a flourishing and inclusive university, Wits University at 100 is a story of innovation driven from the global South.

In text and image, Wits is presented as a dynamic institution that thrives because of its people, many of whom, in one way or another, have shifted the world. The experiences, achievements and insights of past and present ‘Witsies’ come alive in this glossy, full-colour book that maps the university’s vision for the future.

Bill Block's Trojans 1972: An Immortal Team of Mortal Men captures the story of 47- USC football players, beyond their glory days on campus and into their everyday lives as men. The 1972 Trojans are considered one of the greatest teams in the history of college football. They defeated Ohio State 42-17 in the 1973 Rose Bowl to complete an undefeated 12-0 season and were crowned national champions. Each chapter is a mini biography told through the eyes of each player. Each and every player from that '72 team whether as powerful as fullback Sam "Bam" Cunningham, as intellectually gifted as defensive back Marvin Cobb, or as massive as offensive lineman Pete Adams, eventually became one of us. A mortal. You'll find humor; you'll find sorrow; and you'll find football. Most of all you'll fi nd lessons about being mortal.

Exam board: AQA Level: AS/A-level Subject: History First teaching: September 2015 First exams: Summer 2016 (AS); Summer 2017 (A-level) Put your trust in the textbook series that has given thousands of A-level History students deeper knowledge and better grades for over 30 years. Updated to meet the demands of today's A-level specifications, this new generation of Access to History titles includes accurate exam guidance based on examiners' reports, free online activity worksheets and contextual information that underpins students' understanding of the period. - Develop strong historical knowledge: in-depth analysis of each topic is both authoritative and accessible - Build historical skills and understanding: downloadable activity worksheets can be used independently by students or edited by teachers for classwork and homework - Learn, remember and connect important events and people: an introduction to the period, summary diagrams, timelines and links to additional online resources support lessons, revision and coursework - Achieve exam success: practical advice matched to the requirements of your A-level specification incorporates the lessons learnt from previous exams - Engage with sources, interpretations and the latest historical research: students will evaluate a rich collection of visual and written materials, plus key debates that examine the views of different historians

In early-twentieth-century motion picture houses, offensive stereotypes of African Americans were as predictable as they were prevalent. Watermelon eating, chicken thievery, savages with uncontrollable appetites, Sambo and Zip Coon were all representations associated with African American people. Most of these caricatures were rendered by whites in blackface.

Few people realize that from 1915 through 1929 a number of African American film directors worked diligently to counter such racist definitions of black manhood found in films like D. W. Griffith's The Birth of a Nation, the 1915 epic that glorified the Ku Klux Klan. In the wake of the film's phenomenal success, African American filmmakers sought to defend and redefine black manhood through motion pictures.

Gerald Butters's comprehensive study of the African American cinematic vision in silent film concentrates on works largely ignored by most contemporary film scholars: African American-produced and -directed films and white independent productions of all-black features. Using these "race movies" to explore the construction of masculine identity and the use of race in popular culture, he separates cinematic myth from historical reality: the myth of the Euro American-controlled cinematic portrayal of black men versus the actual black male experience.

Through intense archival research, Butters reconstructs many lost films, expanding the discussion of race and representation beyond the debate about "good" and "bad" imagery to explore the construction of masculine identity and the use of race as device in the context of Western popular culture. He particularly examines the filmmaking of Oscar Micheaux, the most prolific and controversial of all African American silent film directors and creator of the recently rediscovered Within Our Gates-the legendary film that exposed a virtual litany of white abuses toward blacks.

"Black Manhood on the Silent Screen" is unique in that it takes contemporary and original film theory, applies it to the distinctive body of African American independent films in the silent era, and relates the meaning of these films to larger political, social, and intellectual events in American society. By showing how both white and black men have defined their own sense of manhood through cinema, it examines the intersection of race and gender in the movies and offers a deft interweaving of film theory, American history, and film history.

Benedictine scholars around 1700, most prominently proponents of historical criticism, have long been regarded as the spearhead of ecclesiastical learning on the brink of Enlightenment, first in France, then in Germany and other parts of Europe. Based on unpublished sources, this book is the first to contextualize this narrative in its highly complex pre-modern setting, and thus at some distance from modernist ascriptions ex posteriori. Challenged by Protestant and Catholic anti-monasticism, Benedictine scholars strove to maintain control of their intellectual tradition. They failed thoroughly, however: in the Holy Roman Empire, their success depended on an anti-Roman and nationalized reading of their research. For them, becoming part of an Enlightenment narrative meant becoming part of a cultural project of "Germany".

HISTORY OF JEWISH EDUCATION FROM 515 B. C. E. TO 220 CE During the Periods of the Second Commonwealth and the Tannaim BY NATHAN DRAZIN. PREFACE The aim and description of this study are set forth in the first few pages of the introductory chapter. Professor Swifts claim that his volume on Education in Ancient Israel to 70 A. D. is the first attempt in English to give education in Ancient Israel any such broad treatment as has long been accorded to that of other ancient peoples stands undisputed. Since the publication of that treatise, another study of considerable merit entitled, The Jewish School from the Earliest Times to the Year 500 of the Present Era, has been offered by Nathan Morris. Both authors, however, undertook too long a period of Jewish history for exhaustive treatment. This study is limited to the periods of the Second Com monwealth and the Tannaim, by which time the Jewish school was fully evolved and tested. It is the first attempt to give a full and comprehensive account of this ancient school system of the Jews. Problems not directly affecting Jewish education of the said periods are avoided. For this reason, such topics as the canonization of the Bible, the origin of the Pharisees and the Sadducees, and similar controversial subjects have been omitted. This study was originally prepared and submitted to the Board of University Studies of the Johns Hopkins Uni versity in 1937 as a doctorate dissertation. Since then a careful revision of the entire manuscript has been made. The author gratefully acknowledges his indebtedness to Professor Florence E. Bamberger, and Doctors E. Earle Franklin, Sidney B. Hoenig and Samuel Rosenblatt for their constructive criticisms andhelpful suggestions in the preparation of this volume. To his wife, Celia H. Dmin, the author acknowledges a deep debt of gratitude for her gentle encouragement at all times a true help meet 1 Special thanks are also due Misses Ida Friedman and Edythe Herman. vii Vlil PREFACE In conclusion, the author sincerely thanks the Shaarei Tfiloh Congregation of Baltimore, of which he has been the spiritual leader for the last seven years, for their splendid cooperation and indulgence without which this volume would not be possible. N. D. October, 1940 TABLE OF CONTENTS HAPTER PAGE L INTRODUCTION 1 1. The Study and its Purpose 1 2. Historical Setting of the Period .... 4 II. PHILOSOPHY OF EDUCATION 11 1. The Essential Character of Jewish Education. 11 2. Educational Ideals and Goals 15 3. The Good Life 23 4. The Importance of Jewish Education ... 27 III. EVOLUTION OF THE SCHOOL SYSTEM .... 35 1. The Educational Setting of the Time ... 35 2. The Development of the School System . . 37 3. The Growth of the Colleges 49 IV. ADMINISTRATION 57 1. The School Buildings and the Classes. . . 57 2. The Support and Maintenance of the Schools. 64 3. The Supervisors and Administrators ... 66 4. The Classes in Operation 67 5. The Qualifications and the Position of the Teachers 72 6. Adult Education. . . 74 V. CONTENT OF EDUCATION 81 1. The Content of Elementary Education. . . 81 2. The Content of Secondary Education ... 87 3. The Content of Higher Education .... 93 4. Educational Activities outside the School System 99 VI. PEDAGOGICAL METHODS AND PRINCIPLES ... 105 1. Psychological Principles of Education . . . 105 2. Methods of Teaching 109 ix X CONTENTS CHAPTER PAGE VII. EDUCATION OF GIRLS AND WOMEN 117 1.The Position of Women 119 2. The Education of Girls 128 3...

"This is a thought-provoking and well-written book."
-- "American Political Science Association"

"Passavant's argument depends on stablising a paradoxical tension between two principles conventionally involved in an adversary relationship."
--"Journal of American Studies"

"Passavant challenges the dichotomous approach to the relationship between liberalism and communitarianism. Overall, "No Escape" offers new insight on the relationship by critcally delving into historical events, sociopolitics, and legal developments. It challenges the conventional wisdom regarding the inherent confloict between expanding liberal rights while embracing communitarian values. Some readers will find considerable value in his judiciously documented and forceful argument."
--"The law and Politics Book Review"

Conventional legal and political scholarship places liberalism, which promotes and defends individual legal rights, in direct opposition to communitarianism, which focuses on the greater good of the social group. According to this mode of thought, liberals value legal rights for precisely the same resason that communitarians seek to limit their scope: they privilege the individual over the community. However, could it be that liberalism is not antithetical to social group identities like nationalism as is traditionally understood? Is it possible that those who assert liberal rights might even strengthen aspects of nationalism?

No Escape argues that this is exactly the case, beginning with the observation that, paradoxical as it might seem, liberalism and nationalism have historically coincided in the United States. No Escape proves that liberal government and nationalism canmutually reinforce each other, taking as its example a preeminent and seemingly universal liberal legal right, freedom of speech, and illustrating how it can function in a way that actually reproduces nationally exclusive conditions of power.

No Escape boldly re-evaluates the relationship between liberal rights and the community at a time when the call has gone out for the nation to defend the freedom to live our way of life. Passavant challenges us to reconsider traditional modes of thought, providing a fresh perspective on seemingly intransigent political and legal debates.

Slavery and the University is the first edited collection of scholarly essays devoted solely to the histories and legacies of this subject on North American campuses and in their Atlantic contexts. Gathering together contributions from scholars, activists, and administrators, the volume combines two broad bodies of work: (1) historically based interdisciplinary research on the presence of slavery at higher education institutions in terms of the development of proslavery and antislavery thought and the use of slave labor; and (2) analysis on the ways in which the legacies of slavery in institutions of higher education continued in the post-Civil War era to the present day. The collection features broadly themed essays on issues of religion, economy, and the regional slave trade of the Caribbean. It also includes case studies of slavery's influence on specific institutions, such as Princeton University, Harvard University, Oberlin College, Emory University, and the University of Alabama. Though the roots of Slavery and the University stem from a 2011 conference at Emory University, the collection extends outward to incorporate recent findings. As such, it offers a roadmap to one of the most exciting developments in the field of U.S. slavery studies and to ways of thinking about racial diversity in the history and current practices of higher education.

How did one of the great inventions of the 19th century-- Thomas Edison's phonograph-- eventually lead to one of the most culturally and economically significant technologies of the 20th and 21st centuries? Sound Recording tells that story, tracing the history of the business boom and the cultural revolution begun by Edison's invention. Ever since, recorded sound has been all around us--not just in reproducing and playing popular music, but also in more mundane areas, such as office dictation machines, radio and television programs, and even telephone answering machines. Just as the styles of music have evolved over the years, the formats on which this music was played have changed as well --from 78s to LPs, from LPs to cassette tapes, from cassettes to CDs--not to mention lesser-known innovations in the motion picture and television industries. The quest for better sound was one of the drivers of technological change, but so too were business strategies, patent battles, and a host of other factors. Sound Recording contains much information that will interest anyone interested in the history of recorded music and sound technology, such as:

• DT The world-famous composer John Phillip Sousa once denounced sound recordings as a threat to good musical tasted. He nonetheless made many recordings over the years
• DT Two innovative new products were introduced by RCA in 1958--the first modern "cassette" tape cartridge and the stereophonic LP record. The tape cartridge, which was about the size of a large paperback, flopped almost immediately; the stereo LP was the music industry's biggest hit ever.
• Chrysler automobiles of the late 1950s offered "Highway Hi-Fi," adashboard phonograph that could play a record without skipping
• DT The predecessor of the Compact Disc was a 12-inch home videodisc system from the late 1970s--the first of its kind--called DiscoVision

In early 1969, New York City and all it represented was in disarray: politically, criminally, and athletically. But while Simon and Garfunkel lamented the absence of a sports icon like Joe DiMaggio, a modern Lancelot rode forth to lead the New York Mets to heights above and beyond all sports glory. This book tells the complete, unvarnished story of the great Tom Seaver, that rarest of all American heroes, the New York Sports Icon. In a city that produces not mere mortals but sports gods, Seaver represented the last of a breed. His deeds, his times, his town-it was part of a vanishing era, an era of innocence. In 1969, six years after John F. Kennedy's assassination, Seaver and the Mets were the last gasp of idealism before free agency, Watergate, and cynicism. Here is the story of "Tom Terrific" of the "Amazin' Mets," a man worthy of a place alongside DiMaggio, Ruth, Mantle, and Namath in the pantheon of New York idols.