A colorful and controversial statesman who served in the United States Senate for a half-century, Strom Thurmond did not retire from office until after he was 100 years old. Hailing from the small town of Edgefield, South Carolina, Thurmond rapidly ascended the political ladder--Superintendent of Education, State Senator, Circuit Court Judge, Governor, and U.S. Senator. An avowed States' Righter, Thurmond ran as a segregationist Dixiecrat presidential candidate in 1948. Thurmond holds the record for the longest solo filibuster in American history, when he held the floor for over 24 hours to protest the Civil Rights Act of 1957. The defiant South Carolinian is one of only two persons to have ever been elected to national office by write-in vote. While remaining a staunch conservative, Thurmond eventually abandoned his segregationist ways and managed to earn the gratitude and electoral support of African American voters. With unrivaled service to his constituents, Thurmond was elected to the Senate on nine occasions. Throughout his storied career, Thurmond never revealed that he had fathered a mixed race child. The general public did not learn about this potentially career-ending secret until after Thurmond's death. A decorated World War War II veteran who participated in the D-Day invasion of France, a courageous Thurmond was not unwilling to undertake personal and political risks. The South Carolina Senator's bold actions, eternal youthfulness, and political longevity were the envy of supporters and opponents, alike. "Dixiecrat: The Life and Times of Strom Thurmond" is a concise, biography of a 20th century political icon.

Assess classroom learning and improve instruction with comfort and ease!

Some of the key topics covered:

• Determining goals, targets, and objectives
• Designing assessments that evolve from instruction
• Choosing authentic assessments and projects
• Using multiple choice, essays, and reports
• Preparing students for assessment
• Scoring and communicating results
• Planning parent-teacher conferences
• Assessing students with special needs

This is a comprehensive but accessible guide to increase effectiveness in the classroom. An essential resource for both experienced and novice teachers who want to gain confidence about the assessment process.

In the summer of 1945, the world was introduced to the horrific consequences of nuclear warfare. On the sixth day of August, an American B-29 bomber dropped a revolutionary new weapon, the atomic bomb, over the Japanese city of Hiroshima. The catastrophic detonation instantly killed over 100,000 residents of the city, with thousands more dying from explosion-related injuries in the months and years to follow. Three days later, a second nuclear weapon was released over the skies of Nagasaki, killing over 40,000 Japanese citizens, most of whom were civilians. Six days after the second nuclear attack, the Empire of Japan surrendered, and World War II was ended. Jubilation among the Allied countries was tempered by a profound sense of relief; nearly four years of bloody war had finally come to an end. Some 406,000 Americans died during World War II, while another 671,000 were wounded. By the end of the war, an astonishing one out of every one hundred thirty six Americans had been killed or wounded in the fighting. American military personnel, along with their spouses, children, parents, and friends, were eager to see the bloody conflict come to and end, by any means possible. Consequently, President Harry Truman's decision to utilize the atomic bomb to bring Japan to its knees was wildly popular in the weeks and months that followed the Japanese surrender. In the six plus decades since Hiroshima and Nagasaki, however, many have questioned both the necessity and morality of America's deployment of the bomb. Significantly influenced by revisionist history, passionate debate has focused on the justification for nuclear warfare to subdue an enemy already nearing defeat. Like so many other momentous events, the reader must balance the reality of the world in 1945 against the seemingly clearer prism of revisionist history. Fire in the Sky: The Story of the Atomic Bomb chronicles the development and use of the first atomic bombs. This is a remarkable story about the lives and times of the brilliant scientists, seasoned military officers, and determined government leaders, who reshaped history, and irrevocably changed the dynamics of warfare.

Museums, libraries, and cultural institutions provide opportunities for people to understand and celebrate who they are, were, and might be. These institutions educate the public and civilize society in a variety of ways, ranging from community events to a single child making a first visit. The Museum Effect documents this phenomenon, explains how it happens, and shows how institutions can facilitate this process. Cultural institutions vary dramatically in size, nature and purpose, but they all allow visitors to hold conversations with artists and authors perhaps long dead. These conversations, sometimes with others present, and sometimes with artists, scientists, explorers, or authors not present, allow visitors to explore their lives and their "possible selves." Cultural institutions inspire personal reflection, and help visitors better themselves, in that they leave having contemplated what is noble, excellent, or exemplary about the society in which they live. The "museum effect" is a process through which cultural institutions educate and civilize us as individuals and as societies. These institutions allow visitors to spend some time with their thoughts elevated, and leave the institution better people in some meaningful fashion than when they entered. This visionary book presents the underlying idea and the argument for the museum effect, along with empirical research supporting that argument. It will help those working in museums, libraries, and archivists to facilitate this process, and study how this is working in their own institutions.

Implement evidence-based feedback practices that move learners forward Feedback is essential to successful instruction and improved student performance, but learners often dread and dismiss feedback and its effectiveness can vary. Thus, sharing intentions, clarifying success criteria, knowing what type of feedback to provide and when, and activating students as owners of their learning are essential feedback functions. Instructional Feedback presents a comprehensive summary of the most recent research on instructional feedback and describes its successful implementation. With a focus on evidence-based approaches adapted to specific contexts, the authors use common classroom situations to demystify feedback and place it within a broad instructional context, along with definitions, characteristics, and precautions about its effect on students’ emotions and behaviors. Inside you’ll find: Coverage of all grades and concentrations, including math, language arts, music, art, and science Peer feedback, self-assessment, and subject-specific nuances Student and teacher examples of feedback and suggestions for improvement Engaging and concise, Instructional Feedback discusses why feedback is so powerful, how it is promising, and what it looks like in practice.

The psychology of aesthetics and the arts is dedicated to the study of our experiences of the visual arts, music, literature, film, performances, architecture and design; our experiences of beauty and ugliness; our preferences and dislikes; and our everyday perceptions of things in our world. The Cambridge Handbook of the Psychology of Aesthetics and the Arts is a foundational volume presenting an overview of the key concepts and theories of the discipline where readers can learn about the questions that are being asked and become acquainted with the perspectives and methodologies used to address them. The psychology of aesthetics and the arts is one of the oldest areas of psychology but it is also one of the fastest growing and most exciting areas. This is a comprehensive and authoritative handbook featuring essays from some of the most respected scholars in the field.

Scoundrels, Cads, and Other Great Artists examines the lives of 12 great artists who were less than exemplary human beings in their lives outside of their art. It explores the question, “Why do we like magnificent art from artists who were awful human beings?” For example, the great Baroque painter, Caravaggio, who developed the chiaroscuro style of painting, was in constant trouble with the law, even having killed a man in a dual. Frederick Remington, the great painter of the American West, was an incredible racist and bigot. His evocative paintings of native Americans on the trail on horseback give no hint of Remington’s enmity toward them or other ethnic groups in America. John James Audubon? He mostly shot the birds he painted; if in doing so, he damaged a part that he wanted to paint, he shot another one. Whistler and Courbet were philanderers and libertines. Scoundrels introduces people to great art by showing the more salacious side of the personal lives of great artists over time. The book not only tells the stories of a dozen artists, but explores how to look at art and the separation between art and artist. This lively narrative is enhanced by over 100 full-color reproductions of great paintings and details from them.

The psychology of aesthetics and the arts is dedicated to the study of our experiences of the visual arts, music, literature, film, performances, architecture and design; our experiences of beauty and ugliness; our preferences and dislikes; and our everyday perceptions of things in our world. The Cambridge Handbook of the Psychology of Aesthetics and the Arts is a foundational volume presenting an overview of the key concepts and theories of the discipline where readers can learn about the questions that are being asked and become acquainted with the perspectives and methodologies used to address them. The psychology of aesthetics and the arts is one of the oldest areas of psychology but it is also one of the fastest growing and most exciting areas. This is a comprehensive and authoritative handbook featuring essays from some of the most respected scholars in the field.

This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it.

This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it.

On July 20, 1969, as a worldwide television audience of 500 million watched, Neil Armstrong became the first man to step foot on the Moon. Nearly a half-century later, Armstrong's words still resonate: "That's one small step for man, one giant leap for mankind." The historic Space Race began with the Soviet Union launching the world's first orbiting satellite, Sputnik, on October 4, 1957 and ended with the successful Apollo 11 mission. While the Space Race is commonly remembered as a time of innovation and technological advances, powerful, yet often overlooked forces, were at play. Politics and money were among the prime catalysts of space exploration. While history was being made and new heroes were discovered, the aerospace industry reaped enormous profits and political careers blossomed. "The Eagle Has Landed: The Story of Apollo 11" chronicles the triumphs and tragedies of America's quest to land on the Moon, beginning with the stories of the visionaries who made made space explorating a reality. It is remarkable story of poltical gamesmanship, innovation, perserverence, and courage.

The tumultuous decade of the 1960s began with promise and hope, when John F. Kennedy became the youngest elected President of the United States. Kennedy promised youthful, energetic leadership, as the country headed into the latter half of the 20th century, and christened his presidencey as the "New Frontier." After a thousand days, an assassin's bullets shattered the dreams of an idealisitic generation. Following JFK's assassination, an intense personal and poltical feud between the new President, Lyndon B. Johnson, and deceased former President's younger brother, Robert F. Kennedy, dominated much of the tumultuous decade of the 1960s. Against the backdrop of assassinations, civil rights protests, the Cold War, the Space Race, and the Vietnam War, the epic duel between LBJ and RFK signficantly influenced the course of history.

To date, only four American Presidents have been murdered--Abraham Lincoln, James Garfield, William McKinley, and John F. Kennedy. Were it not for the murderous acts of four men, Ford's Theater, the Baltimore & Potomac Depot, the Temple of Music, and the Texas School Book Depository would have never gained the attention of historians. Presidential assassins, John Wilkes Booth, Charles Julius Guiteau, Leon Frank Czolgosz, and Lee Harvey Oswald left indelible stains on those buildings, as well as the annals of history. On April 14, 1865, John Wilkes Booth fired a derringer into the back of Abraham Lincoln's head while the President was attending a performance at Washington D.C.'s Ford's Theater. Lincoln survived only nine hours; Booth was tracked down and killed 12 days later. Charles Julius Guiteau shot James Garfield in the back with a revolver on July 2, 1881, as the President prepared to board a train at the capitol city's Baltimore & Potomac Depot. Garfield suffered for 80 agonizing days, before succumbing to complications arising from his bullet wound. Guiteau was executed almost a year to the day after he shot Garfield. On September 6, 1901, Leon Frank Czolgosz shot William McKinley twice with his revolver, once in the chest and the other in the abdomen, during a public reception at the Pan-American Exposition's Temple of Music in Buffalo, New York. McKinley lived for eight days; Czolgosz was executed less than two months after the shooting. Lee Harvey Oswald shot John F. Kennedy with an Italian military surplus rifle on November 22, 1963 during a presidential motorcade in downtown Dallas, Texas. Firing from a self-constructed sniper's nest on the sixth floor of the Texas School Book Depository, Oswald wounded President Kennedy in the neck and head, and seriously injured Texas Governor, John Connally. Kennedy was killed almost instantly from the gunshot wound to his head, even though physicians at Parkland Hospital did not officially pronounce him dead until a half-hour after the shooting. Two days later, Oswald was fatally shot by Jack Ruby, a mentally unstable strip club manager, who sought revenge on behalf of the Kennedy family and a grieving nation. "The Presidential Assassins: John Wilkes Booth, Charles Julius Guiteau, Leon Frank Czolgosz, and Lee Harvey Oswald" recounts the lives of four men, who forever changed history. Did they seek notoriety? Were their violent acts personally or politically motivated? Were they mentally unstable? Those questions and many others are addressed in each of their compelling stories.