"I didn't know it then, but I know it now, that what I said to Harold was like crossing a Rubicon. I had declared myself, there was no turning back. I said what I said with feeling and to someone who up to that moment was like a god on Mt. Olympus. He became Harold St. James, secular savior and friend. I could talk to him. I didn't have to choose my words. I could be Izzy Goldstein."

What will later become the legendary St. James-Goldstein duo at Yale begins on the day World War II breaks out in Europe. Harold St. James and Izzy Goldstein meet on the train to New Haven, Connecticut, and both learn that they will be working together in two different departments in the same building at Yale.

Their oddball friendship becomes fodder for snide comments and campus newspaper articles. But it's a strong friendship that carries them through an initial anti-Semitism, Harold's marriage and his wife's premature death, the House Un-American Activities Committee, the Vietnam War, and the Black Panthers.

As people live longer and health care costs continue to rise and fewer doctors choose to specialize in geriatrics, how prepared is the United States to care for its sick and elderly? According to veteran psychologist Seymour Sarason's eloquent and compelling new book, the answer is: inadequately at best. And rarely discussed among the grim statistics is the psychosocial price paid by nursing home patients, from loneliness and isolation to depression and dependency.

In "Centers for Ending," Dr. Sarason uses his firsthand experience as both practitioner and patient in senior facilities to reveal wide-ranging professional and moral issues affecting this seemingly familiar terrain. Insensitive medical personnel, poorly trained nurses and aides, indifferent administrators, and a prevailing culture content with treating "bodies" instead of human beings are identified as contributing factors. Drawing on America's rich history of large-scale solutions to social problems, Dr. Sarason offers penetrating insights and bold suggestions in such areas as:

The widening care gap between haves and have-nots.Why professional caregivers fail to understand patients.The nursing home resident as immigrant.Why previous reform efforts have not worked.The need for a Presidential commission for the elderly.The scenario if conditions are allowed to remain as they are or worsen.

This concise volume is essential reading for researchers, graduate students, professionals, practitioners, and policy makers across such fields as geriatric medicine, health psychology, social work, public health, and public policy. "Centers for Ending "is a clarion call to be ignored at great cost to our elders and ourselves. "

This is a new release of the original 1958 edition.

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

"I didn't know it then, but I know it now, that what I said to Harold was like crossing a Rubicon. I had declared myself, there was no turning back. I said what I said with feeling and to someone who up to that moment was like a god on Mt. Olympus. He became Harold St. James, secular savior and friend. I could talk to him. I didn't have to choose my words. I could be Izzy Goldstein."

What will later become the legendary St. James-Goldstein duo at Yale begins on the day World War II breaks out in Europe. Harold St. James and Izzy Goldstein meet on the train to New Haven, Connecticut, and both learn that they will be working together in two different departments in the same building at Yale.

Their oddball friendship becomes fodder for snide comments and campus newspaper articles. But it's a strong friendship that carries them through an initial anti-Semitism, Harold's marriage and his wife's premature death, the House Un-American Activities Committee, the Vietnam War, and the Black Panthers.

Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

'Fans and disciples of Seymour Sarason all know that education reform needs a change in course. Indeed, the daily practices of schools, education research, and US educational policy all need such a change. Neither Professors Glazek and Sarason, nor anyone else, can give yet a complete description of what these changes would involve. But when the change happens, the leaders of the change will all acknowledge their considerable debt to this book. The reason is that the needed change in school classrooms will be very hard to recognize as such unless these leaders are thoroughly familiar with the concept of 'a context of productive learning.' In this book, Glazek and Sarason collaborated on an extraordinarily daunting attempt to create and analyze a context of productive learning in which, simultaneously, Sarason was the student and Glazek the teacher and vice versa. They attempted what must surely be a 'Mt Everest' example of the concept: explanation of Einstein's famous formula, E=mc(2).aThe result should be of intense interest to a broad audience concerned with the present problems of science education as well as the nature of a context of productive learning.' -Kenneth G. Wilson, H. C. Youngberg Trustees Distinguished Professor Nobel Laureate for Physics, 1982 Department of Physics, The Ohio State University 'By making accessible and intelligible Einstein's theory of relativity, this remarkable book reveals to its readers the power and possibility of their own learning and, in doing so, brilliantly demonstrates the power and necessity of productive learning for everyone.' -Andy Hargreaves, Thomas More Brennan Chair in Education Lynch School of Education, Boston College 'Professors Glazek and Sarason have written a creative and instructive book that will be read for years to come. Drawing upon their backgrounds in physics and psychology, they support EinsteinAEs recommendations as to the importance of the humanities. The authors' purpose is to help readers acquire a substantive grasp of how Einstein accomplished what he did and the implications of this for educational reform. The reader's view of teaching and learning will be forever changed by the authors' insights.' -Dale L. Brubaker, Professor University of North Carolina 'This is an interesting and provocative book, written by a psychologist with several thousands of hours of observation and analysis of classroom teaching in public schools and a physicist. The book starts with a critique of teaching in our schools and explains why educational reform has been so minimal in its effects. The movie 'Mr. Holland's Opus' is used as a distinguisher between good and bad teaching methodology. These chapters are followed by physics chapters on the foundation of Einstein's E=mc|. The authors follow Einstein's thinking and use the features of light as a vehicle for their discussion. They fold in stories and shy away from formulas, which they leave for appendices. The book ends with a chapter on the philosophy of teaching. The book is well written and eminently readable; the arguments are easy to follow. I recommend the book to anyone interested in the basis of modern physics and Einstein's role in it.' -Ernest M. Henley, Professor Emeritus of Physics University of Washington Use the concept of productive learning to reframe school reform!aWhy do people, college-bound or even in college, stay away in droves from courses in science, especially physics? Why do people know so little about the significance of Einstein's contributions which require dramatic changes in how we understand ourselves, our world, and the entire universe? Why have educational reforms failed? In this book, two professors, one a particle physicist and the other a psychologist, confront these questions in a unique way based on the assumption that people can grasp on a non-superficial level what Einstein did in 1905 if, and only if, the features of productive learning are taken seriously. The authors make clear that those features are applicable in teaching any subject matter by devoting two chapters to music and other arts. In the case of science, they chose Einstein's work precisely because of the general belief that it cannot be assimilated by 'ordinary mortals' whose brains are not 'wired' to comprehend the ways in which time, mass, energy, and the speed of light are seamlessly interrelated. But this book is not an attempt to popularize Einstein. Its goal is to demonstrate that features of the context of productive learning are applicable to any teacher-student relationship, regardless of whether the student is in first grade, in high school, or in college. Einstein's work was about alignment of frames of reference of observers in physics. A similar process of alignment between the minds of a student and a teacher is the vehicle of productive learning. The book explains the analogy. The authors discuss and emphasize that educational reform will continue to fail as long as the concept of learning is fuzzy and provides no direction to the teacher-student relationship. Reform efforts will continue to fail unless and until they are based on a clear distinction between contexts of productive and unproductive learning.

`Letters to a Serious Education President provides sound advice for what it would take to provide all students in the United States with a high-quality education. There is wisdom and profound insights about how to improve public education in these letters, and of course, Sarason offers lots of common sense' - Pedro Noguera, Professor, The Steinhardt School of Education, New York University `Letters to a Serious Education President underscores the brilliance of Sarason's observations about what is and continues to be missing in how we conceptualize and hence implement schooling in our society. . . . Indeed, Sarason is calling for a different education--one that enlivens the curiosity and lifelong learning of all children and their teachers' - Rhona Weinstein, Professor, University of California, Berkeley In this new edition of his original insightful collection of letters to the first president of the 21st century, education luminary Seymour B. Sarason details how school reformers still have difficulty examining the differences between contexts of productive and unproductive learning. Originally written nearly 13 years ago, these letters are even more relevant in today's era of extreme mandates and accountability measures. It is in this context where Sarason's acute insight into why school reforms are failing that we must turn to the fundamental question of how we are teaching and supporting all students. Sarason's seemingly simple focus emphasizes that we must start with "what and where children are," inspiring and encouraging their natural curiosity for learning. Detailed within is coverage of: o An educational agenda beginning with children o The need for both repair and prevention in education o How classrooms extinguish curiosity o Educator preparation program reform o School downsizing o Dropping out as a response to an uncaring school culture o A critique of the No Child Left Behind Act, and more. Sarason's analysis and powerful letters are packed with humor, common sense, practical advice, and recommendations for reaching students in today's classrooms. They distinguish between the typical rhetoric of educational change and the necessary actions that affect present and future generations of students.