The Culture We Deserve

The essence of culture is interpenetration. From any part of it the searching eye will discover connections with another part seemingly remote. If from my descriptions the reader finds this wide-angled view sharpened or expanded, my purpose in publishing these pages will have been served.

We overestimate what we can do in one year and underestimate what we can do in ten years. All of us have our own mountains to climb and conquer. One thing is certain: we will have to actively pursue success. It does not just happen. It is based on small everyday choices and efforts. It requires constant work and care. It requires us to be persistent, consistent, and patient. We may succeed, or we may fail. Every time we fail, it brings us closer to success. People who are successful are the ones who keep failing and getting up. The most important thing is not to quit trying. We have to start by selling ourselves to ourselves. Once we achieve some success, it is easy to forget all the small efforts we have put in over the years. So it is wise to take a good hard look into our life. We will see the long way we have come and appreciate every part of it. We need to appreciate ourselves and know that whatever we have we deserve. When we finally succeed, all that people see are the results. Suddenly, something you worked on for years looks like an overnight success. But as we know, success is never a coincidence. It is not a question of luck either. The harder we work, the luckier we get! If we want people to be aware of it, let them be a part of our journey. Let them know that whatever we have achieved, it is because we learned, we followed certain principles, we got out of our comfort zone, we changed, and we grew. What we have, we deserve.

Takes a visionary look at what it will take to create a constructive national dialog on political choices that the next decade will bring. Explores a sweeping range of concerns and describes eight proposals that would return ownership of the government to the American majority, with chapters on the government's changing capacity to respond, the changing political process, the role of the public sector, and the changing shape of US federalism. Annotation copyrighted by Book News, Inc., Portland, OR

'Do monsters always stay in the book where they were born? Are they content to live out their lives on paper, and never step foot into the real world?' The Villa Diodati, on the shore of Lake Geneva, 1816: the Year without Summer. As Byron, Polidori, and Mr and Mrs Shelley shelter from the unexpected weather, old ghost stories are read and new ghost stories imagined. Born by the twin brains of the Shelleys is Frankenstein, one of the most influential tales of horror of all time. In a remote mountain house, high in the French Alps, an author broods on Shelley's creation. Reality and perception merge, fuelled by poisoned thoughts. Humankind makes monsters; but who really creates who? This is a book about reason, the imagination, and the creative act of reading and writing. Marcus Sedgwick's ghostly, menacing novel celebrates the legacy of Mary Shelley's literary debut in its bicentenary year.

Acquisitions and Collection Development in the Humanities is a one-of-a-kind guide on the procedures, approaches, and principles needed to make sound decisions in acquiring materials in various areas of the humanities. It gives you an inside look at managerial concerns in documentary delivery, changing budgetary needs, and fluctuations in journal prices and helps you address many of the important questions in acquisitions and collection development within both traditional and technological environments. As contributing author Dennis Dillon puts it, the ultimate goal of humanities librarians “is not to acquire information bytes and bits, but to promote integrity: integrity of texts, integrity of selection, the integrity of the collection, and the integrity of the library and its ultimate purpose.” This objective underlies this multifaceted and comprehensive collection of articles, as the authors address many interesting issues, developments, and challenges in the field, including: selecting candidates for digitization and producing e-texts collecting in areas that don’t have immediate utility or that may be unpopular what librarians need to know about the humanities as a discipline in order to effectively meet the informational and technological needs of their constituencies online discussion groups as useful sources of webliographic information cooperative collection building the importance of maintaining a high degree of local ownership for materials the principles, criteria, and tools needed to develop a Native American studies collection document-driven and use-driven approaches to collecting acquiring and preserving records that chronicle the role played by African Americans in the United States’development Acquisitions and Collection Development in the Humanities can help professional librarians, graduate school faculty, and students in information and library science acquire the knowledge and skills necessary for building a broadly based and academically responsive collection. It will certainly help you keep up with changes in the information environment and show you how the tools you’ve developed for selecting traditional library materials will be useful as you grapple with electronic texts, “spider” search mechanisms on the Web, becoming a webliographer, and budget shortfalls.

Jo Keroes's scope is wide: she examines the teacher as represented in fiction and film in works ranging from the twelfth-century letters of Abelard and Heloise to contemporary films such as Dangerous Minds and Educating Rita. And from the twelfth through the twentieth century, Keroes shows, the teaching encounter is essentially erotic. Tracing the roots of eros from cultural as well as psychological perspectives, Keroes defines erotic in terms broader than the merely sexual. She analyzes ways in which teachers serve as convenient figures on whom to map conflicts about gender, power, and desire. To show how portrayals of men and women differ, she examines pairs of texts, using a film or a novel with a woman protagonist (Up the Down Staircase, for example) as counterpoint to one featuring a male teacher (Blackboard Jungle) or The Prime of Miss Jean Brodie balanced against Dead Poets Society. The portrayals of teachers, like all images a culture presents of itself, reveal much about our private and social selves. Keroes points out authentic accounts of authoritative women teachers who are admired and respected by colleagues and students alike. Real teachers differ from the stereotypes we see in fiction and film, however. Male teachers are often portrayed as heroes in film and fallibly human in fiction, whereas women in either genre are likely to be monstrous or muddled and are virtually never women of color. Among other things, Keroes demonstrates, the tension between reality and representation reveals society's ambivalence about power in the hands of women.

Do you sometimes feel you have to check your intellect at the church door, leaving reason behind to embrace the Christian faith? Do you hunger for a “full gospel” that includes the mind as well as heart and Spirit? Full Gospel, Fractured Minds? challenges charismatic and Pentecostal believers to discover the power of a well-maintained mind—a mind on fire—to match a heart on fire and to create a life that operates within the full counsel of God . Nañez shows how human reason helps us understand and interpret God’s Word as well as defend the gospel. He shows what the Bible teaches about the mind, and explores the backgrounds of nineteenth-century and modern culture, anti-intellectualism, Pentecostal history and beliefs, and popular misconceptions about human intellect in relation to the Christian faith. Full Gospel, Fractured Minds? helps men and women practice a Christian faith that reflects the whole person and the full gospel. “Rick Nañez calls Pentecostals and charismatics to seek a balance between mind and Spirit. This book will stir you to seek all that God has for you.” —From the Foreword by Stanley M. Horton, PhD

This book offers a solid research and theoretical foundation for combining social studies and literacy instruction. A collaboration between a literacy scholar, two classroom teachers, and a school librarian, this volume also shows teachers how to engage middle and high school students in historical inquiry that incorporates literacy skills like reading complex texts and writing elaborated arguments. The authors present extended simulation actitvities that immerse students in three eras of US history: European incursions into North America, pre-Revolutionary War Colonialism, and the Civil War and Reconstruction. These simulations allow learners to experience these major periods of U.S. history while they discuss, read, and write in ways that align closely with the Common Core State Standards. The final chapter guides teachers in constructing their own classroom simulations and identitfies useful resources.