The New Life


Book Description

Jewish Displaced Persons (DPs) survived in concentration and death camps, in hiding, and as exiles in the Soviet interior. After liberation in the land of their persecutors, some also attended university to fulfill dreams of becoming doctors, engineers, and professionals. In The New Life: Jewish Students of Postwar Germany, Jeremy Varon tells the improbable story of the nearly eight hundred young Jews, mostly from Poland and orphaned by the Holocaust, who studied in universities in the American Zone of Occupied Germany. Drawing on interviews he conducted with the Jewish alumni in the United States and Israel and the records of their Student Union, Varon reconstructs how the students built a sense of purpose and a positive vision of the future even as the wounds of the past persisted. Varon explores the keys to students’ renewal, including education itself, the bond they enjoyed with one another as a substitute family, and their efforts both to reconnect with old passions and to revive a near-vanquished European Jewish intelligentsia. The New Life also explores the relationship between Jews and Germans in occupied Germany. Varon shows how mutual suspicion and resentment dominated interactions between the groups and explores the subtle ways anti-Semitism expressed itself just after the war. Moments of empathy also emerge, in which Germans began to reckon with the Nazi past. Finally, The New Life documents conflicts among Jews as they struggled to chart a collective future, while nationalists, both from Palestine and among DPs, insisted that Zionism needed “pioneers, not scholars,” and tried to force the students to quit their studies. Rigorously researched and passionately written, The New Life speaks to scholars, students, and general readers with interest in the Holocaust, Jewish and German history, the study of trauma, and the experiences of refugees displaced by war and genocide. With liberation nearly seventy years in the past, it is also among the very last studies based on living contact with Holocaust survivors.




The NEW School Rules


Book Description

Actions to increase effectiveness of schools in a rapidly changing world Schools, in order to be nimble and stay relevant and impactful, need to abandon the rigid structures designed for less dynamic times. The NEW School Rules expands cutting-edge organizational design and modern management techniques into an operating system for empowering schools with the same agility and responsiveness so vital in the business world. 6 simple rules create a unified vision of responsiveness among educators Real life case studies illustrate responsive techniques implemented in a variety of educational demographics 15 experiments guide school and district leaders toward increased responsiveness in their faculty and staff







New School


Book Description

The New School was a center for adult education established in 1918 in New York and was always open to and supported by Jews. Ch. 5 (pp. 84-106) describes the creation of a graduate faculty in 1933 by president Alvin Johnson. He brought twelve leading Jewish scholars from Germany, assisted by private Jewish contributions and by the Rockefeller Foundation which, however, disapproved of the Jewish and socialist background of these scholars and feared the disruption of the quota system. Ch. 6 (pp. 107-127) describes the refugees' studies on the nature of fascism and their gradual abandonment of socialism. Hans Staudinger, in particular, emphasized the crucial role of racism in the evolution of the Nazi state. With the outbreak of World War II, the New School tried to save more refugees but was obstructed by State Department officials. Also mentions the work of Hannah Arendt at the New School in the 1950s-60s.




Culturally Responsive Teaching and The Brain


Book Description

A bold, brain-based teaching approach to culturally responsive instruction To close the achievement gap, diverse classrooms need a proven framework for optimizing student engagement. Culturally responsive instruction has shown promise, but many teachers have struggled with its implementation—until now. In this book, Zaretta Hammond draws on cutting-edge neuroscience research to offer an innovative approach for designing and implementing brain-compatible culturally responsive instruction. The book includes: Information on how one’s culture programs the brain to process data and affects learning relationships Ten “key moves” to build students’ learner operating systems and prepare them to become independent learners Prompts for action and valuable self-reflection




Queer Christianities


Book Description

Queerness and Christianity, often depicted as mutually exclusive, both challenge received notions of the good and the natural. Nowhere is this challenge more visible than in the identities, faiths, and communities that queer Christians have long been creating. As Christians they have staked a claim for a Christianity that is true to their self-understandings. How do queer-identified persons understand their religious lives? And in what ways do the lived experiences of queer Christians respond to traditions and reshape them in contemporary practice? Queer Christianities integrates the perspectives of queer theory, religious studies, and Christian theology into a lively conversation—both transgressive and traditional—about the fundamental questions surrounding the lives of queer Christians. The volume contributes to the emerging scholarly discussion on queer religious experiences as lived both within communities of Christian confession, as well as outside of these established communities. Organized around traditional Christian states of life—celibacy, matrimony, and what is here provocatively conceptualized as promiscuity—this work reflects the ways in which queer Christians continually reconstruct and multiply the forms these states of life take. Queer Christianities challenges received ideas about sexuality and religion, yet remains true to Christian self-understandings that are open to further enquiry and to further queerness.




Bull


Book Description

Bull, Roy Jonathan Davis, Jr., is orphaned during a Comanche raid on his father's ranch in 1873 Colorado. Raised by Old Ned, a mountain man turned prospector, Bull remembers his father's advice to gain security by gaining wealth and power. He works as a Cavalry scout, then uses gambling and stock speculations to gain control of the Placer City Mine. He builds the Rigel Corporation, a mining and agriculture empire, despite the antagonism of Walks-Like-Snake, a Ute Chief, and his own reluctance to change with the times.




The New Teacher Book


Book Description

Teaching is a lifelong challenge, but the first few years in the classroom are typically a teacher's hardest. This expanded collection of writings and reflections offers practical guidance on how to navigate the school system, form rewarding relationships with colleagues, and connect in meaningful ways with students and families from all cultures and backgrounds.




The New York Teacher


Book Description