Books by "Andrew L. Adams"
8 books found
The Story of the Fifteenth Regiment Massachusetts Volunteer Infantry in the Civil War, 1861-1864
by Andrew Elmer Ford
1898
The coasts of today’s American South feature luxury condominiums, resorts, and gated communities, yet just a century ago, a surprising amount of beachfront property in the Chesapeake, along the Carolina shores, and around the Gulf of Mexico was owned and populated by African Americans. Blending social and environmental history, Andrew W. Kahrl tells the story of African American–owned beaches in the twentieth century. By reconstructing African American life along the coast, Kahrl demonstrates just how important these properties were for African American communities and leisure, as well as for economic empowerment, especially during the era of the Jim Crow South. However, in the wake of the civil rights movement and amid the growing prosperity of the Sunbelt, many African Americans fell victim to effective campaigns to dispossess black landowners of their properties and beaches. Kahrl makes a signal contribution to our understanding of African American landowners and real-estate developers, as well as the development of coastal capitalism along the southern seaboard, tying the creation of overdeveloped, unsustainable coastlines to the unmaking of black communities and cultures along the shore. The result is a skillful appraisal of the ambiguous legacy of racial progress in the Sunbelt.
The whole landscape of space use is undergoing a radical transformation. In the workplace a period of unprecedented change has created a mix of responses with one overriding outcome observable worldwide: the rise of distributed space. In the learning environment the social, political, economic and technological changes responsible for this shift have been further compounded by constantly developing theories of learning and teaching, and a wide acceptance of the importance of learning as the core of the community, resulting in the blending of all aspects of learning into one seamless experience. This book attempts to look at all the forces driving the provision and pedagogic performance of the many spaces, real and virtual, that now accommodate the experience of learning and provide pointers towards the creation and design of learning-centred communities. Part 1 looks at the entire learning universe as it now stands, tracks the way in which its constituent parts came to occupy their role, assesses how they have responded to a complex of drivers and gauges their success in dealing with renewed pressures to perform. It shows that what is required is innovation within the spaces and integration between them. Part 2 finds many examples of innovation in evidence across the world – in schools, the higher and further education campus and in business and cultural spaces – but an almost total absence of integration. Part 3 offers a model that redefines the learning landscape in terms of learning outcomes, mapping spatial requirements and activities into a detailed mechanism that will achieve the best outcome at the most appropriate scale. By encouraging stakeholders to creating an events-based rather than space-based identity, the book hopes to point the way to a fully-integrated learning landscape: a learning community.
The Jewish sage Ben Sira links the partnership of the sage with personified Wisdom to his overall teaching on marriage and family. This study provides a detailed analysis of this connection, first, by describing the overlapping characteristics of fathers in families and sages among their students as seen through an examination of Ben Sira's use of metaphorical family language, whereby the sage takes the role of father in the pedagogical setting. This study then describes the spousal relationship between the sage and personified Wisdom, particularly as it appears alongside the marital instructions in Sir 23:16-26:18. This study further considers Ben Sira's privileged social position to influence the religious conviction of next generation Judaism and to strengthen Jewish youth against rising Hellenistic pressures that may tempt them away from Torah adherence. Ben Sira's solution then is found in his proposed vision of families, modeled after his pedagogical setting. Finally, Ben Sira's teaching is compared to other Second Temple texts, showing the importance of his context for his conception of family and the needs of his time. Thus, this study shows the relevance of Ben Sira's teaching for families as well as his distinctiveness among other Jewish texts.
Reports of Cases Argued and Determined in the Supreme Court And, at Law, in the Court of Errors and Appeals of the State of New Jersey
by New Jersey. Supreme Court, A. O. Zabriskie, Andrew Dutcher, Peter D. Vroom, Garret Dorset Wall Vroom, Charles E. Gummere, William Abbotts
1903
Music Technology in Education lays out the principles of music technology and how they can be used to enhance musical teaching and learning in primary and secondary education. Previously published as Computers in Music Education, this second edition has been streamlined to focus on the needs of today’s music education student. It has been completely updated to reflect mobile technologies, social networks, rich media environments, and other technological advances. Topics include: Basic audio concepts and recording techniques Enhanced music instruction with interactive systems, web-based media platforms, social networking, and musicianship software Administration and management of technology resources Distance education and flexible learning Music Technology in Education provides a strong theoretical and philosophical framework for examining the use of technology in music education while outlining the tools and techniques for implementation in the classroom. Reflective Questions, Teaching Tips, and Suggested Tasks link technology with effective teaching practice. The companion website provides resources for deeper investigation into the topics covered in each chapter, and includes an annotated bibliography, website links, tutorials, and model projects.