DOCSLIB.ORG

Microcopy Resolution,Iest Chart Nati9nal -Buren Of:,144:,111101190-A Document Resume

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Microcopy Resolution,Iest Chart Nati9nal -Buren Of:,144:,111101190-A Document Resume MICROCOPY RESOLUTION,IEST CHART NATI9NAL -BUREN OF:,144:,111101190-A DOCUMENT RESUME ED 079 204 SO 006 004 AUTHOR Banks, James A., Ed. TITLE Teaching Ethnic Studies:Concepts andStrategies. 43rd Yearbook. INSTITUTION National Council for theSocial Studies, Washington, D.C. PUB DATE 73 NOTE 315p. AVAILABLE FROMNational Council for the Social Studies, 1201 Sixteenth Street, N.W., Washington, D.C. 20036 ($7.50, Clothbound; $6.00, Paperbound) EDRS PRICE MF-$0.65 HC Not Available from EDRS. DESCRIPTORS Books; Concept Teaching,; Cultural Pluralism; *Ethnic Studies; Feminism; *Minority Groups; *Racism; Social Change; *Social Studies; *Teaching Techniques; Values; Yearbooks ABSTRACT Twelve authors present new conceptual frameworks for studying about ethnic groups, and for analyzing American society, and describe promising strategies and materials in this 431d yearbook. The book is arranged into three major parts. In Part One, the authors proVide perceptive analyses of institutional racism, social justice, and power relationships in America, and also suggest ways in which the teacher can deal with both individual and institutional racism. In addition, one. author describes how ethnic content can be used to spearhead instructional reform. The next five chapters in Part Two focus on the historical and sociological problems of ethnic minority groups, and describe ways in which the teacher can incorporate their experiences into the social studies curriculum. Authors are various members of ethnic groups and speak from their perspective. The final part of this book explores the problems of two groups victimized by stereotypes and cultural assaults -- white ethnics and women. Strategy exercises are appended to several chapters..(Author/SJN) Teaching Ethnic Studies Co-ceptsaiStrategies JAMES A. BANKS, EDITOR NATIONAL COUNCIL 43rd YEARBOOK, 1973 FOR THE SOCIAL STUDIES X /' 'FILMED FROM BEST AVAILABLE COPY Teaching Ethnic Studies Concepts and Strategies .-, Contributors James A. Banks Carlos E. Cortes Mildred Dickeman Jack D. Forbes Geneva Gay Francesco Cordasco David Ballesteros Diego Castellanos Barbara A. Sizemore Mark M. Krug Larry Cuban Janice Law Trecker Lowell K. Y. Chun-Hoon Elizabeth 0. Pearson r ,. 4- tN.1t Teaching Ethnic Studies ir._Concepts and Strategies c) PERMISSION TO REPRODUCETHIS COPYRIGHTED MATERIAL BYMICRO. ;Q FICHE ONLY HAS BEEN GRANTEDBY !Ld.." AL-5-2-5, OPERAT TO ERIC AND ORGANIZATIONSTHE NA 1 ING UNDER AGREEMENTS WITH TIONAL ,INSTITUTE OF EDUCATION t FURTHER REPRODUCTION OUTSIDE ! r THE ERIC SYSTEM REQUIRESFERMIS SION OF THE COPYRIGHT ...'NNER" ......__.--------- JAMES A. BANKS, Editor 43rd Yearbook 1973 NATIONAL COUNCIL FOR THE SOCIAL S'T'UDIES A National Affiliate of the National Education Association 1201 Sixteenth Street, N. W. Washington, D. C. 20036 Paperbound, $6.00; Clothbound, $7.50 NATIONAL COUNCIL FOR THE SOCIAL STUDIES Officers for 1973 President Directors Harris L. Dante Joan Alcorn Kent State University James A. Banks Kent, Ohio Charles E. Billings President-Elect H. Thomas Collins Stanley P. Wronski Dorothy L. Dunn Michigan State University Shirley H. Engle East Lansing, Michigan Jean Fair John Jarolimek Vice-President Dana G. Kurfman Jean Tilford John McAulay Cincinnati (Ohio) Public Schools Lee H. Smith Ida Fabian Spirawk Executive Secretary Bob L. Taylor Merrill F. Hartshorn George G.-Watson, Jr. Washington, D.C. Publications Board Associate Secretary T. Marcus Gillespie ROBERT BEERY, Chairman Washington, D.C. ROBERT BARR CHARLES BILLINGS Editor MARK KRUG Daniel Roselle ANNA S. OCHOA Washington, D.C. NANCY SPRAGUE The National Council for the Social Studies is a National Affiliate of the National Education Association of the United States. It is the professional organization of educators at all levelselementary, secondary, college, and universitywho are interested in the teaching of social studies. Membership in the National Council for the Social Studies includes a subscription to the Council's official journal, Social Education, and a copy of the Yearbook. In addition, the Council publishes bulletins, curriculum studies, pamphlets, and other materials of practical use for teachers of the social studies. Membership dues are $15.00 a year. Applications for membership and orders for the purchase of publications should be sent to the Executive Secretary, 1201 Sixteenth Street, N.W., Washington, D.C. 20036. Copyright e 1973 by the NATIONAL COUNCIL FOR THE SOCIAL STUDIES Library of Congress Catalog Card Number: 73-75298 Dedicated to JOHN JAROLIMEK AND JEAN FAIR Two distinguished NCSS Presidents who struggled to eliminate racism and social injustice Foreword We are all immigrants, yet one of the great blots on the record of American democracy is the manner in which the fate of the first inhabi- tants, later arrivals, and minc rity groups in general has been entrusted to the Anglo-Saxon majority.Native Americans were exterminated, cheated, relegated to less desirable lands, and deprived of justice. Black Americans were brought here against their will, enslaved, treated as inferiors, and omitted from the mainstream of American society. Span- ish-speaking Americans have been dealt with as aliens rather than citi- zens and have likewise been exploited and discriminated against. Orien- tal Americans have been regarded as different; inscrutable, mysterious persons, and have experienced loss of civil rights and other privileges of citizenship. Many European ethnic groups have fought their way up from the bottom of the economic ladder only to find themselves on the cutting edge of our great urban problems. Unfortunately, those groups along with the urban poor and other minority groups do not realize the extent to which they are pitted against each other to the advantage of the power structure. American Jews have been the victims of anti- Semitism and often stereotyped, with the diversity that exists among them overlooked. Women have been subordinated in our history and treated as second-class citizens in the economic arena, as well as in day- to-day personal and social relationships. Textbooks and school curricula too often have sustained the status quo, helped entrench the stereotypes, and narrated the myth and the vii folklore. In some instances gestures were made to indicate that various individuals had contributed to American culture but, in general, Mark Twain's "great lie of silence" prevailed. The demands of minority groups for an equal opportunity to sitat the American table of abundance and for an equal chance at the starting block became a major part of the great social upheavals of the 1960's. There were many who believed that the conscience of America was speaking and that we were in turmoil because we took our ideals seri- ously and, in spite of everything, have guilt feelings over our shortcom- ings. Some have said that the self-criticism in which we have engaged and the tolerance granted the protestors indicate that as a society the United States is receptive to change and that many share in part, at least, the belief that things could be better. It haseven been suggested that our complacency has been shaken while there is still time to set things right. There have been indications that many are ready torecog- nize the pluralism of American society and even to value the differences among us more than to insist on conformity. On the other hand, there are some indications that the revolution of the last decade has lost much of its strength. The forces thatare opposed to change are firmly entrenched, the affluent majority has lapsed into indifference, and many Americans are tired and frustrated. This Yeirbook is evidence that the National Council for the Social Studies has not lessened in its concern or given up in its attempt to make the social studies meaningful and useful in aiding teachers and students to understand and to contribute toward the solution of the desperate problems of our time. It is further fitting that this should bea hard- hitting and courageous work, for-while there has been some improve- ment in the treatment of minorities in textbooks it has not been enough. The membership has a right to expect that NCSS publications will deal more forthrightly with social issues than might be expected of commer cial publishers. It is a hopeful sign that in recent years the National Council for the Social Studies has actively been dealing with the real issues that are of prime importance. The programs, the work of its committees, its publications, and other actions indicate that the Council is "getting it together." This Yearbook is further testimony to the direc- tion we have set for ourselves. The editor and the various authors have made a significant contribu- tion in increasing our knowledge, sensitivity, and awareness ofmany things that teachers need to know about in this critical area. Thecon- tributors are not only distinguished scholars, but experts, who have dedicated their lives and their professional careers in teaching and working with the minority groups of whom they write. Teachers will nit only gain insight into a sensitive educational issue, but will learn teach- viii ing strategies ranging from problems of bilingualism to the cultural differences between groups that require a variety of approaches and understandings. Any teacher will profit from learning more about the covert cues to teaching about various ethnic cultures. The National Council for the Social Studies is very much indebted to the authors of this Yearbook. Their contributiodis further evidence of their commitment to the profession and to humanity. HARRIS L. DANTE, President National Council for the Social Studies ix Introduction For any reader, this book will be-a profound experience. It will evoke a wide range of emotions, including pain, anger, compassion, disillusion- ment, despair, admiration, and hope. It is a hard-hitting book written by a group of fighters who have an unrelenting commitment to social justice. Their words are sometimes bitter and incisive, but their restraint is a tribute to their wisdom and scholarship. This is not a book written by a group of irrational radicals who use these pages for a counterproductive catharsis.
Load more

Recommended publications
  • Experiences of Turkish Students and Their Parents Dissertation
    Making Sense of Schooling, Identity, and Culture: Experiences of Turkish Students and Their Parents Dissertation Presented in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in the Graduate School of The Ohio State University By Zeynep Işık-Ercan College of Education and Human Ecology The Ohio State University 2009 Dissertation Committee: Adrian Rodgers, Co-Advisor Barbara Seidl, Co-Advisor Laurie J. Katz Cynthia B. Dillard Copyright by Zeynep Işık-Ercan 2009 ABSTRACT In this study, I look at the Turkish immigrant parents and their children at the intersection of schooling, culture, and identity. The study particularly emphasizes the ways Turkish children negotiate their cultural identity in schooling, Turkish parents’ experiences with their children’s schooling, and the ways Turkish parents and children negotiate their bilingual and bicultural identities. Sociocultural theories, specifically hybridity theory (Bhabha, 1994; Soja, 1996; Moje et al., 2004) and transnational studies (Basch, Glick Schiller, & Szanton Blanc, 2008) framed this study. The findings suggest that Turkish parents and children collaborate to create a third-space in home and community contexts where hybrid American, Turkish, and Muslim identities and Turkish and American cultural and educational practices co-exist. The creation of these third spaces moves the parents and children beyond the limitations of Turkish and American geographical, cultural and educational contexts. ii DEDICATION To those teachers who never stopped believing in that child… iii ACKNOWLEDGMENTS I am so blessed to have beautiful people in my life that completed me in many different ways. This is an acknowledgement of how they stood by me through my dissertation process, as well as in my personal and professional life.
    [Show full text]
  • English Studies Student Conference, and Our Local Sponsors, Starbucks and Little Casesars of Charleston
    10:00 a.m. Session Room 3130 Undergraduate Writing Awards Panel Moderated by Dianna Bellian Students share their award-winning essays from this year’s English Studies competitive pool of literary and cultural studies submissions. Student Conference Kathryn Miller: "What They Didn’t Realize about presented by Themselves” English undergraduate and [3rd Place Winner of the Undergraduate Cultural Diversity Essay Contest] graduate students Heather Lamb: “'Tyranny of the Commonplace:' Self-Doubt and Hatred through Asymmetry” [3rd Place Winner of the Undergraduate Literary Studies Essay Contest] April 9-10, 2015 My essay explores the relationship between creators, creations, and societal expectations. Society expects that that an individual's physical body should align with the psychological interior, which is the symmetric ideal. Individuals who do not fit this ideal, or those who are asymmetric, attempt to justify or rectify themselves through perfect creation; however, since creations are a reflection of the self, creators ultimately hate and become ashamed of their creations and themselves. Sarah Self: “Taking the Win” [2nd Place Winner of the Cultural Diversity Essay Contest] This essay is about the importance of community, especially for international students. I look through the lens of a Super Bowl party attended by a variety of EIU students to discuss the Department of English 2 10:00 a.m. Session benefits of creating bonds and friendships between American Room 3140 & International students. I also show that there are a variety of ways to get involved with International students on campus. What to Expect When You're Teaching (and Beyond): English Language Arts Alumni/ Educator Roundtable Moderated by Dr.
    [Show full text]
  • Money in the Fiction of Willa Cather Vincent A
    Loma Linda University TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works Loma Linda University Electronic Theses, Dissertations & Projects 7-1974 Money in the Fiction of Willa Cather Vincent A. Clark Follow this and additional works at: https://scholarsrepository.llu.edu/etd Part of the Fiction Commons, and the Literature in English, North America Commons Recommended Citation Clark, Vincent A., "Money in the Fiction of Willa Cather" (1974). Loma Linda University Electronic Theses, Dissertations & Projects. 554. https://scholarsrepository.llu.edu/etd/554 This Thesis is brought to you for free and open access by TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works. It has been accepted for inclusion in Loma Linda University Electronic Theses, Dissertations & Projects by an authorized administrator of TheScholarsRepository@LLU: Digital Archive of Research, Scholarship & Creative Works. For more information, please contact [email protected]. I,OMA LINDA UNIVERSITY Graduate School MONEY IN THE FICTION O'F WILL..~ CATHER by Vincent A. Clark ------·--- A Thesis in Partial Fulfillment Master of Arts in the Field of English .July 1974 Each person whose signature appears below certifies that this thesis in his opinion thesis for the degree Master of Arts. ;). ~~Delmar I. Davis, i)~cU'""""""-)~t-J.--"------Professor of _LvlJr IT". U~ -·--· -- Robert Pg Dunn 1 Associate Professor of English CONTENTS ., .L. Introduction 1 2. Money in the Life of Willa Cather 8 3. The Early Books . 16 4. The Pioneer Triumphant • . 25 5. Mammon and the Modern World 40 6. The Days That Are No More . 71 7. Conclusion: Money in the Fiction of Willa Cather .• 80 Notes ...
    [Show full text]
  • Identity Among Adolescent Arab-Americans in Dearborn
    IDENTITY AMONG ADOLESCENT ARAB-AMERICANS IN DEARBORN Identity Among Adolescent Arab-Americans in Dearborn, Michigan: An Eriksonian Perspective by Zeinab M. Sobh A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education (Educational Leadership) at the University of Michigan-Dearborn 2020 Doctoral Committee: Professor Kim Killu, Chair Professor Paul R. Fossum, Committee Member Professor Julie Anne Taylor, Committee Member IDENTITY AMONG ADOLESCENT ARAB-AMERICANS IN DEARBORN i © Zeinab M. Sobh 2020 IDENTITY AMONG ADOLESCENT ARAB-AMERICANS IN DEARBORN ii Dedication This dissertation is dedicated to my three children, Ibrahim, Fatima, and Hussein, whose hearts and souls gave me the support and encouragement to complete this labor of love. You three have been by my side through the best of times and through the difficult times. I am so proud to be your mom and I hope I have made you proud as well. I also dedicate this dissertation to my loving parents, Mahmoud and Hana, who taught me the value of education and the power of family. You have provided the strength that I dearly needed throughout this process, and for the both of you, I will forever be thankful. IDENTITY AMONG ADOLESCENT ARAB-AMERICANS IN DEARBORN iii Acknowledgments I would like to express the deepest and most sincere appreciation to my committee chair, Dr. Kim Killu, who has been my pillar throughout this process. It is without a doubt that without her guidance and persistent help, this dissertation would not have been possible. She motivated me to continue when I doubted myself and often had enough faith in my work for the both of us.
    [Show full text]
  • Exposition of the Sutra of Brahma S
    11 COLLECTED WORKS OF KOREAN BUDDHISM 11 BRAHMA EXPOSITION OF THE SUTRA 梵網經古迹記梵網經古迹記 EXPOSITION OF EXPOSITION OF S NET THETHE SUTRASUTRA OF OF BRAHMABRAHMASS NET NET A. CHARLES MULLER A. COLLECTED WORKS OF KOREAN BUDDHISM VOLUME 11 梵網經古迹記 EXPOSITION OF THE SUTRA OF BRAHMAS NET Collected Works of Korean Buddhism, Vol. 11 Exposition of the Sutra of Brahma’s Net Edited and Translated by A. Charles Muller Published by the Jogye Order of Korean Buddhism Distributed by the Compilation Committee of Korean Buddhist Thought 45 Gyeonji-dong, Jongno-gu, Seoul, 110-170, Korea / T. 82-2-725-0364 / F. 82-2-725-0365 First printed on June 25, 2012 Designed by ahn graphics ltd. Printed by Chun-il Munhwasa, Paju, Korea © 2012 by the Compilation Committee of Korean Buddhist Thought, Jogye Order of Korean Buddhism This project has been supported by the Ministry of Culture, Sports and Tourism, Republic of Korea. ISBN: 978-89-94117-14-0 ISBN: 978-89-94117-17-1 (Set) Printed in Korea COLLECTED WORKS OF KOREAN BUDDHISM VOLUME 11 梵網經古迹記 EXPOSITION OF THE SUTRA OF BRAHMAS NET TRANSLATED BY A. CHARLES MULLER i Preface to The Collected Works of Korean Buddhism At the start of the twenty-first century, humanity looked with hope on the dawning of a new millennium. A decade later, however, the global village still faces the continued reality of suffering, whether it is the slaughter of innocents in politically volatile regions, the ongoing economic crisis that currently roils the world financial system, or repeated natural disasters. Buddhism has always taught that the world is inherently unstable and its teachings are rooted in the perception of the three marks that govern all conditioned existence: impermanence, suffering, and non-self.
    [Show full text]
  • Copyright by Keith Daniel Mclaughlin 2004
    Copyright by Keith Daniel McLaughlin 2004 The Dissertation Committee for Keith Daniel McLaughlin certifies that this is the approved version of the following dissertation: Toward a New Paradigm for Teaching and Learning: A Case Study of the Process of Integrating Instructional Design and Technology at Florida Community College at Jacksonville Committee: John E. Roueche, Supervisor William F. Lasher Norvell W. Northcutt Susan C. Harkins Donald W. Green Toward a New Paradigm for Teaching and Learning: A Case Study of the Process of Integrating Instructional Design and Technology at Florida Community College at Jacksonville by Keith Daniel McLaughlin, B.A.; M.S.M. Dissertation Presented to the Faculty of the Graduate School of The University of Texas at Austin in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy The University of Texas at Austin December 2004 Dedication This dissertation is dedicated to my younger sister and childhood playmate, Laurie, who lost…no, won her courageous battle with a brain tumor in March 2003. Her journey was all too brief. Acknowledgements I have been enormously blessed by the support and encouragement of my family and friends. I want to thank my dad and step mom for their unfailing love, counsel, and generosity. I also want to thank my brothers and sisters for their financial support and their loving embrace across the miles that separated us during my time in Austin. I want to express my appreciation to all of my wonderful friends that have encircled me with their prayers and words of encouragement. I also met many new friends in Block 58, and I want to thank them for their kindness and support.
    [Show full text]
  • Download Article (PDF)
    Advances in Social Science, Education and Humanities Research, volume 164 International Conference on Learning Innovation (ICLI 2017) Do We Need to Learn About Human Rights Values?: Jurisprudential Inquiry Model of Teaching in Senior High School Muhammad Japar, Dini Nur Fadhillah Universitas Negeri Jakarta Jakarta, Indonesia [email protected] Abstract—This study aimed to collect the data of human communication to make the student understands and focuses. rights values through Jurisprudential Inquiry model of Education in human values should be included as an Teaching. This model increases the split society, so we need to important element in all subjects and not to be taught as a appreciate the difference values as an effort to have a sense of separate compulsory or optional subject in the school unity. Education is the beginning of citizen character building curriculum by a separate specialized teacher. We have to through Civic Education. The process of learning and know, education is a process to develop the personality and assessment in Civic Education now emphasizes on the inherent capabilities of a child. Implementing the learning instructional effects limited to content mastery and emphasizes process is the stage of implementation programs that have only on the cognitive dimensions and thus a Jurisprudential been prepared. In this activity, the teacher is demanded to Inquiry model is required. This qualitative research used the have the ability of being active and creative to improve the descriptive method of analysis. The results of this study indicated that the Jurisprudential Inquiry model of teaching as student in accordance with the plan that has been prepared.
    [Show full text]
  • Samwise Gamgee: Beauty, Truth, and Heroism in J.R.R
    Chichester 1 Samwise Gamgee: Beauty, Truth, and Heroism in J.R.R. Tolkien’s The Lord of the Rings A Thesis Submitted to The Faculty of the College of Arts and Sciences In Candidacy for the Degree of Master of Arts in English By Christine L. Chichester April 2015 Chichester 2 Liberty University College of Arts and Sciences Master of Arts in English Karen Swallow Prior, Ph.D. Date Thesis Chair Emily Walker Heady, Ph.D. Date Committee Member Brian Melton, Ph.D. Date Committee Member Chichester 3 Abstract The Lord of the Rings is a well-established part of fantasy’s literary canon because of J.R.R. Tolkien’s creative imaginary setting and his use of legendary characters. However, this story, and in particular, its use of the archetypal hero’s journey deals not only in the Beauty of myth, but also in the universal Truth of Story. Tolkien combines aspects of well-established archetypes with unchanging Truth in order to create a fitting and ultimately Good depiction of heroism. This thesis seeks to examine how Samwise Gamgee, an unexpected hero, experiences or does not experience the stages of Joseph Campbell’s Adventure of the Hero with the intention of discovering how both Truth and Beauty play into unconventional heroism. Chichester 4 Dedication To my husband, Steven who did not quell my love for Tolkien and who, in patiently supporting my thesis-adventure, has unknowingly been woven into its pages and its very heart. To my mother who told me stories of Sam fighting off Shelob before I could read.
    [Show full text]
  • Development of Asian American Identity: an Exploratory Study of Japanese American Women
    DOCUMENT RESUME ED 216 085 UD 022 271 AUTHOR Kim, Jean TITLE Development of Asian American Identity: An Exploratory Study of Japanese American Women. PUB DATE [Oct 81) NOTE 52p. EDRS PRICE MF01)PC03 Plus Postage. DESCRIPTORS Acculturation; *Asian Americans; Cultural Differences; Cultuial Influences; *Culture Conflict; *Ethnicity; Females; *Identification (Psychology); Japanese Americans; Peer Influence; Political Influences; Racial Bias; *Self Concept; *Social Influences; Social Isolation ABSTRACT Interviews with Japanese American women revealed that they developed an Asian American identity by resolving initial identity conflicts, and that the process occurred in five stages. In the first stage, the individuals' interaction with family and friends led to ethnic awareness, or a consciousness of their Japanese descent. In the second stage, contact with white society resulted in a sense of being different from peers, of alienation from self and from other Asian Americans, and of identification with whites. In the third stage, which coincided with the sociopolitical movements of the 1960s and the 1970s, the Asian Americans developed sociopolitical consciousness, a new awareness of themselves and of their rights as minorities, and a feeling of alienation from whites. The fourth stage involved the redirection of experiences toward Asian American consciousness and the gradlial emergence of an Asian American identity. The fifth stage was characterized by the women's ability to relate to different groups of people without losing their identity as _______Asilan-Antericans. Interaction with the social environment influenced the identity development process: in general,, women who grew up in predominantly non-white, racially mixed neighborhoods had less painful experiences with identity conflict than those who grew up in predominantly white neighborhoods.
    [Show full text]
  • Petition to Protect the Monarch Butterfly (Danaus Plexippus Plexippus) Under the Endangered Species Act
    BEFORE THE SECRETARY OF THE INTERIOR © Jeffrey E. Belth PETITION TO PROTECT THE MONARCH BUTTERFLY (DANAUS PLEXIPPUS PLEXIPPUS) UNDER THE ENDANGERED SPECIES ACT Notice of Petition Sally Jewell, Secretary U.S. Department of the Interior 1849 C Street NW Washington, D.C. 20240 [email protected] Dan Ashe, Director U.S. Fish and Wildlife Service 1849 C Street NW Washington, D.C. 20240 [email protected] Douglas Krofta, Chief Branch of Listing, Endangered Species Program U.S. Fish and Wildlife Service 4401 North Fairfax Drive, Room 420 Arlington, VA 22203 [email protected] Monarch ESA Petition 2 PETITIONERS The Center for Biological Diversity (“Center”) is a nonprofit, public interest environmental organization dedicated to the protection of imperiled species and the habitat and climate they need to survive through science, policy, law, and creative media. The Center is supported by more than 775,000 members and activists throughout the country. The Center works to secure a future for all species, great or small, hovering on the brink of extinction. The Center for Food Safety (“CFS”) is a nonprofit public interest organization established in 1997 whose mission centers on protecting public health and the environment by curbing the adverse impacts of industrial agriculture and food production systems on public health, the environment, and animal welfare, and by instead promoting sustainable forms of agriculture. As particularly relevant here, CFS is the leading nonprofit working on the adverse impacts of genetically engineered crops and neonicotinoid pesticides. CFS and its over half-a-million members are concerned about the impacts of industrial agriculture on biodiversity generally, and on monarch butterflies specifically.
    [Show full text]
  • Integrity, Despair and in Between: Toward Construct Validation of Erikson's Eighth Stage
    INTEGRITY, DESPAIR AND IN BETWEEN: TOWARD CONSTRUCT VALIDATION OF ERIKSON'S EIGHTH STAGE by Simon Hearn B.A., University of Toronto, 1977 M.Sc., Memorial University of Newfoundland, 1986 THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY in the Department of PSYCHOLOGY @Richard Simon Fairfax Hearn 1993 SIMON FRASER UNIVERSITY July 1993 All rights reserved. This work may not be reproduced in whole or in part, by photocopy or other means, without permission of the author. APPROVAL Name: R. Simon F. Hearn Degree: Doctor of Philosophy Title of Thesis: Integrity, Despair, and In Between: Towards Construct Validation for Eriksonts Eighth Stage Examining Committee: Chair: Dr. Jean Koepke r . James Marcia , Professor se-ervwr Dr. ~hondKoopman Associate Professor -- Dr. Stephen G.-llidav Adjunct Professor Dr. Elinor Ames, Associate Professor Internal External Examiner - ------ - Dr. Susan K. Whitbourne, Professor Department of Psychology University of Massachusetts External Examiner PARTIAL COPYRIGHT LICENSE I hereby grant to Simon Fraser University the right to lend my thesis, project or extended essay (the title of which is shown below) to users of the Simon Fraser University Library, and to make partial or single copies only for such users or in response to a request from the library of any other university, or other educational institution, on its own behalf or for one of its users. I further agree that permission for multiple copying of this work for scholarly purposes may be granted by me or the Dean of Graduate Studies. It is understood, that copying or publication of this work for financial gain shall not be allowed without my written permission.
    [Show full text]
  • The Zen Experience by Thomas Hoover
    THE ZEN EXPERIENCE Library Journal called it, “The best history of Zen ever written.” The truth of Zen has always resided in individual experience rather than in theoretical writings. To give the modern reader access to understanding of this truth, THE ZEN EXPERIENCE illumines Zen as it was created and shaped by the personalities, perceptions, and actions of its masters over the centuries. Beginning with the twin roots of Zen in Indian Buddhism and Chinese Taoism, we follow it through its initial flowering in China under the First Patriarch Bodhidharma; its division into schools of “gradual” and “sudden” enlightenment under Shen-hsui and Shen-hui; the ushering in of its golden age by Hui- neng; the development of “shock” enlightenment by Ma-tsu; its poetic greatness in the person of Han- shan; the perfection of the use of the koan by Ta-hui; the migration of Zen to Japan and its extraordinary growth there under a succession of towering Japanese spiritual leaders. Rich in historical background, vivid in revealing anecdote and memorable quotation, this long- needed work succeeds admirably in taking Zen from the library shelves and restoring its living, human form. BOOKS BY THOMAS HOOVER Nonfiction Zen Culture The Zen Experience Fiction The Moghul Caribbee Wall Street Samurai (The Samurai Strategy) Project Daedalus Project Cyclops Life Blood Syndrome All free as e-books at www.thomashoover.info THE ZEN EXPERIENCE Thomas Hoover SIGNET, SIGNET CLASSICS, MENTOR, PLUME, MERIDIAN AND NAL BOOKS are published in the United States by The New American Library, Inc., 1633 Broadway, New York, New York 10019.
    [Show full text]