Product Description
PLEASE CHOOSE EXPEDITED SHIPPING FOR THIS BOOK WHEN YOU GET TO THE PURCHASE CONFIRMATION PAGE. IT IS TOO HEAVY FOR STANDARD (MEDIA MAIL). // The first complete textbook in nearly 30 years for high school academic study of the Bible is here. // Thoroughly reviewed and critically acclaimed, it respects the views of major faith groups, while endorsing none. This respects the views of major faith groups, while endorsing none. // The Bible Literacy Project curriculum is unique in eight distinctive ways: ** (1) It was created to fulfill the standards of The Bible & Public Schools: A First Amendment Guide ** (2) It has been examined by 40 reviewers. ** (3) It is uniquely a student textbook. It presents a straightforward explanation of the narratives, themes, and characters of the Bible. ** (4) It broadly covers the cultural contexts and influences of the Bible, with examples of art, literature, rhetoric and music. ** (5) It preserves the ability of parents to teach their view of the Bible's religious significance without prejudice to a particular view. ** (6) It has been tested both in public high schools and in a university training course for English teachers. ** (7) There is an accompanying teacher's manual in development. ** (8) There will be a university-based, online teacher training program available.
Customer Reviews:
A reasonable survey and a positive presentation.......2007-06-04
I purchased this somewhat expensive but beautifully printed secondary school textbook because of an article which appeared in TIME during March 2007. The article was entitled "The Case for Teaching the Bible". I was encouraged that a book had been produced for the use of Bible in Literature courses in American Public High Schools.
The writers have given a reasonable survey of the contents of the 66 books of the Protestant Canon of Old and New Testaments in the Christian Bible. The presentation is essentially a version without historical critical undertones and without religious overtones. It is strong on the social influence of the Bible in American life.
If one wants the historical critical and religious perspectives there are the standard introductions by such writers as Bernhard Anderson and Lawrence Boadt on the Old Testament and Raymond Brown and David DeSilva on the New Testament. Indeed, if one seeks these perspectives at a similar level to The Bible and Its Influence, I would think that the introductions of John Drane would fill the gaps.
All in all, this is a positive presentation of the Bible that will go a long way to encourage secondary and early tertiary students to read the content of the Bible in a modern English translation with thoughtful understanding of its relevance down through the years.
Student Text Review.......2007-05-12
The book is an excellent attempt to cover Biblical principles and theory without using the book to convert or modify the readers present theological beliefs. It is approached from a historical basis and has the purpose to educate the student about the Holy Book called the Bible. It is well written with many interesting facts spread throughout the chapters to peak ones interest. Appears to be well balanced for a book that is trying to stay within guide lines for a public school curriculum. As our society becomes more open to the teaching of basic religious concepts/beliefs in the Holy Books, I can perceive that it would be a key component of a series of such texts that included other religions as well or texts that delved deeper into the books major topics(New Testament Study Or The Life Of Jesus etc.). Overall, an excellent beginning to educate without being over zealous .... students of all backgrounds will benefit.
Excellent Bible Textbook.......2007-01-02
This book can provide a valuable education to middle and high school students. A 43 page preview can be read at by going to books dot google dot com and then typing in the title of this book. If you are on the fence about buying this book you should try the google book search to read the very generous preview. Schools can request an evaluation copy by contacting the publisher at sales at bibleliteracy dot org.
How to study the Bible academically.......2006-11-10
This wonderful textbook, intended for use by high school students, contains much background information on the Bible. These details not only give the stories of the Bible context but show their relevance to today. I have been a student of the Bible all my life, yet I learned new things reading this book. The examples of biblical art and the sidebars on cultural connections are especially interesting. For those who teach teens in Sunday School, this book is a very helpful guide.
The Bible & It's Influence.......2006-07-26
Great book! Wish is was a mandatory read for all schools!
Book Description
Through this strategy-driven, theory-based book, content-area teachers gain a thorough understanding of the fundamental role that reading and writing play in content-area learning. Unique to this book is the attention paid to helping teachers understand how the high school cultures students belong to affect their view of literacy and learning. This book presents a diagnostic perspective on teaching—encourages future teachers to examine students' performance/work on an individual basis—helps teachers see how each student's culture, background, personality, and prior knowledge inform his or her learning and suggests "best practice" for that particular learner. The author offers step-by-step approaches to gauge student literacy, build vocabulary, and implement instruction that improves comprehension, encourages critical reading, supports writing for learning, and facilitates collaboration for literacy development. Content includes research-based review of writing and numerous writing strategies; research-based overview of motivation for literacy in the content areas; and features a full range of plans to get beginning teachers off to a "good start" by showing how to create a cohesive methodology that aligns state standards with integrated strategy instruction and authentic assessment. For future middle and high school educators.
Customer Reviews:
Authoritative blend of theory and practice.......2006-02-28
Very useful text regarding developing literacy in the classroom for both seasoned and new teachers. Many examples provided. Clear prose; challenging ideas presented. A must have text.
Customer Reviews:
A Good Text for Sociological Analysis of Education.......2006-05-26
This book is very effective in helping the reader to grasp a wide range of interpretive theoretical perspectives on education today. The text covers both the policy side of the question (control and finance, bureaucracies, school reform, and teaching as a contested profession) and the anthropological side (youth culture, oppositional culture, engagement and alienation). The text also covers curriculum theory and theories of knowledge.
This book is particularly strong in contrasting and comparing social transmission and social transformation interpretive theories, particularly: functionalist theory, conflict theory, critical theory, and interactionism. There is a useful glossary of sociological terms in the back of the book, as well as 30 pages of excellent references for those who want to delve more deeply into the concepts raised.
Chapters include: Theory and its influences on the purposes of schooling; The social organization of schooling; Youth culture and the student peer group; The labor force in education: teachers, counselors, administrators, and ancillary staff; Social class and its relationship to education, What is taught in schools: curriculum and the stratification of knowledge; Ethnic minorities: equality of educational opportunity; and gender equity in schooling.
Each chapter is divided into logical and coherent subheadings and includes a useful summary of chapter contents. There are also suggestions for things to think about or activities to assign to help students grasp the concepts covered in the text more clearly.
The text works well for foundations of education, sociology of education, education and public policy, and education and society courses.
Unfortunately, like most textbooks today, this one is overpriced at about $75.
Critical Theorist View of Schooling in America -- Blame the white, male, middle-class culture.......2005-10-02
In the authors' view, The Way Schools Work is that they insidiously promote and support the values of America's dominant culture--the white, male, middle class which actively works to keep minorities and women in their place. The first chapter is such a muddle that it is difficult for one to determine exactly what the authors are trying to say. With the help of classroom discussion, I was able to sort out the characteristics of the sociological theories presented. Since the rest of the book is based on understanding these theories, I have to give the book low marks for not making this chapter crystal clear. In general, the book eschews the notion that if you work hard in school, you can succeed in American society. If you believe that notion, the authors allege, then you have bought into the dead-wrong functionalist view of meritocracy. Most of the studies cited in this textbook are at least 20 - 30 years old, and I wonder why more recent data was not given to support their contentions. This textbook presented a most negative, depressing picture of American schooling and places the blame for the dismal state of our schools squarely on the oppressive society in which we live. I respectfully disagree, and think that it is a much more complex issue. I do agree, however, that our public schools are not meeting the needs of our students.
A Crucial Invitation to the Lexicon of Education.......2001-04-06
For anyone interested in the philosophy, theory, and/or practice of education, this book is a must. It is one of the few texts I have found that takes an unbiased approach to the practice of schooling. It is necessary to know the language of education before moving forward with readings of pedagogy; this text provides just such a vocabulary. Offering a full spectrum of views, practices, issues, and policies, this text is an essential introduction to the world of Education.
A Poor Attempt to Criticize Schools..........2000-07-11
This book is a poor attempt to criticize schools and those who work hard everyday to help prepare students for life. If you are a teacher, administrator, or school official, do not waste your hard earned time and money with this non-sense. It provides no appreciation to the dedication of those who care, no matter their race, ethnicity, or gender.
An excellent introductory guide to the sociology of educatio.......1999-11-03
I have found this book to be an essential part of my collection of books on the sociology of education. As a doctoral student in the social foundations of education, I have consistently drawn on the material in this book for both papers and lectures. The book's organization and index make it an easy to use resource guide, much like an encyclopedia of the sociology of education. The text gives a general overview of the issues surrounding the historical and contemporary context of the public school system in the United States. While the book is limited in the extent to which it can talk about topics such as theories of reproduction and resistance, it nevertheless provides a starting point for further research endeavors. Don't sell yourself short on this one, it is well worth the price you have to pay.
Average customer rating:
- Calculations are only as good as your numbers
- Pants on fire?
- Accepted History & Chronology Must Be Changed.
- Very Interesting
- History as Science Fiction
|
History: Fiction or Science? (Chronology, No. 1)
Anatoly Fomenko
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They Cast No Shadows: A Collection of Essays on the Illuminati, Revisionist History, and Suppressed Technologies
ASIN: 2913621058 |
Book Description
Recorded history is a finely-woven magic fabric of intricate lies about events predating the sixteenth century. There is not a single piece of evidence that can be reliably and independently traced back earlier than the eleventh century. This book details events that are substantiated by hard facts and logic, and validated by new astronomical research and statistical analysis of ancient sources.
Customer Reviews:
Calculations are only as good as your numbers.......2007-08-03
Yes, we can all agree that mainstream history is nearly 100% BS due to politics, economics, ego, problems with dating techniques, and various conspiracies. Agreed. But, I've been researching the distinct possibility that human history (in terms of civilizations) are much more ancient than we've been told, so coming across this book was very interesting to me. I wondered how Fomenko could be wrong (if at all) because he is very persuasive in his presentations. Then it dawned on me. If at previous times in prehistory, due to the various catastrophies that are well documented (comets, asteroids, planetary disruptions, plasma discharge, pole reversals, etc) the Earth was in a different position in relation to the sun, different tilt on its axis, different orbit, different rotation (in terms of velocity and DIRECTION), and the continents were in different positions, then would this not cause the ancients to see the sky (constellations) differently? In other words, is Fomenko making erronious assumptions about the physics of the Earth in pre-history, which then corrupt his data with regards to dating the relevant astrology? The last event to seriously disrupt our planet occured roughly 3500 years ago, according to other good researchers, so is it possible Fomenko has been confused by this? The vastly different physics of our planet in the not so distant past may explain this confusion, which is not to say the "mainstream" version of history is correct; on the contrary. I am not an expert in these fields, but wanted to see if this idea could spark discussion.
Pants on fire?.......2007-07-19
Will people ever read before spamming? Yes, Jesuits could not rewrite world history alone, they had help. Anyway, Dr Prof Acad A.Fomenko does not point to jesuits as the driving force of world wide history manipulation in published volumes 1,2,3;, actually he barely mentions the poor devils. Check it with 'Search inside' feature, please. China is rarely mentioned either, in fact, Dr Fomenko is completely eurocentric. Right, his theory contradicts all mainstream schools of history, because in their actual state they are all built on blatantly erroneus chronology. You don't need a mysterious cabal (conspiracy) to falsify history, the falsification is its modus operandi. It is inherent to history(ians) to falsify (distort) events, as it is inherent to humans to boast as it is inherent to power (authority) to legimize itself by referrring to glorious past made to its own order. Dr Prof Fomenko and team have identified scores of instances of such manipulation in Russian, European, etc.. history, and delivered valid statistical proof thereof. His own 'reconstruction' is completely another story. Forget c14 as a valid method of dating. W.Libby has initially discovered a brilliant method of INDEPENDENT dating. Too bad, c14 method has become a joke after a forced marrige with dendrochronology with consensual chronological scale inbuilt. Radiocarbon method can't stand blind tests, but is so very productive as a rubberstamp.
Accepted History & Chronology Must Be Changed. .......2007-04-09
There is no doubt that history as most know it is a sham, & institution's version of History both University & Church is fradulent & inaccurate. Everything was established with an agenda, The real "Dark Ages" are now when we have access to incredible amounts of information past authorities & more important 'common folk' didn't have but our institutions & educators are slow to evolve because of what has ignorantly & arrogantly been taught for too long. This is on many subjects not just Chronology.
For anyone to question "Why would a Mathematician have anything credible to say of History?" The answer is from Dr. Fomenko's preface in the book: "It would be worthwhile to remind the reader that in the XVI-XVII century Chronology was considered to be a subdivision of Mathematics." These volumes could possibly be some of the most important works to date & should be read by everyone with an interest in History, especially professors & educators who have a duty to the public. I have read both books & must say that 'Chronology 1' has some very eye opening & revolutionary information. Even if these volumes are part true the implications are profound & opens the doors to further investigations & questions which must be done. I speak several different lanquages & must say the logic Dr. Fomenko uses with "inflection" of words & words being read from left to right in one region & right to left in another then written backwards, the removal of vowels & get down to basics of words, or different cities & locations having the same name etc. is correct. Vowel usage has always been optional & varied, actually complicating linquistics & study. The first thing one has to understand is that words never had a fixed spelling in history like we do now, the spelling of words was mutable & regional, as well as names & titles of people were vast, varied & changed, NOTHING WAS FIXED or understood linear. Matters of Life & Death as well as financial profiteering yesterday & today were & are made with ignorant, illogical & conspiratorial views of history & reality, it's time people get closer to the Truth & society collectively grow up.
Very Interesting.......2007-03-07
It is a good proposal and I believe it will mature into something even better in the future. I think it deserves to be read.
History as Science Fiction.......2007-01-10
Anatoly Fomenko has written a very intriguing book, full of pictures, charts, and computer 'proof' of his thesis: backwards of AD900 we don't really know what happened or when. Between AD900 and AD1600 there is more certainty, but there is still a lot of fuzzy ground, and things don't get reliable until we get past the 1600's where the printing press made it very difficult for the perpetrators of this timeline manipulation to change anything that had been committed to print. The Dark Ages did not happen. Books were burned for a reason. One organization has doubled the actual length of its existence by expanding the real chronology. Read why.
I had always wondered why Christ died about AD33 and yet men waited until the 11th century to form the Knights Templar, the Cathars, etc and go after the Holy Land by force. Why the 1000 year gap? Turns out there wasn't more than a 10-12 year gap and he proves it using astronomy. This also implies that the planet is not as old as we have been told, and current Christian and other creationist scientists are already championing that idea without being aware of Fomenko's book. The two groups, creationist scientists and the Russian mathematical analysts corroborate each other. Fascinating.
Of course, all this flies in the face of what we have been told traditionally is the 'proper' chronology of western civilization, and most readers will experience 'cognitive dissonance' in reading this book. It means that our history going backwards from AD1600 becomes progressively more incorrect and unreliable until it cannot be trusted at all... in the space of 700-800 years.
Naturally, the curious, open-minded reader will want to know WHO did this, WHY, and did any of the events we think of as really ancient ever happen?
Dr. Fomenko is a respected scientist/mathematician at Moscow State University who has already answered these questions to the satisfaction of his initially skeptical colleagues. Most of them are now believers, a few still refuse to believe (the usual diehards), and of course the western press has ignored Fomenko's work -- for obvious reasons when you read the book. The ones who perpetrated this chronology ruse have a lot to answer for. They are still with us. That's why this book is a well-kept secret.
I gave the book a 4-star rating because I was unable to check out some of his claims; those I checked were as he said. But if even 1/3 of his claims are true, this punches a big hole in what we think is our history, the meaning of western civilization, our educational process (for repeating the ruse as gospel), and the trustworthiness of the organization that perpetrated this ruse, well-intentioned or not.
This book relates to current research into a Young Earth paradigm, to John Keel's discoveries about our planet, and Fr Malachi Martin's insights (in his now out-of-print books). We are indeed sheep who are manipulated and kept ignorant -- for a reason. While knowing what these men have to say may be the "booby prize" (as in: 'what can you do with this knowledge?'), it will provide interesting reading. Didn't someone say: "...and the Truth will set you free."?? For you to judge if this book contains the truth.
Amazon.com
You won't find this book on a school library shelf--it's pure teenage anarchy. While many homeschooling authors hem and haw that learning at home isn't for everyone, this manifesto practically tells kids they're losers if they do otherwise. With the exception of a forwarding note to parents, this book is written entirely for teenagers, and the first 75 pages explain why school is a waste of time. Grace Llewellyn insists that people learn better when they are self-motivated and not confined by school walls. Instead of homeschooling, which connotes setting up a school at home, Llewellyn prefers "unschooling," a learning method with no structure or formal curriculum. There are tips here you won't hear from a school guidance counselor. Llewellyn urges kids to take a vacation--at least for a week--after quitting school to purge its influence. "Throw darts at a picture of your school" or "Make a bonfire of old worksheets," she advises. She spends an entire chapter on the gentle art of persuading parents that this is a good idea. Then she gets serious. Llewellyn urges teens to turn off the TV, get outside, and turn to their local libraries, museums, the Internet, and other resources for information. She devotes many chapters to books and suggestions for teaching yourself science, math, social sciences, English, foreign languages, and the arts. She also includes advice on jobs and getting into college, assuring teens that, contrary to what they've been told in school, they won't be flipping burgers for the rest of their days if they drop out.
Llewellyn is a former middle-school English teacher, and she knows her audience well. Her formula for making the transition from traditional school to unschooling is accompanied by quotes on freedom and free thought from radical thinkers such as Steve Biko and Ralph Waldo Emerson. And Llewellyn is not above using slang. She capitalizes words to add emphasis, as in the "Mainstream American Suburbia-Think" she blames most schools for perpetuating. Some of her attempts to appeal to young minds ring a bit corny. She weaves through several chapters an allegory about a baby whose enthusiasm is squashed by a sterile, unnatural environment, and tells readers to "learn to be a human bean and not a mashed potato." But her underlying theme--think for yourself--should appeal to many teenagers. --Jodi Mailander Farrell
Customer Reviews:
it changed my life.......2007-08-29
After reading this book at the age of 17, I got a GED, went to community college, and now hold a Master's in English. As a highschool student I had a 1.7 GPA and as a graduate student my GPA was a 3.8. I have Grace Llewellyn to thank.
This book gave me the courage to step away from public school and follow my own path. I realized how much energy I was wasting rebelling against a system I could just walk away from.
God bless Grace Llewellyn.
How to bring up a "Theory Y" Individual.......2007-08-08
According to Douglas McGregor, an uber-famous professor from MIT's sloan business school, a person can be viewed in two ways. 1st way is externally-directed known as "theory x." 2nd way is self-directed known as "theory y." (In learning circles, "unschooling" can be equated with "theory y." )
This book's methods are for those who see a young person from a "theory y" viewpoint. It's the rare teacher, principal, or guidance counselor who views a student as "theory y." The demands and pressures put on them by the school-system itself tends to make them and even their students hold a "theory x" viewpoint. (Private school-systems are no better than their public counterparts in this regard. This reader's contact wtih private school-system educators has been contact with those who believe "theory x" to pretty much the only credible viewpoint.)
I read this book and it does provide a lot of good pointers on how to "unschool" a teenager. This reader has some reference to judge methods on how to school a teenager. This reader has taught public high-school courses for nearly a year as a long-term sub.
Read it First.......2007-07-25
I liked this book - but I am a 43 year old mother. For anyone who has put bright, interesting kids into the school system it is a validation of how poor our school system is. I would urge parents to read it first or simultaneously.
I read this when I should have been doing my math homework..........2007-07-12
and absolutely loved it! This book is helping convince my mom to let me leave school to get on with my life already! I highly reccomend this book to anyone who is not too happy with the school system. The author lists several reasons school is damaging (and I mean several chapters' worth of reasons), things to do when not in school, how to go to college if you never went to school (if you so desire), and how to get a job (easier than you thought.) Buy this book if you want to be set free!
Interesting and over-reaching ideas.......2007-07-11
I can see why this book appeals to so many young people: it's written with unhappy students in mind. One of the reasons that this book appeals to so many people is that it simply confirms what they already believe. That kind of reading is always very comforting and appealing--but is it good for us?
I'm not sure that I buy into the product that Llewellyn is selling; that is, that we can teach ourselves better than others can do it for us. The process of seeking out mentors is slightly addressed in her book, but what about seeking mentors in fields that perhaps we don't immediately have a love for? There is value in learning things we didn't think we needed to learn from people we didn't think we'd like.
Still, I do think that high schools do a disservice to a number of young people by requiring a certain number of credits in subjects and assigning grades. Llewellyn does make some interesting points regarding this and other issues that could work for some strongly self-directed and independent students.
Overall, I think the book contains some interesting ideas that would appeal to the average student, but the over-generalizations sink many of her arguments.
Book Description
Do you have to go to film school to get your movies made? No, say two young entrepreneurs who survived the grind. Here they offer 140 strategies for making movies no matter what. Whether its raising money or cutting your budget, or jump-starting the production or stalling it while you finish the script, these strategies are delivered with funny, illustrative anecdotes from the authors experiences and from veteran filmmakers eager to share their stories. Irreverent, invaluable, and a lot cheaper than a years tuition, this friendly guide is the smartest investment any future filmmaker could make.
Customer Reviews:
Fun but Useless.......2006-12-05
If you want something that might motivate you to make a film..-_- then go ahead and buy it... but dont expect to learn anything useful.
Enjoyable read, but limited in focus.......2006-11-08
I just finished this book and thought I would share a few things, good and the not so good.
First the good:
The authors do a really nice job explaining a lot things first time filmmakers might have trouble with, in other words, the 'gotchas'. Things as blaringly obvious as backup batteries and duct tape are included. They touch on a lot of things one should consider when making films.
The book is well laid out and lead one from beginning to end, like a good story. It was a very easy read and sometimes out-loud funny. They talk a lot about dealing with personalities, which is both good and bad.
Which leads me to the not so good:
As encouraging as they are, at times they bring up so many difficulties that one wonders why anyone would bother to make a film at all. The book is alternately encouraging and discouraging.
Given that they are both former film students, this book relies heavily on their film school background, which is an advantage for film school students, but not as useful for non-traditional film students (like Jeunet and myself). They reference the Hollywood film industry/culture almost exclusively, which again does not help those who are based elsewhere.
Bottom line:
I found this book useful, but not as much as I had hoped. This book is ideal for anyone who went to film school, but is only half helpful for the rest of us. The cover is a little deceiving (blame marketing) in that the publisher makes the book sound ideal for any filmmaker. Despite the flaws, I find it to be a useful reference for my filmmaking endeavors. I give this four stars, one extra star than I normally would have, just for sheer entertainment and readability value.
The push you need to make films.......2006-08-20
This book gave me the final nudge that I needed to go out and make my own films. It is light on the 'technique-side' but there are already enough books on that. What's missing is some inspirational words to muster up the courage as well as some wisdom to make your first filmmaking experience easier and this book fulfills those needs.
If you're interested in seeing how a newbie uses this book in making his own first film visit my film blog at www.kasemkharsa.com/empire
A mix of inspirational and practical advice.......2006-06-03
I'm currently enrolled in a university film program. Many of the teachers give a grim forecast of the job market and breaking into the industry. For me, this book was a breath of fresh air. It gives advice from party etiquette to budgeting to breaking through a writing block. All the advice is mixed with humor and interesting tidbits. Through their words, I could feel that the authors love making films. In turn, reading this book made me really exciting about pursuing a career in this field. However, I did feel that a lot of their advice was a matter of common sense. If you're looking for an easy read to get you pumped about working in this industry...this is a great book.
Great Motivation to Get Out There and Get Creating!.......2006-03-08
I really enjoyed this book. While I was expecting more of a literal take on the "what they don't teach you at film school" part of the book, I was still pleasantly surprised. The authors really break down the information for you and make it easy to digest. It's truthful and written with a down to earth perspective. When I bought the book I was expecting more focus on technique and "rules" associated with the craft but found it to be more along the lines of a really good pep talk. If you're feeling discouraged or overwhelmed with making your own films this is the book for you, full of very good and practical advice.
Average customer rating:
- Excellent as a Historical Text Book
- Not very good...
- A very useful beginners guide to American film.
- Movie spoiler
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American Cinema/American Culture
John Belton
Manufacturer: McGraw-Hill Humanities/Social Sciences/Languages
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ASIN: 007004466X |
Book Description
Developed to accompany the Annenberg-funded telecourse American Cinema, and written under the aegis of The New York Center for Visual History, this text offers a fascinating look at the interplay between the movie industry and mass culture in America.
Ideal for film appreciation and film and culture courses found in Cinema Studies, English, History, American Studies, or other departments, American Cinema/American Culture first examines the industry, its narrative conventions, and its cinematographic style.
Following this introduction, students are exposed to the sweep of film history in the U.S. using five genres as the bases for discussion and focusing on the point at which each had the greatest affect on the industry, film aesthetics, and American culture.
Finally, the book concludes with a look at Hollywood post World War II, giving separate chapter coverage to the effects of the Cold War, television, the counterculture of the Sixties, directors from the film school generation, and the trends of the Eighties and Nineties.
Customer Reviews:
Excellent as a Historical Text Book.......2007-03-24
So, I expected this book to be a bit more fun. Unfortunately, the fun element is missing. However, in fairness, the book serves as a thorough textbook for the history of American Cinema and its techniques and various genres. I did enjoy reading about the early studio system and the vast amount of control this oligopoly held. There were some very good critiques and studies of specific films, and a bit about specific actors and actresses. Even a bit about directors. Though packed with information, the book just lacks an entertainment value that it could and should have pulled off based on the subject matter.
The different genres studied include:
Westerns
War Movies
Silent Films
Film Noire
Screwball Comedies
As well as an overall dissertation on Classical Hollywood Style and its various techniques.
Not very good..........2005-03-05
I got this book for a class on the history of cinema. Unfortunately, as the title implies, it only deals with American Cinema. If this is a book for school, check out the class to see if foreign films and film history will be discussed. This book is, again, as the title implies--one-sided. Most of the movies it discusses, gives away crucial plot-points and endings. Some movies that I've been dying to see were ruined in just one or two sentences. This book is also very puffed-up and biased (I don't know any other way of explaining it). Many times throughout the book, Belton seems like James Lipton of "Inside the Actor's Studio", and goes on and on about the greatness of Hollywood, actors, director's, and films with nothing negative to say. It's not at all critical of anything and the author frequently inserts his own interpretation of films into the general text, which I found a little pompous. The book does offer up some interesting facts about the early history and the birth of cinema, but there's something about the way this book was written that makes it hard to stay interested. I think the chapters about film genres exaggerate the importance of some of them, and neglects other genres completely, ie. Horror, Thriller, Mystery, Sci-fi, Animation, Epics, etc. Again, question the instructor and/or look at the class syllabus before siging up if this is the only book for this class. I don't believe this is a comprehensive and unbiased view of cinema and it's history.
A very useful beginners guide to American film........2003-01-08
Years ago I took an intro-level film class at a community college. This was the text for the class. It was accompanied (at least in my class) by a PBS video series that combined film clips with interviews and historical information. Going into the class I had little more than a passing interest in film and film history. But after taking that class, my passion for film has grown exponentially with each year. But back to the book, I really liked this book and highlighted my way from the front cover to the back cover. There are of course limitations to this book. Firstly, it deals only with American films. Secondly, this book barely breaks the 300-page mark - hardly a comprehensive volume. You aren't going to get any information on John Cassavetes here or anything. Now if you have a chance to use this book in conjunction with the PBS films, I think you'll do much better (in fact I think the vids even give a nod to Cassavetes), but even then please note that this material is for an INTRO-level film class, and won't be much good for someone who already knows a fair amount about American film. But with that in mind, the book still has a lot to offer someone looking to introduce themselves to film history.
The first third of the book starts with the birth of film, moves quickly on to the Hollywood studio system, and walks us through the basics of film style (camerawork, lighting, editing, etc.). The second third covers the basics of film genre; there is a chapter about film noir, one on comedies, one on war films, and one on westerns. This second section was particularly useful to me. I could read each chapter, jot down a list of promising titles, hit my local video store, and I was good to go. The third section covers American film after World War II. In this section things seem a little compressed. 110 pages for 50 years of film? A lot is lost on the cutting room floor. But there's lots to dig into all the same. There's a chapter on Hollywood during the McCarthy years (yikes!), one on film's evolution during the emergence of television, a chapter on 1960s counterculture films, one on the film school directors of the 1970s and 1980s, and finally a pretty weak chapter on film in the 1990s. Oh yeah, and at the end of the book there's a handy glossary (in case you're ever stuck on what point-of-view editing is) and a pretty thorough index.
Again, not a book for someone who already has a good feel for film history. But definitely a great resource for someone new to film studies, or for someone who has trouble finding a movie at Blockbuster on Fridays. It did a great job getting me excited about movies, and I imagine its done the same for others.... A good companion to this text (or possibly an all-out replacement of it) is Scorsese's VHS/DVD, "A Personal Journey With Martin Scorsese Through American Movies."
Movie spoiler.......2002-10-08
This would be a great book to read if you have no intention of watching the films discussed within, or if you've already seen them. On quite a few films, it tells the whole plot, in detail, from opening to end credits.
I also don't like the prose of the author, as he excessively uses sentences "in quotations". The writing structure is very formulaic and boring. The "5 paragraph essay" format is good for high school students learning to write, but imagine an entire book written that way. I can only read it for 15 minutes before losing interest.
The book does, however, provide plenty of examples from a variety of films.
This book is a companion piece to the PBS series by the same name. The series is much more interesting. Don't bother with the book. A much better film text is "Film: An Introduction", by William Phillips, ISBN: 0312258968.
Book Description
In this forceful manifesto, Hirsch argues that children in the U.S. are being deprived of the basic knowledge that would enable them to function in contemporary society. Includes 5,000 essential facts to know.
Customer Reviews:
Useless book.......2007-05-21
It's a useless book. Page and pages of bla-bla-bla and only at the end, finally, there is a needed list of cultural literacy terms.
excellent resource for those exploring traditional/classical curricula.......2007-02-24
I found this book in my research on classical curricula. It was referenced on the "core knowledge" curriculum cite. The basic premise is that children are not being taught what they need to know in order to have a common foundation of knowledge with others, and they are definitely not being taught the knowledge specific to our heritage, which would be Western and American culture. Hirsch does not really name it as such, because the multiculturalism fad really became prominent after the book was written (20 years ago).
The book is not really 272 pp long. The last 120 pages consists of footnotes and the "list" of what Americans should be familiar with in order to be "literate." This is basically an introduction; no specific curriculum is recommended.
What I found helpful is that Hirsch also gives us the historical background of why the classical tradition was dropped for the more "child-centered" and process-driven system, and the faulty logic that was accepted in that changeover.
If you are a classical educator or considering such, or just want another perspective on what is wrong with our current educational system, I think you should read this book.
The Most Definitive Book on Educational Theory of the 20th Century.......2006-03-20
Every American educator and most Americans in general need to read this book. It is the most ground breaking text to be written in the United States in the last 100 years. If all schoolboards and educators used this as a guide, we wouldn't have a problem with public education in this country. Unfortunately, the people who need to read it most, will be the ones who won't understand its message. Such is the paradox in American education today.
Do not confuse this book with its companion text "A Dictionary of Cultural Literacy", which several reviewers have done. The original explains Hirsch's theory of "necessary knowledge" and the latter gives brief explanations of all of the items listed in his original book. I agree with one reviewer that a bit more information on each item would be better in the "Dictionary", but it is already a large volume as it is.
Rene Navarre, MBA
Instructor, Remington College
Not what I expected but OK.......2006-02-01
First off I think some reviewers are giving people the wrong idea of what this book has to offer. I think they meant to review the Dictionary of Cultural Literacy and not this book. After reading some of their reviews I purchased this book and it is not exactly what they led me to believe it was.
This book is made up of essentially two parts. The first part Hirsch put forth his theory that Americans are losing their ability to communicate effectively because they are lacking a common knowledge on certain core items. He sites back when people had a more standard education and were forced to read more because of a lack of television they were more commonly grounded in the same types of information.
To explain this theory simply he illustrates giving directions in a city when people assume you are a native to that city. The directions are simple because it is assumed one is familiar with certain landmarks (core knowledge). When giving directions to someone the believe to be a tourist, the directions get a lot more detailed because these people presumably lack the same knowledge of landmarks (core knowledge).
It is a very interesting theory and he backs it up with a lot of research. This book would be of great interest to anyone that is an educator by profession. It might be a little boring to anyone else. Some people have commented that this is a very conservative or right-leaning book. I really don't see that at all. He looks at this theory from the perspective of other cultures as well and the theory holds up. He does say that things people need to know to be culturally literate are often based on Western culture. This is true for the most part. He should not be vilified for pointing out the obvious. He doesn't say that one society is better than another. He just acknowledges that people of different cultures tend to have knowledge of certain things and that it is helpful to be familiar with those items.
The second part is an extensive list of cultural knowledge that experts have agreed on 90% of the time to be relevant. This is only a list. In no way does it define them or elaborate on them. That is what is supposedly spelled out in the Dictionary of Cultural Literacy, the book I thought I was getting.
If you are an educator or interested in educating get this book. If you are interested in getting an education then skip this one.
Perpetuate the canon.......2005-12-21
I found 'Cultural Literacy' to be a solid, informative reference. I originally hoped to sit down and read it straight through, but soon found it best to tackle the content piecemeal. My only real complaint is that I wish the entries were more in-depth. If you wanted to look up Goethe, for example, you would find only a few sentences on that extraordinary life. On the other hand, I think this book is ideal as a birthday or Christmas present for middle- and high-school students. It would help them understand the genealogy of ideas a little more, and provide them with an insight of why their everyday lives are the way they are.
Keep in mind this book is not magic - it will not turn one into Isaac Newton - but Hirsh holds up his end of the bargain in the author-reader relationship. The Bible section was particularly informative. Not only are persons of note mentioned there, but key quotations from the Bible are further explained as well. Students are not the only ones who can benefit from this work. Artists, writers, fledgling historians, trivia lovers, and avid readers all stand to profit. The topics are as numerous and varied as the nations of the earth. Buddhism, Sigmund Freud, Sitting Bull, and the Internet are all covered within. But just once more, I felt these articles were too brief. Although this book covers much more than just 'the canon' (and Western Civilization in extension) I'd like to explain why the canon is good.
Only in the city-states of Greece did you first see people taking a step back from themselves to examine and critique their own lives. This self-examination is a cornerstone of Western culture, and has propelled us to the top of the pile in terms of science, literature, government, philosophy, military, and a variety of other fields. Arrogant and judgmental, I know. Our entire culture is founded on the ideas of Greeks and Rome, and as those go, so go our successes. It is worth adding that Herodotus was the first to seek out and record new cultures, perhaps making him the first 'multiculturist'. He *did not* do so to undermine his own culture - which seems to be the trend today - but did so for a love and thirst for knowledge. To those who deride this book, I must ask: what else could you honestly ask for? Referring to this book as a 'whipping boy of the professors' strikes me as truly anti-intellectual, and not due to some personal loyalty I may have toward this text. This book provides a solid foundation for a higher education.
Book Description
This comprehensive reader in the sociology of education examines important topics and exposes students to examples of sociological research on schools. Drawing from classic and contemporary scholarship, the editors have chosen readings that examine current issues and reflect diverse theoretical approaches to studying the effects of schooling on individuals and society.
Customer Reviews:
transaction has been cancelled.......2005-09-19
I had high expectation for buying this book, but I was told it is out of stock. The seller should update their product information frequently. Bad experience.
A comprehensive reader in the sociology of education.......2001-02-16
In The Structure Of Schooling, Richard Arum and Irenee Beattie successfully collaborate to compile a comprehensive reader in the sociology of education surveying critical topics and examples of sociological research on schools and education from both classic and contemporary scholarship. The issues surveyed include the development and application of social and cultural capital; the effects of racial segregation and resource inequality; the effects of tracking; the role of gender, class, and race in structuring educational opportunity; the effects of schooling on life-course outcomes; the significance of a school's institutional environment; and the sociology of school reform movements. The Structure Of Schooling is a highly recommended addition to the sociology of education reading lists and reference collections.
Education Readings.......2000-03-27
Enjoy the breadth and depth of entries. There is a good variety, particularly class, race, and gender. Would like to see more on the adolescent. I now see this in the follow-up work. Thanks for this excellent complilation.
Book Description
Just as culture is critical to understanding the dynamics behind any thriving community, organization, or business, the daily realities and deep structure of school life hold the key to educational success. Reforms that strive for educational excellence are likely to fail unless they are meaningfully linked to the school's unique culture. In Shaping School Culture, Terrence E. Deal and Kent D. Peterson show how leaders can harness the power of school culture to build a lively, cooperative spirit and a sense of school identity.
The authors draw from over twenty years of research on school improvement as well as from their own extensive work with school leaders across the country to identify viable new strategies for effective school leadership. They describe the critical elements of culture—the purposes, traditions, norms, and values that guide and glue the community together—and show how a positive culture can make school reforms work. Deal and Peterson also explore the harmful characteristics of toxic cultures and suggest antidotes to negativity on the part of teachers, students, principals, or parents.
Using real-life cases from their own research, Deal and Peterson provide concrete, detailed illustrations of exemplary practice in different school cultures. They reveal the key symbolic roles that leaders play in school change and identify the specific skills needed to change school culture successfully. Shaping School Culture provides an action blueprint for school leaders committed to transforming their schools for success.
Customer Reviews:
Interesting Read.......2007-06-11
In Shaping School Culture: the Heart of Leadership, Terrence Deal and Kent Peterson illustrate that nothing is more important in schools than culture. They believe that school culture is vital to the success of schools. The authors state that "the culture of an enterprise plays the dominant role in exemplary performance" (p. 1). At first, I was skeptical. I did not believe that culture was more important than structure, strategy, goals, or management. I believed that culture was something that played a role in atmosphere and changed from year to year with the staff. I quickly came to realize that culture is the heart of schools and is a stable element.
The reason I was skeptical is because I did not believe that my school had much of a culture. I thought about a few traditions and pondered the high turnover among staff. This book opened my eyes to the fact that our school does have a relatively strong culture and that many of the changes that were made were based on our core norms.
In the first part of the book Deal and Peterson examine the components of school culture including values, beliefs, assumptions, and norms (p. 26).The authors expand upon this and include rituals, ceremonies, stories, architecture, artifacts, and logos in school culture. The authors use examples to distinguishing positive cultures from toxic cultures. This was interesting to me because I could see that the last two principals at our school did a great job of building school culture. They had revised our school motto, mission statement, and value statement. They had established rituals and ceremonies. They had started programs that included year-long rituals and ceremonies. These were all positive steps towards a better school culture. I was also better able to understand the toxic cultures within our school and how these subcultures create negative school environments for the students and the staff.
The second part of the book shows principals how to create a positive culture in their schools. The key components discussed are examining, reflecting, and reflection on events that have shaped culture in their schools. The final and most crucial component for establishing school culture is executing a plan of action. The last few chapters of the book are filled with advice on how to improve school culture such as developing student-centered mission and value statements, building upon established traditions and values, recruit staff that share values, and sustain core norms (p. 116).
The authors forced me to think about the relationships between school rituals, artifacts, ceremonies, symbolism and our school culture. I realized that our school has a great foundation on which to base school culture. I enjoyed this book because it challenged my previously held beliefs about my school. I was also impressed with the author's strategy for changing school culture and the components they outlined for a positive school culture (p. 117).
After reading this book I believe that nothing is more important about a school than its culture.
Culture Building 101.......2006-04-01
Every group you've been a proud member of has had a strong identity. Cultures can be intentional or accidental and likely a mix of both.
This book offers lots of anecdotes describing what works and what doesn't. A school's cultural strengths will overcome many other challenges like low funding and large classes. Where principals, teachers and students set their expectations for their small society has everything to do with successful education and having fun at school.
If you are an educational professional, parent or student, this will give you lots of ideas to improve the culture of your school (or your own organizatons).
Excellent Resource.......2004-06-27
I found this to be an excellent resource for any educational leader who is looking to create a positive school environment. The authors give many real life examples of leaders who changed the culture of their school and detail how they went about making this change. There are many practical ideas that any leader could begin incorporating right away.
In addition, the book is well written. This is not "heavy" reading, but nonetheless I have found myself returning to it time and time again for ideas and inspiration.
If you are wondering how one person could possibly make a difference in a school, this book will help show you the way.
Shaping School Culture: The Heart of Leadership.......2003-07-23
This book is a must read for any individual who wishes to create positive change within a school environment. It is written with clarity and wit, appropriate for any agent of change within the field of education. All who have experienced serving in an administrative capacity for a school district or educational service agency will quickly relate and definitely benefit from both the information and insight that is provided by Terrence E. Deal and Kent D. Peterson. In particular, principals will find this book to be an invaluable resource in understanding the potency of school culture and how it relates to leadership techniques, issues, and decisions. Deal and Peterson uncover the impact and consequence of school culture with lucid and powerful examples that support their perspective while entertaining the reader. They unravel the intangible mystery of why those that choose to lead seldom make any real progress toward credible and sustainable changes in our schools.
The functions and impact of the values, belief-systems and norms within school buildings are discussed and explained in terms of their hierarchy in the creation of positive and negative school cultures. The authors provide a multitude of scenarios of actual school environments that lucidly illustrate the numerous "hidden" messages that provide the infrastructure and mindsets of school culture. Surprisingly, many of the determinants of school culture will provide the reader with instant (and many times humorous) personalized images drawn from their own experiences.
Principals and administrators who read this book will inevitably view their own schools with a refined and newly directed perspective. In addition, they will view their role as a leader within the context of culture. The authors force a leader to consider the dynamics of culture through exploration of school rituals, artifacts, ceremonies and the implications of their symbolism. The authors map out a strategy for change using the regularly ignored mundane routines of the school as the underpinnings for reshaping school culture.
This book will "change" and broaden the way any leader comprehends "change".
The power of school cultures.......2002-02-26
Deal and Peterson provide an insightful look into the complex world of school cultures. The concepts of culture are presented in informative stories that cause the reader to be reflective of the cultures that they exist in and help to create.
School leaders will find the information given both beneficial and valuable. The range of models used helps you to identify your school's culture, whether it is supportive or toxic to the learning process. The authors offer perceptive thoughts to help leaders reach rewarding achievements within their schools.
Books:
- The Claims of Culture: Equality and Diversity in the Global Era
- The Colours of Infinity: The Beauty, The Power and the Sense of Fractals
- The Elegant Solution: Toyota's Formula for Mastering Innovation
- The End of Poverty: Economic Possibilities for Our Time
- The Five Love Languages: How to Express Heartfelt Commitment to Your Mate
- The Glass Castle: A Memoir
- The History and Geography of Human Genes
- The Hitchhiker's Guide to Lean: Lessons from the Road
- The Innocent Man: Murder and Injustice in a Small Town
- The Johnstown Flood
Books Index
Religious Literacy: What Every American Needs to Know--And Doesn't
How to Read the Bible as Literature
The Catholic Church: Journey, Wisdom, and Mission (High School Textbooks)
Vocabulary Workshop: Level F (Vocabulary Workshop)
The Victory of Reason: How Christianity Led to Freedom, Capitalism, and Western Success
