Jeffrey K. Smith

Ronald P. Cody

Applied Statistics and the SAS Programming Language

Museums, libraries, and cultural institutions provide opportunities for people to understand and celebrate who they are, were, and might be. These institutions educate the public and civilize society in a variety of ways, ranging from community events to a single child making a first visit. The Museum Effect documents this phenomenon, explains how it happens, and shows how institutions can facilitate this process. Cultural institutions vary dramatically in size, nature and purpose, but they all allow visitors to hold conversations with artists and authors perhaps long dead. These conversations, sometimes with others present, and sometimes with artists, scientists, explorers, or authors not present, allow visitors to explore their lives and their “possible selves.” Cultural institutions inspire personal reflection, and help visitors better themselves, in that they leave having contemplated what is noble, excellent, or exemplary about the society in which they live. The “museum effect” is a process through which cultural institutions educate and civilize us as individuals and as societies. These institutions allow visitors to spend some time with their thoughts elevated, and leave the institution better people in some meaningful fashion than when they entered. This visionary book presents the underlying idea and the argument for the museum effect, along with empirical research supporting that argument. It will help those working in museums, libraries, and archivists to facilitate this process, and study how this is working in their own institutions.

How Museums, Libraries, and Cultural Institutions Educate and Civilize Society

The Museum Effect

Just because the art is beautiful doesn't mean the artist was a saint . . . Scoundrels, Cads, and Other Great Artists examines the lives of nine great artists who were less than exemplary human beings in their lives outside of their art. It explores the question, “Why do we like magnificent art from artists who were awful human beings?” For example, the great Baroque painter, Caravaggio, who developed the chiaroscuro style of painting, was in constant trouble with the law, even having killed a man in a duel. Frederick Remington, the great painter of the American West, was an incredible racist and bigot. His evocative paintings of Native Americans on the trail on horseback give no hint of Remington’s enmity toward them and other ethnic groups in America. Jackson Pollock? His irascibility and petulance were compounded by a lifelong battle with alcoholism, ultimately leading to a fatal automobile accident. Whistler and Courbet were philanderers and libertines. Scoundrels introduces people to great art by showing the more salacious side of the personal lives of great artists over time. This book not only tells the stories of a dozen artists, but explores how to look at art and the separation between art and artist. This lively narrative is enhanced by over 100 full-color reproductions of great paintings and details from them.

Scoundrels, Cads, and Other Great Artists

Museums, libraries, and cultural institutions are opportunities for people to understand and celebrate who we are, were, and might be. These institutions are vehicles for educating and civilizing society that work on a variety of levels, ranging from a community event to a single child making a first visit. The Museum Effectdocuments this phenomenon, explains how it happens, and makes suggestions as to how these institutions can work to facilitate this process.

Anastasiya A. Lipnevich

This book brings together leading scholars from around the world to provide their most influential thinking on instructional feedback. The chapters range from academic, in-depth reviews of the research on instructional feedback to a case study on how feedback altered the life-course of one author. Furthermore, it features critical subject areas - including mathematics, science, music, and even animal training - and focuses on working at various developmental levels of learners. The affective, non-cognitive aspects of feedback are also targeted; such as how learners react emotionally to receiving feedback. The exploration of the theoretical underpinnings of how feedback changes the course of instruction leads to practical advice on how to give such feedback effectively in a variety of diverse contexts. Anyone interested in researching instructional feedback, or providing it in their class or course, will discover why, when, and where instructional feedback is effective and how best to provide it.

The Cambridge Handbook of Instructional Feedback

Pablo P. L. Tinio

The psychology of aesthetics and the arts is dedicated to the study of our experiences of the visual arts, music, literature, film, performances, architecture and design; our experiences of beauty and ugliness; our preferences and dislikes; and our everyday perceptions of things in our world. The Cambridge Handbook of the Psychology of Aesthetics and the Arts is a foundational volume presenting an overview of the key concepts and theories of the discipline where readers can learn about the questions that are being asked and become acquainted with the perspectives and methodologies used to address them. The psychology of aesthetics and the arts is one of the oldest areas of psychology but it is also one of the fastest growing and most exciting areas. This is a comprehensive and authoritative handbook featuring essays from some of the most respected scholars in the field.

The Cambridge Handbook of the Psychology of Aesthetics and the Arts

The Assassination of John F. Kennedy

Rendezvous in Dallas

Johnmarshall Reeve

Angela M. O'Donnell

O'Donnell's latest issue of Educational Psychology: Reflection for Action 3rd Edition has the reflective practice framework that teaches skills necessary to know how to connect the theory to various situations. This issue teaches critical thinking and reflective practice skills that are essential to long-term success and growth. Reflective practice is woven throughout the text using real classroom examples, and features such as "Analyze This Lesson Plan" and "How Can I Use This" to encourage probing and examining in order to find a solution.

Reflection for Action

Educational Psychology

In the summer of 1945, the world was introduced to the horrific consequences of nuclear warfare. On the sixth day of August, an American B-29 bomber dropped a revolutionary new weapon, the atomic bomb, over the Japanese city of Hiroshima. The catastrophic detonation instantly killed over 100,000 residents of the city, with thousands more dying from explosion-related injuries in the months and years to follow. Three days later, a second nuclear weapon was released over the skies of Nagasaki, killing over 40,000 Japanese citizens, most of whom were civilians. Six days after the second nuclear attack, the Empire of Japan surrendered, and World War II was ended. Jubilation among the Allied countries was tempered by a profound sense of relief; nearly four years of bloody war had finally come to an end. Some 406,000 Americans died during World War II, while another 671,000 were wounded. By the end of the war, an astonishing one out of every one hundred thirty six Americans had been killed or wounded in the fighting. American military personnel, along with their spouses, children, parents, and friends, were eager to see the bloody conflict come to and end, by any means possible. Consequently, President Harry Truman's decision to utilize the atomic bomb to bring Japan to its knees was wildly popular in the weeks and months that followed the Japanese surrender. In the six plus decades since Hiroshima and Nagasaki, however, many have questioned both the necessity and morality of America's deployment of the bomb. Significantly influenced by revisionist history, passionate debate has focused on the justification for nuclear warfare to subdue an enemy already nearing defeat. Like so many other momentous events, the reader must balance the reality of the world in 1945 against the seemingly clearer prism of revisionist history. Fire in the Sky: The Story of the Atomic Bomb chronicles the development and use of the first atomic bombs. This is a remarkable story about the lives and times of the brilliant scientists, seasoned military officers, and determined government leaders, who reshaped history, and irrevocably changed the dynamics of warfare.

The Story of the Atomic Bomb

Fire in the Sky

The tumultuous decade of the 1960s began with promise and hope when John F. Kennedy (JFK) became the youngest elected President in American history. Kennedy's "New Frontier" promised youthful and dynamic leadership, heading into the latter half of the century. A thousand days into the Kennedy presidency, an assassin's bullets shattered the dreams of an idealistic generation. After the Kennedy assassination, Vice-President Lyndon Johnson (LBJ) was catapulted into the Oval Office, much to the chagrin of JFK's younger brother, Attorney General Robert Kennedy. His idyllic life disrupted by fate, RFK viewed Johnson as a petty interloper, who had seized JFK's rightful place in history. Ever fearful that Robert Kennedy would attempt to regain the presidential throne, LBJ's paranoia ultimately compromised his judgment and contributed to his downfall. "Bad Blood: Lyndon B. Johnson, Robert F. Kennedy, and the Tumultuous 1960s" chronicles the personal and political feud between two powerful and controversial twentieth century icons.

Jeffrey K. Smith

Books

Your next favorite book is out there