04979nam 2200685 450 991081939390332120230126214008.00-8093-3489-5(CKB)3710000000614196(EBL)4503971(SSID)ssj0001630894(PQKBManifestationID)16378564(PQKBTitleCode)TC0001630894(PQKBWorkID)14843870(PQKB)10355823(MiAaPQ)EBC4503971(MdBmJHUP)muse51588(OCoLC)944920305(Au-PeEL)EBL4503971(CaPaEBR)ebr11202387(CaONFJC)MIL906901(EXLCZ)99371000000061419620160421h20162016 uy 0engurcnu||||||||txtccrReimagining popular notions of American intellectualism literacy, education, and class /Kelly Susan Bradbury ; cover design by Johanna TesfayeCarbondale, [Illinois] :Southern Illinois University Press,2016.©20161 online resource (186 p.)Description based upon print version of record.0-8093-3488-7 Includes bibliographical references and index.Calls of Crisis and Decline in U.S. Literacy and Learning : Understanding Popular Notions of Intellectualism -- Intellectualism and the "Diffusion of Useful Knowledge" : The Nineteenth-Century American Lyceum -- Intellectualism and Education for a Practical Purpose : The Twentieth-Century Labor College -- Intellectualism and Basic Literacy Education : Twenty-First-Century GED Writing Workshops-- Making Connections : The Theory and Practice of Intellectualism in the United States -- Into the Classroom : Pedagogical Approaches to the Rhetoric of Intellectualism and Anti-intellectualism."This book calls us to rethink what it means to practice intellectualism in the twenty-first century. It surveys the evolution of contemporary limited notions of intellectualism and then reexamines the literacy and learning practices of three nonelite sites of adult public education in light of a more inclusive definition of intellectualism"--Provided by publisher."The image of the lazy, media-obsessed American, preoccupied with vanity and consumerism, permeates popular culture and fuels critiques of American education. In Reimagining Popular Notions of American Intellectualism, Kelly Susan Bradbury challenges this image by examining and reimagining widespread conceptions of American intellectualism that assume intellectual activity is situated solely in elite institutions of higher education. Bradbury begins by tracing the origins and evolution of the narrow views of intellectualism that are common in the United States today. Then, applying a more inclusive and egalitarian definition of intellectualism, she examines the literacy and learning practices of three non-elite sites of adult public education in the U.S.: the nineteenth-century lyceum, a twentieth-century labor college, and a twenty-first-century GED writing workshop. Bradbury argues that together these three case studies teach us much about literacy, learning, and intellectualism in the United States over time and place. She concludes the book with a reflection on her own efforts to aid students in recognizing and resisting the rhetoric of anti-intellectualism that surrounds them and that influences their attitudes and actions. Drawing on case studies as well as Bradbury's own experiences with students, Reimagining Popular Notions of American Intellectualism demonstrates that Americans have engaged and do engage in the process and exercise of intellectual inquiry, contrary to what many people believe. Addressing a topic often overlooked by rhetoric, composition, and literacy studies scholars, it offers methods for helping students reimagine what it means to be intellectual in the twenty-first century. "--Provided by publisher.Learning and scholarshipUnited StatesHistoryLearning and scholarshipSocial aspectsUnited StatesAdult educationUnited StatesHistoryLiteracyUnited StatesHistoryEducationSocial aspectsUnited StatesUnited StatesIntellectual lifeLearning and scholarshipHistory.Learning and scholarshipSocial aspectsAdult educationHistory.LiteracyHistory.EducationSocial aspects001.2LAN010000LAN020000bisacshBradbury Kelly1680715Tesfaye JohannaMiAaPQMiAaPQMiAaPQBOOK9910819393903321Reimagining popular notions of American intellectualism4049594UNINA03957nam 22007575 450 991029904890332120200702122140.01-4939-1080-910.1007/978-1-4939-1080-9(CKB)3710000000115878(EBL)1730929(OCoLC)904404121(SSID)ssj0001237525(PQKBManifestationID)11729769(PQKBTitleCode)TC0001237525(PQKBWorkID)11249826(PQKB)11412726(MiAaPQ)EBC1730929(DE-He213)978-1-4939-1080-9(PPN)178781606(EXLCZ)99371000000011587820140512d2014 u| 0engur|n|---|||||txtccrDetermining Self-Preservation Capability in Pre-School Children /by Anca Taciuc, Anne S. Dederichs1st ed. 2014.New York, NY :Springer New York :Imprint: Springer,2014.1 online resource (44 p.)SpringerBriefs in Fire,2193-6595Description based upon print version of record.1-4939-1079-5 Includes bibliographical references.Introduction -- Literature review -- Method -- Results and Discussion -- Conclusion.    .This SpringerBrief explores the evacuation characteristics of children and their self-preservation capability during fire situations. An international survey among teachers from day-care centers and experts in child development indicates an age-limit at which pre-school children may be considered capable of evacuating a location without direct intervention by an instructor. The survey examines the ability of children to understand and follow simple instructions, walk on horizontal surfaces without physical support, and walk down stairs. It also studies how fire safety installations and fire drills differ between countries. A literature review and a presentation of the method applied are included. This data can be applied to evacuation procedures, building codes, and fire regulations. Determining Self-Preservation Capability in Pre-School Children is intended for practitioners as a tool for analyzing evacuation safety issues and developing methods removing potential hazards. Researchers working in a related field will also find the book valuable.SpringerBriefs in Fire,2193-6595Civil engineeringChild psychologySchool psychologyStatisticsBehavioral sciencesCivil Engineeringhttps://scigraph.springernature.com/ontologies/product-market-codes/T23004Child and School Psychologyhttps://scigraph.springernature.com/ontologies/product-market-codes/Y12040Statistics for Engineering, Physics, Computer Science, Chemistry and Earth Scienceshttps://scigraph.springernature.com/ontologies/product-market-codes/S17020Behavioral Scienceshttps://scigraph.springernature.com/ontologies/product-market-codes/L13009Civil engineering.Child psychology.School psychology.Statistics.Behavioral sciences.Civil Engineering.Child and School Psychology.Statistics for Engineering, Physics, Computer Science, Chemistry and Earth Sciences.Behavioral Sciences.628.9Taciuc Ancaauthttp://id.loc.gov/vocabulary/relators/aut904561Dederichs Anne Sauthttp://id.loc.gov/vocabulary/relators/autMiAaPQMiAaPQMiAaPQBOOK9910299048903321Determining Self-Preservation Capability in Pre-School Children2022616UNINA