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2012 National Indie Excellence Award - African American Non-Fiction Finalist In 1895, members of the Caroline County Sunday School Union implemented a plan to build and operate a secondary school for Negro children in Caroline County, Virginia. The school, originally named Bowling Green Industrial Academy, then Caroline County Training School and finally Union High School, served as the only secondary school for Negro children in the county from 1903 to 1969. Union High alumni speak fondly of their school. With church and home, it was an important institution in their community. The administration and faculty nurtured, supported, and encouraged the students. They held them to high standards and expected to them to excel. Parents and members of the community strove to support the school in every way possible. And the school served all members of the community, not just students. For many, Union High was an oasis that sheltered them from the hardships of growing up in a segregated society and provided them a solid foundation to become productive members of society. The last group of students graduated from Union High School on June 5, 1969. At the start of the 1969-1970 school year, both Black and White students attended the school, renamed Bowling Green Senior High School, when the Caroline County School system became integrated. Memories of Union High contains historical information, memories from alumni, faculty, family and friends, excerpts from school newspapers and yearbooks, over 100 photographs and other memorabilia. It is a fitting tribute to the people associated with Union High and a good history lesson for those who are not familiar with the school.
Memory and History, the second volume of historian Rod Stackelberg’s autobiography, picks up his personal and professional reminiscences where his first volume, Out of Hitler’s Shadow (2010), left off. After teaching high school in northern Vermont, Stackelberg belatedly resumed his graduate training in pursuit of a college teaching career. He resumes his graduate education at the Universities of Vermont and Massachusetts, Amherst, earning a PhD in modern European history in 1974—a full eighteen years after earning his BA at Harvard University. It was not a good time to enter the academic job market, as indeed he had been forewarned by his instructors as early as 1970. Several chapters of Memory and History deal with the trials and tribulations of job-hunting in the unfavorable academic employment climate of the 1970s. He ultimately attained his goal of pursuing a college teaching career, ultimately teaching at San Diego State University, the University of Oregon, and the University of South Dakota before joining the history department at Gonzaga University, retiring after more than a quarter-century at Gonzaga in 2004. This continuation of Stackelberg’s life story shares details of history and of academic life—both his own and of more general problems and conflicts in that sphere in the late twentieth century.
What is memory and where in the brain is it stored? How is memory storage accomplished? Two scientists responsible for some of the fundamental research in the field answer these key questions in Memory: From Mind to Molecules, the first book for a general readership to offer an up-to-date, comprehensive overview of memory from molecules and cells to brain systems and cognition.
Written in Soviet Moscow in the 1920s—but considered too subversive even to show to a publisher—the seven tales included here attest to Sigizmund Krzhizhanovsky’s boundless imagination, black humor, and breathtaking irony: a man loses his way in the vast black waste of his own small room; the Eiffel Tower runs amok; a kind soul dreams of selling “everything you need for suicide”; an absentminded passenger boards the wrong train, winding up in a place where night is day, nightmares are the reality, and the backs of all facts have been broken; a man out looking for work comes across a line for logic but doesn’t join it as there’s no guarantee the logic will last; a sociable corpse misses his own funeral; an inventor gets a glimpse of the far-from-radiant communist future.
Union Township has changed dramatically since the 1950s. The town was still very rural in those days. O'Mara's Farm sold fresh fruit to local kids on their daily trek home from school; Headley's Cider Mill sold homemade cider that tasted like real apples and sausages that tasted like nothing that has ever been tasted before or since. Neighbors knew each other's name and waved hello from seats on their front steps. But O'Mara's and Headley's are gone today, as are Woolworths, Whitney's, and Nawrocki's Pharmacy. New neighbors have replaced the old. Even Union High School, once a local landmark on Caldwell Avenue, has a new home on North Third Street. Union Revisited illustrates these changes and shares Union's past, and while one can never live there again, it might be a really nice place to visit.
Remembering the Civil War: Reunion and the Limits of Reconciliation
This study compared two types of self-instructional tests used as adjuncts to an expository text. One type of test (Pure Self-Test) incorporated two types of items, one assessing and remedying errors of memory and the other assessing and remedying errors of understanding. The other type of self-instructional test (Mixed Self-Test) was composed of a single type of complex question requiring answers involving memory plus understanding; remedial feedback was likewise mixed. Forty-eight high school sophomores were divided into three groups: One group studied the expository text alone (Basic Text Group), one studied the text plus the Pure Self-Test, and one studied the text plus the Mixed Self-Test. Five days later, each group was given a criterion test composed of the two self tests sans answers. There were no significant differences among groups on total criterion test scores, but the Pure Self-Test Group did best on the pure items and the Mixed Self-Test Group did best on the mixed items. The Basic Text Group did well on the pure recall items, fair on the mixed, recall-and-memory items but poorly on the pure understanding items. The generality of these findings is limited by the fact that none of the three lesson formats were highly effective. (Author).
"Haunting, with an immense tenderness . . . Unforgettable" JOHN BERGER "Profoundly moving" Evening Standard "A brilliant and moving first novel" Times Literary Supplement "I'm recommending When Memory Dies to everyone" Arthur C. Clarke The Buddha taught that to live is to experience suffering. Few family sagas, especially first ones, have captured this aspect of suffering and so many other truths in as lyric a fashion as When Memory Dies. Through the viewpoints of three generations of a Sri Lankan family (taking the reader from 1920 through the 1980s), Sivanandan explores a culture destroyed first by colonization, then through the ethnic divisions that are released when the country achieves independence. The family, which lives at a level of poverty that makes survival a constant struggle, must also balance love for one another with a deep love of their homeland. Without bending to romanticism or proselytization, the author evokes a compelling and very human story of a lost country. It is a vision as beautifully told as it is unrelenting in its devotion to truth. In the process, the work also supplies a rich historic background to the often underreported news accounts of the massacres and upheavals in Sri Lanka. **Winner of the Sagittarius Prize **Shortlisted for the Commonwealth Writers' Prize**