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This theme based journal issue consists of articles and teaching ideas focusing on the Holocaust and history. This publication contains the following materials: (1) "Multiple Perspectives on the Holocaust?" (Alan Singer); (2) "Responses to 'Multiple Perspectives on the Holocaust'"; (3) "Escape to Cuba: Story of Laura Kahn, a Holocaust Survivor" (Jaimee Kahn); (4) "Guidelines for Teaching about the Holocaust" (U.S. Holocaust Memorial Museum); (5) "Facing History and Ourselves"; (6) "Using 'Facing History and Ourselves' to Teach about the Holocaust" (Michelle Sarro); (7) "Choices for the 21st Century" (introduction Jay Kreutzberger); (8) "Teaching about the Holocaust Using Literature" (Tammy Manor); (9) "Book Review" (John Osborne); (10) "Anne Frank, Diary of a Young Girl" (Gayle Meinkes-Lumia); (11) "New Jersey Mandate to Teach about the Holocaust and Genocide" (Barbara Lorfink Hadzima); (12) "Using Literature to Teach Young Children about the Holocaust" (Judith Y. Singer); (13) "Other Genocides: Teaching Using Zlata's Diary" (Janet Santo-Gruner); (14) "Recommended Holocaust Web Sites" (Michael Sangirardi and Daniel Gross); (15) "'Infectious Greed' or the Working of Capitalism?" (Martin Eisenberg); (16) "Responses to 'Infectious Greed' or the Working of Capitalism?"; (17) "Has the North American Free Trade Agreement Been a Success?" (Jessica Berni; Dennis Mooney); (18) "Using Student Dialogues to Teach Social Studies" (Michael Pezone; Jennifer Palacio; Lauren Rosenberg); (19) "Black Harlem's Struggle for Decent Housing" (Adam Stevens); (20) "Elizabeth Jennings: New York City's Nineteenth Century Rosa Parks" (Alan Singer); (21) "Tips for Using Museums as Social Studies Resources" (Lynda Kennedy); (22) "Eighth-Grade Social Studies Exit Project: Creating a 'Tree of Liberty'" (Rachel Gaglione Thompson); and (23) "Oral History Interviews as a Gateway to Historical Understanding" (Jennifer Jackson Gkourlias). (BT)

This Social Science Docket theme issue focuses on teaching local history and included theme and non-themed articles, lesson plans, learning activities, and book, movie, and museum reviews designed for K-12 social studies teachers. Articles and materials in this issue are: "Editing Is Not Censorship" (Alan Singer); "Teachers Respond to 'Editing Is Not Censorship'"; "Creation of Post-War 'Segregurbia' in New Jersey" (Lizabeth Cohen); "Levittown Legacy: Segregation in Suburbia?" (Kyle Saboo); "Fine Art and Paper Money in Jacksonian America" (Leo Hershkowitz; Theodore Cohen); "Words That Make New Jersey History" (Howard Green, with a review by Paul Gorski); "Voices from Raritan Landing"; "WPA Guide to Paterson, New Jersey's History"; "Welcome to Industrial Trenton" (Sally Lane; Beth Daly; Brian Daly); "Paul Robeson: New Jerseyan, New Yorker, Social Activist" (Felica Gillespie; Janet Gruner); "Newark: New Jersey's Phoenix" (Nancy Shakir); "Empire State: A History of New York (Milton M. Klein, Ed., review by Cynthia Vitere); "Primary Source Documents from Nineteenth Century New York State"; "Hurley, Emergency New York State Capital"; "Revisiting Chichester, New York" (Syd Golston); "Laws of the Village of Rochester, New York"; "Brooklyn, NY: The Transformation of a 19th Century Community" (Alan Singer); "Give Harding a Republican Congress" (Laura Vosswinkel; Christine Vosswinkel Blum); "Robert G. Shaw and the Massachusetts 54th Regiment" (Maureen Murphy); "New York City's Historic Trains and Trolleys" (Brian Messinger); "Jackie Robinson and the Brooklyn Dodgers" (Lisa Wohl; Liane Migliardi; Bobbie Robinson); "Thomas Nast Sets His Sights on 'Boss' Tweed" (Holly Ryder; Michael Levine; Bill Van Nostrand); "'Wilding': Documenting the Central Park Jogger Case, Race and Fear in New York City"; "Journeys on Old Long Island" (Natalie A. Naylor, review by Janet Gruner); "Bringing History into the Elementary School Classroom Using Family Artifacts" (Judith Y. Singer); "Creating a 'Big Book' from a Local Newspaper Story" (Judith Y. Singer; Alan Singer); "A 'History Mystery' for Elementary School Classrooms" (Andrea S. Libresco); "Exploring African American and Public History" (Ann Bianchetti); and "Using 'Farmer Boy' to Teach about 19th Century New York State" (Jacinda Lisanto). (BT)

This publication is dedicated to social studies education at all levels. Articles and teaching ideas in this issue are: "Defending Multicultural Education, Academic Freedom, and Democracy in the Wake of 9/11/01" (A. Singer); "Teachers Respond to 'Defending Multicultural Education'"; "'Any Other Day': Dealing with the Tragedy of the World Trade Center Disaster" (L. Klein); "Civic Learning through Deliberation" (R. H. McKenzie; L. Hellerman); "Representative Democracy: A New Perspective" (A. Rosenthal; M. Fisher); "Defending First Amendment Rights in Schools" (M. Pezone); "Human Rights Education at the Dawn of the 21st Century" (D. N. Banks); "Nuclear Controversy: Sourcebook for an Inquiry Curriculum" (A. Shapiro); "A History of Great Britain and the U.S. in the Middle East" (A. Singer); "Understanding a Globalized World" (P. Bell); "Book Reviews"; "Talking with Children about War, Peace and Hope" (J. Y. Singer); "What Social Studies Teachers Should Know about AIDS in South Africa" (S. Hoffman); "Museum of Slavery Project" (S. Hunte; R. G. Thompson; R. Kurtz); "Stand and Deliver: A Technique to Bring the Teaching of Essential Questions to Life" (K. Sheehan; G. Kalner); "Current Events Matters for Elementary Students and Teachers" (A. Libresco); "Ideas for Using Computers in Your Seventh Grade Social Studies Class" (J. Debler); "Social Studies Resources on the Web" (P. Trapani); "Reconstruction: A Failure or a Success?" (A. Stevens); "The American Civil War as a Cause for Canadian Confederation" (D. June); "From Yenan to the Yangtze: A Unit on Chinese Geography" (C. Snyder); and "Jazz Up Social Studies" (C. B. Weatherford). (BT)

This publication opens with a statement by the 2001-2002 National Council for the Social Studies (NCSS) President Adrian Davis on the horrific events of September 11, 2001. Davis said that social studies educators need to reinforce the ideals of tolerance, equity, and social justice against a backlash of antidemocratic sentiments and hostile divisions. The article, "A Shared History, A Shared Tragedy," documents that New York and New Jersey have transcended political differences to cooperate in times of emergencies. Other articles in this issue include: "Are We Teaching 'Greek Myths' in the Global History Curriculum?" (A. Singer); "Teachers Respond to Teaching 'Greek Myths'"; "High-School-Level Activity: Editorial Board Meeting for a Textbook Publisher" (D. J. McNamara);"Demythologizing Subject Matter" (D. Cowell); "Review of the New York State Great Irish Famine Curriculum Guide" (K. Sheehan); "Teaching about the Great Irish Famine: A Response" (M. Murphy); "Teaching Writing with Documents" (J. Balantic; A. Libresco); "High School Classroom Activity: Teaching about the French Revolution--A Play" (M. Pezone); "Using Personal Family Documents in Document-Based Instruction" (E. Putnam); "Bridging Differences of Time, Place, and Culture" (J. Y. Singer); "Celebrating African American History: A Play" (C. Goodman); "Using Geography To Integrate Science and Social Studies" (H. Dircks); "A Science Teacher Looks at Social Studies: How Does Geography Shape History?" (S. M. Hines); "Eighth Grade Study-Travel Trip to Washington, DC" (R. Morris; J. McNeelly); "Web Site Directory on Economic Globalization" (K. W. Leman); "Tale of Two (New Jersey) Canals" (H. Green); "Middle-Level Activity: Towpath Canals of New Jersey" (L. Barth); "'Erie Canal: New York's Gift to the Nation': Review" (E. Samora), "Excerpts" (F. D. Larkin), and "Lesson Activities"; and "Genessee Valley Canal" (D. June). (BT)

A joint publication of the New York and New Jersey State Councils for the Social Studies, "Social Science Docket" presents K-12 teachers with resources covering the social science disciplines, including history, economics, political science, sociology, geography, anthropology, and psychology. Each issue includes theme-related and non-themed articles; lesson plans; learning activities; book, movie, and museum reviews; and organization, Web site, and print listings. Regular features include teaching with historic places, document-based instruction, local history, using oral history, and addressing controversial issues. Contents of Volume 1 Number 1 include: "Shared History--The Separation of New Jersey and New York"; "Social Studies Standards"; "The Meaning of Freedom in the Modern World" (A. Singer); "Special Section: Great Irish Famine Curriculum" ("Addressing Controversial Historical Issues through the Study of the Great Irish Famine" (M. Murphy, M. McC. Miletta, A. Singer); "Visiting Ireland Today" (J. Y. Singer, A. Singer); "Great Irish Famine Museum" (R. Gaglione, L. Costello); "Traditional Irish Crafts"; "Malthus, Classical Political Economy, and the Causes of the Great Famine" (L. Frohman); "Check It Out--Building with Books" (C. A. Dircks); "Irish Immigrants in Paterson, New Jersey during the Jacksonian Era" (H. Harris); "Local History: The Civil Rights Movement on Long Island" (S. Cornelius); "The Battle Over School Integration on Long Island, N.Y." (J. K. Loftus); "What Happens to a Dream Deferred" (D. G. Mitchell); "Teaching with Oral History: Dr. Eugene Reed and the Battle for Civil Rights on Long Island" (C. Grant, J. Syffrard); "The Character of the Electoral College: A View from New York State" (G. Bugh); "Selecting the President" (H. Dircks); "Current Events from the Past" (L. Lupinski-Huvane); "The Warts Are Missing at Most Historic Sites" (A. S. Libresco); "A Science Teacher Looks at Social Studies" (S. M. Hines); "Human Rights Education: Human Rights on the World Wide Web" (D. Banks); and "Teaching Children about Human Rights Using the Work of Eve Bunting" (J. Singer). Contents of Volume 1 Number 2, a Slavery and the Northern States-themed issue, are: "Editorial and Classroom Activity: Teaching about Slavery in the Americas" (A. Singer); "Teachers Respond to Teaching about Slavery in the Americas"; "Teaching about Slavery: A Pedagogical Paradox" (J. J. McNamara); "Slavery and the Northern States: Complicity and Resistance" (A. Singer); "The Freedom Quest in New York State"; "Abolitionists among New York's 'Founding Fathers'" (K. Brady); "Classroom Activity: New Yorkers Battle Against Slavery"; "The History of Slavery in New Jersey" (G. R. Wright); "Fighting for Freedom" (N. Shakir); "Teaching Ideas" (N. Shakir); "John Woolman: New Jersey's Eighteenth Century Quaker Abolitionist" (C. F. Howlett); "Underground Railroad Sites in New York and New Jersey" (L. Peterson; J. Pesato); "The Underground Railroad and Abolitionism in Central New York" (J. Wellman); "Classroom Activity: "Runaway Slave Advertisements from around the Region"; "Classroom Activity: Documenting Complicity with Slavery"; "Classroom Activity: Debating Resistance to Slavery"; "Using History-Mysteries with Elementary Students: Or, How You can Stop Worrying and Learn To Love the Test" (A. S. Libresco); "African American Lives in Early New Jersey: Excerpts from the Narratives of Abraham Johnstone, William Boen, and Samuel Ringgold Ward"; "African American Lives in Early New York State: Excerpts from the Narratives of Venture Smith, Sojourner Truth, William Brown, and Reverend Thomas James"; "A Scientist Looks at Social Studies: What Is Race?" (S. M. Hines); "Slavery on the World Wide Web" (R. Edwards, V. K. Campbell, C. Cronin); "Viewing History? Film and Historical Memory" (C. Vitiere); "Perspective and Engagement: Slavery and Reconstruction in Literature for Middle and High School Students" (S. Smith); "Teaching Young Children about Slavery" (J. Y. Singer); "Book Reviews: Freedom Crossing and Where I'm Bound" (R. Gaglione, D. Golden); and "Collaboration between Teachers and School Media Specialists" (H. Willett). (BT)

A personal narrative is presented which explores the author's experience of maintaining and modifying classic motorcycles, detailing the challenges and rewards of working on bikes like the Yamaha R5 and Honda CB500T over the years.

This section features various motorcycle models from Spanish manufacturer Bultaco which include the El Tigre 23T, Pursang Mk9, and the Metralla 62.

The SEC's recently published guidance on public companies' Web site disclosures addresses several important issues, including the "public" status of the disclosures for Regulation FD purposes and antifraud considerations. While [...]

The Advent of E-Proxy The SEC's new e-proxy rules give an issuer and other soliciting persons the option to satisfy their delivery requirements for proxy materials by posting the materials [...]

The great Irish famine and the diaspora that followed changed world history. in the United States, Canada, Australia, and England, Irish immigrants and their descendants--four of whom are profiled here-have [...]

Today, Ireland is a small country with a population of about 4 million people. An additional 1.5 million people live in the British controlled provinces of Northern Ireland. The combined [...]

Potatoes were first gathered for food in the Andean region of South America about 6000 B.C. They later became the staple, or main food crop, of the Inca empire that […]

In his paintings, Jay Brooks renews the art of the landscape while at the same time reining a profound respect for nature in all its varied aspects. Living in upstate [...]

As a result of the provisions of the recently enacted Sarbanes-Oxley Act, the SEC has adopted rules accelerating the filing deadline for change in ownership reports under Section 16 of [...]

When Jim Mott, of Pittsford, New York, embarked on his Itinerant Artist Project, he revived the 19th-century job category of the wandering painter. Concerned that American cultural life was becoming […]

An evaluation of Long Island school districts reveal a possible relationship between funding for educational systems and patterns of racial educational inequality. Local taxation as the primary source for educational funding, determination of school district boundaries, and impact of state court inaction regarding race discrimination in education are analyzed.

The work of successful landscape Painters conveys a sense of place, bringing to life a certain time of day, the light of an evening, a winding road, or a desolate [...]

The son of an English gentleman, the Reverend Thomas Robert Malthus as an Anglican clergyman and an economist. In 1798, he predicted that human population would always outstrip natural resources, […]

Several provisions of the Fixing America's Surface Transportation Act (FAST Act) relate to the federal securities laws. One of the provisions is Section 72001 of the FAST Act, which requires [...]

A institutional model is set up for formal partnerships involving schools of educations and other educations departments. The model discusses the role of teachers as social change agents and also supports 'ethnic minority' in school districts.

A number of alternatives available today simplify the embedding of Internet connectivity inside next-generation devices. They include purchasing a new processor, Internet peripheral chip or operating system that includes the […]

The ongoing 21st-century famine in Darfur is not the first to ravage the country of Sudan, an arid region in northeastern Africa. Famine struck in 1984, when the rains did […]

In May 1995, Mary Robinson, the former president of Ireland, addressed the International Conference on Hunger in New York City. In her speech, she argued that knowledge about hunger and […]

In response to your article 'Water for Profit' (February), I think the privatization of a common resource like the water supply is at odds with the principles of our democratic [...]

Technologies such as artificial-general-intelligence, nanotechnology and synthetic-biology are often considered to be emergent, but they are also convergent. Accordingly, one might expect that the principles of ethical governance would be essentially the same for all of them. It is duly argued in this paper that (i) those ethical principles are already embodied in the global stakeholder model (or variant of capitalism), and (ii) scientists and technologists who are employed by private corporations are in a good position to influence a wider transition towards stakeholder capitalism. More generally, there is a pressing need to inject scientific habits-of-thought into global governance and co-production processes.

Corporate-employed technologists and have a special moral responsibility to themselves and to others to help oppose the dynamics of accelerating inequality in the US and globally. They have distinctive capabilities in this respect and they are in a special position to do so. There exists a moral-responsibility-to-self in this context, involving meta-coherence and integrity. Responsibility-to-others can be enacted by attempting to inject scientific and ethical habits-of-thought into the global distributed governance process, but also d by standing in opposition to corporate-level strategies and practices that make inequality worse.

The article presents a lesson plan for eleventh grade students which asks students to examine documents of World War I which depicts reason for entry of the U.S. in the War.

The first Long Island school budget elections in 1996 was praised by media because of the high turnout of voters and the attention given to the manner with which communities spend their tax dollars. As the all-district vote approaches it is only timely to evaluate why some school budgets were not approved given the same demographics. Studies indicate that a large number of white families do not support public education since their children are enrolled in private schools., The first Islandwide school budget election day last year won praise in the media for increasing voter turnout and focusing attention on how communities spend local tax dollars. Overall, 106 [...]

In this article, the author's views are presented on the impact of the National Common Core standards on the social studies curriculum in the U.S. He states that the standards allow states to create curriculum and teachers to align instruction for students of college and work to promote content acquisition. He further states that the Common Core Standards can be helpful in decision-making, systematic planning, and coordinated instruction to develop student academic skills.

A conceptual model of sustainable art is set out in this article, together with a summary definition, and a crude method for assessing the sustainability of a work or production is derived from the model. Throughout, an attempt is made to accommodate a diversity of viewpoints regarding the nature of sustainability and art. It is particularly suggested that the concept of sustainable art 1.) has something to do with systems and networks of art production, 2.) is multifaceted, 3.) is fuzzy, and 4.) is political (i.e., judgments of sustainability reflect the political stance of the audience as well as the perceived qualities of the work). [ABSTRACT FROM AUTHOR]

The debate about the moral status of corporations has been wide-ranging and complex. In this paper a way of structuring the debate is proposed. At the same time, arguments within the “corporate moral agency” debate are considered in relation to the notion of Artificial Moral Agency. The entire exercise points to the importance of philosophical pragmatism and the prospect of ‘artificial ethics’.

The article discusses significance of presidential debates and presents the history of presidential elections in the U.S. It highlights several historic presidential debates as well as the issues raised by the presidential candidates in those debates including William McKinley v. William J. Bryan in 1896, Herbert Hoover v. Franklin D. Roosevelt in 1932 and Mitt Romney v. Barack Obama, 2012.