The Library owns the volumes of the American Jewish Yearbook from 1899 - current.

"Every student deserves a great teacher, not by chance, but by design" — Douglas Fisher, Nancy Frey, & John Hattie What if someone slipped you a piece of paper listing the literacy practices that ensure students demonstrate more than a year’s worth of learning for a year spent in school? Would you keep the paper or throw it away? We think you’d keep it. And that’s precisely why acclaimed educators Douglas Fisher, Nancy Frey, and John Hattie wrote Visible Learning for Literacy. They know teachers will want to apply Hattie’s head-turning synthesis of more than 15 years of research involving millions of students, which he used to identify the instructional routines that have the biggest impact on student learning. These practices are "visible" for teachers and students to see, because their purpose has been made clear, they are implemented at the right moment in a student’s learning, and their effect is tangible. Yes, the "aha" moments made visible by design. With their trademark clarity and command of the research, and dozens of classroom scenarios to make it all replicable, these authors apply Hattie’s research, and show you: How to use the right approach at the right time, so that you can more intentionally design classroom experiences that hit the surface, deep, and transfer phases of learning, and more expertly see when a student is ready to dive from surface to deep. Which routines are most effective at specific phases of learning, including word sorts, concept mapping, close reading, annotating, discussion, formative assessment, feedback, collaborative learning, reciprocal teaching, and many more. Why the 8 mind frames for teachers apply so well to curriculum planning and can inspire you to be a change agent in students’ lives—and part of a faculty that embraces the idea that visible teaching is a continual evaluation of one’s impact on student’s learning. "Teachers, it’s time we embrace the evidence, update our classrooms, and impact student learning in wildly positive ways," say Doug, Nancy, and John. So let’s see Visible Learning for Literacy for what it is: the book that renews our teaching and reminds us of our influence, just in time.

Installation art has become mainstream in artistic practices. However, acquiring and displaying such artworks means that curators and conservators are challenged to deal with obsolete technologies, ephemeral materials, and other issues concerning care and management of these artworks. By analyzing three in-depth case studies, the author sheds new light on the key concepts of traditional conservation--authenticity, artist's intention, and the notion of ownership--while exploring how these concepts apply in contemporary art conservation.

Statistics for Lawyers presents the science of statistics in action at the cutting edge of legal problems. A series of more than 90 case studies, drawn principally from actual litigation, have been selected to illustrate important areas of the law in which statistics has played a role and to demonstrate a variety of statistical tools. Some case studies raise legal issues that are being intensely debated and lie at the edge of the law. Of particular note are problems involving toxic torts, employment discrimination, stock market manipulation, paternity, tax legislation, and drug testing. The case studies are presented in the form of legal/statistical puzzles to challenge the reader and focus discussion on the legal implications of statistical findings. The techniques range from simple averaging for the estimation of thefts from parking meters to complex logistic regression models for the demonstration of discrimination in the death penalty. Excerpts of data allow the reader to compute statistical results and an appendix contains the authors' calculations.