The founder of Teach for America details the lessons learned during the organization's twenty-year existence and explains how the achievement gap in U.S. education can be closed.

The Great and Holy War offers the first look at how religion created and prolonged the First World War, and the lasting impact it had on Christianity and world religions more extensively in the century that followed. The war was fought by the world's leading Christian nations, who presented the conflict as a holy war. A steady stream of patriotic and militaristic rhetoric was served to an unprecedented audience, using language that spoke of holy war and crusade, of apocalypse and Armageddon. But this rhetoric was not mere state propaganda. Philip Jenkins reveals how the widespread belief in angels, apparitions, and the supernatural, was a driving force throughout the war and shaped all three of the Abrahamic religions - Christianity, Judaism, and Islam - paving the way for modern views of religion and violence. The disappointed hopes and moral compromises that followed the war also shaped the political climate of the rest of the century, giving rise to such phenomena as Nazism, totalitarianism, and communism. Connecting remarkable incidents and characters - from Karl Barth to Carl Jung, the Christmas Truce to the Armenian Genocide - Jenkins creates a powerful and persuasive narrative that brings together global politics, history, and spiritual crisis. We cannot understand our present religious, political, and cultural climate without understanding the dramatic changes initiated by the First World War. The war created the world's religious map as we know it today.

This is a print on demand edition of a hard to find publication. The Logan Act, codified at 18 U.S.C. § 953, was intended to prohibit United States citizens without authority from interfering in relations between the United States and foreign governments. There appear to have been no prosecutions under the Act in its more than 200 year history. However, there have been a number of judicial references to the Act, and it is not uncommon for it to be used as a point of challenge concerning dealings with foreign officials. Contents of this report: Introduction; History of the Logan Act; Judicial References to the Logan Act; Department of State References; Conclusion.

The twenty-first century is a world in constant change. In A New Culture of Learning, Doug Thomas and John Seely Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic. Typically, when we think of culture, we think of an existing, stable entity that changes and evolves over long periods of time. In A New Culture, Thomas and Brown explore a second sense of culture, one that responds to its surroundings organically. It not only adapts, it integrates change into its process as one of its environmental variables. By exploring play, innovation, and the cultivation of the imagination as cornerstones of learning, the authors create a vision of learning for the future that is achievable, scalable and one that grows along with the technology that fosters it and the people who engage with it. The result is a new form of culture in which knowledge is seen as fluid and evolving, the personal is both enhanced and refined in relation to the collective, and the ability to manage, negotiate and participate in the world is governed by the play of the imagination. Replete with stories, this is a book that looks at the challenges that our education and learning environments face in a fresh way. PRAISE FOR A NEW CULTURE OF LEARNING "A provocative and extremely important new paradigm of a 'culture of learning', appropriate for a world characterized by continual change. This is a must read for anyone interested in the future of education." James J. Duderstadt, President Emeritus, University of Michigan "Thomas and Brown are the John Dewey of the digital age." Cathy Davidson, Professor of Interdisciplinary Studies, Duke University "A New Culture of Learning may provide for the digital media and learning movement what Thomas Paine's Common Sense did for the colonists during the American Revolution- a straightforward, direct explanation of what we are fighting for and what we are fighting against." Henry Jenkins, Provost's Professor, USC "A New Culture of Learning is at once persuasive and optimistic - a combination that is all too rare, but that flows directly from its authors' insights about learning in the digital age. Pearls of wisdom leap from almost every page." Paul Courant, Dean of Libraries, University of Michigan "Brilliant. Insightful. Revolutionary." Marcia Conner, author of The New Social Learning "Douglas Thomas and John Seely Brown portray the new world of learning gracefully, vividly, and convincingly." Howard Gardner, Professor, Harvard Graduate School of Education "Thomas and Brown make it clear that education is too often a mechanistic, solo activity delivered to the young. It doesn't have to be that way-learning can be a messy, social, playful, embedded, constant activity. We would do well to listen to their message." Clay Shirky, author of Cognitive Surplus "Anyone who fears, as I do, that today's public schools are dangerously close to being irrelevant must read this book. The authors provide a road map-and a lifeline-showing how schools can prosper under the most difficult conditions. It is a welcome departure from all the school bashing." John Merrow, Education Correspondent, PBS NewsHour "American education is at a crossroads. By illuminating how play helps to transform both information networks and experimentation, and how collective inquiry unleashes the power of imagination, A New Culture of Learning provides an irresistible path to the future." Joel Myerson, Director, Forum for the Future of Higher Education.

From her dorm room at Princeton University, twenty-one-year-old college senior Wendy Kopp decided to launch a movement to improve public education in America. In One Day, All Children... , she shares the remarkable story of Teach For America, a non-profit organization that sends outstanding college graduates to teach for two years in the most under-resourced urban and rural public schools in America. The astonishing success of the program has proven it possible for children in low-income areas to attain the same level of academic achievement as children in more privileged areas and more privileged schools. One Day, All Children… is not just a personal memoir. It's a blueprint for the new civil rights movement--a movement that demands educational access and opportunity for all American children.