This novel is set in Kennedy Square and follows the adventures of St. George Wilmot Temple, an attorney and counsellor-at-law, who embarks on a duck hunting trip down the bay with his guns, four dogs, and some choice men of fashion. As he returns home to Kennedy Square, his bullet-headed, mahogany-colored young darky eagerly awaits his arrival.

A charming and anecdotal account of Baltimore history—as fresh today as it was when first published in 1928. A teacher of English and English History at the Friends School in Baltimore, Letitia Stockett was inspired to write her whimsical history of the city when a friend told her that nothing much had been done in the way of a history of Baltimore since J. Thomas Scharf's The Chronicles of Baltimore (1874). Rising to the challenge, she spent all of her spare time on the book, telling curious friends and family merely that she "had work to do." Baltimore: A Not Too Serious History was the result, a charming and anecdotal account of the city's history that is as fresh today as it was when first published in 1928. "Would you know Baltimore? Then put deliberately out of your mind the fact that the town makes more straw hats than any other city in the world. Aesthetically speaking, that is a fearsome thought. Forget, too, that Baltimore is the centre of the oyster packing industry. Worse, far worse than a straw hat is a packed oyster; Baltimoreans ought to know better. In truth they do; they export the tinned bivalve to the unsuspecting, unsophisticated Westerner. These two enterprises are worthy and profitable, but a knowledge of these facts will not help you understand this city any more truly than the study of those long lists of products once diligently conned in school gave you an inkling of Tunis, Singapore and Wilkes-Barre."—from Baltimore: A Not too Serious History

After the Holocaust, the empty, silent spaces of bombed-out synagogues, cemeteries, and Jewish districts were all that was left in many German and Polish cities with prewar histories rich in the sights and sounds of Jewish life. What happened to this scarred landscape after the war, and how have Germans, Poles, and Jews encountered these ruins over the past sixty years? In the postwar period, city officials swept away many sites, despite protests from Jewish leaders. But in the late 1970s church groups, local residents, political dissidents, and tourists demanded the preservation of the few ruins still standing. Since the collapse of the Soviet Union in 1989, this desire to preserve and restore has grown stronger. In one of the most striking and little-studied shifts in postwar European history, the traces of a long-neglected Jewish past have gradually been recovered, thanks to the rise of heritage tourism, nostalgia for ruins, international discussions about the Holocaust, and a pervasive longing for cosmopolitanism in a globalizing world. Examining this transformation from both sides of the Iron Curtain, Michael Meng finds no divided memory along West-East lines, but rather a shared memory of tensions and paradoxes that crosses borders throughout Central Europe. His narrative reveals the changing dynamics of the local and the transnational, as Germans, Poles, Americans, and Israelis confront a built environment that is inevitably altered with the passage of time. Shattered Spaces exemplifies urban history at its best, uncovering a surprising and moving postwar story of broad contemporary interest.

Winner of the EDRA 2015 Book Award! Community Matters: Service Learning in Engaged Design and Planning explores issues that resonate with a diverse group of design and planning educators drawn to the challenge of supporting greater community building and empowerment while combining learning with practice. The book explores such questions as: How do we foster mutuality and reciprocity in community-academy partnerships? What conflicts, challenges, limits and obstacles do we face in our service-learning studios and projects? What evidence do we have of our impacts on students and communities and how are we responding? How are we being attentive to the contemporary environmental and societal issues? What is our role as both designers and agents of societal change? How are we innovating to enable greater capacities for individuals, future practitioners and communities? This book provides compelling evidence that educators should be adopting engaged pedagogies, research methods and theories through which they can bring together education, practice and scholarship at the boundary of community and academy.