Treasures from UCL

UCL has one of the foremost university Special Collections in the UK. It is a treasure trove of national and international importance, comprising over a million items dating from the 4th century AD to the present day. Treasures from UCL draws together detailed descriptions and images of 70 of the most prized individual items. Between the magnificent illuminated Latin Bible of the 13th century and the personal items of one of the 20th century’s greatest writers, George Orwell, the many highlights of this remarkable collection will delight and intrigue anyone who picks up this book

The changing landscape of youth and young adulthood

No abstract available

Revisiting transitional metaphors: reproducing inequalities under the conditions of late modernity

This paper focuses on some of the conceptual implications changes in youth transitions over the last 40 years. I argue that changes have often been exaggerated with researchers too enthusiastic to jump on theoretical bandwagons without due regard for empirical evidence. While I suggest that there are important changes that impact on the ways in which social classes are reproduced, involving a perception of increased opportunity and greater scope for individual agency, a degree of class-based convergence and illusions regarding the disappearance of class, I will argue that the new mechanisms lead to the re-establishment of very familiar patterns of socio-economic inequality which can largely be understood by employing established theoretical ideas. While biographical approaches are regarded as useful, the continued use of social class is defended

Dissecting Dialogue: The Value of Music Education in ESL/ELL Programs

Among educators and philosophers alike, critical dialogue is widely regarded as one of the most effective ways to communicate and educate in the classroom. In his quintessential work, Pedagogy of the Oppressed, Paulo Freire reflects upon the importance of dialogue stating, “Only dialogue, which requires critical thinking, is also capable of generating critical thinking. Without dialogue, there is no communication, and without communication there can be no true education.” This point is reinforced in other notable texts such as Teaching as a Subversive Activity, which describes the “new education” as not only student and question centered, but “language-centered” as well. From a theoretical point of view, these approaches to learning bear merit and, in many cases, are effective when successfully applied in the field. However, with the dawn of the twenty-first century and the continued growth and complexity of globalization, these theories are in need of constant revisions as educators attempt to apply dated practices in an ever-changing society. Particularly in the United States of America, which since its inception, has maintained its reputation of a “melting pot” of peoples and cultures, it is vital that educators incorporate progressive interpretations of these principles in order to best enlighten, and therefore educate, an increasingly diverse population of students. Accompanied with a wide range of cultural beliefs that span numerous languages, educators currently face this paradox: How does one use dialogical tools to nurture what Freire deems “critical thinking” in classrooms where linguistic differences inhibit the implementation of these same tools? In response to this dilemma, the responsibility falls on music educators and administrators to develop policies that address the educational inequalities produced by the cultural and linguistic differences found in classrooms to provide an egalitarian and accessible education to all students that simultaneously encourages and utilizes dialogue and praxis

New merycodonts from the upper Miocene of Nevada

In an Upper Miocene assemblage of mammals recently brought together, occur remains of numerous individuals referable to the genus Merycodus. The collection represents several seasons of palaeontological field work by parties from the California Institute of Technology in the vicinity of Tonopah, Nevada. The specimens of Merycodus exhibit characters that are not common to those of species described from other localities in the Great Basin Province or from West Coast Miocene and Pliocene deposits. In some respects, the new Nevada forms combine characters seen in M. furcatus and M. necatus, found in deposits of similar age. Differences of structure among the materials represented indicate the presence of two distinct species of Tonopah merycodonts. In a study of the new types, an analysis of the morphologic characters of the genus emphasizes the essentially constant premolar tooth pattern for Merycodus. As may be expected, greater diversity occurs among merycodont horn-core structures, particularly as to shape and size. However, the supraorbital position of the horn-cores is apparently constant within specific groups. In the present comparative studies, I am particularly indebted to Dr. Charles L. Camp and to Mr. R. A. Stirton of the Museum of Palaeontology, University of California, for the loan of Merycodus material. Mr. John L. Ridgway has prepared the drawings and has arranged the plates

Morality and Alcoholism

Roll 143. Aerial - Hazelwood. Image 19 of 22. (26 June, 1954) [PHO 1.143.19]The Boleslaus Lukaszewski (Father Luke) Photographs contain more than 28,000 images of Saint Louis University people, activities, and events between 1951 and 1970. The photographs were taken by Boleslaus Lukaszewski (Father Luke), a Jesuit priest and member of the University's Philosophy Department faculty