Countries Of Europe Series: World Events Over Time Collection

9781935069096: Countries Of Europe Series: World Events Over Time Collection

Countries of Europe Series

England Part 1: Selected theme: How do the views of some historians contrast with Shakespeare s depiction of Richard III as a monstrous villain?

England Part 2: Selected theme: What is the impact of the Enclosure Act, which allows large land owners to grow cash crops replacing peasants small farms, on the increasing industrialization in mid-19th century England?

Ireland: Selected theme: How did the 1927 Home Rule agreement after the 1916 Easter Rebellion during World War I, result in dividing Ireland and England into civil war?

France part 1: Selected theme: What is the broader meaning of chivalry and how does it hold together the pyramidal political system of feudalism for the nobles?

France Part 2: Selected theme: What is the basis of the horror of the Reign of Terror during the French Revolution, and why did the Jacobins give it their blessing?

France Part 3: Selected theme: Why is trench warfare which occurred for 4 years on French soil during World War I considered a disaster for France s future history?

Germany Part 1: Selected theme: How does the realpolitik of Prussia s Chancellor Bismarck become the basis for the unification of Germany?

Germany Part 2: Selected theme: Why did the partnership between government and business provoke violent anti-Semitism in Italy and Germany but not in the Western democracies?

Russia Part 1: Selected theme: In 1860s Russia, how does the political opposition Nihilists based on hopelessness contrast with the emerging opposition based on the ideas of Karl Marx?

Russia Part 2: Selected theme: Why do the Russian peasants strongly support the Bolshevik revolution of 1917 though they do not identify at all with the Bolshevik ideas of the Proletariat?

Russia Part 3: Selected theme: In the Russian purge trials of the 1930s, what could be another stunning reason the defendants confess to charges that are patently absurd on their face, in addition to the usual reasons for false confessions?

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About the Director:

I believe that things of value should be preserved and made widely accessible. I also have a strong entrepreneurial nature.

As a kid. I collected WWII war posters, war paintings from Life magazine, and Saturday Evening Post covers. I did a lot of drawing, completing an art program at Cooper Union. Choosing vocational rehab career as an occupational therapist, I came to see that in the world there are needs and resources. I was determined to learn about both sides and then bring them together. I formed a rehab center and a transportation service. A graduate degree in measurement and evaluation from Columbia added to my preparation. In voc rehab people with disabilities are tested for work-related skills, and offered training to boost their chances for employment. Using real, not simulated, work to accomplish this was my preferred approach. This is where I called on my entrepreneurial side to help bring together needs and resources. I was able to utilize real work through my own businesses

Retiring from rehab I found that the computer was a great tool for connecting needs and resources in many fields. Accordingly I wrote software for real estate management, college scholarship searches, transportation dispatching, and for employers to fulfill a NJ state mandated ride reduction. Now my current passion is preserving and making widely accessible something of great value. It is the most remarkable series of American and world history lectures, "World Events Over Time Collection," created by Eugene Lieber over his entire 30-year career as a history professor.

About the Actor:

As a freshman undergraduate at the University of Connecticut, I was an English major, who, if I failed to write the Great American Novel, would become an English teacher. An American Literature course taught by a brilliant teacher convinced me that I did not have the imagination to teach that subject. To teach history, a subject I loved, was a natural fallback. Exciting history teachers and exciting history books confirmed this worthy endeavor. The political and social upheavals of the Sixties added to my growing attachment to history.

As a teaching assistant in graduate school at Rutgers University, my normally shy demeanor seemed to change in front of a classroom. To use the traditional lecture format in order to bring the past to life and show its relevance to the present and provide an inkling of the future--this would be my life's work. From that moment on I regarded the teaching of history as a calling that I have hopefully fulfilled.

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