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of World War II through the Chinese Revolution (1949), the Cultural Revolution (1966-1976) and well into the Reform Era of Deng Xiaoping, Professor Rittenberg was witness to extraordinary historical events. He was, however, far from passive. During his three decades in China, Sidney Rittenberg was a direct participant in China’s chaotic and often dangerous political culture, becoming personally acquainted with China’s top leadership—including Mao Zedong, Zhou Enlai and others—and often directly

searching logical analysis in the Politics, Ethics, and Poetics. In the medieval trivium of Grammar, Logic, and Rhetoric, words reigned supreme. But these three are far from trivial! Out of the love of words, Erasmus produced the first printed Greek New Testament (1516). Based upon the Renaissance recovery of ancient languages, Luther translated the German Bible (1534), which shaped most profoundly German language and culture, and also global civilization through the Reformation. Just so, the brilliant

—what to pack, and just how hot would it be? But some deeper questions emerged, too: How would we be perceived? How could we best build relationships and show love to this community? Firstly, PLU is very intentional about not “dropping in” to “provide” within a community . Rather, we prepare our students’ hearts and minds, and we seek to work collaboratively with the community and to respect the residents with whom we work—celebrating culture, existing leadership and respect. This project is an

-graduation. My education at PLU taught me to see the importance of connecting with my community, the joy of making music of all kinds, and the happiness that comes from serving others.”Kathleen HaugheyKathleen graduated in 2011 with two degrees—a Bachelor of Music in Cello Performance and a Bachelor of Arts in Hispanic Studies. During her time at PLU, Kate was able to combine her love of language and culture by performing many concert and chamber works from Spain and Latin America and spent the fall of

Sheng-Chi served as a Fulbright Foreign Language Teaching Assistant (FLTA) for the Chinese Studies department for the 18-19 academic year. Tsao Chih Hsuan Tsao Chih Hsuan served as a Fulbright Foreign Language Teaching Assistant (FLTA) for the Chinese Studies department for the 18-19 academic year.2015-2016 Visiting ScholarsEunji Jung Prefecture University of Hiroshima, Hiroshima, Japan Eunji Jung researched East Asian clothing culture with the department of Chinese Studies. Ma Keyun Shaoxing

of the great literatures of the world, from Anglo-Saxon origins to post-modern rebellions: for example, identity, society, and God; love and desire; industry, science, and culture. (4) ENGL 275 : Literary Passages: An Introduction to Literatures in English An introduction to literatures in English from around the globe, focusing on the imaginative, critical, and social power of reading and literary study. This theme-based course is centered around an in-depth study of one of Shakespeare's plays

mountain.] Jessica: We had to design a space from a different time period. So I chose Meiji period Japan, and created a sento in the Sims 4. Because during this period sentos changed. [video: The next page has two sides of text, which talk about the history of bathing culture and Sentos in Meiji Japan. These blocks of text are colored white and set against blue and green muted squares. The background behind these text-squares are other Japanese illustrations of people.] Jessica: The book has some

Past Powell-Heller Holocaust Conferences 2019 Powell-Heller Conference for Holocaust Education“Jews went like sheep to the slaughter,” is often heard in popular accounts of how the Holocaust unfolded. “Why didn’t Jews fight back, resist?” “If death was a certainty, why didn’t they rise up?” These are some of the most often repeated questions students ask educators when addressing the image of Jewish passivity in the face of Nazi persecution. These types of questions, while completely

Distortion And Denial” conference 2019 Powell-Heller Conference for Holocaust Education“Jews went like sheep to the slaughter,” is often heard in popular accounts of how the Holocaust unfolded. “Why didn’t Jews fight back, resist?” “If death was a certainty, why didn’t they rise up?” These are some of the most often repeated questions students ask educators when addressing the image of Jewish passivity in the face of Nazi persecution. These types of questions, while completely discredited by scholarly

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