Creating a Consumer Health Outreach Program for Western New York Senior Citizens: Continuing a Library School Project

2008 ◽  
Vol 27 (2) ◽  
pp. 220-227 ◽  
Author(s):  
Deborah Chiarella ◽  
Lauren Keefe
Author(s):  
Natan Ophir

Rabbi Shlomo Carlebach (b. 1925–d. 1994) was a spiritual guide, charismatic religious leader, and influential composer of popular modern Hasidic tunes. Through his musical storytelling, inspirational insights, and personal contacts, he inspired a new form of heartfelt soulful Judaism and became a progenitor of the 20th-century neo-Hasidic renaissance. Born in Berlin on 14 January 1925, he grew up in Baden near Vienna where his father, Rabbi Naphtali Carlebach, served as chief rabbi (1931–1938). Shlomo was named after his paternal grandfather, Rabbi Dr. Shlomo (Salomon) Carlebach (b. 1845–d. 1919), chief rabbi of Lübeck, Germany. Shlomo’s maternal grandfather was Rabbi Dr. Asher (Arthur) Cohn (b. 1885–d. 1926), Chief Rabbi of Basel, Switzerland. Young Shlomo was destined by his parents to continue in the family’s rabbinic calling. With the ominous Nazi rise to power, the Carlebach family fled, eventually arriving in New York on 23 March 1939. Shlomo studied in the Haredi yeshiva high school Mesivta Torah Vodaas until April 1943, and then joined a dozen students who helped Rabbi Aharon Kotler establish the first Haredi full-time Torah-learning yeshiva in Lakewood, New Jersey. Then, in 1949, Shlomo embarked upon a career as the outreach emissary for the Chabad Lubavitch Rebbe. From the home base of his father’s synagogue, Kehillath Jacob, in Manhattan, Shlomo set up the first Hasidic outreach program in America. But by 1955 he had begun charting a unique “outreach” career as a “singing Rabbi.” Highlights of his career include establishing the House of Love and Prayer (HLP) in Haight-Ashbury (1968–1978) and Moshav Meor Modi’in in Israel (1976). He was the featured singer at rallies of the Student Struggle for Soviet Jewry (SSSJ), and his most famous song, “Am Yisrael Chai,” was composed for their protest movement. In 1989, he led the first Jewish music tour in Russia, reaching fifty thousand people in three weeks and inspiring Soviet Jewry. He also visited Poland 1–10 January 1989 with eight concerts in ten days and thus was the first openly religious Jew to perform in Communist Poland after the 1967–1968 wave of anti-Semitism. But in his own eyes, his major achievement was as “Rebbe of the Street-Corner.” His potential constituency could be found in any forlorn corner that he encountered. And since he traveled around the world sharing his utopian vision of love and peace, he assumed a unique role as a charismatic iconoclast rebbe.


The Library ◽  
1893 ◽  
Vol s1-V (1) ◽  
pp. 276-a-276
Author(s):  
MARY S. CUTLER

2014 ◽  
Vol 15 (5) ◽  
pp. 664-674 ◽  
Author(s):  
Michelle Smith ◽  
Haruka Morita ◽  
Katrina F. Mateo ◽  
Andrea Nye ◽  
Carly Hutchinson ◽  
...  

Author(s):  
Nicole Abaid ◽  
Vladislav Kopman ◽  
Maurizio Porfiri

Interactive robotics in formal and informal settings alike has been shown to effectively excite and educate learners at every level. In this second of two papers, we present the educational application of recently-developed biomimetic robotic fish for K-12 learning at the New York Aquarium focused on underwater robotics and marine science. We narrate the development, organization, and execution of an outreach program designed around these robotic fish to pique K-12 students’ interest in science, technology, engineering, and mathematics (STEM) and to attract them toward engineering careers. The activity offers an authentic engineering experience through bioinspired modification of the swimming robots informed by observation of the aquarium’s inhabitants. Student survey responses indicate the success of the activity in influencing the students’ perception of engineering. More specifically, the students showed an increased interest in STEM fields and found engineering to be a more accessible and exciting discipline after the activity.


Author(s):  
Lindsy D. Serrano

In New York City, over five thousand young adults are taken in to custody by the city’s department of juvenile justice. (Fenster-Sparber, 2008). While in detention, they do not have easy access to books, and literacy is not always a priority. Although attempts have been made to incorporate library sites throughout New York City’s juvenile correctional facilities, students there have limited access to educational materials. Research shows that a higher literacy rate in such facilities can play a vital role in an incarcerated teen’s rehabilitation process. The New York Public Library (NYPL) saw an opportunity to reach students who might otherwise not be able to get access to information and build a long-lasting outreach program with Passages Academy, a multi-site correctional school run by New York City’s Department of Education and the Department of Juvenile Justice. This case study describes New York Public Library’s mission at Passages Academy, which started shortly after Passages was established in 1998 and continues to be a strong community partner today. The author, who also participated in the project, interviewed NYPL librarians and Passages Academy librarians and educators to gain a better understanding of their challenges.


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