In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there?

For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list.

Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.

When a loved one dies we mourn our loss. We take comfort in the rituals that mark the passing, and we turn to those around us for support. But what happens when there is no closure, when a family member or a friend who may be still alive is lost to us nonetheless? How, for example, does the mother whose soldier son is missing in action, or the family of an Alzheimer’s patient who is suffering from severe dementia, deal with the uncertainty surrounding this kind of loss?

In this sensitive and lucid account, Pauline Boss explains that, all too often, those confronted with such ambiguous loss fluctuate between hope and hopelessness. Suffered too long, these emotions can deaden feeling and make it impossible for people to move on with their lives. Yet the central message of this book is that they can move on. Drawing on her research and clinical experience, Boss suggests strategies that can cushion the pain and help families come to terms with their grief. Her work features the heartening narratives of those who cope with ambiguous loss and manage to leave their sadness behind, including those who have lost family members to divorce, immigration, adoption, chronic mental illness, and brain injury. With its message of hope, this eloquent book offers guidance and understanding to those struggling to regain their lives.

Since its first publication in 1988, America's Neighborhood Bats has changed the way we look at bats by underscoring their harmless and beneficial nature. In this second revised edition, Merlin Tuttle offers bat aficionados the most up-to-date bat facts, including a wealth of new information on bat house design and current threats to bat survival.

An examination of the diverse motivations and practices of Arabic-learning foreigners from nineteenth-century mass tourism and European colonialism in the Middle East, up to the Second World War.

During the nineteenth century and into the early twentieth century, more Europeans visited the Middle East than ever before, as tourists, archaeologists, pilgrims, settler-colonists, and soldiers. These visitors engaged with the Arabic language to differing degrees. While some were serious scholars of Classical Arabic, in the Orientalist mold, many did not learn the language at all. Between these two extremes lies a neglected group of language learners who wanted to learn enough everyday colloquial Arabic to get by. The needs of these learners were met by popular language books, which boasted that they could provide an easy route to fluency in a difficult language.

Arabic Dialogues explores the motivations of Arabic learners and the effectiveness of instructional materials, principally in Egypt and Palestine, by analyzing a corpus of Arabic phrasebooks published in nine languages (English, French, German, Spanish, Portuguese, Italian, Yiddish, Hebrew, Russian) and in the territories of twenty-five modern countries. Beginning with Napoleon’s Expédition d’Égypte, the book moves through the periods of mass tourism and European colonialism in the Middle East, concluding with the Second World War. The book also considers how Arab intellectuals understood the project of teaching Arabic to foreigners, the remarkable history of Arabic learning among Yiddish- and Hebrew-speaking immigrants in Palestine, and the networks of language learners, teachers, and plagiarists who produced these phrasebooks.