Among the major professions, certified public accountancy has the most severe underrepresentation of African Americans: less than 1 percent of CPAs are black. Theresa Hammond explores the history behind this statistic and chronicles the courage and determination of African Americans who sought to enter the field. In the process, she expands our understanding of the links between race, education, and economics. Drawing on interviews with pioneering black CPAs, among other sources, Hammond sets the stories of black CPAs against the backdrop of the rise of accountancy as a profession, the particular challenges that African Americans trying to enter the field faced, and the strategies that enabled some blacks to become CPAs. Prior to the 1960s, few white-owned accounting firms employed African Americans. Only through nationwide networks established by the first black CPAs did more African Americans gain the requisite professional experience. The civil rights era saw some progress in integrating the field, and black colleges responded by expanding their programs in business and accounting. In the 1980s, however, the backlash against affirmative action heralded the decline of African American participation in accountancy and paved the way for the astonishing lack of diversity that characterizes the field today.
Conflict between the Israelis and the Palestinians has been ongoing since the creation of the state of Israel, a conflict revolving around land-ownership, water politics, human rights, and religious rights. 'Shalom/Salaam/Peace' examines the realities of life in contemporary Israel/Palestine, with its politics, wars, security wall, settlements and ongoing struggles. Having established the historical, scriptural and theological context behind the present situation, the book presents key figures who have promoted peace and justice and explores liberation theology as a way of bringing peace in Israel/Palestine. Combining the history of liberation theology with its lived reality in Israel/Palestine today, 'Shalom/Salaam/Peace' is an illuminating resource for students and scholars of politics and religion.
Reprint of the original, first published in 1871. The publishing house Anatiposi publishes historical books as reprints. Due to their age, these books may have missing pages or inferior quality. Our aim is to preserve these books and make them available to the public so that they do not get lost.
Irene A. Hammond is a veteran real estate agent who prides herself on helping people find the perfect place to retire. She answers the questions you have been pondering and brings up other details for consideration. Get the answers to Is an active adult community right for me?
In this transnational history of World War II, Kelly A. Hammond places Sino-Muslims at the center of imperial Japan's challenges to Chinese nation-building efforts. Revealing the little-known story of Japan's interest in Islam during its occupation of North China, Hammond shows how imperial Japanese aimed to defeat the Chinese Nationalists in winning the hearts and minds of Sino-Muslims, a vital minority population. Offering programs that presented themselves as protectors of Islam, the Japanese aimed to provide Muslims with a viable alternative—and, at the same time, to create new Muslim consumer markets that would, the Japanese hoped, act to subvert the existing global capitalist world order and destabilize the Soviets. This history can be told only by reinstating agency to Muslims in China who became active participants in the brokering and political jockeying between the Chinese Nationalists and the Japanese Empire. Hammond argues that the competition for their loyalty was central to the creation of the ethnoreligious identity of Muslims living on the Chinese mainland. Their wartime experience ultimately helped shape the formation of Sino-Muslims' religious identities within global Islamic networks, as well as their incorporation into the Chinese state, where the conditions of that incorporation remain unstable and contested to this day.
This publication is intended to be a resource for anyone using a child safety seat. It includes health educators, child care personnel, law enforcement, fire and rescue personnel, traffic safety leaders and volunteers as they continue to inform and educate parents-to-be, parents, grandparents, nurses, teachers, and the public about the benefits of properly used child safety seats and safety belts. Covers: safety belts and baby seats (airbags, infant seats, booster seats); how they work (locking clips, baby seats, etc.); putting baby seats into vehicles (infant position, booster seats, etc.). Illustrated.
Reprint of the original, first published in 1871. The publishing house Anatiposi publishes historical books as reprints. Due to their age, these books may have missing pages or inferior quality. Our aim is to preserve these books and make them available to the public so that they do not get lost.
Reprint of the original. The publishing house Anatiposi publishes historical books as reprints. Due to their age, these books may have missing pages or inferior quality. Our aim is to preserve these books and make them available to the public so that they do not get lost.
Reappraising ideas associated with Ernst Bloch, Roland Barthes and Gaston Bachelard within the context of a utopian pedagogy, Hope, Utopia and Creativity in Higher Education reframes the transformative, creative and collaborative potential of education offering new concepts, tactics and pedagogical possibilities. Craig A. Hammond explores ways of analysing and democratising not only pedagogical conception, knowledge and delivery, but also the learning experience, and processes of negotiation and peer-assessment. Hammond shows how the incorporation of already existent learner hopes, daydreams, and creative possibilities can open up new opportunities for thinking about popular culture and memory, learning and knowledge, and collaborative communities of support. Drawing together theoretical and cultural material in a teaching and learning environment of empowerment, Hammond illustrates that formative articulations of alternative, utopian futures, across sociological, humanities, and education studies subjects and curricula, becomes possible.
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