Beyond Maximus shows how field poetics influenced the construction of the public voices of five Black Mountain poets (Charles Olson, Robert Creeley, Robert Duncan, Denise Levertov, and Ed Dorn) in order to explain their association in the 1950s and 60s as well as their break-up as a result of the political and poetic crises of the Vietnam War era.
The Third Edition (formerly titled International Public Health) brings together contributions from the world's leading authorities into a single comprehensive text. It thoroughly examines the wide range of global health challenges facing low and middle income countries today and the various approaches nations adopt to deal with them. These challenges include measurement of health status, infectious and chronic diseases, injuries, nutrition, reproductive health, global environmental health and complex emergencies. This thorough revision also explores emerging health systems, their financing, and management, and the roles of nation states, international agencies, the private sector and nongovernmental organizations in promoting health. Your students will come away with a clear understanding of how globalization is impacting on global health, and of the relationship between health and economic development.
An exclusive account of the extraordinary life of Elvis Aaron Presley. This details the undisputed facts of Elvis' life and career and is illustrated with over 100 rare and exclusive photographs. Elvis was often thought to be a recluse, but these photographic records shows Elvis meeting and mixing with some of the most famous and influential people of our time. Pop stars, politicians and presidents all wanted to meet The King and this picture portfolio details many of those exciting moments.
A collection of illustrated, black-and-white photographs by American documentary photographer and photojournalist, Dorothea Lange, depicting American migrant workers and sharecroppers during the Great Depression.
When controversial German theologian's blood-stained body is found on the altar of a church during Vespers on Saint Cecelia's Day, lawyer and bluesman Monty Collins is called in to investigate.
Clarifies for the first time what contemporary early childhood practitioners and leaders need to know in order to manage early childhood services in a professional way. The text explores leadership concepts in an integrated manner. Authors are from the University of South Australia, & the University of Melbourne.
This work is an accurate, wide-ranging, and entertaining account of the illegal liquor traffic during the Prohibition Era (1920 to 1933). Based on FBI files, legal documents, old newspapers and other sources, it offers a coast-to-coast survey of Volstead crime--outrageous stories of America's most notorious liquor lords, including Al Capone and Dutch Schultz. Readers will find the lesser known Volstead outlaws to be as fascinating as their more famous counterparts. The riveting tales of Max Hassel, Waxy Gordon, Roy Olmstead, the Purple Gang, the Havre Bunch, and the Capitol Hill Bootlegger will be new to most readers. Likewise, the exploits of women bootleggers and flying bootleggers are unknown to most Americans. Books about Prohibition usually note that Canadian liquor exporters abetted the U.S. bootleggers, but they fail to go into detail. Bootleggers and Beer Barons examines the major cross-border routes for smuggling liquor from Canada into the U.S.: Quebec to Vermont and New York, Ontario to Michigan, Saskatchewan to Montana, and British Columbia to Washington.
Making all children ready to learn is the first, and probably the most important, national education goal for the year 2000. What does it mean for children to be ready to learn? This book is about the beliefs of the people who are shaping preschool policy. McGill-Franzen tells us what key decision-makers are thinking about preschool education what counts as school, who should pay for it, what should be taught, and especially, whether there should be reading and writing programs for four-year-olds. This book also explores the history of these beliefs. The author locates contemporary early childhood concepts about developmental appropriateness in the ideas of physicians and psychologists of the 1920s, 1930s, and in even earlier periods of time. She believes that these ideas no longer work within the broader framework of literacy as embedded in the interactions of cultures children know and the lives they live.
How could liberalism and apartheid coexist for decades in our country, as they did during the first half of the twentieth century? This study looks at works by such writers as Thomas Dixon, Erskine Caldwell, Zora Neale Hurston, William Faulkner, and Ralph Ellison to show how representations of time in southern narrative first accommodated but finally elucidated the relationship between these two political philosophies. Although racial segregation was codified by U.S. law, says Leigh Anne Duck, nationalist discourse downplayed its significance everywhere but in the South, where apartheid was conceded as an immutable aspect of an anachronistic culture. As the nation modernized, the South served as a repository of the country's romantic notions: the region was represented as a close-knit, custom-bound place through which the nation could temper its ambivalence about the upheavals of progress. The Great Depression changed this. Amid economic anxiety and the international rise of fascism, writes Duck, "the trope of the backward South began to comprise an image of what the United States could become." As she moves from the Depression to the nascent years of the civil rights movement to the early cold war era, Duck explains how experimental writers in each of these periods challenged ideas of a monolithically archaic South through innovative representations of time. She situates their narratives amid broad concern regarding national modernization and governance, as manifest in cultural and political debates, sociological studies, and popular film. Although southern modernists' modes and methods varied along this trajectory, their purpose remained focused: to explore the mutually constitutive relationships between social forms considered "southern" and "national.
The commitment to &“end welfare as we know it&” shaped public policy in the 1990s. Analysts all seemed to agree that public welfare programs were a resounding failure. What should better public care look like? Democracy, Justice, and the Welfare State sets up a dialogue between work on the ethic of care and studies of public care in practice. White argues that care as it is currently institutionalized often both assumes and perpetuates dependency and so paternalistic relationships of authority. Better public care requires that such paternalistic practices be challenged. Care appropriate to a democratic context must itself be a democratic practice.
Guide to the White House Staff is an insightful new work examining the evolution and current role of the White House staff. It provides a study of executive-legislative relations, organizational behavior, policy making, and White House–cabinet relations. The work also makes an important contribution to the study of public administration for researchers seeking to understand the inner workings of the White House. In eight thematically arranged chapters, Guide to the White House Staff: Reviews the early members of the White House staff and details the need, statutory authorization, and funding for staff expansion. Addresses the creation of the Executive Office of the President (EOP) and a formal White House staff in 1939. Explores the statutes, executive orders, and succession of reorganization plans that shaped and refined the EOP. Traces the evolution of White House staff from FDR to Obama and the specialization of staff across policy and political units. Explores how presidential transitions have operated since Eisenhower created the position of chief of staff. Explains the expansion of presidential in-house policymaking structures, beginning with national security and continuing with economic and domestic policy. Covers the exodus of staff and the roles remaining staff played during the second terms of presidents. Examines the post–White House careers of staff. Guide to the White House Staff also provides easily accessible biographies of key White House staff members who served the presidencies of Richard M. Nixon through George W. Bush. This valuable new reference will find a home in collections supporting research on the American presidency, public policy, and public administration.
This is the first—and the only authorized—biography of Elbert Parr Tuttle (1897–1996), the judge who led the federal court with jurisdiction over most of the Deep South through the most tumultuous years of the civil rights revolution. By the time Tuttle became chief judge of the United States Court of Appeals for the Fifth Circuit, he had already led an exceptional life. He had cofounded a prestigious law firm, earned a Purple Heart in the battle for Okinawa in World War II, and led Republican Party efforts in the early 1950s to establish a viable presence in the South. But it was the intersection of Tuttle's judicial career with the civil rights movement that thrust him onto history's stage. When Tuttle assumed the mantle of chief judge in 1960, six years had passed since Brown v. Board of Education had been decided but little had changed for black southerners. In landmark cases relating to voter registration, school desegregation, access to public transportation, and other basic civil liberties, Tuttle's determination to render justice and his swift, decisive rulings neutralized the delaying tactics of diehard segregationists—including voter registrars, school board members, and governors—who were determined to preserve Jim Crow laws throughout the South. Author Anne Emanuel maintains that without the support of the federal courts of the Fifth Circuit, the promise of Brown might have gone unrealized. Moreover, without the leadership of Elbert Tuttle and the moral authority he commanded, the courts of the Fifth Circuit might not have met the challenge.
By detailing an explanatory sequential mixed methods study grounded in Critical Race Theory (CRT), this book explores the role of effective educational leadership in developing multicultural acceptance in predominantly white schools. Drawing on the rich experiences and accounts of school principals in rural middle schools in the US, the volume asks how principals’ personal attitudes, professional experiences, and the degree to which they view themselves as a mentor and influencer within the school impacts their approach to improving multicultural understanding amongst students, staff, and faculty. The text is organized into five clear chapters, providing critical reflections, a review of the relevant literature, and in-depth discussion of first-hand data. Six key findings relating to whole-school acceptance, the role of individual principal’s attitudes, and support for teaching staff open new avenues for research and inform recommendations for the professional development of school principals. In presenting key theory and practical implications of research, this book will be crucial reading for researchers, scholars, and practitioners in the fields of educational leadership, multicultural education, sociology of education, and teacher education.
This collection of short stories and essays contains a variety of selections that are often flights of fancy and imagination, but some of them may rise to the level of food for thought. The first long story is a futuristic science fiction piece envisioning a world where power struggles and usurping of liberties and rights occur in cyberspace, not territory. The rest of the stories comprise a wide variety of writings and thoughts. They range from fantasies to science fiction pieces to some animal, toy, teddy bear, and allegory stories that may appeal to children and the young at heart as well as some serious reflections about the meaning of major celebrations of Christmas and Easter. The author hopes that her readers will enjoy these stories and essays. She decided not to use a title speaking of specific desserts and treats because too many people were mistaking her earlier short-story collections for cookbooks. I still maintain that good stories and literature are every bit as nourishing as dinners and desserts but in a more profound way, she insists.
John Harold Putman, inspector of Ottawa public schools between 1910 and 1937, was a leading progressive educator. At that time the progressive education movement in Canada was composed of two major intellectual strands, neo-Hegelian idealism and new liberalism. By tracing the thought and practices of this eminent educator, Wood shows how the neo-Hegelian philosophy of the late nineteenth century was transformed by its own logic and social imperatives into what seems to be its opposite. Idealism, ironically, ultimately comes to resemble pragmatism. Elected to the Ottawa City Council in 1905, Putman allied himself with progressive urban reformers seeking solutions to urban chaos, ward patronage, and inefficient city government. As inspector of public schools, he brought his reformist outlook to bear on providing for the discontented adolescent in the school and on implementing an efficient school system. Two schools established by Putman provided a diversified program for the adolescent; they led, however, not to the self-realization of the individual but to social unification and streaming for vocational roles. At the end of World War I the Ottawa public schools under Putman were judged the most efficient and progressive of any in Canada. But following the tenets of new liberalism and of urban school reformers in the United States, Putman achieved this goal by creating more bureaucratic practices and more formalized procedures, which again contradicted the idealist's moral, humanistic intent. In the postwar period Putman extended the efficiency principle to his survey of schools in British Columbia and his campaigns for junior high schools and county boards in Ontario. By the end of the 193OS, the author contends, the progressive educator had effectively transformed the use of schooling for life adjustment, not for intellectual purposes.
Most visitors know all about Kansas City’s barbecue, jazz, and football success, but there are hidden gems and wild pieces of trivia around every turn in Missouri’s largest city. Is the giant Hereford bull anatomically correct? Can a seed that’s been to outer space still grow into a normal tree? And who really killed President William Henry Harrison? You’ll find answers to the questions you didn’t know you had in Secret Kansas City: A Guide to the Weird, Wonderful, and Obscure. Learn why three completely unrelated groups have chosen Kansas City as the center of the world and the place you want to be when the world ends. Between these covers, you’ll also find castles, a horse buried in a cul-de-sac, a ghost who likes a good laugh, and the world’s longest snake. This is not a tour guide for outsiders; it’s a scavenger hunt—insiders only, please. Longtime Kansas Citian Anne Kniggendorf is at your service to bolster your love and boost your respect for this middle-of-the-map city. With her eye for the odd leading the way, you’ll have a great time discovering Kansas City.
This powerful collection will inspire new and veteran teachers to “make space” for children’s interests, for teaching as relational and intellectual work, and for new insights and ideas. The authors introduce the Prospect Center’s Descriptive Review of Practice, a collaborative inquiry process that provides an opportunity for teachers to examine their practice and gain new perspectives from other participants. The contributors to this volume respond to each child’s modes of thinking as they develop curriculum or find “wiggle room” in curricula they are given. By demonstrating how it is possible to pursue careful knowledge of craft, this book offers ways of teaching that allow for continuing growth and change. Book Features: An inquiry methodology that assists teachers to reflect on the classroom and develop curriculum that responds to children’s interests and needs. Specific examples of a variety of sources teachers can draw on and think about to improve practice. A method of data collection that can inform practice while allowing for the unevenness, messiness, and essential humanness of teaching and learning. “Making Space for Active Learning is a collection that stands alone and gets to the heart of what we mean by learning and teaching. Each contribution reminded me of how much I miss being in the classroom and how much we're missing in current so-called school reform discourse. Keep this book handy. A chapter at a time will restore some needed sanity about what's important.” —Deborah Meier, author and education activist “This book is a moving and powerful collection of teachers' work that holds the possibility of inspiring and changing new teachers' practice.” —Kathy Schultz, Dean and Professor, School of Education, Mills College “This book will add significantly to the expanding and important literature about The Prospect Processes which were developed over many years at the Prospect School and Center in Vermont. The chapters, all by experienced educators, profit from the back-and-forth between inquiry and stories of classroom life, each informing the other.” —Brenda S. Engel, associate professor, retired, Lesley University
Finding Time for the Old Stone Age explores a century of colourful debate over the age of our earliest ancestors. In the mid nineteenth century curious stone implements were found alongside the bones of extinct animals. Humans were evidently more ancient than had been supposed - but just how old were they? There were several clocks for Stone-Age (or Palaeolithic) time, and it would prove difficult to synchronize them. Conflicting timescales were drawn from the fields of geology, palaeontology, anthropology, and archaeology. Anne O'Connor draws on a wealth of lively, personal correspondence to explain the nature of these arguments. The trail leads from Britain to Continental Europe, Africa, and Asia, and extends beyond the world of professors, museum keepers, and officers of the Geological Survey: wine sellers, diamond merchants, papermakers, and clerks also proposed timescales for the Palaeolithic. This book brings their stories to light for the first time - stories that offer an intriguing insight into how knowledge was built up about the ancient British past.
Social and emotional learning is at the heart of good teaching, but as standards and testing requirements consume classroom time and divert teachers' focus, these critical skills often get sidelined. In Sharing the Blue Crayon , Mary Anne Buckley shows teachers how to incorporate social and emotional learning into a busy day and then extend these skills to literacy lessons for young children. Through simple activities such as read-alouds, sing-alongs, murals, and performances, students learn how to get along in a group, empathize with others, develop self-control, and give and receive feedback, all while becoming confident readers and writers. As Buckley shares, Every day we ask young children to respectfully converse, question, debate, and collaborate about literature, science, math problems, history, and more. That's sophisticated stuff and requires sophisticated skills. Social and emotional skills are essential to helping children communicate their knowledge and articulate their questions. We must teach students how to build respectful, caring classroom communities, where students are supported and fully engaged in the learning and everyone can reach their potential.- In this fresh and original book, Buckley captures the humor, wonder, honesty, and worries of our youngest learners and helps teachers understand how to harness their creativity and guide their conversations toward richer expressions of knowledge. Teachers of special populations will especially appreciate Buckley's successful strategies for reaching English language learners and children from high-poverty homes who may not have strong foundations for academic discourse. As Buckley reminds us, By understanding one another-;orally and socially at first, then using those community-building exchanges to strengthen the skills of reading and writing-;we experience the authentic pride and sweet joys of learning, understanding, and connecting to one another.-
Oakland Park was named for the massive stand of trees that lined the Middle River. Our first permanent settlers were the Whidby family, who came from Georgia to South Florida in 1901, when the area was known as Colahatchee. By 1918, other farming families had moved into the area, and bean and pepper fields were abundant. In 1923, a Miami development company initiated the Oakland Park subdivision with one of the biggest barbecues ever held in Broward County, with an estimated attendance of 5,000 people from Dade, Broward, and Palm Beach Counties. The city was incorporated first as Floranada in early 1925 by the American-British Improvement Company, a group of international investors. Plans for the resort included two 18-hole golf courses, a polo field, an aviation field, tennis courts, and a yacht club. It was intended to rival Palm Beach, but this vision was carried away with hurricane winds on September 18, 1926. Bankruptcy and devastating damage brought the development to an end. Despite offers from Fort Lauderdale and Pompano Beach, the citizens of Oakland Park agreed that the community could be run more efficiently as an independent city. The city was reorganized and reincorporated as Oakland Park on July 1, 1929.
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