Best known today for her nature writing and southwestern cultural studies, Mary Hunter Austin (1868-1934) has been increasingly recognized for her outspoken essays on feminist themes. This volume collects her nonfiction journalism, with each essay prefaced by brief introductory remarks by the editor. Annotation copyright by Book News, Inc., Portland, OR
This collection of four essays examines the ways in which biology, as a discipline, reflects ongoing scholarship on gender, race, ethnicity, social class, and sexual orientation. In "Natural Sciences: Molecular Biology," Bonnie B. Spanier examines common ideological distortions in biology, including superimposing stereotypical gender attributes and language onto animals and plants, creating hierarchies of organization with assumptions about power relationships, and claiming that biology determines behavior. In "Feminist Critiques of Biology," Sue V. Rosser discusses the inequities of scientific research and education and ways in which feminist perspectives can be introduced into biology courses. In "Balancing the Curriculum in the Biological Sciences," Joseph N. Muzio discusses the teaching of a Biology of Women course and offers insights on how it affects students' understanding of women's issues and feminist perspectives of science. In "Women in Science and Engineering," Edward B. Tucker points out that while the number of women in science and engineering has increased significantly over the last decade, women have tended to attain degrees and academic positions in life science and psychology rather than in earth science, environmental science, mathematics, and engineering. Each essay contains references. (MDM)
This collection of four essays examines the ways in which biology, as a discipline, reflects ongoing scholarship on gender, race, ethnicity, social class, and sexual orientation. In "Natural Sciences: Molecular Biology," Bonnie B. Spanier examines common ideological distortions in biology, including superimposing stereotypical gender attributes and language onto animals and plants, creating hierarchies of organization with assumptions about power relationships, and claiming that biology determines behavior. In "Feminist Critiques of Biology," Sue V. Rosser discusses the inequities of scientific research and education and ways in which feminist perspectives can be introduced into biology courses. In "Balancing the Curriculum in the Biological Sciences," Joseph N. Muzio discusses the teaching of a Biology of Women course and offers insights on how it affects students' understanding of women's issues and feminist perspectives of science. In "Women in Science and Engineering," Edward B. Tucker points out that while the number of women in science and engineering has increased significantly over the last decade, women have tended to attain degrees and academic positions in life science and psychology rather than in earth science, environmental science, mathematics, and engineering. Each essay contains references. (MDM)
This essay examines the ways in which biology, as a discipline, has been influenced by feminist scholarship and research into the areas of gender and sexuality, focusing on the validity, limits, and gender bias of scientific objectivity. It explains that gender bias exists not only in who traditionally has been expected to do science (namely white males), but also in what counts as science, noting that "home economics," which started as chemistry and public health, was separated from those sciences and thus devalued primarily because the disciplines had been founded and was practiced by women. The essay goes on to note that feminist critiques document the way that beliefs in "natural" gender differences have permeated even molecular biology, distorting our understanding of how cells and organisms function in health and disease. It examines gender-based naming, which describes certain hormones as "male" and others as "female," and studies that claim that homosexuality is biologically determined from birth. The study concludes that gender bias in biology and other sciences demonstrates that the dominant group's values and interests strongly influence which models are chosen and where research funds go. (Contains 29 references.) (MDM)
This essay examines the ways in which biology, as a discipline, has been influenced by feminist scholarship and research into the areas of gender and sexuality, focusing on the validity, limits, and gender bias of scientific objectivity. It explains that gender bias exists not only in who traditionally has been expected to do science (namely white males), but also in what counts as science, noting that "home economics," which started as chemistry and public health, was separated from those sciences and thus devalued primarily because the disciplines had been founded and was practiced by women. The essay goes on to note that feminist critiques document the way that beliefs in "natural" gender differences have permeated even molecular biology, distorting our understanding of how cells and organisms function in health and disease. It examines gender-based naming, which describes certain hormones as "male" and others as "female," and studies that claim that homosexuality is biologically determined from birth. The study concludes that gender bias in biology and other sciences demonstrates that the dominant group's values and interests strongly influence which models are chosen and where research funds go. (Contains 29 references.) (MDM)
Best known today for her nature writing and southwestern cultural studies, Mary Hunter Austin (1868-1934) has been increasingly recognized for her outspoken essays on feminist themes. This volume collects her nonfiction journalism, with each essay prefaced by brief introductory remarks by the editor. Annotation copyright by Book News, Inc., Portland, OR
Students of Western civilization need more than facts. They need to understand the cross-cultural, global exchanges that shaped Western history; to be able to draw connections between the social, cultural, political, economic, and intellectual happenings in a given era; and to see the West not as a fixed region, but a living, evolving construct. These needs have long been central to The Making of the West. The book’s chronological narrative emphasizes the wide variety of peoples and cultures that created Western civilization and places them together in a common context, enabling students to witness the unfolding of Western history, understand change over time, and recognize fundamental relationships.
Writing on the Moon: Stories and Poetry from the Creative Unconscious by Psychoanalysts and Others is a collection of the best works published over the past fifteen years in the Creative Literary Section of Psychoanalytic Perspectives, along with imaginative introductions by the author. Some writings are raw and honest, some are dark and access our primal being. Others, filled with beauty, illuminate the internal life, the playful mind, and unconscious doodlings that might otherwise remain unformulated.
Students of Western civilization need more than facts. They need to understand the cross-cultural, global exchanges that shaped Western history; to be able to draw connections between the social, cultural, political, economic, and intellectual happenings in a given era; and to see the West not as a fixed region, but a living, evolving construct. These needs have long been central to The Making of the West. The book’s chronological narrative emphasizes the wide variety of peoples and cultures that created Western civilization and places them together in a common context, enabling students to witness the unfolding of Western history, understand change over time, and recognize fundamental relationships.
Preseason planning -- Xs and Os: strategic human resource planning in sports organizations -- Roster changes: preparing for vacancies in sports organizations -- Monday morning quarterback: legal issues in human resource planning for sports organizations -- The grind: recruiting in sport organizations -- Pre-game staffing: line-ups and match ups -- Blue chippers and bench warmers: screening and selecting employees in sports organizations -- Show me the money: compensation and benefits administration in sports -- Hard knocks: negotiations, employment agreements, and labor relations -- Game time: executing a winning performance -- Practice makes perfect: training in sports organizations -- Leading the league: staff supervision and leadership -- Sport and human resources: a managerial approach -- Game changers: performance counseling & conflict resolution in sports organizations -- Post-game extras: preparation never ceases -- A must-win ballgame: diversity and inclusion in sports organizations -- Selected workplace issues in sports -- The next level: professional development and career trends in sports
This collection of four essays examines the ways in which biology, as a discipline, reflects ongoing scholarship on gender, race, ethnicity, social class, and sexual orientation. In "Natural Sciences: Molecular Biology," Bonnie B. Spanier examines common ideological distortions in biology, including superimposing stereotypical gender attributes and language onto animals and plants, creating hierarchies of organization with assumptions about power relationships, and claiming that biology determines behavior. In "Feminist Critiques of Biology," Sue V. Rosser discusses the inequities of scientific research and education and ways in which feminist perspectives can be introduced into biology courses. In "Balancing the Curriculum in the Biological Sciences," Joseph N. Muzio discusses the teaching of a Biology of Women course and offers insights on how it affects students' understanding of women's issues and feminist perspectives of science. In "Women in Science and Engineering," Edward B. Tucker points out that while the number of women in science and engineering has increased significantly over the last decade, women have tended to attain degrees and academic positions in life science and psychology rather than in earth science, environmental science, mathematics, and engineering. Each essay contains references. (MDM)
Students of Western civilization need more than facts. They need to understand the cross-cultural, global exchanges that shaped Western history; to be able to draw connections between the social, cultural, political, economic, and intellectual happenings in a given era; and to see the West not as a fixed region, but a living, evolving construct. These needs have long been central to The Making of the West. The book’s chronological narrative emphasizes the wide variety of peoples and cultures that created Western civilization and places them together in a common context, enabling students to witness the unfolding of Western history, understand change over time, and recognize fundamental relationships. Read the preface.
Students of Western civilization need more than facts. They need to understand the cross-cultural, global exchanges that shaped Western history; to be able to draw connections between the social, cultural, political, economic, and intellectual happenings in a given era; and to see the West not as a fixed region, but a living, evolving construct. These needs have long been central to The Making of the West. The book’s chronological narrative emphasizes the wide variety of peoples and cultures that created Western civilization and places them together in a common context, enabling students to witness the unfolding of Western history, understand change over time, and recognize fundamental relationships.
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