This provocative new study of the American high school examines the historical debates about curriculum policy and also traces changes in the institution itself, as evidenced by what students actually studied. Contrary to conventional accounts, the authors argue that beginning in the 1930s, American high schools shifted from institutions primarily concerned with academic and vocational education to institutions mainly focused on custodial care of adolescents. Claiming that these changes reflected educators' racial, class, and gender biases, the authors offer original suggestions for policy adjustments that may lead to greater educational equality for our ever-growing and ever more diverse population of students.
Although it is difficult to estimate the figure accurately, experts believe that 100,000 Scots emigrated to the United States or Canada during the middle of the nineteenth century. The majority of these emigrants were skilled, educated workers from urban industrial backgrounds whose expertise was in great demand in the rapidly industrializing cities of North America. For this book, the first of five in the series (see also Part Two, Part Three, Part Four, and Part Five), David Dobson, who has previously published the most extensive lists of Scottish immigrants to America during the colonial and early Federal periods in print, extends his coverage of Scottish immigration to the period 1825-1875. For the most part, his findings come from Scottish newspapers like the Aberdeen Journal, Fife Advertiser, Scottish Guardian, etc. as well as from a handful of documents in the Scottish Record Office and other archives. The Scottish expatriates identified by the compiler are arranged alphabetically and invariably give, besides the individual's full name, place of residence (country, state/province, or city), an identifying date, and the source of the information. In addition, many of the entries indicate the individual's date of birth, father's name and occupation or place of residence, spouse, or the name of the vessel upon which he arrived. In all Mr. Dobson has culled information on upwards of 2,000 Scotsmen who were residing in North America during the early Victorian era.
From the 1890s through World War II, the greatest hopes of American progressive reformers lay not in the government, the markets, or other seats of power but in urban school districts and classrooms. The Importance of Being Urban focuses on four western school systems—in Denver, Oakland, Portland, and Seattle—and their efforts to reconfigure public education in the face of rapid industrialization and the perceived perils [GDA1] of the modern city. In an era of accelerated immigration, shifting economic foundations, and widespread municipal shake-ups, reformers argued that the urban school district could provide the broad blend of social, cultural, and educational services needed to prepare students for twentieth-century life. These school districts were a crucial force not only in orchestrating educational change, but in delivering on the promise of democracy. David A. Gamson’s book provides eye-opening views of the histories of American education, urban politics, and the Progressive Era.
Australian Sociology 4e provides a concise and current introduction to the field of Sociology, through an analysis of Australian society. In doing so, it draws on a diverse range of perspectives as well as a myriad of topics that go to issues at the core of Australian social life. Our ever-changing society presents continuing challenges to sociological analysis. This new edition of Australian Sociology sets out to document these many changes, while retaining an organised analysis required of an introductory overview of Australian society.
This third edition of this practical and concise handbook shows professionals how to manage COPD in primary care, successfully and with worthwhile outcomes for patients.
Who’s afraid of for-profit education? Those who work in non-profit or government owned and operated schools. Many parents and other stakeholders have been made fearful by this education establishment. What’s more important to humans: nutrition or education? Nutrition is more important because it is the prerequisite for other human activities, including education. What organizations provide food and who pays for the food? Food is provided by for-profit farmers, for-profit processors, for-profit wholesalers, and for-profit retailers. Most food is purchased with the consumers’ own money, but a significant amount is purchased by low-income individuals using food stamps. Why can’t education be provided similarly using education stamps? We trust for-profit enterprises to provide our food. Why can’t we trust for-profit enterprises to provide K-12 education? Fearmongers have frightened us and made us into gullible compliant socialists who despise commercial activities in education. Go to the supermarket and ponder its marvelous array of foods and then contemplate how a for-profit K-12 education sector would please and amaze its customers.
COPD is preventable and treatable, yet its low profile and late presentation means that many people are not diagnosed until the disease has progressed to a moderate or severe stage, where interventions are less effective. The education of all healthcare professionals is therefore essential in improving care for this patient group. It is not simply a disease of the airways; it also has cognitive and social aspects and if care is to be optimised it needs to be approached holistically. This book addresses a wide range of issues and includes a chapter on the patientOCOs perspective, written by a patient, which gives useful insights. It merits a place in the healthcare library.Gill Hall, Chief Executive, Respiratory Education UKCONTENTS INCLUDE: Pathological processes, aetiology and natural history The patientOCOs perspectiveAssessment and diagnosisPharmacological management of chronic diseaseManaging an exacerbation in primary careManagement of respiratory failure caused by exacerbationSmoking and smoking cessationHolistic issuesDomiciliary oxygen therapyPulmonary rehabilitation
The American republic will survive only if its citizens are educated--this was an article of faith of its founders. But seeking common civic ground in public schools has never been easy in a society where schoolchildren followed different religions, adhered to different cultural traditions, spoke many languages, and were identified as members of different "races." In this wise and enlightening book, filled with vivid characters and memorable incidents that make history but don't always make history books, David Tyack describes how each American generation grappled with the knotty task of creating political unity and social diversity. Seeking Common Ground illuminates puzzles about democracy in education and chronic conflicts that continue to make news. Americans mistrusted government, yet they entrusted the civic education of their children to public schools. American history textbooks were notoriously dull, but they were also highly controversial. Although the people liked local control of schools, educational experts called it "democracy gone to seed" and campaigned to "take the schools out of politics." Reformers argued about whether it was more democratic to teach all students the same subjects or to tailor curriculum to individuals. And what was the best way to "Americanize" immigrants, asked educators: by forced-fed assimilation or by honoring their ethnic heritages? With a broad perspective and an eye for telling detail, Tyack lets us see that debates about the civic purposes of schools are an essential part of a democratic culture, and integral to its future.
For over a century, Americans have translated their cultural anxieties and hopes into dramatic demands for educational reform. Although policy talk has sounded a millennial tone, the actual reforms have been gradual and incremental. Tinkering toward Utopia documents the dynamic tension between Americans' faith in education as a panacea and the moderate pace of change in educational practices. In this book, David Tyack and Larry Cuban explore some basic questions about the nature of educational reform. Why have Americans come to believe that schooling has regressed? Have educational reforms occurred in cycles, and if so, why? Why has it been so difficult to change the basic institutional patterns of schooling? What actually happened when reformers tried to reinvent schooling? Tyack and Cuban argue that the ahistorical nature of most current reform proposals magnifies defects and understates the difficulty of changing the system. Policy talk has alternated between lamentation and overconfidence. The authors suggest that reformers today need to focus on ways to help teachers improve instruction from the inside out instead of decreeing change by remote control, and that reformers must also keep in mind the democratic purposes that guide public education.
Widely acknowledged as one of our most insightful commentators on the history of journalism in the United State, David Paul Nord offers a lively and wide-ranging discussion of journalism as a vital component of community. In settings ranging from the religion-infused towns of colonial America to the rrapidly expanding urban metropolises of the late nineteenth century, Nord explores the cultural work of the press.
The communicative process allows, sometimes forces, one to make connections about the self and simultaneously how the self relates to the other and the world. The bonus of communicating is that one makes connections with other individuals. Not only are social connections made, but political, business, spiritual, esoteric, and functional connections as well. Each connection holds the possibility of teaching the person more about the self and the world. This book helps individuals understand the dynamics of change particularly by focusing on enthymematic communication that can be used to effect change. It demonstrates the simultaneous potential of communication to both constrain and free the individual. The first part of the book establishes the theoretical ground by identifying the definitional issues, defining communication, and relating content and style to the sense-making function of interaction. The second part examines the primary consequences of interaction in both self and relational identity. Communication creates self-identification as well as relational identity, both of which provide a means of stabilizing the self and simultaneously allowing for change.
Extensively updated, this new fourth edition, includes everything you need to know about dealing with COPD in your practice confidently and effectively - including patient rehabilitation
Health and Canadian Society provides a comprehensive overview of the relationship between health, health care, and Canadian society. It is a wide-ranging volume that moves from personal and micro concerns to a more macro and institutional focus. It includes chapters of a descriptive nature and others with a more explanatory intent. They have been selected from the major journals or have been expressly written for this book. Ninety-five percent of the contributions are new to this edition. The chapters and the studies reported on are methodologically diverse, ranging from ethnographic studies to statistical analyses of data from large national surveys. Though the chapters are written by anthropologists, economists, historians, political scientists, and physicians, as well as sociologists, they all have a sociological "turn." Recognized as the standard textbook on the sociology of health in Canada, Health and Canadian Society is an essential reference for sociologists, health care providers, health administrators, and policy planners.
This comprehensive, but practical, reference is an informative guide to the management of acute respiratory problems in the hospital setting. Evaluation of the patient with breathing difficulties is often challenging, since the differential diagnosis is broad and the use of the wrong treatment can exacerbate the problem. This book helps the practis
This book explores sea-level change on timescales from hours to centuries, its processes and its measurement techniques, for graduate students, researchers and policy-makers.
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