Why major changes to America's social safety net have always required bold presidential leadership Americans like to think that they look after their own, especially in times of hardship. Particularly for the Great Depression and the Great Society eras, the collective memory is one of solidarity and compassion for the less fortunate. Who Cares? challenges this story by examining opinion polls and letters to presidents from average citizens. This evidence, some of it little known, reveals a much darker, more impatient attitude toward the poor, the unemployed, and the dispossessed during the 1930s and 1960s. Katherine Newman and Elisabeth Jacobs show that some of the social policies that Americans take for granted today suffered from declining public support just a few years after their inception. Yet Americans have been equally unenthusiastic about efforts to dismantle social programs once they are well established. Again contrary to popular belief, conservative Republicans had little public support in the 1980s and 1990s for their efforts to unravel the progressive heritage of the New Deal and the Great Society. Whether creating or rolling back such programs, leaders like Roosevelt, Johnson, Nixon, and Reagan often found themselves working against public opposition, and they left lasting legacies only by persevering despite it. Timely and surprising, Who Cares? demonstrates not that Americans are callous but that they are frequently ambivalent about public support for the poor. It also suggests that presidential leadership requires bold action, regardless of opinion polls.
This timely investigation reveals how sustained tight labor markets improve the job prospects and life chances of America’s most vulnerable households Most research on poverty focuses on the damage caused by persistent unemployment. But what happens when jobs are plentiful and workers are hard to come by? Moving the Needle examines how very low unemployment boosts wages at the bottom, improves benefits, lengthens job ladders, and pulls the unemployed into a booming job market. Drawing on over seventy years of quantitative data, as well as interviews with employers, jobseekers, and longtime residents of poor neighborhoods, Katherine S. Newman and Elisabeth S. Jacobs investigate the most durable positive consequences of tight labor markets. They also consider the downside of overheated economies that can ignite surging rents and spur outmigration. Moving the Needle is an urgent and original call to implement policies that will maintain the current momentum and prepare for potential slowdowns that may lie ahead
A fine historic exploration of why marriage treatments in literary texts are transformed between the 14th and 16th centuries. . . . This volume has the power and evidence--both historic and textual--to revamp our understanding of crucial texts. . . . I will never read Chaucerian texts of wives and widows the same again!"--Jean E. Jost, Bradley University "An extremely readable study of literary responses to changing marriage law, including an in-depth study of Chaucer and a wide-ranging examination of Renaissance dramatists."--Emily A. Detmer, Millikin University From the 14th century to the middle of the 17th, changes in marriage law affected literary depictions of marriage in marked ways, according to Kathryn Jacobs's astute interdisciplinary treatment of nuptial contracts. She relates the changes in marriage law and also the enforcement policies of church courts to the changing literary treatment of marriage in Chaucer's work, in medieval mystery plays, and in the Renaissance plays of the late 16th and early 17th centuries. When Chaucer was writing his Canterbury Tales, Jacobs argues, the marriage contract was well known to his audience. He could therefore count on them to recognize the parallels he draws between this familiar contract and the extramarital or postmarital "contracts" he designed. The mystery plays, meanwhile, were popular precisely because they violated the marriage contract as it was commonly known. By the Renaissance, however, church law had changed drastically, and the drama reflected public resentment and confusion about the new policies. One of the unexpected results of this was the birth of the "lusty widow" as a stage fantasy figure. Focusing first on Chaucer and then on drama, Jacobs offers a bridge between the late Middle Ages and the Renaissance, showing how the lives of everyday people in each age were affected by the handling of marriage law in the ecclesiastical courts. Kathryn Jacobs, associate professor of literature and languages at Texas A&M University in Commerce, Texas, is the author of articles in such journals as Chaucer Review and Mediaevalia.
Around the world, soccer players are pouring onto the field and fans are cheering for their favorite stars. Capture it all on paper with Soccer Kicks! Keep track of game highlights, team experiences, and personal stats. Includes a special World Cup section and enough temporary tattoos for an entire team!
Provides an in-depth review of current print and electronic tools for research in numerous disciplines of biology, including dictionaries and encyclopedias, method guides, handbooks, on-line directories, and periodicals. Directs readers to an associated Web page that maintains the URLs and annotations of all major Inernet resources discussed in this edition.
A New York Times bestseller/Washington Post Notable Book of 2017/NPR Best Books of 2017/Wall Street Journal Best Books of 2017 "This book will serve as the definitive guide to the past and future of health care in America.”—Siddhartha Mukherjee, Pulitzer Prize-winning author of The Emperor of All Maladies and The Gene At a moment of drastic political upheaval, An American Sickness is a shocking investigation into our dysfunctional healthcare system - and offers practical solutions to its myriad problems. In these troubled times, perhaps no institution has unraveled more quickly and more completely than American medicine. In only a few decades, the medical system has been overrun by organizations seeking to exploit for profit the trust that vulnerable and sick Americans place in their healthcare. Our politicians have proven themselves either unwilling or incapable of reining in the increasingly outrageous costs faced by patients, and market-based solutions only seem to funnel larger and larger sums of our money into the hands of corporations. Impossibly high insurance premiums and inexplicably large bills have become facts of life; fatalism has set in. Very quickly Americans have been made to accept paying more for less. How did things get so bad so fast? Breaking down this monolithic business into the individual industries—the hospitals, doctors, insurance companies, and drug manufacturers—that together constitute our healthcare system, Rosenthal exposes the recent evolution of American medicine as never before. How did healthcare, the caring endeavor, become healthcare, the highly profitable industry? Hospital systems, which are managed by business executives, behave like predatory lenders, hounding patients and seizing their homes. Research charities are in bed with big pharmaceutical companies, which surreptitiously profit from the donations made by working people. Patients receive bills in code, from entrepreneurial doctors they never even saw. The system is in tatters, but we can fight back. Dr. Elisabeth Rosenthal doesn't just explain the symptoms, she diagnoses and treats the disease itself. In clear and practical terms, she spells out exactly how to decode medical doublespeak, avoid the pitfalls of the pharmaceuticals racket, and get the care you and your family deserve. She takes you inside the doctor-patient relationship and to hospital C-suites, explaining step-by-step the workings of a system badly lacking transparency. This is about what we can do, as individual patients, both to navigate the maze that is American healthcare and also to demand far-reaching reform. An American Sickness is the frontline defense against a healthcare system that no longer has our well-being at heart.
This book addresses key issues in child neuropsychology but differs from other books in the field in its emphasis on clinical practice rather than research issues. Although research findings are presented, they are described with emphasis on what is relevant for assessment, treatment and management of pediatric conditions. The authors have chosen to focus on a number of areas. First, the text examines the natural history of childhood CNS insult, highlighting studies where children have been followed over time to determine the impact of injury on ongoing development. Second, processes of normal and abnormal cerebral and cognitive development are outlined and the concepts of brain plasticity and the impact of early CNS insult discussed. Finally, using a number of common childhood CNS disorders as examples, the authors develop a model which describes the complex interaction among biological, psychosocial and cognitive factors in the brain injured child. The text will be of use on advanced undergraduate courses in developmental neuropsychology, postgraduate clinical training programmes, and for professionals working with children in clinical psychology, clinical neuropsychology, and in educational and rehabilitation contexts.
We tend to think about memory in terms of the human experience, neglecting the fact that we can trace a direct line of descent from the earliest vertebrates to modern humans. But the evolutionary history that we share with other vertebrates has left a mark on modern memory, complemented by unique forms of memory that emerged in humans. This book tells an intriguing story about how evolution shaped human memory. It explains how a series of now-extinct ancestral species adapted to life in their world, in their time and place. As they did, new brain areas appeared, each of which supported an innovative form of memory that helped them gain an advantage in life. Through inheritance and modification across millions of years, these evolutionary developments created several kinds of memory that influence the human mind today. Then, during human evolution, yet another new kind of memory emerged: about ourselves and others. This evolutionary innovation ignited human imagination; empowered us to remember and talk about a personal past; and enabled the sharing of knowledge about our world, our culture, and ourselves. Through these developments, our long journey along the evolutionary road to human memory made it possible for every individual, day upon day, to add new pages to the story of a life: the remarkably rich record of experiences and knowledge that make up a human mind. Written in an engaging and accessible style, The Evolutionary Road to Human Memory will be enjoyable reading for anyone interested in the human mind.
At the turn of the twentieth century, the US government viewed education as one sure way of civilizing “others” under its sway—among them American Indians and, after 1898, Filipinos. Teaching Empire considers how teachers took up this task, first at the Carlisle Indian Boarding School in Pennsylvania, opened in 1879, and then in a school system set up amid an ongoing rebellion launched by Filipinos. Drawing upon the records of fifty-five teachers at Carlisle and thirty-three sent to the Philippines—including five who worked in both locations—the book reveals the challenges of translating imperial policy into practice, even for those most dedicated to the imperial mission. These educators, who worked on behalf of the US government, sought to meet the expectations of bureaucrats and supervisors while contending with leadership crises on the ground. In their stories, Elisabeth Eittreim finds the problems common to all classrooms—how to manage students and convey knowledge—complicated by their unique circumstances, particularly the military conflict in the Philippines. Eittreim’s research shows the dilemma presented by these schools’ imperial goal: “pouring in” knowledge that purposefully dismissed and undermined the values, desires, and protests of those being taught. To varying degrees these stories demonstrate both the complexity and fragility of implementing US imperial education and the importance of teachers’ own perspectives. Entangled in US ambitions, racist norms, and gendered assumptions, teachers nonetheless exhibited significant agency, wielding their authority with students and the institutions they worked for and negotiating their roles as powerful purveyors of cultural knowledge, often reinforcing but rarely challenging the then-dominant understanding of “civilization.” Examining these teachers’ attitudes and performances, close-up and in-depth over the years of Carlisle’s operation, Eittreim’s comparative study offers rare insight into the personal, institutional, and cultural implications of education deployed in the service of US expansion—with consequences that reach well beyond the imperial classrooms of the time.
Winner, 2020 JDC-Herbert Katzki Award for Writing Based on Archival Material, given by the Jewish Book Council The astonishing story of the efforts of scholars and activists to rescue Jewish cultural treasures after the Holocaust In March 1946 the American Military Government for Germany established the Offenbach Archival Depot near Frankfurt to store, identify, and restore the huge quantities of Nazi-looted books, archival material, and ritual objects that Army members had found hidden in German caches. These items bore testimony to the cultural genocide that accompanied the Nazis’ systematic acts of mass murder. The depot built a short-lived lieu de memoire—a “mortuary of books,” as the later renowned historian Lucy Dawidowicz called it—with over three million books of Jewish origin coming from nineteen different European countries awaiting restitution. A Mortuary of Books tells the miraculous story of the many Jewish organizations and individuals who, after the war, sought to recover this looted cultural property and return the millions of treasured objects to their rightful owners. Some of the most outstanding Jewish intellectuals of the twentieth century, including Dawidowicz, Hannah Arendt, Salo W. Baron, and Gershom Scholem, were involved in this herculean effort. This led to the creation of Jewish Cultural Reconstruction Inc., an international body that acted as the Jewish trustee for heirless property in the American Zone and transferred hundreds of thousands of objects from the Depot to the new centers of Jewish life after the Holocaust. The commitment of these individuals to the restitution of cultural property revealed the importance of cultural objects as symbols of the enduring legacy of those who could not be saved. It also fostered Jewish culture and scholarly life in the postwar world.
Providing a unique insight into how gender is performed in contemporary high-tech work and introducing a creative and novel way of analyzing the fluidity and rigidity of gender at work through discourse analytic methods the author highlights how changes in the world of work interact with changes in gender relations.
This book offers a theory for the analysis of how children learn and are taught about whole numbers. Two meanings of numbers are distinguished – the analytical meaning, defined by the number system, and the representational meaning, identified by the use of numbers as conventional signs that stand for quantities. This framework makes it possible to compare different approaches to making numbers meaningful in the classroom and contrast the outcomes of these diverse aspects of teaching. The book identifies themes and trends in empirical research on the teaching and learning of whole numbers since the launch of the major journals in mathematics education research in the 1970s. It documents a shift in focus in the teaching of arithmetic from research about teaching written algorithms to teaching arithmetic in ways that result in flexible approaches to calculation. The analysis of studies on quantitative reasoning reveals classifications of problem types that are related to different cognitive demands and rates of success in both additive and multiplicative reasoning. Three different approaches to quantitative reasoning education illustrate current thinking on teaching problem solving: teaching reasoning before arithmetic, schema-based instruction, and the use of pre-designed diagrams. The book also includes a summary of contemporary approaches to the description of the knowledge of numbers and arithmetic that teachers need to be effective teachers of these aspects of mathematics in primary school. The concluding section includes a brief summary of the major themes addressed and the challenges for the future. The new theoretical framework presented offers researchers in mathematics education novel insights into the differences between empirical studies in this domain. At the same time the description of the two meanings of numbers helps teachers distinguish between the different aims of teaching about numbers supported by diverse methods used in primary school. The framework is a valuable tool for comparing the different methods and identifying the various assumptions about teaching and learning.
The book lays bare the narrative form of Silius’ text. It focuses on the phenomenon of ambiguity due to the epic’s constant oscillation between fact and fiction, highlighting Roman triumph in defeat and defeat through triumph.
Lewis Henry Morgan's mid-nineteenth-century assemblage of Iroquois-made artifacts featured more than 500 objects and at the time was the largest such collection for a single Indian group. In this richly illustrated volume, Elisabeth Tooker has brought together much previously unpublished material not only to show how Morgan managed such an impressive feat of scholarship but also to reveal something of his too often neglected research methods.
This new edition of the biography of pioneering child analyst Anna Freud includes, among other features, a major retrospective introduction by the author.
What is online risk? How can we best protect children from it? Who should be responsible for this protection? Is all protection good? Can Internet users trust the industry? These and other fundamental questions are discussed in this book. Beginning with the premise that the political and democratic processes in a society are affected by the way in which that society defines and perceives risks, Children in the Online World offers insights into the contemporary regulation of online risk for children (including teens), examining the questions of whether such regulation is legitimate and whether it does in fact result in the sacrifice of certain fundamental human rights. The book draws on representative studies with European children concerning their actual online risk experiences as well as an extensive review of regulatory rationales in the European Union, to contend that the institutions of the western European welfare states charged with protecting children have changed fundamentally, at the cost of the level of security that they provide. In consequence, children at once have more rights with regard to their personal decision making as digital consumers, yet fewer democratic rights to participation and protection as ’digital citizens’. A theoretically informed, yet empirically grounded study of the relationship between core democratic values and the duty to protect young people in the media-sphere, Children in the Online World will appeal to scholars and students across the social sciences with interests in new technologies, risk and the sociology of childhood and youth. Book: The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons [Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND)] 4.0 license.
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