THE MYSTERY OF THE NEXT DOOR NEIGHBORS Ian’s next door neighbors were supposed to go out of town for a few days, but two days later they are still there. The weird thing is that at night it seems like there is nobody home, but the next day Ian and his friends see them. Also what is weird is when Ian and his friends try to talk to the neighbors they don’t even seem to see or hear them. THE ROOM BEHIND MATH CLASS Ian hears weird sounds coming from the room behind Mrs. Brock’s classroom and she tells him there is a room behind hers where they put kids who have temper tantrums and need a time out. But there doesn’t seem to be any space for a room behind Mrs. Brock’s class, or any entrance to it. Also another teacher tells Ian it is closed off, and the principal, Dr. O’Sheen, says it does not exist. Ian and his friends don’t give up on the search to find the room, and in the process they find a secret place and a mystery they cannot solve. THE STRANGE CASE OF IAN CORNELL AND MR.SAPROPHYTE A science project gone horribly wrong leaves Ian with a potion that transforms him into a monstrously huge and hairy adult man with violent tendencies. Ian gets rid of the potion, but the transformation becomes involuntary. Ian must find some way to rid himself of this alter-ego. ROBERT’S ADVENTURE While Ian’s friend Robert is showing Ian and Chris a computer game he made, a power outage separates Robert’s mind from his body trapping his mind inside his computer game. In order to escape, Robert will have to beat his own game.
What would bring a physician to conclude that sterilization is appropriate treatment for the mentally ill and mentally handicapped? Using archival sources, Ian Robert Dowbiggin documents the involvement of both American and Canadian psychiatrists in the eugenics movement of the early twentieth century. He explains why professional men and women committed to helping those less fortunate than themselves arrived at such morally and intellectually dubious conclusions. Psychiatrists at the end of the nineteenth century felt professionally vulnerable, Dowbiggin explains, because they were under intense pressure from state and provincial governments and from other physicians to reform their specialty. Eugenic ideas, which dominated public health policy making, seemed the best vehicle for catching up with the progress of science. Among the prominent psychiatrist-eugenicists Dowbiggin considers are G. Alder Blumer, Charles Kirk Clarke, Thomas Salmon, Clare Hincks, and William Partlow. Tracing psychiatric support for eugenics throughout the interwar years, Dowbiggin pays special attention to the role of psychiatrists in the fierce debates about immigration policy. His examination of psychiatry's unfortunate flirtation with eugenics elucidates how professional groups come to think and act along common lines within specific historical contexts.
In Knowledge and the Ends of Empire, Ian W. Campbell investigates the connections between knowledge production and policy formation on the Kazak steppes of the Russian Empire. Hoping to better govern the region, tsarist officials were desperate to obtain reliable information about an unfamiliar environment and population. This thirst for knowledge created opportunities for Kazak intermediaries to represent themselves and their landscape to the tsarist state. Because tsarist officials were uncertain of what the steppe was, and disagreed on what could be made of it, Kazaks were able to be part of these debates, at times influencing the policies that were pursued.Drawing on archival materials from Russia and Kazakhstan and a wide range of nineteenth-century periodicals in Russian and Kazak, Campbell tells a story that highlights the contingencies of and opportunities for cooperation with imperial rule. Kazak intermediaries were at first able to put forward their own idiosyncratic views on whether the steppe was to be Muslim or secular, whether it should be a center of stock-raising or of agriculture, and the extent to which local institutions needed to give way to imperial institutions. It was when the tsarist state was most confident in its knowledge of the steppe that it committed its gravest errors by alienating Kazak intermediaries and placing unbearable stresses on pastoral nomads. From the 1890s on, when the dominant visions in St. Petersburg were of large-scale peasant colonization of the steppe and its transformation into a hearth of sedentary agriculture, the same local knowledge that Kazaks had used to negotiate tsarist rule was transformed into a language of resistance.
Cruise your way to the Ivy League! It's no secret that it's harder to get into college these days. Ivy League and other selective schools have record numbers of applicants, making the competition even steeper. This must-have guide carefully explores the to-do's to gain admission to a top-tier school. Students and parents will learn about choosing the right school, what college admissions officers really consider when making their decisions, early decision versus early action, and what being on the waitlist means. • Provides sample essays, recommendation forms, resources, and websites • Includes advice from guidance counselors and admission officers of top colleges • Between now and 2015, there will be more than 3 million high school graduates each year
A textbook in communication and cultural studies. It offers a comprehensive approach to the study of the ways in which meaning is constituted in social life.
Every child in America deserves to know that a path to a successful life exists and that they have the power to follow it. But many never set foot on that path because they grow up hearing the message that systemic forces control their destinies, or that they are at fault for everything that has gone wrong in their lives. These children often come from difficult circumstances. Many are raised by young, single parents, live in disadvantaged neighborhoods, attend substandard schools, and lack the moral safeguards of religious and civic institutions. As a result, they can be dispirited into cycles of learned helplessness rather than inspired to pursue their own possibilities. Yet this phenomenon is not universal. Some children thrive where others do not. Why? Are there personal behaviors and institutional supports that have proven to make a difference in helping young people chart a course for their futures? Agency answers with a loud and clear “yes!” This book describes four pillars that can uplift every young person as they make the passage into adulthood: Family, Religion, Education, and Entrepreneurship. Together, these pillars embody the true meaning of freedom, wherein people are motivated to embrace the ennobling responsibilities of building healthy social structures and shaping the outcomes of their own lives. For that reason, Ian Rowe calls the four pillars the FREE framework. With this framework in place, children are empowered to develop agency, which Rowe defines as the force of one’s free will, guided by moral discernment. Developing agency is the alternative to the debilitating ‘blame-the-system’ and ‘blame-the-victim’ narratives. It transcends our political differences and beckons all who dare to envision lives unshackled by present realities. In addition to making the case for agency, Rowe shares his personal story of success coming from an immigrant family. He defends America as an ever-improving country worthy of our esteem. He corrects misguided calls for “anti-racism” and “equity,” and champions a game plan for creating new agents of agency, dedicated to promoting the aspirational spirit of America’s children, and showing them the path that will set them FREE.
In an illuminating and darkly intelligent study, William Miller...has revealed...humiliation as the closet dominatrix she is, an emotion whose power to discipline us makes the world go round...Miller makes his pages blaze and roar...by throwing another handful of hollow complacencies upon the fire....The five essays making up this book...are about the persistence of the norm of reciprocity in our daily lives, about the ways in which shame and envy and especially humiliation sustain 'cultures of honor' to this day.'-Speculum
Imagine a school with a diverse student body where everyone feels safe and valued, and all—regardless of race, culture, home language, sexual orientation, gender identity, academic history, and individual challenges—have the opportunity to succeed with interesting classes, projects, and activities. In this school, teachers notice and meet individual instructional needs and foster a harmonious and supportive environment. All students feel empowered to learn, to grow, and to pursue their dreams. This is the school every student needs and deserves. In Building Equity, Dominique Smith, Nancy Frey, Ian Pumpian, and Douglas Fisher, colleagues at San Diego’s innovative Health Sciences High & Middle College, introduce the Building Equity Taxonomy, a new model to clarify the structural and interpersonal components of an equitable and excellent schooling experience, and the Building Equity Review and Audit, survey-based tools to help school and teacher leaders uncover equity-related issues and organize their efforts to achieve Physical integration Social-emotional engagement Opportunity to learn Instructional excellence Engaged and inspired learners Built on the authors’ own experiences and those of hundreds of educators throughout the United States, this book is filled with examples of policy initiatives and practices that support high-quality, inclusive learning experiences and deliver education that meets critical standards of equality and equity.
Israel and the West Bank and Gaza Strip: disengagement or incorporation? -- Thresholds of state-building and state contraction -- Becoming problematic: breakdown of a hegemonic conception of Ireland -- Where and what is France? Three failures of hegemonic construction -- Patterns of hegemonic change: Britain and Ireland, France and Algeria -- The Irish question in British politics, 1886-1922 -- The Algerian question in French politics, 1955-1962 -- Regimes at risk: rescaling the Irish and Algerian questions in Britain and France -- Israel and the West Bank and Gaza Strip: tracing the status of a changing relationship -- Hegemonic failure and regime crisis in Israel -- A theory of states and territories: extensions and implications.
One of our nation's most prolific and widely discussed political theorists, Ian Shapiro speaks with a distinctive voice. His work is Deweyan in its inspiration, cosmopolitan in its concerns, and practical in its referents. In this book, he provides his first extended statement on contemporary democratic politics.Democracy's Place includes seven essays in which Shapiro carefully integrates the theoretical and the applied. Four deal principally with democratic theory and its link to problems of social justice; the other three detail applications in the United States, the postcommunist world, and the author's native South Africa. All advance a view of democratic politics which rests on principled, yet nuanced, suspicion of hierarchical social arrangements and of political blueprints. Shapiro's writing is unified as well by a pervasive concern with the relations between the requirements of democracy and those of social justice. These themes, substantiated by complex yet accessible arguments, offer a constructive democratic perspective on contemporary debates about liberalism, communitarianism, and distributive justice.
The Margins of European Law attempts to provide a critical and sceptical approach to European law. The related themes of the book attempt to introduce a historical and theoretical context for European law. Ultimately, it is suggested that the new European order requires a very different legal and jurisprudential approach; one which is distinctively post-modern. European Community law, at its margins, is a mass of inconsistencies and injustices, and a post-modern model can better effect the erasing of the margins of European law.
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