The REACH Media Analysis Report provides an extensive analysis of the coverage of black young men and boys in the British news and current affairs media. The central aim of the research project has been to explore how the news media in Britain represents young males and to identify and seek to understand the dominant discourses with which black young men and boys are associated in the UK news." -- Page 7.
The wealth of data available on sports makes the industry a singular laboratory for observing economic and business behavior and theory. This unique reference on sports economics research provides a detailed perspective on the current state of the discipline. Covering both team and individual sports that include tennis, golf, and motor racing, the handbook explores what we know, what we do not know, what is stable, what is changing, what is certain, and what is controversial in sports economics. The expert contributors address issues in particular sports or comparisons among sports along major topics such as revenue and costs, labor markets, market structure, market outcomes, and public policy.
Helping Sophomores Succeed offers an in-depth, comprehensive understanding of the common challenges that arise in a student's second year of college. Sponsored by the University of South Carolina's National Resource Center for The First-Year Experience® and Students in Transition, this groundbreaking book offers an examination of second-year student success and satisfaction using both quantitative and qualitative measures from national research findings. Helping Sophomores Succeed serves as a foundation for designing programs and services for the second-year student population that will help to promote retention, academic and career development, and personal transition and growth. Praise for Helping Sophomores Succeed "Lost, lonely, stressed, pressured, unsupported, frequently indecisive, and invisible, many sophomores fall off the radar of campus educators at a time when they may most be seeking purpose, meaning, direction, intellectual challenge, and intellectual capacity building. The fine scholars who focused educators on the first-year and senior transitions have done it again?a magnificent book to focus on the sophomore year!" ?Susan R. Komives, College Student Personnel Program, University of Maryland "For years, student-centered institutions have front-loaded resources to promote student success in the first college year. This volume is rich with instructive ideas for how to sustain this important work in the second year of college." ?George D. Kuh, Chancellor's Professor and director, Indiana University Center for Postsecondary Research "A pioneering work, this brilliant text explores in practical and meaningful ways the all but neglected sophomore-year experience, when students face critical choices about their major, their profession, their life purpose." ?Betty L. Siegel, president emeritus, Kennesaw State University? "All members of the campus community?faculty, student affairs educators, staff, and students?will benefit from learning about the unique challenges of the second college year. The book provides research and best practices to help educators and students craft an integrated, comprehensive approach to helping second-year students succeed." ?Marcia Baxter Magolda, distinguished professor, Educational Leadership, Miami University The National Resource Center for The First-Year Experience® and Students in Transition supports and advances efforts to improve student learning and transitions into and through higher education by providing opportunities for the exchange of practical, theory-based information and ideas.
Research on executive compensation has exploded in recent years, and this volume of specially commissioned essays brings the reader up-to-date on all of the latest developments in the field. Leading corporate governance scholars from a range of countries set out their views on four main areas of executive compensation: the history and theory of executive compensation, the structure of executive pay, corporate governance and executive compensation, and international perspectives on executive pay. The authors analyze the two dominant theoretical approaches – managerial power theory and optimal contracting theory – and examine their impact on executive pay levels and the practices of concentrated and dispersed share ownership in corporations. The effectiveness of government regulation of executive pay and international executive pay practices in Australia, the US, Europe, China, India and Japan are also discussed. A timely study of a controversial topic, the Handbook will be an essential resource for students, scholars and practitioners of law, finance, business and accounting.
Provides: over 26,000 academic institutions, 150,000 staff and officials; extensive coverage of universities, colleges and other centres of learning; and detailed information on over 400 international cultural, scientific and educational organizations.
In The Contemporary Pennsylvania Legislature, John J. Kennedy explores a variety of topics that are relevant for any small lawmaking institution. He investigates to what degree current social and technological changes have affected the Pennsylvania legislature and how it has been transformed from a part-time lawmaking body to a full-time professional institution. The data for Kennedy's study comes from a survey of legislators who served in the 1993-1994 Pennsylvania Assembly as well as candidates who ran for office but were defeated. Noting that political parties are on the decline in the U.S., Kennedy examines whether lawmakers are more inclined to follow their own interests, their parties', or those of their constituents when voting on particular issues. In addition to discussing the philosophical dispositions of legislators, he also examines the electoral experiences of defeated candidates. Kennedy's study is an important resource for those interested in American government, the legislative process, or political science.
This book offers a timely, clear-headed, and uniquely important contribution to conservation, one that should be read by all bureaucrats, scientists, and others involved with development projects that supposedly benefit wildlife and wilderness."--George B. Schaller, author of Wildlife of the Tibetan Steppe
This Purdue volume includes 89 technical papers presented at the 43rd Purdue Industrial Waste Conference, held May 10, 11, and 12, 1988 at Purdue University. The papers address topics within broad categories such as toxic and hazardous wastes; site remediation; landfills; biological systems; sorptive processes; processes and product development; industrial wastes; and laws, regulations, and training. The data and information contained in this volume reflect some of the latest information available on industrial waste and waste management.
As reviewed by New York Times best-selling author Ellen Tanner Marsh, "In clear, heartfelt prose, DeVore describes a brave and unflinching confrontation with his past, made necessary in order for him to have a more meaningful future. War, he realized, isn't just one man's experience--it's the sum total experience of an entire country. To stop wars, he argues, we must understand them and why we seem to need them." "The gut-wrenching brutality experienced by American soldiers in Vietnam was for many the beginning of a lifelong personal struggle. Unlike many veterans, who were unable to cope after returning to civilian life, John DeVore moved with facility from success as an Army officer to success in corporate America. Nevertheless, like many other veterans, the war haunted DeVore and finally--in a process he narrates in this book--compelled him to make a commitment to free himself and our country from the addiction to war." --Joel Andreas, author of Addicted to War: Why the U.S. Can't Kick Militarism "John DeVore's important book chronicles the remarkable transformation of a professional soldier to a 'spiritual warrior' of peace. A must-read for those interested in exploring the possibilities of a less violent global future." --Manfred B. Steger, professor of politics and government, Illinois State University; research fellow, Globalization Research Center, University of Hawai'i at Manoa "DeVore offers a simple explanation of the interconnectedness of his Western cultural conditioning, globalization, the reality of war, his civilian and military careers, and his search for spiritual roots. He certainly is a living example of the fearlessness and desire to help others that can begin to emerge through willingness to work with personal emotional turbulence, fear, anger, pride, envy, selfishness, ignorance, etc., on a daily basis. His story really helps us experience that it is possible to turn bad things to good things." --Ringu Tulku, internationally recognized teacher and author of Daring Steps Toward Fearlessness, Path to Buddhahood, Lazy Lama Series, Comment on Gampopa's 'Jewell Ornament of Liberation', Mind Training, The Boy Who Had a Dream, and A Perspective on Living and Dying. Ringu Tulku was born in Eastern Tibet in 1952 and was a professor of Tibetan studies for seventeen years. He travels extensively, teaches at Naropa University in Boulder, Colorado, and is director of seven meditation centers in Europe, the United States, and India. His home is Gangtok, Sikkim, in India, and his Bodhicharya website is www.bodhicharya.org.
During the tumultuous era of World War I and the years immediately following, the leadership of the United States had shifted from Wilson to Harding and the mood of the nation from pro-labor to pro-business. Colin Davis introduces readers to the 400,000 railroad shopmen and their working world and to the national government's dynamic influence on labor from 1917 to 1922. Davis's study provides a much-needed synthesis of shifting power relations among labor, capital, and the state, as well as a cogent interpretation of union structural experimentation and failure. It will be of interest to social, political, business, legal, and labor historians.
Edwin Sutherland is the acknowledged father of American criminology. This is the first full-length analysis of his work and his person. Unlike the European schools of criminology, which sought to locate deviant behaviour within the deep structures of the economy, Sutherland eschewed such explanations in favour of proximate and observable causes. He located the sources of crime in the association and interaction of specific groups of people. For Sutherland, crime as a way of life results from an individual's attachment to criminals for whom criminal acts are a measure of success no less than a way of life. In a series of publications, Sutherland expanded the horizons of the classic "Chicago School" of interactionists, and in the process founded criminology as a separate area of research while locating it firmly within sociology. As the authors show, Sutherland's work was inspired by strong moral concerns and a sense of the needs of society for social order without falling prey to either blaming the victim or pandering to sentiment about the joys of criminal life. In this sense, he is a model of the sociological tradition long deserving of the biography acknowledging his role as a master and pioneer. Yet Gaylord and Galliher have written more than an intellectual biography. They take seriously the need to fit Sutherland and his "theory of differential association" into a social and historical context. They are also aware and critically straightforward about the limitations of Sutherland's work in criminology, but place both his achievements and their limitations in a fully developed analytical context.
In this comprehensive and extensively researched history, John Roach argues for a reassessment of the relative importance of State regulation and private provision. Although the public schools enjoyed their greatest prestige during this period, in terms of educational reform and progress their importance has been exaggerated. The role of the public school, he suggests, was social rather than academic, and as such their power and influence is to be interpreted principally in relation to the growth of new social elites, the concept of public service and the needs of the empire for a bureaucratic ruling class. Only in the modern progressive movement, launched by Cecil Reddie, and the private provision for young women, was lasting progress made. Even before the 1902 Education Act however the State had spent much time and effort regulating and reforming the old educational endowments, and it is in these initiatives that the foundations for the public provision of secondary educational reform are to be found.
New and timely research, methods, and processes are described in 92 technical papers. This new volume in the Purdue series presents a compendium of valuable information that can be directly applied to today's big problems of environmental control, treatment, regulation, and compliance.
Widely praised, Greenwood's Biographical Dictionary of American Educators (Greenwood, 1978) quickly became a standard reference work for students and scholars of American education. This new volume includes biographical sketches of more than 400 notable researchers, leaders, reformers, critics, and practitioners from all major fields of education and extends the coverage of its predecessor to the mid-20th century. Its topical range encompasses such diverse areas as psychology, music, health, measurement and evaluation, science, special education, history, and administration. It treats education at all levels, including early childhood, elementary and secondary, higher, and adult. Most of the educators profiled were active in the 20th century, but several dozen have been included from the 19th century. A special effort has been made to include women and educators of color whose contributions have often been overlooked in the past. Each biographical sketch includes information on family background, a description of the educator's accomplishments, and a digest of the person's education and career, professional and civic service, major publications, and principal honors. Each profile ends with a list of references, and the volume closes with appendices listing birth places, states of major service, fields of work, a chronological listing of educators, and a list of important dates in American education. A comprehensive index concludes the volume. Educators are included from all fifty states and were selected from numerous suggested candidates for inclusion. Most of the educators profiled were active in the 20th century, but several dozen have been included from the 19th century. A special effort has been made to include women and educators of color whose contributions have often been overlooked in the past.
John P. Hopkins critiques recent efforts to reform Indigenous education in public schools. He centers his critique on Montana State’s innovative and bold multicultural education policy called Indian Education for All (IEFA), and demonstrates why Indigenous education reforms must decolonize the curriculum and pedagogy to address the academic inequalities facing Native students. Using tribal critical race theory and culturally sustaining and revitalizing pedagogy, Indian Education for All proposes a shift in the ways teacher candidates learn about Indigenous education and instruct Native students. It explains why teachers and schools need to privilege Indigenous knowledge and explicitly integrate decolonization concepts into teaching and learning to address the academic gaps in Native education. This book will also help non-Native educators to engage in productive and authentic conversations with tribal communities about what Indigenous education reform should entail. “A must-read for educational justice across Indian Country.” —K. Tsianina Lomawaima, School of Social Transformation, Arizona State University “This important, highly accessible book provides a needed shift in stance whereby anti-colonialism becomes a vital education project for all.” —Teresa L. McCarty, GF Kneller Chair in Education and Anthropology, University of California, Los Angeles “Hopkins offers important insights into the problems of paradigms of inclusion as an approach to educational policy change.” —Megan Bang, Northwestern University
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