Starting in New England with academies, seminaries, institutes, and the birth of the state normal schools, Kelly Kolodny and Mary-Lou Breitborde explore the origins of teacher preparation in the United States as these schools expanded geographically, in substance and form, throughout the south and west.
Normalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period. Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped. This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.
Moments that Matter in the Learning and Development of Children: Reflections from Educators explores the significant moments that unfold for young people in their schooling from the perspectives of teachers and school staff. Educators often reflect on “moments” as being a critical piece of their work with children. They can help make things better for students and produce a difference in lives. They are meaningful for young people, as well as consequential for teachers and school staff as they reflect on the outcomes of their efforts. Yet, as they are difficult to define and capture, these moments often are not studied for the value they offer. This book promotes awareness of these moments, as well as their connected meanings and possibilities. Recognizing the significance of moments extends an opportunity to situate schooling in broader contexts and to understand learners as whole embodied beings, engaged in social interactions, making sense of their surrounding world, and generating transformations in it. When educators reflect deeply about the possibilities connected to the moments they share with children, they recognize the multitude of opportunities that support their learning and development. They become “awake” to some of moments’ promises.
Starting in New England with academies, seminaries, institutes, and the birth of the state normal schools, Kelly Kolodny and Mary-Lou Breitborde explore the origins of teacher preparation in the United States as these schools expanded geographically, in substance and form, throughout the south and west.
Just in time for the coming election year, this book looks at the changing of the guard in 2006 and speculates on where the system may be heading in 2008. It provides an in-depth examination of the ways in which candidates, interest groups, and parties perceived their opportunities and allocated their campaign resources during the midterm elections. The role of money, which was influenced by campaign finance reform, is a special focus in this book. The theme of political scandal has frequently raised concerns that Republican leadership had become a "culture of corruption" that had flourished under their watch, which is also addressed in this book. The war in Iraq, however, may be the most important factor-not only in the 2006 battle for Congress, but for the 2008 battle for the White House as well.
Why are the economic interests and priorities of lower- and middle-class Americans so often ignored by the U.S. Congress, while the economic interests of the wealthiest are prioritized, often resulting in policies favorable to their interests? In Hijacking the Agenda, political scientists Christopher Witko, Jana Morgan, Nathan J. Kelly, and Peter K. Enns examine why Congress privileges the concerns of businesses and the wealthy over those of average Americans. They go beyond demonstrating that such economic bias exists to illuminate precisely how and why economic policy is so often skewed in favor of the rich. The authors analyze over 20 years of floor speeches by several hundred members of Congress to examine the influence of campaign contributions on how the national economic agenda is set in Congress. They find that legislators who received more money from business and professional associations were more likely to discuss the deficit and other upper-class priorities, while those who received more money from unions were more likely to discuss issues important to lower- and middle-class constituents, such as economic inequality and wages. This attention imbalance matters because issues discussed in Congress receive more direct legislative action, such as bill introductions and committee hearings. While unions use campaign contributions to push back against wealthy interests, spending by the wealthy dwarfs that of unions. The authors use case studies analyzing financial regulation and the minimum wage to demonstrate how the financial influence of the wealthy enables them to advance their economic agenda. In each case, the authors examine the balance of structural power, or the power that comes from a person or company’s position in the economy, and kinetic power, the power that comes from the ability to mobilize organizational and financial resources in the policy process. The authors show how big business uses its structural power and resources to effect policy change in Congress, as when the financial industry sought deregulation in the late 1990s, resulting in the passage of a bill eviscerating New Deal financial regulations. Likewise, when business interests want to preserve the policy status quo, it uses its power to keep issues off of the agenda, as when inflation eats into the minimum wage and its declining purchasing power leaves low-wage workers in poverty. Although groups representing lower- and middle-class interests, particularly unions, can use their resources to shape policy responses if conditions are right, they lack structural power and suffer significant resource disadvantages. As a result, wealthy interests have the upper hand in shaping the policy process, simply due to their pivotal position in the economy and the resulting perception that policies beneficial to business are beneficial for everyone. Hijacking the Agenda is an illuminating account of the way economic power operates through the congressional agenda and policy process to privilege the interests of the wealthy and marks a major step forward in our understanding of the politics of inequality.
Normalites: The First Professionally Prepared Teachers in the United States is a new original work which explores the experiences of three women, Lydia Stow, Mary Swift and Louisa Harris, who were pioneers in the movement in teacher education as members of the first class of the nation's first state normal school established in Lexington, Massachusetts in 1839. The book is biographical, offering new insights derived from exceptional research into the development of the normal school movement from the perspectives of the students. While studies have provided analysis of the movement as a whole, as well as some of the leaders of the initiative, such as Horace Mann and Henry Barnard, there is a lack of rich, published information about the first groups of students. Understanding their accounts and experiences, however, provides a critical foreground to comprehending not only the complexity of the nineteenth century normal school movement but, more broadly, educational reform during this period. Arranged chronologically and in four parts, this book explores the experiences of Lydia Stow, Mary Swift and Louisa Harris during their normal school studies, their entrance into the world and commencement of their careers, the transitions in their personal and professional lives, and the building of their life work. Throughout these periods, their formal educational experiences, as well as broader moments of transformation, are considered and how life paths were shaped. This book will be of interest to undergraduate and graduate students and faculty connected to teacher preparation programs. More than 100,000 students are currently awarded baccalaureate degrees each year in Education. Over 80,000 of these students are women. Their experiences are rooted in the pioneering efforts of Lydia Stow, Mary Swift, and Louisa Harris at our nation's first state normal school. It is a particularly fitting time to share their experiences as the 175th anniversary of the start of formal, state sponsored teacher education, the normal school movement, will be celebrated in 2014.
Moments that Matter in the Learning and Development of Children: Reflections from Educators explores the significant moments that unfold for young people in their schooling from the perspectives of teachers and school staff. Educators often reflect on “moments” as being a critical piece of their work with children. They can help make things better for students and produce a difference in lives. They are meaningful for young people, as well as consequential for teachers and school staff as they reflect on the outcomes of their efforts. Yet, as they are difficult to define and capture, these moments often are not studied for the value they offer. This book promotes awareness of these moments, as well as their connected meanings and possibilities. Recognizing the significance of moments extends an opportunity to situate schooling in broader contexts and to understand learners as whole embodied beings, engaged in social interactions, making sense of their surrounding world, and generating transformations in it. When educators reflect deeply about the possibilities connected to the moments they share with children, they recognize the multitude of opportunities that support their learning and development. They become “awake” to some of moments’ promises.
Moments that Matter in the Learning and Development of Children: Reflections from Educators explores the significant moments that unfold for young people in their schooling from the perspectives of teachers and school staff. Educators often reflect on "moments" as being a critical piece of their work with children. They can help make things better for students and produce a difference in lives. They are meaningful for young people, as well as consequential for teachers and school staff as they reflect on the outcomes of their efforts. Yet, as they are difficult to define and capture, these moments often are not studied for the value they offer. This book promotes awareness of these moments, as well as their connected meanings and possibilities. Recognizing the significance of moments extends an opportunity to situate schooling in broader contexts and to understand learners as whole embodied beings, engaged in social interactions, making sense of their surrounding world, and generating transformations in it. When educators reflect deeply about the possibilities connected to the moments they share with children, they recognize the multitude of opportunities that support their learning and development. They become "awake" to some of moments' promises.
Baltimore's Reservoir Hill, known for its uniqueness and architectural significance in a city of over 225 neighborhoods, is an area of tremendous character and historical importance. It has experienced momentous change, from wealthy business leaders who early on built magnificent homes, through generational and religious transitions in the early 1900s, to a precipice of struggle seen in many inner-city neighborhoods in the 1960s and 1970s. Depending on the year, or even the street, Reservoir Hill has historically been home to the wealthiest residents or those just struggling to survive. Still a diverse neighborhood and home to an eclectic mix of residents, Reservoir Hill provides a most engaging glimpse into the heart of an American city.
Recent research in neurochemistry has shown there to be a number of chemical compounds that are implicated in the patterns of lust, attraction, and attachment that undergird romantic love. For example, there is evidence that the phenomenon of attachment is associated with the action of oxytocin and vasopressin. There is therefore some reason to suppose that patterns of lust, attraction, and attachment could be regulated via manipulation of these substances in the brain: in other words, by their use as 'love drugs'. A growing bioethical literature asks searching questions about this prospect, and especially about the use of such drugs to enhance or reignite attachment in flagging relationships. This Element examines some of the central arguments on the topic, and sounds a note of caution. It urges that there are reasons to think the states of attachment produced or facilitated by the use of such drugs would not be desirable.
The gap between the rich and the poor has grown dramatically in the United States and is now at its widest since at least the early 1900s. While by most measures the economy has been improving, soaring cost of living and stagnant wages have done little to assuage economic anxieties. Conditions like these seem designed to produce a generation-defining intervention to balance the economic scales and enhance opportunities for those at the middle and bottom of the country’s economic ladder—but we have seen nothing of the sort. Nathan J. Kelly argues that a key reason for this is that rising concentrations of wealth create a politics that makes reducing economic inequality more difficult. Kelly convincingly shows that, when a small fraction of the people control most of the economic resources, they also hold a disproportionate amount of political power, hurtling us toward a self-perpetuating plutocracy, or an “inequality trap.” Among other things, the rich support a broad political campaign that convinces voters that policies to reduce inequality are unwise and not in the average voter’s interest, regardless of the real economic impact. They also take advantage of interest groups they generously support to influence Congress and the president, as well as state governments, in ways that stop or slow down reform. One of the key implications of this book is that social policies designed to combat inequality should work hand-in-hand with political reforms that enhance democratic governance and efforts to fight racism, and a coordinated effort on all of these fronts will be needed to reverse the decades-long trend.
Launching Palgrave's new interdisciplinary Professional Keywords series, this reader-friendly reference guide distils the vast field of groupwork study and practice into digestible, yet authoritative, chunks. With over 60 alphabetized entries, it is the perfect introduction to groupwork for health and social care practice.
The narratives of slaves, wives, and servants who resisted social and domestic violence in the nineteenth century In the early nineteenth century, Peter Wheeler, a slave to Gideon Morehouse in New York, protested, “Master, I won’t stand this,” after Morehouse beat Wheeler’s hands with a whip. Wheeler ran for safety, but Morehouse followed him with a shotgun and fired several times. Wheeler sought help from people in the town, but his eventual escape from slavery was the only way to fully secure his safety. Everyday Crimes tells the story of legally and socially dependent people like Wheeler—free and enslaved African Americans, married white women, and servants—who resisted violence in Massachusetts and New York despite lacking formal protection through the legal system. These “dependents” found ways to fight back against their abusers through various resistance strategies. Individuals made it clear that they wouldn’t stand the abuse. Developing relationships with neighbors and justices of the peace, making their complaints known within their communities, and, occasionally, resorting to violence, were among their tactics. In bearing their scars and telling their stories, these victims of abuse put a human face on the civil rights issues related to legal and social dependency, and claimed the rights of individuals to live without fear of violence.
Understand the theoretical—and practical—aspects of political marketing! Over the past few years political marketing strategies have been refined with the help of new findings in political science research. Campaigns and Political Marketing clearly discusses the most recent political science research studies and theories that political activists and professionals can apply to effectively campaign for an issue or candidate. This text is an invaluable compilation of research, theory, and practical application from political science experts across the country that guides readers through the complexities of everyday political marketing and campaigning. Readers get the critical knowledge needed on how to best affect public viewpoints and gain the strongest advantage over the opposition. Campaigns and Political Marketing is packed with information and insights every political activist will find useful. It coherently explains the real world of campaign politics and elections, presenting the everyday issues that political consultants face in the field, all made easily understandable even to the novice. This scholarly examination provides lessons that can be effectively applied to just about any situation. Political crises and scandals are discussed in detail, with research and historical studies that illuminate practical ways to deal with any problem. The book is extensively referenced and uses graphs and charts to clearly explain research findings. Campaigns and Political Marketing answers these tough questions: What is the role of professional campaign consultants—and their value? How have the past four presidential elections revised the state presidential vote forecasting equation? How does interest groups’ resource distribution differ from resource allocation decisions made by candidates’ organizations and the national political parties? How does congressional campaign candidate scheduling differ from legislative candidate scheduling? How effective are attack messages in generating media coverage early in a campaign? How do political professionals define campaign crises? What are the differences in public reaction when a candidate from one or the other of the two major parties is in a scandal? How is public opinion affected when tragedy strikes a political candidate? Campaigns and Political Marketing is stimulating, idea-generating reading that is perfect for educators and students in marketing, communications, and political science; practitioners in campaigns and marketing; and political activists of all types.
In this groundbreaking work, Scott A. Frisch and Sean Q Kelly draw on significant new data from congressional archives—gleaned from the papers of both Democratic and Republican leaders from the 85th to the 103rd Congress—to reveal the complex process through which congressional members get assigned to the powerful committees of the House. They conclude that parties differ in their committee assignment methods and that party approaches can change over time depending on leadership. They also pay particular attention to the increasing roles of race and gender in the assignment process. Based on extensive primary and secondary research, this volume fills a crucial gap in our understanding of the internal dynamics of the American political system.
As digital transformation becomes increasingly central to effective corporate strategy, today’s students must understand information systems’ role as the backbone to all organizations. Known for its rich Canadian content and focus on active learning, Introduction to Information Systems, Fifth Canadian Edition shows students how they can use IS to help their employers increase profitability, improve customer service, manage daily operations, and drive impact in their markets. The popular What’s in IT for Me framework empowers students in accounting, finance, marketing, human resources, production/operations management, and management information systems (MIS) to connect their majors to specific IT topics demonstrate value in the organizations they join.
This major reference work surveys how philosophers, art historians, and others reflect critically on art and culture. It presents articles on the history of Western and non-Western aesthetics along with accounts of the contemporary debates.
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