Make a difference! A portion of the proceeds from the sale of this book will be donated to The Braille Institute, empowering visually impaired people to live fulfilling lives. Ready, Aim, Captivate! brings together experts, entrepreneurs and authorities on how to take your individual message and use it to reach out to others, change lives and captivate hearts. They have started successful companies, written best-selling books and championed multimillion dollar events, but still-at their core-they are just like you. They were once someone in a bookstore reading the introduction to a book they hoped would teach them how to get where they wanted to go. They had to learn-some of them, the hard way-how to balance success at work while maintaining happiness at home. You are not alone. Each of us has a message to share with the world. Some people were born with obvious gifts such as an ability to sing, dance, play an instrument or professional sport, or lead businesses, schools and churches to growth and success. Others have known since they were children that they wanted to be a firefighter, a cook, a teacher or nurse. You may be thinking, "But what about me? I'm just a regular person with a passion for something but I have no idea how to put it to work to help anyone." Sit down and be inspired by this collection of interviews. Listen to each con-tributor as they speak of their stories of hardship and frustration, and how they came to claiming a life that abounds in purpose and passion; a life that lets them share their incredible message with the world. Allow them to remind you that wherever you are right now is the perfect place to start moving toward the goal of a fulfilled life so that others can begin to be changed by your unique message. Embark on a journey in the coming pages that will help you identify your gift, explore your talents and teach you to touch lives with your passion and your purpose. Allow them to show you what it takes to make your message magical. Ready, Aim, Captivate! is a priceless resource. Such an amazing group of trusted professionals has come together in this book with one common purpose. Prepare to be captivated!
Many democratic societies currently struggle with issues around knowledge: fake news, distrust of experts, a fear of technocratic tendencies. In Citizen Knowledge, Lisa Herzog discusses how knowledge, understood in a broad sense, should be dealt with in societies that combine a democratic political system with a capitalist economic system. How do citizens learn about politics? How do new scientific insights make their way into politics? What role can markets play in processing decentralized knowledge? Herzog takes on the perspective of "democratic institutionalism," which focuses on the institutions that enable an inclusive and stable democratic life. She argues that the fraught relation between democracy and capitalism gets out of balance if too much knowledge is treated according to the logic of markets rather than democracy. Complex societies need different mechanisms for dealing with knowledge, among which markets, democratic deliberation, and expert communities are central. Citizen Knowledge emphasizes the responsibility of bearers of knowledge and the need to support institutions that promote active and informed citizenship. Through this lens, Herzog develops the vision of an egalitarian society that considers the use of knowledge in society not a matter of markets, but of shared democratic responsibility, supported by epistemic infrastructures. As such, Herzog's argument contributes to political epistemology, a new subdiscipline of philosophy, with a specific focus on the interrelation between economic and political processes. Citizen Knowledge draws from both the history of ideas and systematic arguments about the nature of knowledge to propose reforms for a more unified and flourishing democratic system. This is an open access title available under the terms of a CC BY-NC-ND 4.0 International license. It is free to read at Oxford Scholarship Online and offered as a free PDF download from OUP and selected open access locations.
Back to the Future meets When You Reach Me in this powerful novel by National Book Award nominee Lisa Graff, in which a young girl is able to make sense of the present—and change her future—by meeting her father in the past. As far as twelve-year-old McKinley O’Dair is concerned, the best thing about living in Gap Bend, Pennsylvania, is the Time Hop—the giant party the town throws every June to celebrate a single year in history. That one day is enough to make the few things that aren’t so fantastic about McKinley’s life—like her crabby homeroom teacher or her super-scheduled father—worth suffering through. And when McKinley learns that this year’s theme is 1993, she can’t wait to enter the Time Hop fashion show with a killer '90s outfit she’s designed and sewn all on her own. But when the Time Hop rolls around, nothing goes as planned. In fact, it’s the biggest disaster of McKinley’s life. Before she knows what’s hit her, McKinley somehow finds herself in the real 1993—and it’s not all kitschy parachute pants and Jurassic Park. All McKinley wants is to return to the present, but before she can, she’s going to have to make a big change—but which change is the right one? This humorous and heartfelt novel about destiny and self-discovery shines a poignant light on the way life could play out—if a person is given a chance to rewind.
The Mindful Librarian: Connecting the Practice of Mindfulness to Librarianship explores mindfulness, approaching it in such a way as to relate specifically to the many roles or challenges librarians face. Coinciding with the increased need to juggle a variety of tasks, technologies, ebooks, and databases, the new Association of College & Research Libraries Framework for Information Literacy, and the challenges faced by solo librarians in school libraries which have suffered cutbacks in help in recent years, the time is exactly right for this publication. The authors hope to be helpful in some small way towards improving the joy and quality of life that librarians and library science students experience in their personal lives and jobs. The loftier goal would be to create a new lens from which to view librarianship, having a transformative impact on readers, and opening a new dialog within the profession. The topic of mindfulness is not new; it has been connected to various religious traditions in a wide variety of ways for centuries, most notably Buddhism. In the latter part of the 20th century, however, a secular version was popularized largely by the work of Jon Kabat-Zinn and his work on MBSR (Mindfulness Based Stress Reduction) at the University of Massachusetts’s Medical School. The medical benefits and the overall quality of life improvements from its adoption have exploded in recent years, in particular, the last two decades which have seen mindfulness traditions incorporated into education to a greater degree and with very positive results. Presents the only current LIS book that covers this topic in a way that applies directly to librarians Provides a topic that will be appealing to librarians, as it speaks to the pressures of budget cuts and consumer culture being felt across the academy Seeks to improve the joy and quality of life that librarians and library science students experience in their personal lives and jobs
Intended for an undergraduate criminal law course within a criminal justice program, A Brief Introduction to Criminal Law, Second Edition provides a gentle introduction to the subject ideal for students that do not intend to pursue law school. The principles of criminal law are explained step-by-step with a focus on the professional applications of legal principles within the criminal justice system. The second edition contains more and updated case studies, additional coverage of Consitutional law and terrorism, and enhanced figures and tables. Written in a conversational tone, A Brief Introduction to Criminal Law, Second Edition is the ideal resource for undergraduate students taking a criminal law course.
Why has so much of the public discussion of rape focused on a few specific cases, and to what extent has this discussion incorporated the feminist perspective on rape? Rape on Trial explores these questions and provides answers based on a detailed examination of the mainstream news coverage of the John and Greta Rideout marital rape case, the Big Dan's Tavern gang rape case, and the Webb-Dotson rape recantation case. Lisa M. Cuklanz traces where and how rape reform ideas were granted legitimacy in mainstream news coverage. She finds that while the subsequent fictionalized versions frequently adopted the themes foregrounded in the news coverage, they usually were more sympathetic toward—and indeed often took on—the rape victim's point of view.
Shaping the College Curriculum focuses on curriculum development as an important decision-making process in colleges and universities. The authors define curriculum as an academic plan developed in a historical, social, and political context. They identify eight curricular elements that are addressed, intentionally or unintentionally, in developing all college courses and programs. By exploring the interaction of these elements in context they use the academic plan model to clarify the processes of course and program planning, enabling instructors and administrators to ask crucial questions about improving teaching and optimizing student learning. This revised edition continues to stress research-based educational practices. The new edition consolidates and focuses discussion of institutional and sociocultural factors that influence curricular decisions. All chapters have been updated with recent research findings relevant to curriculum leadership, accreditation, assessment, and the influence of academic fields, while two new chapters focus directly on learning research and its implications for instructional practice. A new chapter drawn from research on organizational change provides practical guidance to assist faculty members and administrators who are engaged in extensive program improvements. Streamlined yet still comprehensive and detailed, this revised volume will continue to serve as an invaluable resource for individuals and groups whose work includes planning, designing, delivering, evaluating, and studying curricula in higher education. "This is an extraordinary book that offers not a particular curriculum or structure, but a comprehensive approach for thinking about the curriculum, ensuring that important considerations are not overlooked in its revision or development, and increasing the likelihood that students will learn and develop in ways institutions hope they will. The book brings coherence and intention to what is typically an unstructured, haphazard, and only partially rational process guided more by beliefs than by empirically grounded, substantive information. Lattuca and Stark present their material in ways that are accessible and applicable across planning levels (course, program, department, and institution), local settings, and academic disciplines. It's an admirable and informative marriage of scholarship and practice, and an insightful guide to both. Anyone who cares seriously about how we can make our colleges and universities more educationally effective should read this book." —Patrick T. Terenzini, distinguished professor and senior scientist, Center for the Study of Higher Education, The Pennsylvania State University
For nearly four decades, Russ Quaglia has been laying the groundwork to inform, reform, and transform schools through student voice. That deep commitment is reflected in this inspirational book. Quaglia and his coauthors at the Quaglia Institute for School Voice & Aspirations deftly synthesize the thoughts and feelings of hundreds of thousands of stakeholders and offer a vision for schools where everyone's voice matters. They posit that students, teachers, administrators, and parents must work and learn together in ways that promote deep understanding and creativity. Making this collaborative effort successful, however, requires widespread recognition that all stakeholders have something to teach, and they all have a role to play in moving the entire school forward. We must abandon the "us versus them" fallacy in education; there is only "us." To that end, The Power of Voice in Schools offers a way forward that can be used in any school and * Addresses the importance of everyone's voice in the school community. * Articulates the lessons learned from listening to these voices over the past decade. * Suggests concrete, practical strategies for combined teams of students, teachers, parents, and administrators to make a difference together. This book reflects the dream of a true partnership in listening, learning, and leading together. When the potential of voice is fully realized, schools will look and feel different. Cooperation will replace competition and conflict, collaboration will replace isolation, and confidence will replace insecurity. Most important, the entire school community will work in partnership with one another for the well-being of students and teachers.
White Supremacist Violence is a powerful resource for education and mental health professionals who are developing the tools and skills needed to slow the progress of the fast-growing hate movement in the United States. Chapters immerse the reader in a hybrid of research, historical reviews, current events, social media and online content, case studies, and personal experiences. The first half of the text explores the ways in which individuals become increasingly indoctrinated through the exploitation of cognitive openings, perceptions of real or imagined marginalization, and exposure to political rhetoric and manipulation, as well as an examination of social media and commerce sites that create a climate ripe for recruitment. The second half of the book walks the reader through three case studies and offers treatment considerations to assist mental-health professionals and those developing education and prevention-based programming. White Supremacist Violence gives readers useful perspectives and insights into the white supremacy movement while offering clinicians, threat-assessment professionals, and K-12 and university educators and administrators practical guidance on treatment and prevention efforts.
What does it mean to teach with empathy? Whether it's planning and delivering instruction or just interacting with others throughout the day, every action you take is an opportunity to demonstrate empathy toward your students, your colleagues, and yourself. "I'm already empathetic to my students and their stories," you may be thinking. But a teacher's actions, even unintentional and especially uninformed, can be implicitly shaming, compounding any disconnect students may already feel and undermining your efforts to create a safe and positive classroom environment. Rather than try to identify who needs empathy, start with the premise that all learners deserve empathy because it is a prerequisite for learning and growth. In Teaching with Empathy, Lisa Westman explores three types of empathy—affective, cognitive, and behavioral—and clarifies how they intertwine with curriculum, learning environment, equity practices, instruction and assessment, and grading and reporting. Through her own experience as an instructional coach, Westman shares tips and tools, real-world classroom examples, powerful stories, and even a bit of herself as she guides you to a better understanding of yourself and others. Ultimately, you'll learn what's possible when you let compassion and acceptance inform all aspects of your daily practice.
The only museum in the United States dedicated entirely to the art form of dance, the National Museum of Dance and Hall of Fame opened in June 1987, after a short preview season the summer before. This unique and special place celebrates its thirtieth anniversary in 2017. To commemorate this milestone, Lisa Schlansker Kolosek has created a rich pictorial history tracing not only the museum's remarkable evolution but the relevance of the museum to the city of Saratoga Springs, New York. Kolosek tells the story of the museum's origins, from its notable founders' grand idea to the selection and complete renovation of a historic 1920s bath house as its home. Combining a complete survey of exhibitions presented by the museum and the incredible history of the Hall of Fame, which recognizes dance luminaries across multiple genres, this book offers an in-depth look at the museum's expansive collection of costumes, visual art, and archival materials. The book also covers the history of the museum's Lewis A. Swyer Studios and School of the Arts, a leader in dance education. Beautifully illustrated with more than four hundred photographs, this book pays tribute to the immense impact of the National Museum of Dance and Hall of Fame.
The challenge of overcoming educational inequality in the United States can sometimes appear overwhelming, and great controversy exists as to whether or not elementary schools are up to the task, whether they can ameliorate existing social inequalities and initiate opportunities for economic and civic flourishing for all children. This book shows what can happen when you rethink schools from the ground up with precisely these goals in mind, approaching educational inequality and its entrenched causes head on, student by student. Drawing on an in-depth study of real schools on the South Side of Chicago, Elizabeth McGhee Hassrick, Stephen W. Raudenbush, and Lisa Rosen argue that effectively meeting the challenge of educational inequality requires a complete reorganization of institutional structures as well as wholly new norms, values, and practices that are animated by a relentless commitment to student learning. They examine a model that pulls teachers out of their isolated classrooms and places them into collaborative environments where they can share their curricula, teaching methods, and assessments of student progress with a school-based network of peers, parents, and other professionals. Within this structure, teachers, school leaders, social workers, and parents collaborate to ensure that every child receives instruction tailored to his or her developing skills. Cooperating schools share new tools for assessment and instruction and become sites for the training of new teachers. Parents become respected partners, and expert practitioners work with researchers to evaluate their work and refine their models for educational organization and practice. The authors show not only what such a model looks like but the dramatic results it produces for student learning and achievement. The result is a fresh, deeply informed, and remarkably clear portrait of school reform that directly addresses the real problems of educational inequality.
Throughout the history of European integration, economic wealth has increased to the benefit of citizens in the European Union (EU). However, inequalities in well-being persist within and between Europe’s regions, undermining the legitimacy of the EU in the eyes of citizens. This book investigates how the EU can use its regional funding programmes in ways that increase citizen well-being. The book shows that while EU social investments improve labour market performance in rich regions, they exacerbate income inequality in poor regions. Based on this insight, the book presents a theory on the conditions under which EU funding will enhance well-being. Crucially, it argues the case for enhancing the inclusivity of EU growth, which yields the promise of a more legitimate and stronger union.
If the whole world acted the player, how did the player act the world? In Character's Theater, Lisa A. Freeman uses this question to test recent critical discussion of eighteenth-century literature and culture. Much current work, she observes, focuses on the concept of theatricality as both the governing metaphor of social life and a primary filter of psychic perception. Hume's "theater of the mind," Adam Smith's "impartial spectator," and Diderot's "tableaux" are all invoked by theorists to describe a process whereby the private individual comes to internalize theatrical logic and apprehend the self as other. To them theatricality is a critical mechanism of modern subjectivity but one that needs to be concealed if the subject's stability is to be maintained. Finding that much of this discussion about the "Age of the Spectator" has been conducted without reference to the play texts or actual theatrical practice, Freeman turns to drama and discovers a dynamic model of identity based on eighteenth-century conceptualizations of character. In contrast to the novel, which cultivated psychological tensions between private interiority and public show, dramatic characters in the eighteenth century experienced no private thoughts. The theater of the eighteenth century was not a theater of absorption but rather a theater of interaction, where what was monitored was not the depth of character, as in the novel, but the arc of a genre over the course of a series of discontinuous acts. In a genre-by-genre analysis of plays about plays, tragedy, comedies of manners, humours, and intrigue, and sentimental comedy, Freeman offers an interpretive account of eighteenth-century drama and its cultural work and demonstrates that by deploying an alternative model of identity, theater marked a site of resistance to the rise of the subject and to the ideological conformity enforced through that identity formation.
By 2030, 20 percent of the world's drivers, 60 million in all, will be over the age of 65. Consequently, safe and efficient mobility for older adults is a complex and pressing issue. Maintaining Safe Mobility in an Aging Society addresses the complexities surrounding the booming number of aging drivers and practical solutions for sustaining safe tr
Illuminates the lives and achievements of 12 innovative scientists whose research and work in new technologies brought about a revolution in the understanding of time and space during the 20th century.
Academic Writing, Real World Topics fills a void in the writing-across-the-curriculum textbook market. It draws together articles and essays of actual academic prose as opposed to journalism; it arranges material topically as opposed to by discipline or academic division; and it approaches topics from multiple disciplinary and critical perspectives. With extensive introductions, rhetorical instruction, and suggested additional resources accompanying each chapter, Academic Writing, Real World Topics introduces students to the kinds of research and writing that they will be expected to undertake throughout their college careers and beyond. Readings are drawn from various disciplines across the major divisions of the university and focus on issues of real import to students today, including such topics as living in a digital culture, learning from games, learning in a digital age, living in a global culture, our post-human future, surviving economic crisis, and assessing armed global conflict. The book provides students with an introduction to the diversity, complexity and connectedness of writing in higher education today. Part I, a short Guide to Academic Writing, teaches rhetorical strategies and approaches to academic writing within and across the major divisions of the academy. For each writing strategy or essay element treated in the Guide, the authors provide examples from the reader, or from one of many resources included in each chapter’s Suggested Additional Resources. Part II, Real World Topics, also refers extensively to the Guide. Thus, the Guide shows student writers how to employ scholarly writing practices as demonstrated by the readings, while the readings invite students to engage with scholarly content.
This book focusses on the emergence of local governance networks and examines the role of street-level bureaucrats during this process. It aims to identify whether some organizations are favored as state partners, whereas others have a lower chance of becoming part of such networks. Four different potential logics explaining such divergencies are developed. To find out how street-level bureaucrats influence the formation of governance networks this study considers Germany as an empirical case and takes a closer look at the work of volunteer managers. To identify unequal behavior of bureaucrats, a mixed-methods design is used, including qualitative interviews as well as an innovative field experiment.
Suicide risk after disabling neurological conditions is up to five times higher than for the general population; however, knowledge about the extent of the problem, associated risk factors, and effective evidence-informed suicide prevention approaches are limited and fragmented. Suicide Prevention after Neurodisability focuses on the challenges faced by eight different types of neurodisability, namely stroke, spinal cord injury, traumatic brain injury, amyotrophic lateral sclerosis, epilepsy, Huntington's disease, multiple sclerosis, and Parkinson's disease. It pulls together the current knowledge about this risk, detailing a complex interplay between neuropathological, psychiatric, psychological, and psychosocial factors that in part account for this increased presence of suicidal thoughts and behaviors. Despite the challenges, suicide is often preventable. The best available evidence-informed approaches to suicide prevention in neurodisability are outlined, including clinical approaches to screening, suicide risk assessment, psychotherapeutic interventions, and psychosocial management. The reader-friendly approach will help make suicide prevention after neurodisability everyone's business.
In 2005, famed civil rights leader and education activist Robert Moses invited one hundred prominent African American and Latino intellectuals and activists to meet to discuss a proposal for a campaign to guarantee a quality education for all children as a constitutional right—a movement that would “transform current approaches to educational inequity, all of which have failed miserably to yield results for our children.” The response was passionate, and the meeting launched a movement. This book—emerging directly from that effort—reports on what has happened since and calls for a new scale of organizing, legal initiatives, and public definitions of what a quality education is. Essays include · Robert Moses’s historically rooted call for citizens, especially young people, to make the demand for quality education · Ernesto Cortés’s view from decades of work organizing Latino communities in Texas · Charles Payne’s interview with students from the Baltimore Algebra Project, who organized to make historic demands on their district · Legal scholar Imani Perry’s nuanced analysis of the prospects of making a case for quality education as a right guaranteed by the Constitution · Perspectives from scholars Lisa Delpit and Joan T. Wynne, and by teachers Alicia Caroll and Kim Parker, who provide examples of what quality education is, describing its goal, and how to guide practice in the meantime
Public division is not new; in fact, it is the lifeblood of politics, and political representatives have constructed divisions throughout history to mobilize constituencies. Since the turn of the twenty-first century, the idea of a divided United States has become commonplace. In the wake of the 2020 election, some commentators warned that the American public was the most divided it has been since the Civil War. Political scientists, political theorists, and public intellectuals have suggested that uninformed, misinformed, and disinformed voters are at the root of this division. Some are simply unwilling to accept facts or science, which makes them easy targets for elite manipulation. It also creates a grass-roots political culture that discourages cross-partisan collaboration in Washington. Yet, manipulation of voters is not as grave a threat to democracy in America as many scholars and pundits make it out to be. The greater threat comes from a picture that partisans use to rally their supporters: that of an America sorted into opposing camps so deeply rooted that they cannot be shaken loose and remade. Making Constituencies proposes a new theory of representation as mobilization to argue that divisions like these are not inherent in society, but created, and political representatives of all kinds forge and deploy them to cultivate constituencies.
The Second Great Migration, the movement of African Americans between the South and the North that began in the early 1940s and tapered off in the late 1960s, transformed America. This migration of approximately five million people helped improve the financial prospects of black Americans, who, in the next generation, moved increasingly into the middle class. Over seven years, Lisa Krissoff Boehm gathered oral histories with women migrants and their children, two groups largely overlooked in the story of this event. She also utilized existing oral histories with migrants and southerners in leading archives. In extended excerpts from the oral histories, and in thoughtful scholarly analysis of the voices, this book offers a unique window into African American women's history. These rich oral histories reveal much that is surprising. Although the Jim Crow South presented persistent dangers, the women retained warm memories of southern childhoods. Notwithstanding the burgeoning war industry, most women found themselves left out of industrial work. The North offered its own institutionalized racism; the region was not the promised land. Additionally, these African American women juggled work and family long before such battles became a staple of mainstream discussion. In the face of challenges, the women who share their tales here crafted lives of great meaning from the limited options available, making a way out of no way.
This book will guide readers towards transformational change to build a system that supports the restoration of our collective humanity. It will help readers understand historical context and the influence of racism in shaping reality, engage in reflections that connect learning to personal experience, and direct their increased capacity towards dismantling racially predictable policies and practices.
This timely book explores teaching music in the urban setting along with interviews and journal accounts from urban music teachers in a variety of specializations. Written for pre-service music education students and music teachers new to urban teaching, this is a must-read for those considering teaching in the urban schools. Selected topics include culturally responsive teaching; White teachers working with students of color; nurturing pedagogy for at-risk youths; working with ESL students and immigrant families; creating a democratic and socially just music classroom; and developing habits of teaching that promote resilience and confidence in the emotional, social, and academic well-being of young musicians. A valuable resource for music teaching, this book features an accessible blend of theory and practice with authentic stories from the field.
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