In this provocative work, Lorraine Code returns to the idea of "epistemic responsibility," as developed in her influential 1987 book of the same name, to confront the telling new challenges we now face to know the world with some sense of responsibility to other "knowers" and to the sustaining, nonhuman world. Manufactured Uncertainty focuses centrally on the environmental and cultural crises arising from postindustrial, man-made climate change, which have spawned new forms of passionately partisan social media that directly challenge all efforts to know with a sense of collective responsibility. How can we agree to act together, Code asks, even in the face of inevitable uncertainty, given the truly life-threatening stakes of today's social and political challenges? How can we engage responsibly with those who take every argument for an environmentally grounded epistemology as an unacceptable challenge to their assumed freedoms, comforts, and "rights?" Through searching critical dialogue with leading epistemologists, cultural theorists, and feminist scholars, this book poses a timely challenge to all thoughtful knowers who seek to articulate an expanded and deepened sense of epistemic responsibility—to a human society and a natural world embraced, together, in the most inclusive spirit.
The arguments in this book are informed at once by the moral-political implications of how knowledge is produced and circulated and by issues of gendered subjectivity. In their critical dimension, these lucid essays engage with the incapacity of the philosophical mainstream's dominant epistemologies to offer regulative principles that guide people in the epistemic projects that figure centrally in their lives. In its constructive dimension, Rhetorical Spaces focuses on developing productive, case-by-case analyses of knowing other people in situations where social-political inequalities create asymmetrical patterns of epistemic power and privilege.
This book gives practical guidance on how educational research can inform professional practice. Written in a clear and accessible style, it details the way in which evidence based knowledge can be used to develop teaching and learning, bringing together a range of resources for all levels of reader but specifically designed to aid the progressive practitioner researcher. The authors draw on their experience of empirical work in education to provide thoroughly up-to-date reference material, including illustrative case studies, practical guidelines and exercises, and definitions of educational and research terms. The case studies and critical literature surveys have been chosen to demonstrate the use (and mis-use) of research evidence in thinking about a range of important topics in further and higher education, such as, learning styles, deep and surface learning, dyslexia in higher education, the assessment of group work, teaching critical thinking, problem based learning, and dissertation marking. Drawing on their philosophical backgrounds, the authors also address the much conceptual confusions which have led to scepticism regarding the wisdom or even the possibility of using research evidence to inform teaching. Other guidance includes: relating practitioner knowledge to educational research ethical and practical issues on research within the institution evaluating the strengths and limitations of research evidence researching ideas through the examination of case studies practitioner research and contributions to the knowledge base Using Educational Research to Inform Practice provides the necessary understanding for conducting research, thinking about its value and applying research evidence to practice in universities and colleges and therefore will be essential reading for those resource managers who are responsible for providing courses and support in higher education institutions. In addition, this book is particularly aimed at further and higher lecturers undertaking professional development courses and experienced and senior staff who wish to use research to improve management practices.
“Just let me sing!” These are the prophetic words of Freddy Fender, who rose from an impoverished background in south Texas to achieve international superstardom as a rock ‘n’ country singer during the 1970s. For the millions of fans worldwide who have loved Freddy, this book offers an in-depth exploration of Freddy’s personal and professional life: from his hardscrabble childhood to his raucous early years, leading to his explosion onto the world stage as a one-of-a-kind performer. The Life Story of Freddy Fender is the first of a two-volume publication which will tell the story of this singular entertainer. Written by Freddy’s daughter, Tammy Lorraine Huerta Fender, the book conveys in rich detail what Freddy went through to succeed. The book also reveals the painful truth behind that success, and how the misery of substance abuse tore both him and his family apart. Freddy’s journey to redemption forms the heart of this biography, as does his faith in a Higher Power. Frank, uncompromising, and bold, this book is the definitive work on the life and legacy of Freddy Fender, told as no other could tell.
For Tamsin Lorraine, the works of Luce Irigaray and Gilles Deleuze open up new ways of thinking about subjectivity. Focusing on the affinities between the theorists' views—while addressing weaknesses of each—she offers both a cogent analysis of their often challenging writings on this topic and an accessible introduction to their philosophical projects. Through her readings she articulates an approach to subjectivity as an embodied, dynamic process, one that speaks to beliefs about personal identity as well as to the practical problems people face in their relations with one another.Lorraine begins by distinguishing between "conceptual" and "corporeal" considerations of subjectivity and by reviewing recent interdisciplinary efforts to theorize the body. She then turns to Irigaray and Deleuze, finding in the former's notion of the "feminine other" and in the latter's, unique conceptions of nomadic thinking inspiration for a model designed to overcome mind/body dualisms. Her analysis of Irigaray and Deleuze suggests a conception of humanity which amounts to a visceral philosophy—a way of thinking that is receptive to the fluxes of dynamic life forces.
How Cold War America came to attribute human evolutionary success to our species' unique capacity for murder After World War II, the question of how to define a universal human nature took on new urgency. Creatures of Cain charts the rise and precipitous fall in Cold War America of a theory that attributed man’s evolutionary success to his unique capacity for murder. Drawing on a wealth of archival materials and in-depth interviews, Erika Lorraine Milam reveals how the scientists who advanced this “killer ape” theory capitalized on an expanding postwar market in intellectual paperbacks and widespread faith in the power of science to solve humanity’s problems, even to answer the most fundamental questions of human identity. The killer ape theory spread quickly from colloquial science publications to late-night television, classrooms, political debates, and Hollywood films. Behind the scenes, however, scientists were sharply divided, their disagreements centering squarely on questions of race and gender. Then, in the 1970s, the theory unraveled altogether when primatologists discovered that chimpanzees also kill members of their own species. While the discovery brought an end to definitions of human exceptionalism delineated by violence, Milam shows how some evolutionists began to argue for a shared chimpanzee-human history of aggression even as other scientists discredited such theories as sloppy popularizations. A wide-ranging account of a compelling episode in American science, Creatures of Cain argues that the legacy of the killer ape persists today in the conviction that science can resolve the essential dilemmas of human nature.
Covering 137 Connecticut towns and comprising 14,333 typed pages, the Barbour Collection of Connecticut birth, marriage, and death records to about 1850 was the life work of Lucius Barnes Barbour, Connecticut Examiner of Public Records from 1911 to 1934. This present series, under the general editorship of Lorraine Cook White, is a town-by-town transcription of Barbour's celebrated collection of vital records, one of the last great manuscript collections to be published. Each volume in the series contains the birth, marriage, and death records of one or more Connecticut towns. Entries are listed in alphabetical order by town (also in alphabetical order) and give, typically, name, date of event, names of parents, names of children, names of both spouses, and sometimes such items as age, occupation, and place of residence. The towns of Weston, Westport, and Willington are the subjects of Volume 51, which was compiled by the Greater Omaha Genealogical Society.
Understanding the Life Course provides a uniquely comprehensive guide to the entire life course from an interdisciplinary perspective. Combining important insights from sociology and psychology, the book presents the concepts theoretical underpinnings in an accessible style, supported by real-life examples. From birth and becoming a parent, to death and grieving for the loss of others, Lorraine Green explores all stages of the life course through key research studies and theories, in conjunction with issues of social inequality and critical examination of lay viewpoints. She highlights the many ways the life course can be interpreted, including themes of linearity and multidirectionality, continuity and discontinuity, and the interplay between nature and nurture. The second edition updates key data and includes additional material on topics such as new technologies, changing markers of transitions to adulthood, active ageing, resilience and neuropsychology. This comprehensive approach will continue to be essential reading for students on vocational programmes such as social work and nursing, and will provide thought-provoking insight into the wider contexts of the life course for students of psychology and sociology.
Provides tips for curly hair including shampooing, conditioners, drying, combing, styling, getting the right cut, and how to heal hair after years of strong detergents and damaging blow dryers.
Voted one of The Guardian's top 10 best crime books of all time and one of the best true crime books ever written according to Stylist Shirley Pitts, the eldest of six children was born upside down on 24 November 1934. Her 'career' began by thieving bread off doorsteps and coal from coal carts. Her father's bungled attempts at black marketeering and her dipsomaniac mother's inadequacies made Shirley resolve not only to be a first-class thief but also the best mother her six children could wish for. Before she died Shirley told her story to Lorraine - the story of a generous, brave and beautiful woman with a huge sense of fun and a love of life.
This book chronicles the timeless service of Phi Mu Omega chapter of Alpha Kappa Alpha from its humble beginnings as Ivy Omega Interest Group in 1998, to its chartering on January 15, 2000, to its present status as a thriving chapter living out the sorority's motto to be "Supreme in Service to All Mankind". This history book was a time-intensive and labor-intensive assignment for women who are already busy, career-minded, and community-service oriented , but it truly became a labor or love which International President Carolyn House Stewart requested of each chapter of the sorority. Without her directive, this book, in all certainty, would never have been written. The project has indelibly etched valuable lessons in the minds of the historian and chapter members--the need for archiving and documenting the chapter's programs, activities, events, and projects. The assignment also refocused attention on previous and current international initiatives issued by each international president. According to historian Earnestine Green McNealey, Ph.D., author of the sorority's definitive history book The Pearls of Alpha Kappa Alpha: A History of America's First Black Sorority, until the lion tells its own story, the story will always glorify the hunter. This project forced chapters across the United States and in other countries to tell our own stories from their perspectives and in the context of historical events and social issues facing the communities we serve. Hopefully, it also reinforced the raison d'etre for every member, every chapter, every region, and the international sisterhood. The beginning and evolving history of Phi Mu Omega is captured for generations of young women yet to come so that it might inspire and motivate them to become women with a desire to serve all mankind.
How can sociology contribute to positive social work practice? This introductory textbook uses pedagogical features such as chapter summaries, numerous examples, a glossary, activities and annotated further reading.
Based on the idea that active participation stimulates the processes by which learning takes place, this document provides teachers and students with a variety of information and learning activities which deal with plants. Basic concepts about plants are presented through the use of laboratory experiences, learning stations, field trips, and individual and group activities. The material focuses on: (1) the parts of trees and flowers; (2) the classification of plants (including the use of a simple dichotomous key in classifying trees); (3) making leaf collections and tree silhouettes; (4) germination of plants; (5) the transportation of water in celery; (6) tree dating; (7) building a sugar molecule; (8) poisonous plants; and (9) things to look for on field trips. The amount of time required for completion of the activities varies from a few minutes to an entire class period. The activities require little or no expensive materials. Included are reproducible handouts for many of the activities, along with quizzes, self-checks, and answer sheets. (TW)
This offers students a basic understanding of marine life through the use of twelve identification activities, seeveral puzzles, experiments, and other various fun-filled, challenging projects.
In the United States at the height of the Cold War, roughly between the end of World War II and the early 1980s, a new project of redefining rationality commanded the attention of sharp minds, powerful politicians, wealthy foundations, and top military brass. Its home was the human sciences—psychology, sociology, political science, and economics, among others—and its participants enlisted in an intellectual campaign to figure out what rationality should mean and how it could be deployed. How Reason Almost Lost Its Mind brings to life the people—Herbert Simon, Oskar Morgenstern, Herman Kahn, Anatol Rapoport, Thomas Schelling, and many others—and places, including the RAND Corporation, the Center for Advanced Study in the Behavioral Sciences, the Cowles Commission for Research and Economics, and the Council on Foreign Relations, that played a key role in putting forth a “Cold War rationality.” Decision makers harnessed this picture of rationality—optimizing, formal, algorithmic, and mechanical—in their quest to understand phenomena as diverse as economic transactions, biological evolution, political elections, international relations, and military strategy. The authors chronicle and illuminate what it meant to be rational in the age of nuclear brinkmanship.
This book examines the role and future of universities in times of chronic disruption and crisis – presented via an original conceptual framework which the authors term ‘Dislocated Complexity’ – and discusses how to move forward in the face of severely disrupted social, political, economic and environment contexts. Demonstrating how global crises, especially the COVID-19 pandemic, have dramatically dislocated and disrupted all contexts of society, the authors use this framework of Dislocated Complexity to propose a set of characteristics and values that underpin roles for universities, considering the future of universities with regards to teaching and learning, research, management and leadership, workforce change, policymaking and engagement. Novel, innovative concepts and theoretical perspectives are brought to the analysis of futures, roles and activities of universities by the authors, such as ‘Unscripted Agency’, ‘Clashing -ologies’, ‘Emanant Trust’ and ‘Dislocated Complexity Leadership Theory’. Ultimately calling for a rethink of university futures, this timely book will be of great interest to academics, researchers and post-graduate students in the fields of higher education research and teaching and learning. It will also be of interest to university managers, educational policy makers, and those who are ‘hidden’ or informal educators in the community.
This book explores what learning intervention means in inclusive classroom settings. It provides educational professionals with the knowledge and skills they require to reflect on, and respond to students’ individual learning needs, and enables them to choose, implement and evaluate evidence-based strategies for learning intervention. Taking an ecological perspective, and placing a capability framework at its core, the book considers how responsive teaching and educational casework combine to create intricate layers of learning intervention, and recommends tailored teaching and support strategies that can be used to address a wide variety of student learning needs. Learning intervention is thus understood in its broadest sense, and educational professionals are equipped with a range of interactive and adaptive strategies to support student learning. Chapters introduce and unpack numerous frameworks for practice, provide an extension to Response to Intervention models, and bring together key evidence-based ideas in an accessible format. Effective teaching in response to clearly defined learning needs is central to the achievement of all students. Learning Intervention will provide future and current educational professionals with the structures, knowledge, insight and skills they need to respond effectively to each and every student.
The picturesque Hopewell Valley is one of New Jersey's finest treasures. Sprawled over more than sixty square miles, the valley encompasses the boroughs of Hopewell and Pennington, the village of Titusville, and the township of Hopewell. From Christmas night of 1776, when George Washington and his troops crossed the Delaware River, to the twentieth century and the saga of Charles Lindbergh's missing infant son, Hopewell Valley has been steeped in history and drama. Rare images gathered from the Hopewell Valley Historical Society and local residents make up this monumental pictorial journey. Hopewell Valley combines the famous and not-so-famous elements of these communities nestled between the Delaware River and the Sourland Mountains. Home to key figures in American history, the Hopewell Valley has also seen important developments in architecture and industry. Although modernization has taken hold, the rural character of the area remains intact. And although the area has been home to well-known faces and events, Hopewell Valley is peppered with the lesser-known faces and places that bring out the full flavor.
Oliver Hill was, and is, a maverick. Born to an Establishment South African family – his father was an Anglo director – his future was pre-determined; a top school (Bishops), a first class degree at Wits University, on to Oxford, and then the steady climb up the Anglo-American corporate ladder.However, his parents recognised the rebel in Ollie and sent him to America where, with a first class degree in chemistry, he went to work for the famous "platinum king", Charlie Engelhard, while waiting to see whether his application to Harvard Business School would be successful. He was accepted– although in the early 'Sixties Harvard Business School was accepting no more than 20 foreign applicants a year. Ollie graduated with four distinctions – plus a lifelong passion for free thinking and, in particular, free markets.Returning to South Africa with a wife and daughter, and another child on the way, Ollie joined forces with a successful engineer, John Hahn, and together they founded a formidable independent force in the Southern African mining and chemicals industries.
Cosmetology Career Starter, 2nd edition is extremely helpful to anyone who is interested in embarking on a career in the beauty industry. The new edition has been thoroughly updated with a complete directory of cosmetology programs, more practical information that every candidate needs to know, a step-by-step guide through the certification process, comprehensive exploration of career paths and new trends, and a greatly expanded resource section with emphasis on online resources
This biography of the first woman to be elected to Congress from the state of Georgia is more than the story of one woman's challenge of the political establishment. It also covers professional women in the modern South, southern liberalism in the New Deal era and beyond, and the gathering forces of racial change in the era immediately preceding the civil rights movement. A courageous and high-spirited woman, Helen Douglas Mankin drove an ambulance in France in 1918, made a daring cross-country motor-car tour with her sister in 1922, and was one of the first women to practice law before the state bar. Her political career began in 1936, when she was elected to the state legislature from Atlanta. During her four terms in office she worked for progressive legislation in the areas of child welfare, education, electoral reform, and women's rights. In 1946 when a special election was called to fill the unexpired term of Fifth District Congressman Robert Ramspeck, Helen Mankin left the legislature to seek the office. Of the seventeen candidates in the race, only Mankin actively sought the support of the black community, and she won the seat by a margin smaller than her vote in the heavily black Ashby Street precinct of Atlanta. Talmadge dubbed her "the Belle of Ashby Street" and belittled "the spectacle of Atlanta Negroes sending a Congresswoman to Washington." She was renominated in the no longer all-white Democratic primary of July 1946, winning more popular votes than her nearest opponent, but the entrenched political forces in the state unified to orchestrate her defeat and her opponent claimed victory. Although her tenure in Congress was brief and she never again held office, her legacy is one of courage and conviction in an era that saw many changes in the South and the nation.
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