Challenging traditional assumptions about the plantation economy's reliance on a pre-modern, nature-based conception of time, Mark M. Smith shows how and why southerners--particularly masters and their slaves--came to view the clock as a legitimate arbiter of time. Ironically, Smith shows, freedom largely consolidated the dependence of masters as well as freedpeople on the clock.
Bad Foods demonstrates how a variety of historical or political events and personalities have shaped our current views of good nutrition. On several occasions in American history concerns have arisen over the safety of our food supply (e.g., harmful ingredients in processed foods) and the potential that processing might deplete foods of their nutrients. These concerns help explain how food characteristics such as freshness, natural, organic, and unprocessed have become important to Americans. Bad Foods traces how the food nutrients fat, salt, and sugar have acquired negative reputations for health as well as any controversies and outright misconceptions of the dangers of these nutrients. Bad Foods also explores confusion that can in part be attributed to biased media coverage about foods. Modern Americans are routinely bombarded with information about the health value of certain foods and the dangers of others. Frequently, health information about certain nutrients receives exaggerated coverage (e.g., dietary fat) while the importance of other nutrients gets ignored (e.g., vitamins and minerals). Moreover, health information about foods is often perceived as contradictory. While some readers may be startled by what they perceive to be a challenge to sacred beliefs about foods, others will see the honesty in both the research and the writing and recognize the social benefits of examining our beliefs about foods. Bad Foods will be of interest to sociologists, food science specialists, and social historians.
Service of the Engine is a common local Chichewa-English expression in the Malawian fishing village where the author did her fieldwork. It refers to the practice of taking various pills--known locally as Ciba--in order to prevent and cure diseases associated with sex. This study explores the sensitive interface between the use of pharmaceuticals, available through an extensive informal distribution system, and self-treatment of sex-related diseases. The author examines morally sensitive situations in which men and women opt for Ciba, and evaluates its efficacy, or effectiveness. The discussion not only covers physical and metaphorical aspects of efficacy, but also the possible social and moral effects of medication. It offers a fresh and empirically grounded perspective on the links between efficacy, sex-related diseases and moralities. Birgitte Bruun graduated from the Institute of Anthropology, University of Copenhagen, Denmark and is currently working with reproductive health projects for United Nations Population Fund (UNFPA) in Jakarta, Indonesia.
Nineteen biblical scholars and theologians in this volume explore the notions of union and participation within Pauline theology, teasing out the complex web of meaning conveyed through Paul's theological vision of being "in Christ." With essays that investigate Pauline theology and exegesis, ex-amine highlights from reception history, and offer deep theological reflection, this exemplary multidisciplinary collection charts new ground in the scholarly understanding of Paul's thought and its theological implications.
Frederick Douglass called the martyred president "emphatically the black man's president” as well as “the first who rose above the prejudice of his times and country.” This narrative history of Lincoln’s personal interchange with Black people over the course his career reveals a side of the sixteenth president that, until now, has not been fully explored or understood. In a little-noted eulogy delivered shortly after Lincoln's assassination, Frederick Douglass called the martyred president "emphatically the black man's president," the "first to show any respect for their rights as men.” To justify that description, Douglass pointed not just to Lincoln's official acts and utterances, like the Emancipation Proclamation or the Second Inaugural Address, but also to the president’s own personal experiences with Black people. Referring to one of his White House visits, Douglass said: "In daring to invite a Negro to an audience at the White House, Mr. Lincoln was saying to the country: I am President of the black people as well as the white, and I mean to respect their rights and feelings as men and as citizens.” But Lincoln’s description as “emphatically the black man’s president” rests on more than his relationship with Douglass or on his official words and deeds. Lincoln interacted with many other African Americans during his presidency His unfailing cordiality to them, his willingness to meet with them in the White House, to honor their requests, to invite them to consult on public policy, to treat them with respect whether they were kitchen servants or leaders of the Black community, to invite them to attend receptions, to sing and pray with them in their neighborhoods—all those manifestations of an egalitarian spirit fully justified the tributes paid to him by Frederick Douglass and other African Americans like Sojourner Truth, who said: "I never was treated by any one with more kindness and cordiality than were shown to me by that great and good man, Abraham Lincoln.” Historian David S. Reynolds observed recently that only by examining Lincoln’s “personal interchange with Black people do we see the complete falsity of the charges of innate racism that some have leveled against him over the years.”
The SAGE Handbook of Curriculum and Instruction is the first book in 15 years to comprehensively cover the field of curriculum and instruction. Editors F. Michael Connelly, Ming Fang He, and JoAnn Phillion, along with contributors from around the world, synthesize the diverse, real-world matters that define the field. This long-awaited Handbook aims to advance the study of curriculum and instruction by re-establishing continuity within the field while acknowledging its practical, contextual, and theoretical diversity. Key Features Offers a practical vision of the field: Defines three divisions—school curriculum subject matter, curriculum and instruction topics and preoccupations, and general curriculum theory. Presents the breadth and diversity of the field: A focus on the diversity of problems, practices, and solutions, as well as continuity over time, illustrates modern curriculum and instruction while understanding historical origins. Gives an evolutionary rather than a revolutionary focus: Offers a new way of interpreting the history of curriculum studies, which connects past, present, and future, leading to more productive links between practice, policy, and politics. Intended Audience This Handbook contributes to stronger ties between school practice, public debate, policy making, and university scholarship, making it a valuable resource for professors, graduate students, and practitioners in the field of education. It is an excellent choice for graduate courses in Curriculum and Instruction, Curriculum Theory and Development, Curriculum Studies, Teacher Education, and Educational Administration and Leadership. List of Contributors Mel Ainscow Kathryn Anderson-Levitt Rodino Anderson Michael Apple Kathryn Au William Ayers Rishi Bagrodia Cherry McGee Banks Nina Bascia Gert Biesta Donald Blumenfeld-Jones Patty Bode Robert E. Boostrom Keffrelyn D. Brown Elaine Chan Marilyn Cochran-Smith Carola Conle F. Michael Connelly Geraldine Anne-Marie Connelly Alison Cook-Sather Cheryl J. Craig Larry Cuban Jim Cummins Kelly Demers Zongyi Deng Donna Deyhle Elliot Eisner Freema Elbaz Robin Enns Frederick Erickson Manuel Espinoza Joe Farrell Michelle Fine Chris Forlin Jeffrey Frank Barry Franklin Michael Fullan Jim Garrison Ash Hartwell Ming Fang He Geneva Gay David T. Hansen Margaret Haughey John Hawkins David Hopkins Stefan Hopmann Kenneth Howe Philip Jackson Carla Johnson Susan Jurow Eugenie Kang Stephen Kerr Craig Kridel Gloria Ladson-Billings John Chi-kin Lee Stacey Lee Benjamin Levin Anne Lieberman Allan Luke Ulf Lundgren Teresa L. McCarty Gary McCulloch Barbara Means Geoffrey Milburn Janet Miller Sonia Nieto Kiera Nieuwejaar Pedro Noguera J. Wesley Null Jeannie Oakes Lynne Paine JoAnn Phillion William F. Pinar Margaret Placier Therese Quinn John Raible Bill Reese Virginia Richardson Fazel Rizvi Vicki Ross Libby Scheiern Candace Schlein William Schubert Edmund Short Jeffrey Shultz Patrick Slattery Roger Slee Linda Tuhiwai Smith Joi Spencer James Spillane Tracy Stevens David Stovall Karen Swisher Carlos Alberto Torres Ruth Trinidad Wiel Veugelers Ana María Villegas Sophia Villenas Leonard Waks Kevin G. Welner Ian Westbury Geoff Whitty Shi Jing Xu
The North Carolina Gazetteer first appeared to wide acclaim in 1968 and has remained an essential reference for anyone with a serious interest in the Tar Heel State, from historians to journalists, from creative writers to urban planners, from backpackers to armchair travelers. This revised and expanded edition adds approximately 1,200 new entries, bringing to nearly 21,000 the number of North Carolina cities, towns, crossroads, waterways, mountains, and other places identified here. The stories attached to place names are at the core of the book and the reason why it has stood the test of time. Some recall faraway places: Bombay, Shanghai, Moscow, Berlin. Others paint the locality as a little piece of heaven on earth: Bliss, Splendor, Sweet Home. In many cases the name derivations are unusual, sometimes wildly so: Cat Square, Huggins Hell, Tater Hill, Whynot. Telling us much about our own history in these snapshot histories of particular locales, The North Carolina Gazetteer provides an engaging, authoritative, and fully updated reference to place names from all corners of the Tar Heel State.
Parishes of all denominations are in decline, shrinking, closing, dying. We know that there are increasing numbers, young and older, who are religious "nones" and "dones." This book explores why the decline is taking place, why the distancing is going on. But it goes on to examine parishes from all over the country and from various church bodies that are resurrecting. The central theme of death and resurrection shapes the analysis of parishes covered. Parishes are resurrecting by reinventing their ministries, by repurposing their building to better serve their neighborhoods, thus replanting and reconnecting with them. All of this is the Spirit's doing but through the community of sisters and brothers who make up each congregation of faith. Community as the core of church is the other reality shaping the book's reflection. And community, a parish being with those around, living for more than its own survival are visions for going forward. Other aspects of congregational life are also examined, most importantly the pastors--how they serve when budgets shrink, how they are trained, how pastors act with the community not above it. No recipes are suggested for parish resurrection, but the stories of the parishes that have revived bear within numerous lessons for us in the future.
Originally published in 1993, this book opens a new and major line of interpretation, showing that Georg Simmel is the essential sociologist of the postmodern age. The authors trace the important contributions that Simmel's writings can make to current studies of intellectual ethics, textual methodology, sociological theory, philosophy of history and cultural theory
The story of the United States Transcontinental Air Mail Service, the first of its kind in the world, is one of romanticism and danger. Through calm or storm, in light or dark, a contingent of courageous couriers relayed the public mail across three thousand miles in less than a day and a half--faster than ever before. Though the U.S. Air Mail Service began on the East Coast, some of the frontier tales of the route through the Rocky Mountains were lost. The western leg of the airmail service from Chicago to San Francisco included the Mountain Division, headquartered in Cheyenne, Wyoming. The route through Wyoming, considered the most treacherous, provided harrowing tales of the pilots who risked their lives. Authors Starley Talbott and Michael Kassel lionize these folk heroes, aviation legends and icons of western history.
This book, written by an experienced urban classroom teacher and coach, aims to document effective practices in urban schools and to provide insight into productive program building and educational practices. The book rejects the up-by-your-bootstraps theory of success, offering in its place a set of concrete strategies for teachers and educational leaders who are committed to fundamentally rethinking the business-as-usual approach which continues to fail urban school children. This book is well-suited for classes working with educational leaders, classroom teachers, sports coaches, and educational researchers.
Will all evil finally turn to good, or does some evil remain stubbornly opposed to God and God's goodness? Will even the devil be redeemed? Addressing a theological issue of perennial interest, this comprehensive book (in two volumes) surveys the history of Christian universalism from the second to the twenty-first century and offers an interpretation of how and why universalist belief arose. The author explores what the church has taught about universal salvation and hell and critiques universalism from a biblical, philosophical, and theological standpoint. He shows that the effort to extend grace to everyone undermines the principle of grace for anyone.
Much has been written about Heidegger's reappropriation of Aristotle, but little has been said about the philosophical import and theoretical context of this element of Heidegger's work. In this important new book, Michael Bowler sheds new light on the philosophical context of Heidegger's return to Aristotle in his early works and thereby advances a reinterpretation of the background to Heidegger's forceful critique of the primacy of theoretical reason and his radical reconception of the very nature of philosophical thinking. This book offers a detailed analysis of the development of Heidegger's thought from his early enagagement with neo-Kantianism and Husserlian phenomenology. Through this reading, a criticism of the theoretical conception of philosophy as primordial science, especially in relation to life and lived-experience (Erlebnis), emerges. It is in this context that Bowler examines Heidegger's reappropriation of key aspects of Aristotle's thought. In Aristotle's notions of movement, life and activity proper (praxis), Heidegger perceives a new approach to the dilemma presently facing philosophy, namely how philosophy is situated within life and human existence.
RealWorld Evaluation: Working Under Budget, Time, Data, and Political Constraints addresses the challenges of conducting program evaluations in real-world contexts where evaluators and their clients face budget and time constraints. The new Third Edition includes a new chapter on gender equality and women’s empowerment and discussion of digital technology and data science.
Quantitative Ecotoxicology, Second Edition explores models and methods of quantitative ecotoxicology at progressively higher biological scales using worked examples and common software packages. It complements the author's previous books, Fundamentals of Ecotoxicology, Third Edition and Ecotoxicology: A Comprehensive Treatment. Encouraging a more r
This book furthers the discussion concerning critical pedagogy and its practical applications for urban contexts. It addresses two looming, yet under-explored questions that have emerged with the ascendancy of critical pedagogy in the educational discourse: (1) What does critical pedagogy look like in work with urban youth? and (2) How can a systematic investigation of critical work enacted in urban contexts simultaneously draw upon and push the core tenets of critical pedagogy? Addressing the tensions inherent in enacting critical pedagogy - between working to disrupt and to successfully navigate oppressive institutionalized structures, and between the practice of critical pedagogy and the current standards-driven climate - The Art of Critical Pedagogy seeks to generate authentic internal and external dialogues among educators in search of texts that offer guidance for teaching for a more socially just world.
At its core this myth embodies the Trudeauian ideal of Canadian society - one that features a constitution that empowers impartial judges at the expense of politically motivated legislators; one that allows each individual to enjoy a uniform range of rights, freedoms, and means of belonging to the larger Canadian society; and one that seeks to ensure the primacy of the national government rather than the provincial. Trudeau called his vision the Just Society. But justice is an illusive and amorphous concept. Defining it, much less institutionalizing it, is fraught with risk. In modern liberal democracies, justice is typically understood as the product of some mix of liberty and equality, process and substance, with the amount of each component varying according to taste. It is not unusual for political actors to seek to institutionalize their own formulas for justice, but it is also not reasonable to expect these formulas to go unchallenged. Such a challenge represents the dominant theme of this volume. Contributors include Donald E. Abelson, Tom Flanagan (University of Calgary), Patrick James, James B. Kelly (Brock University), Michael Lusztig, Christopher P. Manfredi (McGill University), Hudson Meadwell (McGill University), Anthony A. Peacock (Utah State University), Mark Rush (Washington and Lee University), and Shannon I. Smithey (Kent State University).
Conversations about race can be confusing, contentious, and frightening, particularly for White people. Even just asking questions about race can be scary because we are afraid of what our questions might reveal about our ignorance or bias. Raising Race Questions invites teachers to use inquiry as a way to develop sustained engagement with challenging racial questions and to do so in community so that they learn how common their questions actually are. It lays out both a process for getting to questions that lead to growth and change, as well as a vision for where engagement with race questions might lead. Race questions are not meant to lead us into a quagmire of guilt, discomfort, or isolation. Sustained race inquiry is meant to lead to anti-racist classrooms, positive racial identities, and a restoration of the wholeness of spirit and community that racism undermines. Book Features: Case studies of expert and experienced White teachers who still have questions about race. Approaches for talking about race in the K–12 classroom. Strategies for facilitating race conversations among adults. A variety of different resources useful in the teacher inquiry groups described in the book. Research with teachers, not on teachers, including written responses from each teacher whose classroom is featured in the book. “In Raising Race Questions Ali Michael is an excavator, determined to dig into every unexplored crevice of White teachers’ experiences with race in order to unearth the complex realities of racism and schooling, and a model of reflective inquiry, willing to lay herself and her assumptions bare in service to the reader's consciousness and her own. This book grew my consciousness in multiple ways, and that is the greatest gift an author can give me.” —Paul Gorski, founder, EdChange, associate professor, George Mason University “Ali Michael has a gift for getting people talking. This must-read book captures her ‘magic’ and shares useful strategies for teachers and schools working to develop their racial proficiency. As a White teacher engaged in this work, I've watched these tools help educators support one another as they make mistakes, reflect, and grow together.” —Lynn Eckerman, Teacher, Independence Charter School, Philadelphia, PA
General aviation encompasses all the ways aircraft are used beyond commercial and military flying: private flights, barnstormers, cropdusters, and so on. Authors Janet and Michael Bednarek have taken on the formidable task of discussing the hundred-year history of this broad and diverse field by focusing on the most important figures and organizations in general aviation and the major producers of general aviation aircraft and engines. This history examines the many airplanes used in general aviation, from early Wright and Curtiss aircraft to the Piper Cub and the Lear Jet. The authors trace the careers of birdmen, birdwomen, barnstormers, and others who shaped general aviation—from Clyde Cessna and the Stinson family of San Antonio to Olive Ann Beech and Paul Poberezny of Milwaukee. They explain how the development of engines influenced the development of aircraft, from the E-107 that powered the 1929 Aeronca C-2, the first affordable personal aircraft, to the Continental A-40 that powered the Piper Cub, and the Pratt and Whitney PT-6 turboprop used on many aircraft after World War II. In addition, the authors chart the boom and bust cycle of general aviation manufacturers, the rising costs and increased regulations that have accompanied a decline in pilots, the creation of an influential general aviation lobby in Washington, and the growing popularity of “type” clubs, created to maintain aircraft whose average age is twenty-eight years. This book provides readers with a sense of the scope and richness of the history of general aviation in the United States. An epilogue examining the consequences of the terrorist attacks on September 11, 2001, provides a cautionary note.
The authors of Social Identifications set out to make accessible to students of social psychology the social identity approach developed by Henri Tajfel, John Turner, and their colleagues in Bristol during the 1970s and 1980s. Michael Hogg and Dominic Abrams give a comprehensive and readable account of social identity theory as well as setting it in the context of other approaches and perspectives in the psychology of intergroup relations. They look at the way people derive their identity from the social groups to which they belong, and the consequences for their feelings, thoughts, and behaviour of psychologically belonging to a group. They go on to examine the relationship between the individual and society in the context of a discussion of discrimination, stereotyping and intergroup relations, conformity and social influence, cohesiveness and intragoup solidariy, language and ethnic group relations, and collective behaviour. Social Identifications fills a gap in the literature available to students of social psychology. The authors' presentation of social identity theory in a complete and integrated form and the extensive references and suggestions for further reading they provide will make this an essential source book for social psychologists and other social scientists looking at group behaviour.
This text provides a solid intellectual grounding in the area of qualitative research. It examines theoretical underpinnings, methodological perspectives and empirical approaches.
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