We all want our children to reach their fullest potential—to be smart and well adjusted, and to make a difference in the world. We wonder why, for some people, success seems to come so naturally. Could the secret be how they were parented? This book unveils how parenting helped shape some of the most fascinating people you will ever encounter, by doing things that almost any parent can do. You don't have to be wealthy or influential to ensure your child reaches their greatest potential. What you do need is commitment—and the strategies outlined in this book. In The Formula: Unlocking the Secrets to Raising Highly Successful Children, Harvard economist Ronald Ferguson, named in a New York Times profile as the foremost expert on the US educational "achievement gap," along with award-winning journalist Tatsha Robertson, reveal an intriguing blueprint for helping children from all types of backgrounds become successful adults. Informed by hundreds of interviews, the book includes never-before-published insights from the "How I was Parented Project" at Harvard University, which draws on the varying life experiences of 120 Harvard students. Ferguson and Robertson have isolated a pattern with eight roles of the "Master Parent" that make up the Formula: the Early Learning Partner, the Flight Engineer, the Fixer, the Revealer, the Philosopher, the Model, the Negotiator, and the GPS Navigational Voice. The Formula combines the latest scientific research on child development, learning, and brain growth and illustrates with life stories of extraordinary individuals—from the Harvard-educated Ghanian entrepreneur who, as the young child of a rural doctor, was welcomed in his father's secretive late-night political meetings; to the nation's youngest state-wide elected official, whose hardworking father taught him math and science during grueling days on the family farm in Kentucky; to the DREAMer immigration lawyer whose low-wage mother pawned her wedding ring to buy her academically outstanding child a special flute. The Formula reveals strategies on how you—regardless of race, class, or background—can help your children become the best they can be and shows ways to maximize their chances for happy and purposeful lives.
To the dismay of many, gun violence against youth – be it at school or on the streets – is a common theme in American culture. As the occurrences of these gruesome shootings become more frequent, Americans grow even more anesthetized to the events. Even President Obama has indicated that shootings do not affect him as they once did; “Somehow this has become routine. The reporting is routine. My response here at this podium ends up being routine” (Bailey 2015, 1). As Americans become less shocked by school shootings and death, they become numb to violence in other aspects of society – like shootings of black males and shootings of law enforcement officers. Yet, nothing has galvanized the country as it relates to police tactics, black deaths, race relations, and criminal justice techniques more than the death of Michael Brown. The fatal shooting of Brown by Officer Darren Wilson, a 28-year old white policeman, occurred on August 9, 2014 in Ferguson, Missouri, a suburb of St Louis. The circumstances of the shooting, which continue to be debated and discussed, resulted in an escalation of existing tensions between the citizens of Ferguson and the institution charged with protecting them and the country as a whole. This book provides a more comprehensive examination of the events surrounding the shooting of Michael Brown by Officer Wilson and the events that followed. It uncovers the lingering questions surrounding the events of August 9, 2014, and will serve to generate an on-going dialogue about the role race and class play in the criminal justice system, the importance of recognizing the impact of public policy initiatives and laws at the local level when measured through the lens of criminal justice and judicial equity, and the role the media plays in shaping the public agenda. This book does this by exploring the relationship between established historical cultural norms that have propagated classism and racial division and the public policy initiatives that allow the continuation of these problems.
This book has been a work in progress. In the spring of 2000 I started this project and began to collect data and conduct interviews. I copied every article I could find in the Journal of Visual Impairment and Blindness and its predecessors Outlook for the Blind and New Outlook for the Blind. I was fortunate to locate Blindness the annual publication of the American Association of Workers for the Blind. One of the greatest finds was the library at the American Foundation for the Blind. The library contains dozens of volumes related to orientation and mobility. Within two years I had amassed a considerable collection of resources. I began working through the materials and along the way prepared some papers for various conferences. A dramatic increase in administrative responsibilities, as well as the tyranny of meeting grant deadlines, diverted me from giving concentrated effort to this book. All that changed as I reduced my workload in order to devote almost all my efforts over the past nine months to this project.
The history of the Iona Community including the work of George MacLeod whose inspiration placed Iona firmly on the Christian map once again in the twentieth century.
In this book we are interested in patterns of education, rehabilitation service, socialization, and ideas about blindness that in large part produce the above-mentioned distinct patterns. We will examine the economic interests of professional groups and the patterns of domination and subordination, which are present in most rehabilitation relationships. Our central tenet is that the behavior of blind people is not a product of the physical condition of blindness or the amount of residual vision a blind person has. Rather, the behavior of blind people in our society is governed by socialization. Blindness is a social problem arising from erroneous, socially constructed negative beliefs about the capacities of blind people involuntarily assimilated from the broader society by the blind. People learn to live independently or they learn to be dependent. The reactions of parents, teachers, peers, the health professionals, rehabilitation counselors and the general public have defined the choices available to blind people. This is the case in every culture and society around the world. Differences result from different cultural values, levels of economic development, and historical traditions.
In recent years, concerned governments, businesses, and civic groups have launched ambitious programs of community development designed to halt, and even reverse, decades of urban decline. But while massive amounts of effort and money are being dedicated to improving the inner-cities, two important questions have gone unanswered: Can community development actually help solve long-standing urban problems? And, based on social science analyses, what kinds of initiatives can make a difference? This book surveys what we currently know and what we need to know about community development's past, current, and potential contributions. The authors--economists, sociologists, political scientists, and a historian--define community development broadly to include all capacity building (including social, intellectual, physical, financial, and political assets) aimed at improving the quality of life in low- to moderate-income neighborhoods. The book addresses the history of urban development strategies, the politics of resource allocation, business and workforce development, housing, community development corporations, informal social organizations, schooling, and public security.
To the dismay of many, gun violence against youth – be it at school or on the streets – is a common theme in American culture. As the occurrences of these gruesome shootings become more frequent, Americans grow even more anesthetized to the events. Even President Obama has indicated that shootings do not affect him as they once did; “Somehow this has become routine. The reporting is routine. My response here at this podium ends up being routine” (Bailey 2015, 1). As Americans become less shocked by school shootings and death, they become numb to violence in other aspects of society – like shootings of black males and shootings of law enforcement officers. Yet, nothing has galvanized the country as it relates to police tactics, black deaths, race relations, and criminal justice techniques more than the death of Michael Brown. The fatal shooting of Brown by Officer Darren Wilson, a 28-year old white policeman, occurred on August 9, 2014 in Ferguson, Missouri, a suburb of St Louis. The circumstances of the shooting, which continue to be debated and discussed, resulted in an escalation of existing tensions between the citizens of Ferguson and the institution charged with protecting them and the country as a whole. This book provides a more comprehensive examination of the events surrounding the shooting of Michael Brown by Officer Wilson and the events that followed. It uncovers the lingering questions surrounding the events of August 9, 2014, and will serve to generate an on-going dialogue about the role race and class play in the criminal justice system, the importance of recognizing the impact of public policy initiatives and laws at the local level when measured through the lens of criminal justice and judicial equity, and the role the media plays in shaping the public agenda. This book does this by exploring the relationship between established historical cultural norms that have propagated classism and racial division and the public policy initiatives that allow the continuation of these problems.
Strap yourself in for the adventure of our generation! 50 years after the moon landings, the commercialization of space travel is finally here, but do we still know how to dream? Final Frontier recalls the heady thrill of the Apollo era and glimpses wonders yet to come. Inside, find a dozen uplifting stories of humor, tragedy, sacrifice and good old fashioned cussedness by today's award-winning authors--plus a healthy dose of optimism. All that, plus a forward by a NASA astronaut and a piece by Spider Robinson, inspired by Robert Heinlein and set to music by David Crosby of Crosby, Stills & Nash. The Final Frontier is open for business! Includes 5 award-winning stories! Contributors:Spider Robinson Stanley G. Love Mike Barretta Marianne J. Dyson Sean Monaghan K. B. Rylander Matthew S. Rotundo Ronald D. Ferguson Martin L. Shoemaker Nancy Fulda Philip A. Kramer David D. Levine Patrick Lundrigan David Walton C. Stuart Hardwick
Getting It Done describes in clear and helpful detail what leaders of successful high-poverty and high-minority schools have done to promote and sustain student achievement. It follows two celebrated books by Karin Chenoweth: It's Being Done, which established that the work of educating all children is possible, and How It's Being Done, which examined the structures and processes necessary to support academic success. Getting It Done turns to the crucial issue of school leadership, exploring how school leaders have promoted unprecedented levels of school and student achievement. A book that focuses on real leaders--and on the knowledge and skills that they have employed on behalf of heightened achievement--Getting It Done will be essential reading for school leaders, and for all who believe that a successful education can be attained by all students.
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