All over the world, men as well as women exchange sex for money and other forms of reward, sometimes with other men and sometimes with women. In contrast to female prostitution, however, relatively little is known about male sex work, leaving questions unanswered about the individuals involved: their identities and self-understandings, the practices concerned, and the contexts in which they take place.

This book updates the ground-breaking 1998 volume of the same name with an entirely new selection of chapters exploring health, social, political, economic and human rights issues in relation to men who sell sex. Looking at Europe, North America, Latin America and the Caribbean, Africa and the Asia-Pacific, each chapter explores questions such as:

• What is known among the different ways in which men exchange sex for money or other forms of reward?
• What are the major contexts in which sexual exchange takes place?
• What meanings do such practices carry for the different partners involved?
• What are the health and other implications of contemporary forms of male sex work?

Men Who Sell Sex" seeks to push the boundaries both of current personal and social understandings and the practices to which these give rise. It is an important reference work for academics and researchers interested in sex work and men s health including those working in public health, sociology, social work, anthropology, human geography and development studies."

Here is a whole new set of rationales to be used in defending challenged books. Beautifully reasoned arguments support the teaching of books that are frequently challenged by would-be censors. Karolides has chosen a wide range of literature, from Faulkner's As I Lay Dying to the contemporary bestselling Harry Potter books. Some books are challenged in the name of political correctness; others because of concern over violent or sexual content. The rationale, some written by the authors themselves, examine the value of each work as literature, its content relative to societal values, and the always thorny issue of what material actually constitutes "suitable" reading for young people. For librarians, teachers, and parents and anyone concerned with intellectual freedom.

Hearts and Minds Without Fear: Unmasking the Sacred in Teacher Preparation is the first book of its kind that focuses on the critical urgency of integrating creativity, mindfulness, and compassion in which social and ecological justice are forefronted in teacher preparation. This is especially significant at a time of cultural turmoil, educational reform, and inequities in public education. The book serves as a vehicle to unmask fear within current educational ethical deficiencies and revitalize hope for community members, teacher educators, pre-service, in-service teachers, and families in school communities. The recipients of these strategies are explicitly presented in order to build understanding of a compassionate paradigm shift in schools that envisions possibility and social imagination on behalf of our children in schools and our communities. The authors unabashedly place the arts and aesthetics at the core of the educational paradigm solution. The book lives its own message. Within each seed chapter, the authors practice authentically what they preach, offering a refreshing perspective to bring our schools back to life and instil hope in children's and educators' hearts and minds.

Hearts and Minds Without Fear: Unmasking the Sacred in Teacher Preparation is the first book of its kind that focuses on the critical urgency of integrating creativity, mindfulness, and compassion in which social and ecological justice are forefronted in teacher preparation. This is especially significant at a time of cultural turmoil, educational reform, and inequities in public education. The book serves as a vehicle to unmask fear within current educational ethical deficiencies and revitalize hope for community members, teacher educators, pre-service, in-service teachers, and families in school communities. The recipients of these strategies are explicitly presented in order to build understanding of a compassionate paradigm shift in schools that envisions possibility and social imagination on behalf of our children in schools and our communities. The authors unabashedly place the arts and aesthetics at the core of the educational paradigm solution. The book lives its own message. Within each seed chapter, the authors practice authentically what they preach, offering a refreshing perspective to bring our schools back to life and instil hope in children's and educators' hearts and minds.

The Right to Life in Japan is a study that brings new perspectives to bear on an extremely important topic for all those facing the moral dilemmas of such issues as abortion and the death penalty. It also helps to fill a gap in life, in social science and law studies of contemporary Japan. Noel Williams approaches the right to life in Japan from a legal viewpoint via a broad range of issues such as abortion, suicide, capital punishment and death from overwork. Following a discussion of law and rights in Japan from an historical perspective, the author examines the question of what life is in contemporary Japan and focuses on problematic areas which have arisen in life issues, including infringements of the right to life within the modern company organization, and by the state, as well as the question of the equality of the right to life.

The rapid growth of online media has led to new complications in journalism ethics and practice. While traditional ethical principles may not fundamentally change when information is disseminated online, applying them across platforms has become more challenging as new kinds of interactions develop between journalists and audiences.

In "Ethics for Digital Journalists," Lawrie Zion and David Craig draw together the international expertise and experience of journalists and scholars who have all been part of the process of shaping best practices in digital journalism. Drawing on contemporary events and controversies like the Boston Marathon bombing and the Arab Spring, the authors examine emerging best practices in everything from transparency and verification to aggregation, collaboration, live blogging, tweeting and the challenges of digital narratives. At a time when questions of ethics and practice are challenged and subject to intense debate, this book is designed to provide students and practitioners with the insights and skills to realize their potential as professionals.

The U.S. has the worst rate of maternal deaths in the developed world, a rate that is increasing, even as infant mortality rates decrease. Meanwhile, the right-wing assault on reproductive rights and bodily autonomy has also escalated. We can already glimpse a reality where embryos and fetuses have more rights than the people gestating them, and even women who aren't pregnant are seen first and foremost as potential incubators. In Belabored, journalist Lyz Lenz lays bare the misogynistic logic of U.S. cultural narratives about pregnancy, tracing them back to our murky, potent cultural soup of myths, from the religious to the historical. In the present she details, with her trademark blend of wit, snark, and raw intimacy, how sexist assumptions inform our expectations for pregnant people, whether we're policing them, asking them to make sacrifices with dubious or disproven benefits, or putting them up on a pedestal in an "Earth mother" role. Throughout, she reflects on her own experiences of being seen as alternately a vessel or a goddess--but hardly ever as herself--while carrying each of her two children. Belabored is an urgent call for us to embrace new narratives around pregnancy and the choice whether or not to have children, emphasising wholeness and agency, and to reflect those values in our laws, medicine, and interactions with each other.

(Sub)Urban Sexscapes brings together a collection of theoretically-informed and empirically rich case studies from internationally renowned and emerging scholars highlighting the contemporary and historical geographies and regulation of the commercial sex industry. Contributions in this edited volume examine the spatial and regulatory contours of the sex industry from a range of disciplinary perspectives-urban planning, urban geography, urban sociology, and, cultural and media studies-and geographical contexts-Australia, the UK, US and North Africa. In overall terms, (Sub)urban Sexscapes highlights the mainstreaming of commercial sex premises-sex shops, brothels, strip clubs and queer spaces-and products-sex toys, erotic literature and pornography-now being commonplace in night time economy spaces, the high street, suburban shopping centres and the home. In addition, the aesthetics of commercial and alternative sexual practices-BDSM and pornography-permeate the (sub)urban landscape via billboards, newspapers and magazines, television, music videos and the Internet. The role of sex, sexuality and commercialized sex, in contributing to the general character of our cities cannot be ignored. In short, there is a need for policy-makers to be realistic about the historical, contemporary and future presence of the sex industry. Ultimately, the regulation of the sex industry should be informed by evidence as opposed to moral panics. *** Winner of the Planning Institute of Australia (WA) 2015 Award for Excellence in Cutting Edge Research and Teaching ***

This compelling book uses 103 illustrations to argue that modes of visualizing science have profoundly determined "fetal politics" and the contemporary abortion debates. With its close interplay of visual and verbal texts, it traces both the history of fetal images from the sixteenth century onward (including the classic Life magazine photographs of Lennart Nilsson in 1965) and the consequences of how obstetrical and embryological knowledge was represented over time in Europe--to both specialists and the public--as medical knowledge came to be produced and understood through anatomical observation.
As the abortion debates witness, perhaps no flesh is more overdetermined with cultural meaning than the female reproductive body. Language and rhetoric have had an important role in framing the debates and shaping attitudes: "pro-choice" versus "abortion," "anti-abortion" rather than "pro-life," "fetus" rather than "baby" or "unborn child," "uterus" rather than "womb." How visual modes of representing obstetrical and embryological information, which have similar consequences in forming both public and professional opinion, shape the politics of the abortion debates has until recently received very little attention.

This groundbreaking book explodes several myths: that selling sex is completely different from any other kind of work; that migrants who sell sex are passive victims; and that the multitude of people out to save them are without self-interest. Laura Agustin makes a passionate case against these stereotypes, arguing that the label 'trafficked' does not accurately describe migrants' lives and that the 'rescue industry' disempowers them. Based on extensive research amongst migrants who sell sex and social helpers, Sex at the Margins provides a radically different analysis. Frequently, says Agustin, migrants make rational choices to travel and work in the sex industry. Although they are treated like a marginalised group they form part of the dynamic global economy. Both powerful and controversial, this book is essential reading for all those who want to understand the increasingly important relationship between sex markets, migration and the desire for social justice.

The aim of this series is to familiarize the audience with privacy principles which form the core of laws in the United States. The series explores the tension between the laws' win goals; first, encourage the open discourse and debate, often involving revolutionary (and expensive) telecommunications technology and second, enforce the right of privacy within the fullest meaning of that term, the right to be let alone. The series traces the evolution of the fundamental right to privacy as first enunciated in deeply English influenced American common law. The sources examined cover the evolution of the concept of the right to privacy as on as integral as the right to control one's own body to the right to not have strangers listen to your telephone calls or read your electronic mail.
These topics establish the bellwether for any study of privacy law as that body of law is shaped by Congress in the area of telecommunications and as delivered by the eminent decisions of the United States Supreme Court over the course of the last two hundred and fifteen years. As the next century rapidly approaches, the right to privacy, the right to be let alone, in a world inundated with innumerable methods of intrusion on personal space becomes an even more germane area of study. The turbulent times of the 1960's in America began the sexual revolution which would roll forward until the mid- 1980's . The 1990's ushered in a series of laws which would change the face of the right to privacy forever. The law and ecology of privacy rights have borne significant developments that preoccupy contemporary American citizens, businesspersons, politicians and scholars alike. This series provides a practicableand scholarly reader of American privacy law for the experienced and novice alike.

A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University While social identity challenges probably confront all school administrators, the authors focus on a doubly marginalized leadership population-Black female principals-whose experiences are rarely tapped. Based on lessons from this study and the literature reviewed, the authors think that leadership preparation programs should give prospective administrators opportunities to gain knowledge and develop skills relevant to navigating their leadership identities. In the age of accountability, and with the pressures placed on the education system to ensure the success of all students, school leaders are under constant scrutiny. The appearance, speech, body language, and interactions of principals with students, parents, teachers, and community members are dissected. Stretching to satisfy expectations, many principals find themselves trying to conform to a predefined image. Work pressures like these prove immeasurably intense for many Black women. Society has subscribed to certain beliefs about different groups, and these beliefs affect the roles, responsibilities, and identities of the individuals. They can have a positive or negative influence. Many principals have created professional identities that they have fine-tuned and learned to steer. Trial and error has helped them learn identity-fitting techniques, while other principals may still be learning how to effectively manage people, address supporters and nonsupporters, and be politically savvy. Regardless of how they develop their identity, principals work toward inventing and branding themselves, fulfilling public identities (e.g., caregiver) and trying out new identities, such as commander-and-chief. Black female principals must navigate their identities as bicultural beings with different stakeholder groups and within work spaces that are traditionally geared to monocultural White males.

A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University While social identity challenges probably confront all school administrators, the authors focus on a doubly marginalized leadership population-Black female principals-whose experiences are rarely tapped. Based on lessons from this study and the literature reviewed, the authors think that leadership preparation programs should give prospective administrators opportunities to gain knowledge and develop skills relevant to navigating their leadership identities. In the age of accountability, and with the pressures placed on the education system to ensure the success of all students, school leaders are under constant scrutiny. The appearance, speech, body language, and interactions of principals with students, parents, teachers, and community members are dissected. Stretching to satisfy expectations, many principals find themselves trying to conform to a predefined image. Work pressures like these prove immeasurably intense for many Black women. Society has subscribed to certain beliefs about different groups, and these beliefs affect the roles, responsibilities, and identities of the individuals. They can have a positive or negative influence. Many principals have created professional identities that they have fine-tuned and learned to steer. Trial and error has helped them learn identity-fitting techniques, while other principals may still be learning how to effectively manage people, address supporters and nonsupporters, and be politically savvy. Regardless of how they develop their identity, principals work toward inventing and branding themselves, fulfilling public identities (e.g., caregiver) and trying out new identities, such as commander-and-chief. Black female principals must navigate their identities as bicultural beings with different stakeholder groups and within work spaces that are traditionally geared to monocultural White males.

This book discusses three possible human enhancement paradigms and explores how each involves different values, uses of technology, and different degrees and kinds of ethical concerns. A new framework is advanced that promotes technological innovation that serves the improvement of the human condition in a respectful and sustainable way.

This collection examines the role of the just war tradition and its criteria in solving pressing present-day challenges. In particular, it deals with three types of challenges to world public order. One is anticipatory self-defense, in which one state attacks another to pre-empt or prevent an attack on itself, as the United States claimed in relation to Iraq in 2003. The second challenge is humanitarian intervention, in which one state attacks another to stop gross, large-scale violations of human rights, as NATO claimed to be doing on behalf of Kosovo in 1999. Both practices may erode world public order, given the normative strength of Article 2(4) of the UN Charter prohibiting the threat or use of force against other states. However, both practices pose dilemmas, in that they also "preserve" world public order by not allowing impunity for human rights abusers or the misuse of international law to the advantage of genuine aggressors. The third challenge is the execution of warfare in a new geopolitical environment characterized by new technologies and asymmetry of belligerents. The chapters in this book, written from a variety of disciplinary perspectives, turn to the just war tradition to attempt to resolve these tensions.

This book was based on a special issue of the "Journal of Military Ethics."

The death penalty has inspired controversy for centuries. Raising questions regarding capital punishment rather than answering them, "Questioning Capital Punishment" offers the footing needed to allow for more informed consideration and analysis of these controversies. Acker edits judicial decisions that have addressed constitutional challenges to capital punishment and its administration in the United States and uses complementary materials to offer historical, empirical, and normative perspectives about death penalty policies and practices. This book is ideal for upper-level undergraduate and graduate classes in criminal justice.

'A comprehensive and important collection that includes essays by some of the leading figures in the field. ...Essential reading for anyone interested in risk assessment.' Professor Kristin Shrader-Frechette, University of Notre Dame 'The editors are to be congratulated for bringing together a distinguished international group of theorists to reflect on the issues. This volume will be sure to raise the level of debate while at the same time showing the importance of philosophical reflection in approaches to the problems of the age.' Professor Jonathan Wolff, University College London This volume brings together top authors from the fields of risk, philosophy, social sciences and psychology to address the issue of how we should decide how far technological risks are morally acceptable or not. The underlying principles are examined, along with methodological challenges, public involvement and instruments for democratization. A strong theoretical basis is complemented by a range of case studies from some of the most contentious areas, including medical ethics and GM crops. This book is a vital new resource for researchers, students and anyone concerned that traditional approaches to risk management don't adequately address ethical considerations.

This is the only such book to be attempted in Australia. It covers over 200 years of history, and includes discussion of sexual exchange in Australia prior to European colonisation. It is relevant to the whole of Australia as well as having a strong international dimension: the content is based on extensive research from archives in all Australian capital cities as well as London and Geneva and draws on oral interviews with women over a period of more than 25 years. It makes extensive use of narratives, individual life stories and the 'voices' of prostitutes to construct an engaging, accessible text.""Selling Sex"" provides the first comprehensive history of prostitution in Australia from before European colonisation to the present, and situates this history within an international context of labour migration and policy formation. It draws on extensive archival research and interviews to chart the ways in which prostitution contributed not just to women's economic survival but also to broader processes of colonisation and nation-building.

Prostitution is strongly embedded in local cultural practices in Cambodia. Based on extensive original research, this book explores the nature of prostitution in Cambodia, providing explanations of why the phenomenon is so widely tolerated. It outlines the background of the French colonial period, with its filles malades, considers the contemporary legal framework, and analyses the motivations for sex work, examining in particular how women become locked into debt bondage. Overall the book provides significant contributions to wider debates about sex work, sex trafficking and the constrained nature of women s choices. "

A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice, Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry? Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a "new" language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.

A volume in Educational Leadership for Social Justice Series Editor Jeffrey S. Brooks, University of Idaho, Denise E. Armstrong, Brock University; Ira Bogotch, Florida Atlantic University; Sandra Harris, Lamar University; Whitney H. Sherman, Virginia Commonwealth University; George Theoharis, Syracuse University The purpose of this book is to examine and learn lessons from the way leadership for social justice is conceptualized in several disciplines and to consider how these lessons might improve the preparation and practice of school leaders. In particular, we examine philosophy, anthropology, sociology, economics, political science, public policy, and psychology. Our contention is that the field of educational leadership might consider taking a step backward in order to take several forward. That is, educational leadership researchers might re-examine social justice, both in terms of social and individual dynamics and as disciplinary-specific, multidisciplinary and interdisciplinary phenomenon. By adopting this approach, we can connect and extend long-established lines of conceptual and empirical inquiry and thereby gain insights that may otherwise be overlooked or assumed. This holds great promise for generating, refining, and testing theories of social justice in educational leadership and will help strengthen already vibrant lines of inquiry. That is, rather than citing a single, or a few, works out of their disciplinary context it might be more fruitful to situate educational leadership for social justice research in their respective traditions. This could be carried out by extending extant lines of inquiry in educational leadership research and then incorporating lessons gleaned from this work into innovative practice. For example, why not more clearly establish lines of educational leadership and justice research into the Philosophy of Social Justice, Economics of Social Justice, Political Studies of Social Justice, Sociology of Social Justice, Anthropology of Social Justice, and the Public Policy of Social Justice as focused and discrete areas of inquiry? Once this new orientation toward the knowledge base of social justice and educational leadership is laid, we might then seek to explore some of the natural connections between traditions before ultimately investigating justice in educational leadership through a free association of ideas as the worlds of practice and research co-construct a "new" language they can use to discuss educational leadership. Such an endeavor may demand reconceptualization of both the processes and products of collaborative research and the communication of findings, but it will demand a breaking-down of methodological and epistemological biases and a more meaningful level and type of engagement between primary and applied knowledge bases.

Durkeim's book on suicide, first published in 1897, is widely regarded as a classic text, and is essential reading for any student of Durkheim's thought and sociological method. This book examines the continuing importance of Durkheim's methodology. The wide-ranging chapters cover such issues as the use of statistics, explanation of suicide, anomie and religion and the morality of suicide. It will be of vital interest to any serious scholar of Durkheim's thought and to the sociologist looking for a fresh methodological perspective.

This book explores the debate between those who argue that globalisation is leading to worldwide cultural homogeneity, with American cultural good predominating, and those who argue that cultural goods are always adapted and contextualised in the particular setting in which they are used. Based on extensive original research on how Japanese adult videos are consumed in Taiwan, it presents a rich picture of how Japanese adult videos are transformed into something Taiwanese, and how they are incorporated into both male and female Taiwanese sexual culture.

This book brings together academics, legal practitioners and activists with a wide range of pro-choice, pro-life and other views to explore the possibilities for cultural, philosophical, moral and political common ground on the subjects of abortion and reproductive justice more generally. It aims to rethink polarized positions on sexuality, morality, religion and law, in relation to abortion, as a way of laying the groundwork for productive and collaborative dialogue. Edited by a leading figure on gender issues and emerging voices in the quest for reproductive justice - a broad concept that encompasses the interests of men, women and children alike - the contributions both search for 'common ground' between opposing positions in our struggles around abortion, and seek to bring balance to these contentious debates. The book will be valuable to anyone interested in law and society, gender and religious studies and philosophy and theory of law.