These insightful essays, remarkably free of the jargon endemic to the social sciences, will enrich academic libraries' psychology reference collections. "Wilson Library Bulletin"

"Women in Psychology" is unique in that it is the first bio-bibliographic sourcebook on historical and contemporary women in psychology. It documents, preserves, and makes visible the diversity and excellence of women's contributions to the discipline. Separate chapters evaluate and provide a critical lens through which to view the contributions of 36 women, to the evolution of psychology. "Women in Psychology" is an especially rich bibliographic resource not only through references at the end of each chapter but through a separate five-part bibliographic chapter that identifies the most important books and other sources of information on women in psychology and references to autobiographical and biographic information on 185 women contributors.

The book contains an overview chapter describing the rigorous selection process employed, a chapter on award-winning contributions of women as recognized by the American Psychological Association and the American Psychological Foundation, and appendicies on birth years, place of birth, and major fields. This volume will be useful to historians of psychology, to scholars of women's history and the psychology of women, and to all psychologists and students of psychology. It will also be well received by public and private libraries.

Offering more than 400 street-lit titles, this guide helps readers' advisors and other librarians to better understand the genre and collect and recommend titles ranging from romance and coming-of-age stories to action stories and erotica. Street lit is also known to its enthusiastic readers as "urban fiction," "ghetto lit," "hip-hop lit," and "gangsta lit." No matter what it's called, it remains one of the most significant and increasingly popular forms of modern literature. This text provides a much-needed resource guide to this vibrant genre. In this title, more than 400 entries appear in eleven chapters, each focusing on a different subgenre of street lit. The author has organized titles by popular subgenres and themes, such as prison life and urban erotica, to help librarians more easily identify read-alikes. Urban Grit: A Guide to Street Lit also contains practical tips on integrating these books into an existing collection or library program and meeting challenges that may arise in the process.

This work is both a theoretical and empirical analysis of the growing use of ideological control in business and administrative organizations. The empirical studies reported in this volume were conducted in different types of organizations and in different countries (Poland, the United States, and Sweden). Throughout this unique examination, the author emphasizes the role of ideologies as vehicles for organizational change--not, as traditionally seen, as instruments for maintaining the status quo.

A revealing biography of Kanye West explores the artist—and the man. Kanye West is a star. His music has jumped from sensation to staple in the rap industry, while his personality, his philosophies, and his willingness to speak out for what he believes in regularly place him at the center of controversy. Kanye West: A Biography traces the star's life from his birth through the present day to paint a detailed picture of the artist and the man. Raised by a single mother who was an English professor in Chicago, West admits he came from "the wrong side of the mall" rather than the wrong side of the tracks. His name, his style, and the way he conducts his business are unique. His thoughtful reflections in interviews reveal a complex man few have taken the time to understand. This biography looks at that multifaceted star, exploring his career as singer and producer, but also looking at the forces that prepared him to chase his dreams—and chase off anyone who stood in his way.

This book examines the evolution of federal disaster relief policy, assesses problems with current policy, and provides an understanding of the issues likely to be involved in future deliberations about federal policy. While examining its formulation, May describes this policy making in two different political environments: the charged atmosphere immediately following the catastrophe and, secondly, the calm between catastrophes. Local, state, and federal government conflicts are illustrated in a case study of Mount St. Helens; intergovernmental partnerships in this arena are discussed in relation to other relief efforts. May stresses the political implications of disaster relief in his analysis of the electoral benefits and influence politicians derive from their attempts to influence federal disaster relief efforts. Finally he addresses the economic considerations and future directions for federal disaster relief policy. Three distinct policy approaches and their tradeoffs provide an overview of the options for future policy making.

The past three decades of research on human motivation have presented theories of cognitive decision-making that fail to account for numerous behavioral paradoxes such as the disproportional rise in motivation following the reduction in anxiety. This text provides empirical evidence and a broad theoretical framework for integrating cognitive, emotional and motivational psychology though a systems-oriented perspective.

"Permissible Computing in Education" defines and investigates the relationship between computer applications and current values and assumptions regarding computers. In addition, the author analyzes the consequences of this relationship in order to make recommendations for future computer applications to educational settings. Ragsdale first analyzes the psychology behind computer implementation in education. He examines present assumptions in educational computing and describes the evaluation of educational and computer needs. Various types of equity, including racial and sexual, possible through computer uses are addressed. Other chapters examine courseware development; artificial intelligence; appropriate programming and writing; student, teacher, and parent participation; and teacher training and research.

American women have made significant contributions to the field of photography for well over a century. This bibliography compiles more than 1,070 sources for over 600 photographers from the 1880s to the present. As women's role in society changed, so did their role as photographers. In the early years, women often served as photographic assistants in their husbands' studios. The photography equipment, initially heavy and difficult to transport, was improved in the 1880s by George Eastman's innovations. With the lighter camera equipment, photography became accessible to everyone. Women photographers became journalists and portraitists who documented vanishing cultures and ways of life. Many of these important female photographers recorded life in the growing Northwest and the streets of New York City, became pioneers of historic photography as they captured the plight of Americans fleeing the Dust Bowl and the horrors of the concentration camps, and were members of the Photo-Secessionist Movement to promote photography as a true art form. This source serves as a checklist for not only the famous but also the less familiar women photographers who deserve attention.

Relying heavily on primary literary sources and archaeological scholarship, this study sheds new light on the development of towns in early England from late Roman to late Anglo-Saxon times. After a discussion of the problems of urban definition and typology, Russo examines the background of Romano-British urbanism in its prime and in its late Roman transformations. He demonstrates that late Roman towns were virtually abandoned before the Anglo-Saxon invasions. The emporia--new types of Anglo-Saxon towns--are analyzed on the basis of written and archaeological evidence and are compared with continental emporia. Finally, the origin and growth of the Anglo-Saxon burgh is considered from its eighth-century Mercian beginnings to the better known cases of King Alfred and his successors.

This book was written for sociologists concerned with education, but should be read by anyone interested in learning disability as a concept, either from a practical or theoretical standpoint. It is especially recommended for special educators and other professionals concerned with children who experience difficulties in school learning, as well as for the parents of such children. . . . Carrier has written an intelligent, well-documented, and important book that should provoke a great deal of controversy for some time to come. Contemporary Sociology James G. Carrier presents a detailed historical description of the social and educational assumptions integral to the idea of learning disability. Drawing upon the works of leading authorities in the field, Carrier addresses a number of questions from an essentially Marxist perspective. His discussion revolves around the way in which social order structures reality, how that structured reality affects daily social practices, and how this, in turn, perpetuates the social structure which conditioned the practices in the first place. Dividing his discussion into three parts, Carrier first examines the contrast between structure and process in the theory of learning disability espoused by Burke and Boudrieu, moves on to consider the structural approach to the content and meaning of the theory, and finally provides a processualist consideration of why different groups came to support it. Finally, the author presents some of his conclusions about the conflict he has described.

Winner of the 2016 NAGC Curriculum Studies Award In I, Me, You, We: Individuality Versus Conformity, students explore essential questions such as “How does our environment shape our identity? What are the consequences of conforming to a group? When does social conformity go too far?� This unit, developed by Vanderbilt University’s Programs for Talented Youth and aligned to the Common Core State Standards (CCSS), includes a major emphasis on rigorous evidence-based discourse through the study of common themes across rich, challenging nonfiction and fictional texts. The unit guides students to examine the fine line of individuality versus conformity through the related concepts of belongingness, community, civil disobedience, questioning the status quo, and self-reliance by engaging in creative activities, Socratic seminars, literary analyses, and debates. Lessons include close-readings with text-dependent questions, choice-based differentiated products, rubrics, formative assessments, and ELA tasks that require students to analyze texts for rhetorical features, literary elements, and themes through argument, explanatory, and prose-constructed writing. Ideal for pre-AP and honors courses, the unit features short stories from Kurt Vonnegut and Ray Bradbury, poetry from Emily Dickinson and Maya Angelou, art by M. C. Escher and Pablo Picasso, and primary source documents from Plato, Eleanor D. Roosevelt, William Bradford, Ralph Waldo Emerson, and Henry David Thoreau. Grades 6-8

Superheroes are enjoying a cultural resurgence, dominating the box office and breaking out of specialty comics stores onto the shelves of mainstream retailers. A leading figure behind the superhero Renaissance is Grant Morrison, long-time architect of the DC Comics' universe and author of many of the most successful comic books in recent years. Known for his anarchic original creations - Zenith, The Invisibles, The Filth, We3 - as well as for his acclaimed serialized comics - JLA, Superman, Batman, New X-Men - Morrison has radically redefined the superhero archetype. Known for his eccentric lifestyle and as a practitioner of ""pop magic,"" Morrison sees the superhero as not merely fantasy but a medium for imagining a better humanity. Drawing on a variety of analytical approaches, this first-ever collection of critical essays on his work explores his rejuvenation of the figure of the superhero as a means to address the challenges of modern life.

A distinguished scholar has responded to generic issues of probation's function during a period of growing emphasis on punishment and incarceration for criminal behavior. Primary concern is with present criminal justice perspectives on felons that affect probation activities. This thoughtful book reviews the literature, particularly Petersilia and Rand Corporation research, and poses critical correctional questions. . . . Sensitive to current conceptual ambiguity, Champion carefully defines key terms consistently used to develop perspectives on offenders' dispositions. Although the discussions may be too brief for some readers, the final chapter does focus attention on major issues, states fundamental problems, and provides a forward-looking vision for probation. The book has excellent organization. The bibliography offers a comprehensive listing of essential sources. "Choice"

Felony probation as a solution to severe prison crowding is a moral, ethical, and legal problem, but as Champion notes, almost no alternatives exist. This volume assesses the pros and cons of the growing use of felony probation as a rehabilitative tool and as a functional alternative to alleviate prison overcrowding, and examines the models that provide a framework for understanding this pervasive problem. This comprehensive text will aid law enforcement officials, probation and parole officers, social workers, and teachers of probation-parole corrections courses. Champion's discussion begins with a detailed account of probation in the United States. Included are the history, philosophy, and function of probatiion, as well as an analysis of probation models. Next, the author explores U.S. courts and judges, covering topics such as felony trends in the U.S., plea bargaining, and sentencing. Prison overcrowding is discussed, including the measures and types of overcrowding. An analysis of the dangers of prison overcrowding follows which includes coverage of recidivism, selective incapacitation, and public risk. Finally, Champion explores the future of felony probation and assesses the moral, ethical, and legal issues surrounding felony probation.

“This book is unprecedented in the field in its approach and content. . . . A  must for the serious student in African American studies.�—Delores P. Aldridge, Emory University The emergence of African American studies in the 1970s filled a critical gap in higher education. Now a prominent scholar who has helped to define the contours of that field integrates personal reflection with an analysis of its development to recount the political, cultural, and intellectual issues that helped shape the discipline. A participant in the Black Student Movement in its early years, Perry A. Hall provides an insider's look at the struggle to persuade academia to accept the mission of Black Studies and the struggle inside the movement to define its objectives. He examines how the discipline evolved within the context of the wider social revolution changing the face of America, showing how the presence of blacks on campuses brought about the need for new perspectives in college curricula. And because African American Studies today represents a variety of approaches, he examines how they evolved and how they interact both within the field and with other areas of knowledge. Hall critiques the popular "Afrocentric" approach in African American Studies, arguing that it is not synonymous with the discipline overall. He develops an alternative "transformationist" paradigm that builds on the idea of double-consciousness advanced by W. E. B. Du Bois and shows how it can be used to sort out conceptions of black identity that have emerged from sociology and psychology. He explores the importance of vernacular culture—especially popular music—in creating unique frames of reference for African Americans and also applies his paradigm to education and public policy analysis. An important intellectual autobiography, Hall's work shows how insights gleaned over thirty years can be applied in the vineyards of academia today. Its message speaks clearly to scholars of his own generation and today's, and shows how African American Studies can continue to be relevant in the next century. The Author: Perry A. Hall is associate professor of African and Afro-American Studies at the University of North Carolina–Chapel Hill and a former member of the executive board of the National Council for Black Studies. His articles have appeared in Western Journal of Black Studies, Word: A Black Culture Journal, Journal of Negro Education, and the Black Studies Handbook.

In the period between the Civil War and World War I, German universities provided North American women with opportunities in graduate and professional training that were not readily available to them at home. This training allowed women to compete to a greater degree with men in increasingly professionalized fields. In return for such opportunities, these women played a key role in opening up German universities to all women. Many devoted the rest of their lives to creating better research and graduate opportunities for other women, forever changing the course of higher education in North America.

This study provides accounts of the incredible barriers encountered by these first women students in Europe. It documents their perseverance and hard-won triumphs and includes as well the stories of the progressive men who mentored them and fought for their rights to higher education. Never before has documentation of so many North American students at German-speaking universities been included in one volume. This collection of stories from women across disciplines makes it possible to assess the truly remarkable nature of their combined contributions to higher education and research in North America and Europe.

Native American reservations on the Northern Plains were designed like islands, intended to prevent contact or communication between various Native peoples. For this reason, they seem unlikely sources for a sense of pan-Indian community in the late-nineteenth and early-twentieth centuries.

But as Frank Rzeczkowski shows, the flexible nature of tribalism as it already existed on the Plains subverted these goals and enabled the emergence of a collective "Indian" identity even amidst the restrictiveness of reservation life. Rather than dividing people, tribalism on the Northern Plains actually served to bring Indians of diverse origins together.

Tracing the development of pan-Indian identity among once-warring peoples, Rzeczkowski seeks to shift scholars' attention from cities and boarding schools to the reservations themselves. Mining letters, oral histories, and official documents--including the testimony of native leaders like Plenty Coups and Young Man Afraid of His Horses--he examines Indian communities on the Northern Plains from 1800 to 1925. Focusing on the Crow, he unravels the intricate connections that linked them to neighboring peoples and examines how they reshaped their understandings of themselves and each other in response to the steady encroachment of American colonialism.

Rzeczkowski examines Crow interactions with the Blackfeet and Lakota prior to the 1880s, then reveals the continued vitality of intertribal contact and the covert--and sometimes overt--political dimensions of "visiting" between Crows and others during the reservation era. He finds the community that existed on the Crow Reservation at the beginning of the twentieth century to be more deeply diverse and heterogeneous than those often described in tribal histories: a multiethnic community including not just Crows of mixed descent who preserved their ties with other tribes, but also other Indians who found at Crow a comfortable environment or a place of refuge. This inclusiveness prevailed until tribal leaders and OIA officials tightened the rules on who could live at--or be considered--Crow.

Reflecting the latest trends in scholarship on Native Americans, Rzeczkowski brings nuance to the concept of tribalism as long understood by scholars, showing that this fluidity among the tribes continued into the early years of the reservation system. Uniting the Tribes is a groundbreaking work that will change the way we understand tribal development, early reservation life, and pan-Indian identity.

Since its development in the late seventies, the author's Semi-Automated Full Battery system of using word processor and codified statements to write psychological test reports and do psychological test analysis has been expanded considerably. This volume reviews this material, unique in that it is a carefully codified actuarial system for psychological test interpretation coupled with ready-to-go narrative statements that can be blended into psychological test reports. The Full Battery Codebook is a collection of works that originated from the Semi-Automated Full Battery and has been expanded to include not only additional tests, but stepped-down versions of computer programs.

Nearly twice the size of its predecessor, this revised edition of August's landmark work contains more than 1,000 entries that cover such subjects as men's awareness, health, and rights; heterosexuality; homosexuality; minority males; patriarchy; fathers; socialization of males; sports; the arts; humor; war and peace; and victims and victimizers. It is the first book-length bibliography of the new men's studies in existence. An extensive list of books from the widely publicized and controversial mythopoetic wing of men's studies covers such works as Robert Bly's Iron John. Each entry is fully annotated and describes the book's content and (where appropriate) its political stance. A unique feature of the annotations is the attention given to misandry or anti-male sexism, which portrays males as inherently evil or masculinity as irrevocably corrupted. Intended to complement library holdings on women's studies, the book is aimed at upper-level educators interested in reviewing current trends in men

Daniel Goleman, the literary catalyst for worldwide interest in emotional intelligence, sets the stage for this groundbreaking book in his foreword explaining its landmark importance. People can be educated to be more emotionally intelligent, and this particular type of education takes place through a specific type of parenting at home, formal education at school, and training and coaching at work. As a result of this education, extensively described in this comprehensive book, people's lives can be improved; they can become more effective, productive and content in what they do. Some of the best known researchers, professors and practitioners worldwide team up in this work to recognize and reflect the rapidly growing global interest in scientifically-based applications of emotional intelligence in education, to show readers the diverse applications of EI, and to guide them in applying what is known about this topic. The breadth of coverage, array of experts, international scope and clear, practical tone of this book will appeal to parents, educators, psychologists, counselors, trainers, and corporate coaches, mental health and human resource practitioners and healthcare providers. Parents and educators need to perform their caregiving roles and teach with emotional intelligence if children are to develop the skills and discernment needed to cope with the complexities of an increasingly globalized world. Workplaces that apply emotional intelligence are more pleasant places in which to work, provide a more fulfilling experience for employees and are, in the end, more productive organizations. Emotional intelligence can be developed by most individuals to increase performance in manyareas of life. And a growing body of evidence indicates EI skills may improve physical health, as well as mental health. This book will become a benchmark for future researchers and practitioners.

This is the first study of the reform oratory of the "silver-tongued" temperance leader, Frances Willard. It provides a critical analysis of the speaking style of this influential late nineteenth century suffragette, prohibitionist, and leader of women. This work also provides texts of representative speeches, a chronology of important speeches, and a bibliography of primary and secondary sources. The critical analysis points first to Frances Willard's belief in evolutionary Christianity and the equal treatment of women as the basis for her oratory. The study then examines how women's broadening concerns for reform were justified as a response to women's needs to protect their homes. Her campaigns for the Woman's Christian Temperance Union and "the woman question" and her speeches calling for changes on behalf of labor and to overcome poverty also figure prominently in the analysis. The eloquent speaking style which conveyed her passionate interest in these issues is then exemplified by the texts of six speeches made between 1874 and 1897. As part of Greenwood's Great American Orators Series, this study is intended for students and professionals in rhetoric and communications, women's studies, and history focusing on American reform movements.

"A History of Children" investigates the treatment of children throughout the millennia, examining and comparing, in the timeline from prehistory to the present, cultural codes, and societal laws. A recurrent theme in the book is the unchanging, immutable nature of childhood despite epochal and societal differences in birth rituals, education, puberty rituals, inheritance laws, child labor legislation, cultural customs, and historical events that have affected the lives of children over the last 5000 years. Despite the cruelties of infanticide, abandonment, and slavery that continue to have a presence in the modern world, the love and regard for children have not changed drastically. The authors reveal the impact of laws, religions, pedagogues, medicine, advocates, and the rogues of history--plagues, tyrants, wars, superstitions, poverty and famines--on the lives of children. They paint a composite portrait of the child within the broad swatches of early civilizations, the Classical and Patristic periods, the medieval and Renaissance epochs, the Reformation, Revolutionary periods, and the past century--all with the intent to inform the reader of the past and to prepare for the future.