This is the first full-length biography of Dorothy Morland (1906-99), to date the only female director of the Institute of Contemporary Arts (ICA) in London. Based on unpublished letters and other archival sources, as well as interviews and personal recollections, this book traces her busy private and public life from the 1930s up until the 1990s. It tells the story of one of the unacknowledged contributors to the success of the ICA and to the understanding of the international avant garde in post-war Britain. As a female arts administrator, Dorothy Morland's work has been largely overlooked, and this book aims to highlight her significant contribution to the public understanding of modernism. She was part of a network which included the Surrealist Roland Penrose, art critic Herbert Read, architect Jane Drew and wealthy philanthropists, Peter Gregory and Peter Watson. She was also the protector and advocate for the Independent Group. Dorothy Morland always mixed business with pleasure (dancing with Picasso in Antibes while there on ICA business), and tirelessly oversaw the chaotic organisation that was the ICA in Dover Street from 1950 until 1968. After leaving the ICA she worked hard on assembly the organisation's archives and securing their safekeeping at Tate.

"I count myself as reasonably knowledgeable of black history, but I was almost entirely ignorant of the African American fraternal tradition and its surprising links to the broader freedom struggle. So what a joy it was to read this book. In resurrecting the history of this submerged tradition, the authors have performed a valuable service for all of us interested in the organizational experience of African Americans."--Douglas McAdam, Stanford University

"Long before the twentieth-century Civil Rights movement, the fraternal and sororal organizations of the black community created and recreated sacred spaces of community solidarity and civic courage in the best spirit of American democracy. The authors convert this little-known story into an important chapter of the history of the United States."--Lani Guinier, Harvard Law School

"This valuable study enriches our understanding of the rich fraternal tradition among blacks--alongside those of other Americans--and helps us envision the civic foundations for new efforts to deepen American democracy."--Cornel West, Princeton University, author of "Democracy Matters" and coauthor of "The African-American Century"

"This book will instantly become a standard work and the basis for new research by other scholars in a variety of disciplines."--David Fahey, Miami University of Ohio

"An extraordinary work of historical reconstruction. Skocpol, Liazos, and Ganz have mounted a powerful argument, based on a remarkable collection of data, about the importance for American democracy of the rise, decline, and structure of African American civic membership associations."--Robert C. Lieberman, Columbia University, author of "Shaping Race Policy"

What is the link between working life and the nature of production on the one hand, and the changing organization of the firms and institutions in which work and production take place? In this book leading socio-economic theorists analyse how these have changed over the last two decades. They look at changing employment practices and systems of work, and link these to political, social, and institutional reforms; the degree of continuity and change in working life, the attitudianal and behavioural consequences of recent changes in the world of work, and the implications of these changes for worker health and well-being. The contributions incorporate macro- and micro-level analyses and draw on a range of different and disciplinary approaches, including regulation, institutional, and labour process theory. Contributors include: * Robert Boyer, * J. Rogers Hollingsworth, * Mick Marchington, * Jill Rubery, * Ray Hudson, * Andrew Sayer, * Russell Lansbury, * Erik Olin Wright, * Jamie Peck. Institutions, Production, and Working Life brings together a diverse range of studies, which will be key reading for academics, researchers, and advanced students of industrial sociology, the sociology of work, political economy, social theory, industrial relations, and critical HRM.

This series of original case studies, focusing on the proceedings and wider diplomatic significance of lavish banquets held across the period at iconic New York and London hotels like the Waldorf-Astoria and the Savoy, provides unique insights into the Pilgrims Society's activities. Stephan Bowman challenges existing orthodoxies about the origins of public diplomacy and shows that it was only through the earlier work of semi-official organisations like the Pilgrims Society operating within a state-private nexus that greater governmental involvement in public diplomacy was legitimised.

A comprehensive analysis of the stop & frisk policy, its origins as Chicago's predominant strategy for responding to violence, and its impact on crime and public opinion. Stop & frisk has drawn a great deal of attention-and heated criticism-in recent years, for racial bias in its application and for the often violent and sometimes fatal nature of these encounters. In Stop & Frisk and the Politics of Crime in Chicago, Wesley G. Skogan offers a comprehensive analysis of the stop-and-frisk policy, its origins as Chicago's predominant strategy for responding to violence, and its impact on crime and public opinion. Drawing on a crime database of over 14 million incidents, interviews with 1,450 Chicagoans and 714 police officers, and the author's 30 years of studying, talking to, and riding along with Chicago police officers, Skogan looks at the inner workings of police departments and the history and politics of crime prevention that motivate these policies. Rather than looking at individual stops and how they are handled, he argues for considering stop & frisk as an organizational strategy, intimately tied to the move from reactive to preventive policing. Examining one of America's predominant crime control strategies, this book provides an essential analysis of the origins, implementation, and effects of stop & frisk in Chicago and on urban policing in general.

Now in its 70th edition, The Europa World of Learning is one of the world's leading reference works. Updated to the highest editorial standards, entries are sourced directly from the organizations to ensure accurate and reliable information. The accreditation status of every university and college is verified before its entry is approved. Every type of academic institution is covered, including over: 7,800 universities and colleges 5,800 research institutes 3,400 museums and art galleries 5,000 learned societies 3,600 libraries and archives 850 regulatory and representative bodies Separate chapters for countries from Afghanistan to Zimbabwe each feature an introductory survey of the country's higher education system. A separate section covers international organizations concerned with higher education and scholarship. Subscribers may download these online at www.worldoflearning.com alongside an archive of essays from past editions.

A practical book providing current and potential Incident Commanders with a broad understanding of what is expected of them, and the processes and systems that the British Fire and Rescue Service uses, to safely command an incident. Fire and Rescue Incident Command provides a comprehensive guide to incident ground operations, from small house fires and road traffic accidents, to widespread wildfires, high-rise operations and major transport disasters. It explores: * The tactics and strategies available at an incident * The roles and responsibilities of the Incident Commander and those under his/her command * The legal framework within which fire ground activities must operate * Good communications practice and protocols * The tactics needed to ensure the safety of the public, property and the firefighters on the front line The overall aim of this book is to guide you through some of the key issues that face Incident Commanders in the modern fire and rescue service, to identify good practice, and to present real-life examples of a wide range of incidents and the lessons that can be learned.

In 2019, the American University in Cairo (AUC) celebrates its centenary. Founded on Tahrir Square, the university has been at the center of the intellectual, social, and cultural life of Cairo and Egypt for the last one hundred years, and is hailed as one of the leading academic institutions in the Middle East. AUC's alumni have included diplomats, business leaders, statesmen and stateswomen, Pulitzer Prize-winning journalists, media personalities, filmmakers, revolutionaries, and even a queen. In that time, the university has experienced wars, revolutions, attempted nationalization, bombings, and, in recent times, a wholesale move to a new purpose-built campus in the desert. Utilizing a rich array of photographs, documents, and objects, this book presents one hundred short stories about the life and legacy of this unique and remarkable institution.

The design for Quest to Learn, an innovative school in New York City that offers a "game-like" approach to learning. Quest to Learn, an innovative school for grades 6 to 12 in New York City, grew out of the idea that gaming and game design offer a promising new paradigm for curriculum and learning. The designers of Quest to Learn developed an approach to learning that draws from what games do best: drop kids into inquiry-based, complex problem spaces that are built to help players understand how they are doing, what they need to work on, and where to go next. Content is not treated as dry information but as a living resource; students are encouraged to interact with the larger world in ways that feel relevant, exciting, and empowering. Quest to Learn opened in the fall of 2009 with 76 sixth graders. In their first semester, these students learned-among other things-to convert fractions into decimals in order to break a piece of code found in a library book; to use atlases and read maps to create a location guide for a reality television series; and to create video tutorials for a hapless group of fictional inventors. This research and development document outlines the learning framework for the school, making the original design available to others in the field. Elements in development include a detailed curriculum map, a budget, and samples of student and teacher handbooks.

The lives of the outstanding scholars celebrated in the volume often reveal unexpected personal and professional backgrounds. Taken together they build up a picture of the development of Britain's intellectual life.

Educational institutions, and in particular educational leaders, play critical roles in identifying and rectifying the many inequities that oppress, marginalize, and exclude individual students, educational actors, and some minoritized groups in Canadian education. Leading for Equity and Social Justice provides a deep look at some of these inequities and injustices and offers transformative leadership as one way for leaders to stimulate, support, and foster equitable and socially just practices in educational institutions. This collection emphasizes the systemic nature of inequality and supports the necessity of systemic change to target not only individuals but also structures, policies, and far-reaching practices. Focusing on various marginalized groups - including the Indigenous community, LGBTQ2S+ peoples, refugees, newcomers, and specific groups of teachers - chapters explore transformative leadership in practice and how to achieve inclusion, respect, and excellence in schools. Arguing that leadership involves much more than simply putting policy into practice, Leading for Equity and Social Justice promotes the need for leaders to recognize their role as advocates and activists.

The essays in Nuances of Blackness in the Canadian Academy make visible the submerged stories of Black life in academia. They offer fresh historical, social, and cultural insights into what it means to teach, learn, research, and work while Black. In daring to shift from margin to centre, the book's contributors confront two overlapping themes. First, they resist a singular construction of Blackness that masks the nuances and multiplicity of what it means to be and experience the academy as Black people. Second, they challenge the stubborn durability of anti-Black tropes, the dehumanization of Blackness, persistent deficit ideologies, and the tyranny of low expectations that permeate the dominant idea of Blackness in the white colonial imagination. Operating at the intersections of discourse and experience, contributors reflect on how Blackness shapes academic pathways, ignites complicated and often difficult conversations, and reimagines Black pasts, presents, and futures. This unique collection contributes to the articulation of more nuanced understandings of the ways in which Blackness is made, unmade, and remade in the academy and the implications for interrelated dynamics across and within post-secondary education, Black communities in Canada, and global Black diasporas.

The Union of International Associations (UIA) was founded in 1910, aiming to coordinate the relations and interests of international organizations across the world. Its long history makes it a prism through which to study the field of international organizations and its dynamics. Bringing together experts from fields including history, political science and international relations, architecture, historical sociology, digital humanities and information studies, International Organizations and Global Civil Society is the first scholarly book to cover both the UIA's early years and its more recent past. Key issues explored include the UIA's importance for the field of scientific internationalism, the relations between the UIA and other international organizations, and the changing position of the UIA when facing geopolitical challenges such as totalitarianism, the World Wars and the Cold War. This important book addresses a number of current scholarly concerns: the concept of "global civil society"; the development of international relations as a field of study; the investigation of transnational factors in modern and contemporary history; and the tracing of forerunners to the "information society".

The lives of the outstanding scholars celebrated in the volume often reveal unexpected personal and professional backgrounds. Taken together they build up a picture of the development of Britain's intellectual life.

Despite the proscription of public political debates under colonial rule in Burma, boundary-crossing ventures like the Burma Research Society (founded in 1910) allowed those from different racial and cultural backgrounds to engage in debates about national belonging and identity. At the same time their scholarship generated new historical and cultural knowledge. Such social and intellectual interactions sowed the seeds of nascent nationalism in Burma, not least a unifying Burmano-Buddhist hegemony as promoted by BRS members like J.S. Furnivall and his circle. This was contested by the regional nationalism of San Shwe Bu, with Leslie Fernandes Taylor also warning of the consequences of neglecting the ethnic and linguistic diversity of Burma's many races. With the rise of Rangoon University and popular culture and militant nationalism coming to dominate the social and political landscape by the mid-1930s, the influence of the BRS began to wane. This detailed study of the BRS and its membership, together with an analysis of its published output, contextualizes the Society within its metropolitan and regional setting, as well as drawing on a broader, transnational intellectual landscape. This timely work on the Society's intellectual legacy has the potential to inform current debates in Myanmar at a time when the activities of ultra-nationalist groups threaten other religions and ethnicities' rights as citizens.

With its roots in the German Reformed denomination of Protestantism, Franklin & Marshall College has the distinction of being the first institution of higher learning in America founded (in 1787) for the purpose of educating students of German ethnic background. Liberalizing the Mind is a comprehensive narrative history of Franklin & Marshall College's transformation from that tiny classical college for German American students into one of the nation's preeminent liberal arts institutions. It combines analysis of historical context and institutional development with richly detailed accounts of dramatic periods such as the Civil War and the rebellious 1960s.

In January 1995, fighting broke out between Ecuadorian and Peruvian military forces in a remote section of the Amazon. It took more than three years and the interplay of multiple actors and factors to achieve a definitive peace agreement, thus ending what had been the region's oldest unresolved border dispute. This conflict and its resolution provide insights about other unresolved and/or disputed land and sea boundaries which involve almost every country in the Western Hemisphere. Drawing on extensive field research at the time of the dispute and during its aftermath, including interviews with high-ranking diplomats and military officials, Power, Institutions, and Leadership in War and Peace is the first book-length study to relate this complex border dispute and its resolution to broader theories of conflict. The findings emphasize an emerging leadership approach in which individuals are not mere captives of power and institutions. In addition, the authors illuminate an overlap in national and international arenas in shaping effective articulation, perception, and selection of policy. In the "new" democratic Latin America that emerged in the late 1970s through the early 1990s, historical memory remains influential in shaping the context of disputes, in spite of presumed U.S. post-Cold War influence. This study offers important, broader perspectives on a hemisphere still rife with boundary disputes as a rising number of people and products (including arms) pass through these borderlands.

For more than two centuries in which Catholicism was illegal in Scotland, the Scots Colleges abroad operated as a sixth Scottish university. During this time the university s alumni, individually and collectively, helped to ensure the survival of Catholicism in Scotland through political and military activity as well as missionary work. Earlier scholarship has treated the colleges individually and overlooked the degree to which the university corpus formed coherent networks which, over two centuries, made significant contributions to greater European cultural and intellectual movements. Through a number of examples, a picture is given of the hitherto little recognised Scottish Catholic contribution to developments in the Arts, Humanities and Sciences in the seventeenth and eighteenth centuries.

In early modern Europe, fundamental geographical as well as religious certainties became unstable. At the intersection of the two stood sacred geography. This book examines the scope and content of this early modern scholarly genre, which engaged many of Europe s leading scholars. On the one hand, 'geographia sacra' is analyzed in the context of antiquarian scholarship. Equipped with newly-developed sophisticated tools, scholars compiled, measured, and meticulously documented biblical and ecclesiastical space. On the other hand, this study argues, 'geographia sacra' was never detached from present concerns, and took part in confessional debates over scriptural authority, papal legitimacy, and the authenticity of liturgy. Hence today s interest in the notions of sacred space and spatiality had a lively, controversial, and crucial precedent in the sixteenth and seventeenth centuries. "Scientific and Learned Cultures and Their Institutions," 2

"Descartes among the Scholastics" takes the position that philosophical systems cannot be studied adequately apart from their intellectual context: philosophers accept, modify, or reject doctrines whose meaning and significance are given in a particular culture. Thus, the volume treats Cartesian philosophy as a reaction against, as well as an indebtedness to, scholastic philosophy and touches on many topics shared by Cartesian and late scholastic philosophy: matter and form, causation, infinity, place, time, void, and motion; the substance of the heavens; principles of metaphysics (such as unity, principle of individuation, truth and falsity). One moves from within Cartesian philosophy and its intellectual context in the seventeenth century, to living philosophical debate between Descartes and his contemporaries, to its first reception. "Scientific and Learned Cultures and Their Institutions," 1