Citizenship and Sustainability in Organizations: Exploring and Spanning the Boundaries is the introductory book in the series of the same name and draws upon new conceptual thinking from some of the leading contributors to The Journal of Corporate Citizenship on topics of social responsibility, organizational citizenship, influencing and leading change for sustainability and individual agency. Chapter authors are influential thinkers, pushing the boundaries of conventional thinking about corporate citizenship and sustainability to generate innovative ideas, models and practices. The book's core message is that the contexts within which organizations and individuals act are undergoing significant change and disruption. Existing corporate social responsibility (CSR), corporate citizenship and business sustainability models and frameworks need to be adapted, abandoned or transformed. This book represents a starting point for dialogue about these challenges and presents commentaries, debates, essays and insights that aim to be provocative and engaging, raise some of the important issues of the day and provide observations on what may be too new yet to be the subject of detailed empirical and theoretical studies. The book is aimed at researchers, students and practitioners in the fields of corporate citizenship, sustainability, CSR, business ethics, corporate governance and critical management and leadership studies.

Citizenship and Sustainability in Organizations: Exploring and Spanning the Boundaries is the introductory book in the series of the same name and draws upon new conceptual thinking from some of the leading contributors to The Journal of Corporate Citizenship on topics of social responsibility, organizational citizenship, influencing and leading change for sustainability and individual agency. Chapter authors are influential thinkers, pushing the boundaries of conventional thinking about corporate citizenship and sustainability to generate innovative ideas, models and practices. The book's core message is that the contexts within which organizations and individuals act are undergoing significant change and disruption. Existing corporate social responsibility (CSR), corporate citizenship and business sustainability models and frameworks need to be adapted, abandoned or transformed. This book represents a starting point for dialogue about these challenges and presents commentaries, debates, essays and insights that aim to be provocative and engaging, raise some of the important issues of the day and provide observations on what may be too new yet to be the subject of detailed empirical and theoretical studies. The book is aimed at researchers, students and practitioners in the fields of corporate citizenship, sustainability, CSR, business ethics, corporate governance and critical management and leadership studies.

This book focuses on individuals' acts perceived as international terrorism and on states' acts perceived as state support, emphasising on the legal aspects of military responses and discussing political, economic, and cultural dimensions as they bear on the feasibility of the possible response.

Concerned with pedagogy and the learning achievement of both girls and boys, this book examines international trends in subject performance throughout schooling and looks critically at a range of interventions in difference contexts and countries, all aimed at enhancing equity in schools and higher education institutions. The book argues that pedagogy can not be isolated from the overarching gender-education system. What can be done, it claims, is that teachers can be provided with a range of pedagogic strategies which can be used to make education, as it is experienced by students and reflected in their achievements, more just.

Gay Ethics is an anthology that addresses ethical questions involving key moral issues of today--sexual morality, outing, gay and lesbian marriages, military service, anti-discrimination laws, affirmative action policies, the moral significance of sexual orientation research, and the legacy of homophobia in health care. It focuses on these issues within the social context of the lives of gay men and lesbians and makes evident the ways in which ethics can and should be reclaimed to pursue the moral good for gay men and lesbians. Gay Ethics is a timely book that illustrates the inadequacies of various moral arguments used in regard to homosexuality. This book reaches a new awareness for the standing and treatment of gay men and lesbians in society by moving beyond conventional philosophical analyses that focus exclusively on the morality of specific kinds of sexual acts, the nature of perversion, or the cogency of scientific accounts of the origins of homoeroticism. It raises pertinent questions about the meaning of sexuality for private and public life, civics, and science.Some of the issues covered: Sexual Morality Outing Same-Sex Marriage Military Service Anti-Discrimination Laws Affirmative Action Policy The Scientific Study of Sexual Orientation Bias in Psychoanalysis Homophobia in Health Care Gay Ethics presents a wide range of perspectives but remains united in the common purpose of illuminating moral arguments and social policies as they involve homosexuality. The chapters challenge social oppression in the military, civil rights, and the social conventions observed among gay men and lesbians themselves. This book is applicable to a broad range of academics working in gay and lesbian studies and because of its current content, is of interest to an educated lay public. It will be a standard reference point for future discussion of the matters it addresses.

Covering the latest advances in CNS drug development, this book will guide all those involved in pre-clinical to early clinical trials. The authors describe how recent innovations can accelerate the development of novel CNS compounds, improve early detection of efficacy and toxicity signals, and increase the safety of later-stage clinical trials.

The current crisis in the drug development industry is critically reviewed, as well as the steps needed to correct the problems, including new government-backed regulations and industry-based innovations designed to accelerate CNS drug development in the future.

Animal-based models of major CNS disorders are described in detail, and the ability of the latest in vitro and computer-based models to simulate CNS disease states and predict drug efficacy and side-effects are examined. Particular attention is given to the growing use of biomarkers and how they can be used effectively in early human trials as signals of potential drug efficacy, as well as the increasingly important role of imaging studies to guide dose selection. Cognitive assessments that can be useful indicators of effect in patient populations are also discussed.

Written by a team of clinical scientists involved in CNS drug trials for over 20 years, and based on a wealth of drug development and clinical trial experience, "Critical Pathways to Success in CNS Drug Development"is full of practical advice for successfully designing and executing CNS drug trials, avoiding potential pitfalls, and complying with government regulations

Learn, reflect, and grow from 40 true stories of caring school leadership during times of crisis Each crisis brings its own issues and unique traumas, and when they happen, most leaders handle the moment by leaning into triage and logistics. This book suggests focusing on more-specifically, on the people they serve. Are you up to the task? These 40 real stories, from a wide range of schools and settings during many types of crises, show how caring school leadership adopted caring people-first strategies. This book will help you and your teams be inspired to prepare for, perhaps prevent, respond to, and recover from your own school crises. Within these pages, you will find: An introduction to what crisis and caring school leadership means Helpful lists to guide caring leadership practices A review of current crisis management literature Questions, reflection, and prompts to engage with story learnings Prepare now to be the concerned, caring, and constant leader your school will need when crises come as well as making your leadership and school more caring when those same crises subside.

Principles and possibilities to inform and inspire caring in your leadership practices! Do you feel like something is missing in today's schools? Do you feel student success is too focused on academic accountability, test scores, and college readiness? Recalibrate your leadership with the help of this book to promote the practice of caring which, with academic rigor, is essential to effective schooling. Caring School Leadership is a research-based collection of ideas, principles, and values illustrated with numerous examples and stories that will inform, inspire, and guide you. Evaluate your current leadership practice and evolve to lead in the way to which you aspire. In addition to insights and lessons about caring from educators and human service professions like nursing and ministry, readers will be introduced to themes of * Caring in interpersonal relationships with students * Cultivating schools as caring environments * Fostering caring in families and communities

This volume provides an analysis of what we know about turning around "failing" schools in the United States. It starts with an in-depth examination of the barriers that hinder action on turnaround work. The book analyses the reasons why some schools that find themselves in serious academic trouble fail in their efforts to turn themselves around. Beginning with a discussion of what may best be described as "lethal" reasons or the most powerful explanation for failed reform initiatives, which include an absence of attention to student care and support; a near absence of attention to curriculum and instruction; the firing of the wrong people. Covered in this volume are "critical" explanations for failed turnaround efforts such as failure to attend to issues of sustainability, and "significant" explanations for failed turnaround efforts such as the misuse of test data. The volume concludes by examining what can be done to overcome problems that cause failure for turnaround schools and reviewing ideas in the core technology of schooling: curriculum, instruction, and assessment. As well as exploring problems associated with the leadership and management of schools to see where improvement is possible and an analysis of opportunities found in relationships between schools and their external partners such as parents and community members.

This book constitutes the refereed proceedings of the workshops held withthe 17th International Conference on Image Analysis and Processing, ICIAP 2013, held in Naples, Italy, in September 2013. The proceedings include papers from the five individual workshops focusing on topics of interest to the pattern recognition, image analysis, and computer vision communities, exploring emergent research directions or spotlight cross-disciplinary links with related fields and / or application areas."

"While feminist critics have re-invented the canon, studies of male authors have remained oddly ungendered. The authors in Peter Murphy's enlightening collection hold male authors up to a gender lens' to explore how in their lives and in their texts, these writers were working out issues of masculinity and sexuality. The refreshing results cross all boundaries cultural, sexual, even disciplinary."
--Michael S. Kimmel, SUNY, Stony Brook, Editor, "Men's Lives" and "Men Confront Pornography"

We are just beginning to understand masculinity as a fiction or a localizable, historical, and therefore unstable construct. This book points the way to a much-needed interrogation of the many modes of masculinity, as represented in literature. Both women and men who are engaged in critical thinking about genders and sexualities will find these essays always thoughtful and often provocative.
--Thas E. Morgan, Associate Professor of English, Arizona State University

Peter Murphy has assembled an innovative, challenging, and important set of contributions to a growing field of inquiry into constructions of masculinities in literature, inspired principally by feminist and gay studies. Illuminatingly crossing lines of genders, sexualities, cultures, and methodologies, "Fictions of Masculinity" greatly advances our understanding of representations of men, masculinities, misandry, and misogyny in a wide range of literary works and genres, and helps us to imagine (and thereby ultimately bring about) alternative constructions.
--Harry Brod, Editor, "The Making of Masculinities: The New Men's Studies," "A Mensch Among Men: Explorations in Jewish Masculinity, and Theorizing Masculinities,"

Women writing about women dominates contemporary work on sexuality. Men have been far more willing to discuss female sexuality than male sexuality, while the most radical and insightful analyses of male sexuality have come from women. When men consider the issue of female sexuality they often speak from assumptions of security about their own unexamined sexuality. This book maintains that men have to interrogate their own sexuality if there is to be a revision of phallocentric discourse; and, that this revision of masculinity must be done in dialogue with women.

The essays included in this collection examine the deep structure of masculine codes. They ask the question Who are the men in modern literature? Examining the force of the dominant values of Western masculinity, they synthesize insights from feminism, psychoanalysis, post-structuralism, and new historicism. These perspectives help explain how male sexuality has been structured by fictional representations.

By examining the images of masculinity in modern literature, the essays explore traditional and non-traditional roles of men in society and in personal relationships. They look at how men are represented in literature, the fiction of manhood. They attempt to unravel the assumptions behind these representations by looking at the implications of this imagination. And they speculate on possibilities for creating a new imaginary of masculinity by identifying what literature has to say about that change.

With analyses of a range of genres (novels, poetry, plays and autobiography), Western and Third World literatures, and theoretical perspectives, "Fictions of Masculinity" provides a significant contribution to thisrapidly growing field of study.
Contributors are: David Bergman (Towson State University), Miriam Cooke (Duke University), Martin Danahy (Emory University), Richard Dellamora (Trent University, Ontario), Leonard Duroche (University of Minnesota), Jim Elledge (Illinois State University), Alfred Habegger (University of Kansas), Suzanne Kehde (California Polytechnic University, San Luis Obispo), David Leverenz (University of Florida), Christopher Metress (Wake Forest University), Peter F. Murphy (SUNY, Empire State College), Rafael Prez-Torres (University of Pennsylvania), David Radavich (Eastern Illinois University), and Peter Schwenger (St. Vincent University, Nova Scotia).

Apocalypticism is not a peripheral topic in biblical studies. It represents the central, characteristic transformation of Hebrew thought in the period of the Second Temple. It therefore constituted the worldview of Jesus, Paul, and the earliest Christians, and it is the context in which the New Testament books were written. In this volume, Frederick Murphy defines apocalypticism while discussing its origins, where it comes into play in the Hebrew Bible, and how it relates to Jesus and the New Testament.

This book examines the evolution of schooling from bureaucracy and hierarchy to post-industrial schools, and places teachers' leadership on center stage at the same time. That is, it asks teachers to deepen leadership in their classrooms and with other teachers. The book carries education and schooling from formal control to a social influence process and addresses the deeply rooted difficulty of focusing too much energy on content. It reveals the strong power of internal and external context and helps educators implant the idea of the school not as a fixed, immutable home, but as a relatively deep social process. It shows how co-leadership comes alive in schools. Communities of schooling is one of the three most critical developments in education in the last 140 years. When it is linked with the two other fundamental reorientations in schooling - "dispersed ownership" and "constructivist work" - it becomes the most powerful force in education since the 1700s. This book shows how communities of schooling replace the earlier pillars of "learning as telling," "hierarchy of control," and "non-democratic influence." The work also explains the meaning and understanding of school work as a social influence process where all school-based educators exert power, but at different levels. The idea of enhancing individual and collective capacity through interdependency, shared work, and collective responsibility is unpacked.

Real-life examples to inform and inspire caring in your leadership practices! The practice of caring is essential to effective schooling. Published as a companion to Caring School Leadership, this comprehensive resource of powerful, real-life stories will make clear the connection between caring leadership and student academic success and well-being. Stories of Caring School Leadership includes a guide for using the stories in self-directed reflection and learning, for educators practicing in schools and professional preparation programs. Readers will find stories that * will help aspiring and practicing leaders reflect upon and further develop caring as a quality of their leadership * affirm the importance of caring as a fundamental quality of school leadership * provide examples of caring school leadership in action that can be analyzed, reflected upon, and used to develop practice Stories have the power to inform and inspire. The stories in this book are evidence of what is possible when caring leadership is practiced in our schools.

This text uses original essays, cases, and materials to study the very enterprise by which a constitution is interpreted and a constitutional government created. It explores the American polity as both a constitutional and democratic entity. This volume is organized around a set of basic interrogatives: What is the constitution that is to be interpreted? Who are its authoritative interpreters? How should they go about their interpretive tasks? The new edition has been updated to include important new cases decided through June 2018, including Masterpiece Cakeshop, Ltd. v. Colorado Civil Rights Commission and National Institute of Family and Life Advocates v. Becerra. To maintain brevity, the authors have removed a number of cases from the casebook and placed them on the accompanying website.

This book directs educators on how to experience new levels of engagement and growth by seeing things from a student perspective. It shows readers how to transform the learning environment into a challenging, cohesive, and satisfying model for growth and outcome, and how to build a culture of support, safety, and membership through academic excellence.

The seminal work on homeless students and our responsibility to educate them School-aged children in homeless families and independent homeless youth represent the fastest-growing population of homeless individuals in the United States. This volume brings the issue to light with substantial and far-reaching research that describes the plight of these children, the legal framework surrounding the issue, and educators' roles in teaching homeless children. Homelessness Comes to School also outlines effective intervention programs and provides specific guidelines for teaching homeless students. Topics covered include: - A history of homelessness, including its demographic patterns, causes, and impact on society - The various programs schools have implemented to address homeless children's needs - How schools, parents, and external community agencies can work together to educate homeless students Evaluating the scope of the problem and developing interventions for these students at risk must be a priority for service providers and policy makers. This resource will give all involved parties a well-grounded understanding of homelessness and guidelines for working together toward a solution.

'Beginning with a remarkably comprehensive and accessible analysis of the gap's causes, the book offers a refreshingly balanced, evidence-based, state-of-the-art outline of productive solutions that should inform the work of all educational stakeholders' - Ken Leithwood, Professor, OISE/University of Toronto 'No one is better positioned than Joseph Murphy to provide lessons for education leaders on this important topic' - Andrew Porter, George and Diane Weiss Professor of Education , University of Pennsylvania 'For too long, the achievement gap has been proclaimed, discussed, and then dismissed as a subject of despair. Seldom has it been systematically defined, placed in historical perspective, or positively addressed. Through thorough scholarship, comprehensive knowledge, and creativity, this book fills that void' - James W. Guthrie, Patricia and Rodes Hart Professor of Educational Leadership and Public Policy, Vanderbilt University 'While offering no simple pathway to progress, this book reminds us how much more we can do to close achievement gaps' - Michael S. Knapp, Director Center for the Study of Teaching & Policy, University of Washington Distinguished researcher Joseph F. Murphy has gathered and analyzed the most up-to-date research and data to help headteachers understand what the achievement gap is, why it persists, and what teachers can do about it. This comprehensive handbook: - Examines external factors that contribute to achievement gaps, such as socioeconomic status, family environment, racism, and individual differences - Covers internal factors such as instruction, school culture, and school support - Provides strategies for addressing both internal and external factors to make an impact.

Longstanding cultural heritages about the nature of knowledge continue to dominate Western education. Yet the ways of knowing represented through teaching and workplace practices, including assessment, and their relationship to views of learning, are often ignored in debates about learning. This book provides a rich collection of readings that challenge traditional understandings of knowledge and the view of mind that underpins them. It offers socioculturally informed alternatives and tools for innovating change and transforming practice that value different ways of knowing, embracing those that learners bring to educational and workplace settings.

The book takes forward thinking about curriculum in a number of unique and important ways. It adopts a relational view of learning and knowledge, covers educational and workplace learning, and examines knowledge from a sociocultural perspective where learner identities are conceived as forms of competency or knoweldge. It presents challenging ways of thinking about knowledge and learning and considers how to enact these in practice. Drawing from the international literature, this book will be essential reading for students of curriculum, learning and assessment in all sectors from primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will also be of interest to a wide range of professionals involved with the processes of curriculum, learning and the practice of teaching and assessment.

It will be relevant to those in work-based and professional education and training and informal educationsl settings, as well as traditional educational institutions at all levels. A unique collection in a field that is underrepresented, it will also be of interest to an academic audience.

Lead your students to success through masterful reading programs!

The success of students almost always depends upon their mastery of literacy during the early years of school. This groundbreaking text demonstrates how the development of literacy during the crucial preK-3 years is fundamentally related to school leadership. Principals, administrators, policymakers, and instructors will all benefit from the 20 years? worth of research-based and tested information that Murphy compiles.

Leadership for Literacy features a comprehensive approach to studying the link between leadership and literary instruction. Four primary areas of scholarship?instructional leadership, quality instruction, school effectiveness, and successful reading programs?are examined.

This resource provides school leaders with the tools they need to:

· Achieve quality literacy programs through effective leadership

· Focus on the mastery of literacy among young children

· Influence the political decisions that affect literacy programs

· Prevent literacy problems in students before they lead to school failure

· Reach at-risk students and students of all levels and backgrounds

Leadership for Learning does more than just prove the connection between leadership and literacy instruction; it demonstrates how successful literacy programs can become a reality in all schools.

About the Author: Joseph Murphy is a professor of education at Peabody College of Education at Vanderbilt University. He is also chair of the Interstate School Leaders Licensure Consortium (ISLLC).

By examining ideas about learning that transcend typical boundaries, such as school/workplace or home/school, this book emphasies the socially negotiated and embedded nature of meaning-making and how learners learn to use the cognitive tools of their cultural community through participation in social activity. The editors argue that this is the means by which individual agency is extended and learners' identities, as forms of competency, are transformed.

The book locates sociocultural understanding in a wide theoretical frame and demonstrates its implications for learning and assessment generally, covering a range of educational and workplace setttings. The contributions challenge ways of understanding learning and thinking about practice, both teaching and assessment.

Drawing on the international literature, this book is essential reading for students of curriculum, learning and assesment in all sectors from pre-primary to further and higher education. It is suitable as a core text for masters and taught doctorate programmes. It will be of interest to a range of professionals involved with curriculum, learning and the practice of teaching and assessment.

It is also relevant to those in work-based and professional education and training, and informal educational settings. A unique collection in a field that is underrepresented, it will also be of interest to an acadmeic audience.

The Human Genome Project is an expensive, ambitious, and controversial attempt to locate and map every one of the approximately 100,000 genes in the human body. If it works, and we are able, for instance, to identify markers for genetic diseases long before they develop, who will have the right to obtain such information? What will be the consequences for health care, health insurance, employability, and research priorities? And, more broadly, how will attitudes toward human differences be affected, morally and socially, by the setting of a genetic "standard"? The compatibility of individual rights and genetic fairness is challenged by the technological possibilities of the future, making it difficult to create an agenda for a "just genetics." Beginning with an account of the utopian dreams and authoritarian tendencies of historical eugenics movements, this book's nine essays probe the potential social uses and abuses of detailed genetic information. Lucid and wide-ranging, these contributions will interest bioethicists, legal scholars, and policy makers. Essays: "The Genome Project and the Meaning of Difference," Timothy F. Murphy "Eugenics and the Human Genome Project: Is the Past Prologue?," Daniel J. Kevles "Handle with Care: Race, Class, and Genetics," Arthur L. Caplan "Public Choices and Private Choices: Legal Regulation of Genetic Testing," Lori B. Andrews "Rules for Gene Banks: Protecting Privacy in the Genetics Age," George J. Annas "Use of Genetic Information by Private Insurers," Robert J. Pokorski "The Genome Project, Individual Differences, and Just Health Care," Norman Daniels "Just Genetics: A Problem Agenda," Leonard M. Fleck "Justice and the Limitations of Genetic Knowledge," Marc A. Lappe This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1994.

This textbook provides a theoretical framework for considering past and current developments in research into views of the mind and of learning. Controversial aspects of learning theories are examined, in particular the differing perspectives on the process of knowledge construction. The implications of the various theories for assessment practice are also made explicit. The text illustrates the way different theories lead to particular models of curriculum assessment, using examples from different phases of education. The final part of the book explores learning and assessment processes derived from particular views of learning knowledge. Learners, Learning and Assessment is a Course Reader for The Open University course E836 Learning Curriculum and Assessment.

Evidence increasingly points to a direct link between the curriculum leadership provided by educational leaders and the overall effectiveness of schools. Written by the primary architect of PSEL, educational leadership expert Joseph F. Murphy, this authoritative guide to understanding and applying the standards explores the new emphasis on leadership of learning, school culture and diversity, professional norms of educational leadership as well as teacher quality and caring support. Written for higher education faculty, professional development providers, and school and district leaders, this comprehensive manual will power the educational leadership profession through the challenges of the next decade and beyond.