How has the U.S. dealt, throughout its long history, with one of the world's oldest problems? Although poverty has always been part of the human experience, societal reactions and responses to it have been as varied as the condition has been static. Poverty in America has its own turbulent history of causes, effects, and remedies, from debtor's prison to the War on Poverty, from Social Darwinism to Food Stamps. This in-depth encyclopedia covers the entire history of American poverty from all angles--historical, social, cultural, political, spiritual, and literary. How has poverty been defined in America? What has been done to prevent it? How have minority groups been affected? How has the church reacted? And what, if anything, can be done to eliminate it? Poverty in America covers these issues in vivid detail, from the colonial period to the Industrial Revolution to the global economy of the 21st century. Entries include: Affirmative Action American Indians and Poverty Drugs, Alcohol, and the Poor Equal Employment Opportunity The Grapes of Wrath Head Start No Child Left Behind Protest Movements Welfare State Impactful primary document excerpts from key periods throughout American history are also included, providing firsthand accounts from all sides of the issue. A chronology of events and an extensive bibliography round out this fascinating work.

This book focuses on special organizational configurations for schools in diverse parts of the world. Some of these new organizational and institutional designs are called multi-service schools, others are called extended service schools and still others are called community learning centers. While these schools have different names and notable different characteristics, they belong in the same category because of a common feature in their design: they connect schools with once-separate community programs and services.Chief among the prototypes for these new organizational and institutional designs are the ones featured in the book's title. Some are called multi-service schools to indicate that they selectively provide some new programs and services. Others are called extended service schools to indicate that they serve young people beyond the regular school day, seeking influence and control over out-of-school time while enabling alternative teaching-learning strategies, and providing services other than typical "pupil support services." Still others are called community learning centers, a name that showcases the educational functions and priorities of schools and announcing priorities for adult learning and development. Community schools, still called in some places full-service community schools, serves as a prototype that increasingly positions schools as multi-purpose, multi-component, anchor institutions serving identifiable neighborhoods and entire rural communities. The book is structured to enhance understanding of these organizational prototypes and provides comparative social analysis. It also identifies knowledge needs and gaps as well as developmental territory for the future.

This volume details protocols on prion disease from multiple disciplines and highlights the contribution each discipline has made to the understanding of prion disease. Written in the highly successful Methods in Molecular Biology series format, chapters include introductions to their respective topics, lists of the necessary materials and reagents, step-by-step, readily reproducible laboratory protocols, and tips on troubleshooting and avoiding known pitfalls. Authoritative and practical, Prions: Methods and Protocols aims to ensure successful results in the further study of this vital field.

Offers an in-depth report on advanced statistical tools for public health disease surveillance, which is the result of a prestigious World Health Organisation (WHO) and EU Biomed programme initiative. Traditionally, the role of public health disease surveillance has been to identify and evaluate morbidity and mortality but increasingly, more sophisticated methods are being applied as the authorities extend their studies to include control and prevention of disease. This book brings together leading experts to discuss complex methodologies for the statistical evaluation of disease mapping and risk assessment. It includes a broad variety of statistical techniques and where appropriate, examples are included on topical issues such as the analysis of putative health hazards. For easy reference the text is presented in five distinct sections, each with an introductory review:

* Disease Mapping

* Clustering of Disesase

* Ecological Analysis

* Risk Assessment for Putative Sources of Hazard

* Public Health Applications and Case Studies

Representative of the most pertinent issues within disease surveillance and mapping, this book will provide an accessible overview for statisticians and epidemiologists.

This book reveals the life of R. Clay Crawford, his dreams, his schemes, his successes and his failures, as he launched himself into many of the most turbulent episodes of nineteenth-century United States history. Like everyone else, he was born with a family history, not just genetic, but also cultural, determinants; this book therefore reveals the influences on his behavior inherited from his father and his grandfathers. And, again like everyone else, he passed on to his children a model, not just genetic, but cultural. Even so, Clay's story is not just a family affair. Clay was a ""self-made man,"" living in an age when that figure was thought to be a national asset-he thus stands out as a warning that the worship of the ""self-made man"" produces more rogues than Rockefellers.

Three policy innovations at the heart of this book - the Common Core State Standards (CCSS), new Annual Professional Performance Review (APPR), and data driven instruction (DDI) provide a timely opportunity to join school and district improvement and policy implementation research with improvement science. This book is not just a collection of findings about odds-beating schools (those with higher than predicted student performance trends and higher than average poverty and diversity) and their journeys to implement these innovations. It also provides timely perspectives regarding policy innovations and how they might disrupt practice in desirable or undesirable ways. This book offers readers insight into how educators at every boundary-classroom, school, and district interact to make meaning of innovations, both individually and collectively; and also how their meanings and values influence innovation implementation outcomes. The story includes details how policy innovations were tailored to school and district office priorities; the features of these schools' structures, climates, and routines that were conducive to implementation; and how these innovations were able to penetrate the classroom boundaries.

Three policy innovations at the heart of this book - the Common Core State Standards (CCSS), new Annual Professional Performance Review (APPR), and data driven instruction (DDI) provide a timely opportunity to join school and district improvement and policy implementation research with improvement science. This book is not just a collection of findings about odds-beating schools (those with higher than predicted student performance trends and higher than average poverty and diversity) and their journeys to implement these innovations. It also provides timely perspectives regarding policy innovations and how they might disrupt practice in desirable or undesirable ways. This book offers readers insight into how educators at every boundary-classroom, school, and district interact to make meaning of innovations, both individually and collectively; and also how their meanings and values influence innovation implementation outcomes. The story includes details how policy innovations were tailored to school and district office priorities; the features of these schools' structures, climates, and routines that were conducive to implementation; and how these innovations were able to penetrate the classroom boundaries.

This book focuses on special organizational configurations for schools in diverse parts of the world. Some of these new organizational and institutional designs are called multi-service schools, others are called extended service schools and still others are called community learning centers. While these schools have different names and notable different characteristics, they belong in the same category because of a common feature in their design: they connect schools with once-separate community programs and services.Chief among the prototypes for these new organizational and institutional designs are the ones featured in the book's title. Some are called multi-service schools to indicate that they selectively provide some new programs and services. Others are called extended service schools to indicate that they serve young people beyond the regular school day, seeking influence and control over out-of-school time while enabling alternative teaching-learning strategies, and providing services other than typical "pupil support services." Still others are called community learning centers, a name that showcases the educational functions and priorities of schools and announcing priorities for adult learning and development. Community schools, still called in some places full-service community schools, serves as a prototype that increasingly positions schools as multi-purpose, multi-component, anchor institutions serving identifiable neighborhoods and entire rural communities. The book is structured to enhance understanding of these organizational prototypes and provides comparative social analysis. It also identifies knowledge needs and gaps as well as developmental territory for the future.

Redesigning Physical Education is a bold and innovative manifesto for the fundamental redesign of physical education for the twenty-first-century world. Aiming at better outcomes for children, better working conditions for teachers, and innovative solutions to the decline of school PE, it calls for a transnational collective action project based on new research frameworks, stressing the fundamental importance of health-enhancing, life-enriching active participation for all children and young people. Action-oriented and evidence-based, the book examines the key challenges driving change, including the equity agenda, institutionalization, outcome and accountability based teaching, and physical activity requirements in schools. With a truly international scope, the text explores perspectives from the USA, Canada, Scotland, England, Wales, Ireland, New Zealand, Australia, and Italy. This is important reading for students and academics studying and working in physical education, kinesiology, public health, and children's physical activity. It is also a valuable resource for pediatric exercise specialists, especially sport and exercise psychologists.

Redesigning Physical Education is a bold and innovative manifesto for the fundamental redesign of physical education for the twenty-first-century world. Aiming at better outcomes for children, better working conditions for teachers, and innovative solutions to the decline of school PE, it calls for a transnational collective action project based on new research frameworks, stressing the fundamental importance of health-enhancing, life-enriching active participation for all children and young people. Action-oriented and evidence-based, the book examines the key challenges driving change, including the equity agenda, institutionalization, outcome and accountability based teaching, and physical activity requirements in schools. With a truly international scope, the text explores perspectives from the USA, Canada, Scotland, England, Wales, Ireland, New Zealand, Australia, and Italy. This is important reading for students and academics studying and working in physical education, kinesiology, public health, and children's physical activity. It is also a valuable resource for pediatric exercise specialists, especially sport and exercise psychologists.

As novel, complex social problems increase, especially those involving vulnerable people who reside in challenging places, the limitations of conventional research methods implemented by just one or two investigators become apparent. Research and development alternatives are needed, particularly methods that engage teams of researchers in real world problem solving while simultaneously generating practice- and policy-relevant knowledge. Research methods that effectively tap the expertise of everyday people, especially those impacted by these targeted social problems, are a special priority because academic researchers often lack experiential knowledge that stems from direct, everyday encounters with these vexing problems. Participatory action research (PAR) responds to these manifest needs. It provides a methodological structure and operational guidelines for preparing and deploying people from various walks of life as co-researchers, and it provides a proven strategy for generating practice- and policy-relevant knowledge as problem-solving in real world contexts proceeds.

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!

When critics first began to respond to the fiction of Walker Percy, they frequently refarded it as a fiction of ideas. The most significant themes were Percy's religious, philosophical, and cultural beliefs. Such conceptions of the man were grounded in his own essays, a genre which in his hands tended toward the impersonal and the abstract. In time Percy critics like William Rodney Allen began to prove into Percy's biography for resources that verified their intense critical speculations about the background of Percy's fiction. In his childhood was his father's suicide and its significant emergence in his fiction. Percy's biographers have continued this investigation of the father's influence. Jay Tolson deftly represent the theme of the paternal death as a vacuum Percy felt throughout his life, while Bertram Wyatt-Brown studied the Percy family ethos, which he showed to be shadowed for two hundred years by high expectations, depression, and self-destruction. Now, in Still Following Percy, a collection of interrelated essays, Lewis Lawson studies the Percy canon to speculate that an earlier and more fundamental shaping of Walker Percy's character and fictional imagination was his sense of the in adequacy of the relationship with he as an infant had with his mother and of her early death. Lawson argues that the sense of loss led to Percy's tendency to regression, to his need to create his own life narrative in fiction after psychoanalysis had been insufficient as a means of reconstruction, and to his conversion to Roman Catholicism. Lawson interprets Percy's conversion as a statement of the possibility of reconciliation through the transcendent truth.

This collection of interviews supplements "Conversations with Walker Percy" and occasions an additional two dozen pleasurable encounters with Percy. Primarily from the last ten years of Percys life, they show how his presence was stimulating thought in much of humanistic America, in literature, linguistics, psychology, and philosophy, and in cultural life in general.

Although this acclaimed author of "The Moviegoer, Lancelot, " and "Love in the Ruins" never overcame his shyness with interviewers, he continued to grant interviews as long as his health permitted. This act of openness illustrates his humility before his ideas and his desire to help others understand them.

The interviews in this collection show him at a height when he knew that his illness would not allow him to write any more books, and that the only way to restate his ideas and offer a valediction to the large audience to whom he had always been kind, patient, and appreciative was to speak out. Percy d