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 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.

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 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.

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.

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.

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.

The records of Queen Elizabeth's New Year's gift exchanges convey a wealth of information about the late Tudor court. Records of twenty-four exchanges survive from the forty-five years of Elizabeth's reign, naming more than 1,200 participants. The vellum rolls record what was given to the Queen and what she gave in return. The gift rolls convey important information on a broad range of topics, including Elizabethan biography, language, and social and economic conditions, as well as the age's costume, jewellery, and plate, yet they remain largely unstudied by scholars in the many disciplines that would benefit from such evidence. A. Jeffries Collins, the first scholar to undertake a comprehensive analysis of the rolls, lamented more than a half-century ago how little use had been made of them by professional historians. Elizabethan studies rarely cite the substantial and varied information found in these documents, and even that use has been almost wholly restricted to the seven New Year's rolls edited in whole or part to date. This edition opens up their use to scholars by providing complete transcriptions of the extant rolls. They are complemented by five appendices which include biographical sketches of participants with cross references to their titles, a table of court offices with details of participants' offices and occupations, a listing of gift terms and descriptors, and a glossary of unusual or obsolete words found on the rolls.

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.

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.

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!

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.

The Economic Freedom of the World (EFW) index has annually provided a measure of the consistency of a nation's policies and institutions with economic freedom. With data going back to 1970 and coverage of over 100 countries, the EFW index has become an important tool for scholars studying a wide range of economic and social outcomes around the world. This book highlights contributions made to this literature that were published originally in one of the most important journals in this field, the Journal of Private Enterprise, bringing together a wide variety of studies on the role of economic freedom on economic growth, income equality, political freedom and other social goals.