The tragic and fascinating history of the first epic struggle between white settlers and Native Americans in the early seventeenth century: "a riveting historical validation of emancipatory impulses frustrated in their own time" (Booklist, starred review) as determined Narragansett Indians refused to back down and accept English authority. A devout Puritan minister in seventeenth-century New England, Roger Williams was also a social critic, diplomat, theologian, and politician who fervently believed in tolerance. Yet his orthodox brethren were convinced tolerance fostered anarchy and courted God's wrath. Banished from Massachusetts Bay Colony in 1635, Williams purchased land from the Narragansett Indians and laid the foundations for the colony of Rhode Island as a place where Indian and English cultures could flourish side by side, in peace. As the seventeenth century wore on, a steadily deepening antagonism developed between an expansionist, aggressive Puritan culture and an increasingly vulnerable, politically divided Indian population. Indian tribes that had been at the center of the New England communities found themselves shunted off to the margins of the region. By the 1660s, all the major Indian peoples in southern New England had come to accept English authority, either tacitly or explicitly. All, except one: the Narragansetts. In God, War, and Providence "James A. Warren transforms what could have been merely a Pilgrim version of cowboys and Indians into a sharp study of cultural contrast...a well-researched cameo of early America" (The Wall Street Journal). He explores the remarkable and little-known story of the alliance between Roger Williams's Rhode Island and the Narragansett Indians, and how they joined forces to retain their autonomy and their distinctive ways of life against Puritan encroachment. Deeply researched, "Warren's well-written monograph contains a great deal of insight into the tactics of war on the frontier" (Library Journal) and serves as a telling precedent for white-Native American encounters along the North American frontier for the next 250 years.

During the nineteenth century there was a huge increase in the level and types of gambling in Thailand. Taxes on gambling became a major source of state revenue, with the government establishing state-run lotteries and casinos in the first half of the twentieth century. Nevertheless, over the same period, a strong anti-gambling discourse emerged within the Thai elite, which sought to regulate gambling through a series of increasingly restrictive and punitive laws. By the mid-twentieth century, most forms of gambling had been made illegal, a situation that persists until today. This historical study, based on a wide variety of Thai- and English-language archival sources including government reports, legal cases and newspapers, places the criminalization of gambling in Thailand in the broader context of the country's socio-economic transformation and the modernization of the Thai state. Particular attention is paid to how state institutions, such as the police and judiciary, and different sections of Thai society shaped and subverted the law to advance their own interests. Finally, the book compares the Thai government's policies on gambling with those on opium use and prostitution, placing the latter in the context of an international clampdown on vice in the early twentieth century. During the nineteenth century there was a huge increase in the level and types of gambling in Thailand. Taxes on gambling became a major source of state revenue, with the government establishing state-run lotteries and casinos in the first half of the twentieth century. Nevertheless, over the same period, a strong anti-gambling discourse emerged within the Thai elite, which sought to regulate gambling through a series of increasingly restrictive and punitive laws. By the mid-twentieth century, most forms of gambling had been made illegal, a situation that persists until today. This historical study, based on a wide variety of Thai- and English-language archival sources including government reports, legal cases and newspapers, places the criminalization of gambling in Thailand in the broader context of the country's socio-economic transformation and the modernization of the Thai state. Particular attention is paid to how state institutions, such as the police and judiciary, and different sections of Thai society shaped and subverted the law to advance their own interests. Finally, the book compares the Thai government's policies on gambling with those on opium use and prostitution, placing the latter in the context of an international clampdown on vice in the early twentieth century.

This book examines US recourse to military force in the post-9/11 era. In particular, it evaluates the extent to which the Bush and Obama administrations viewed legitimizing the greater use-of-force as a necessary solution to thwart the security threat presented by global terrorist networks and WMD proliferation.

This book examines US recourse to military force in the post-9/11 era. In particular, it evaluates the extent to which the Bush and Obama administrations viewed legitimizing the greater use-of-force as a necessary solution to thwart the security threat presented by global terrorist networks and WMD proliferation.

During the nineteenth century there was a huge increase in the level and types of gambling in Thailand. Taxes on gambling became a major source of state revenue, with the government establishing state-run lotteries and casinos in the first half of the twentieth century. Nevertheless, over the same period, a strong anti-gambling discourse emerged within the Thai elite, which sought to regulate gambling through a series of increasingly restrictive and punitive laws. By the mid-twentieth century, most forms of gambling had been made illegal, a situation that persists until today. This historical study, based on a wide variety of Thai- and English-language archival sources including government reports, legal cases and newspapers, places the criminalization of gambling in Thailand in the broader context of the country's socio-economic transformation and the modernization of the Thai state. Particular attention is paid to how state institutions, such as the police and judiciary, and different sections of Thai society shaped and subverted the law to advance their own interests. Finally, the book compares the Thai government's policies on gambling with those on opium use and prostitution, placing the latter in the context of an international clampdown on vice in the early twentieth century.

Dunes is the first book in over a decade to incorporate the latest research in this active and fast-developing field. It discusses the shapes, sizes, patterns, distribution, history and care of wind-blown dunes, and covers all aspects of dunes, terrestrial and in the Solar System. * The only book to cover all dunes, terrestrial and in the Solar System, in deserts, on coasts, and in the past * Represents the most current update on the research of dunes for over a decade * Incorporates the latest research to come out of China where the field is most rapidly expanding * Discusses the most recent range of skills and technology now focused on the study of dunes * Brings up-to-date a rapidly expanding field

James Carey -- scholar, media critic, and teacher of journalists -- almost single-handedly established the importance of defining a cultural perspective when analyzing communications. Interspersing Carey's major essays with articles exploring his central themes and their importance, this collection provides a critical introduction to the work of this significant figure.

Long before the "interpretive turn" became the fashion in the humanities and sociology, Carey was busily studying and combining the ideas of an impressive array of philosophers, sociologists, historians, and anthropologists, including John Dewey, Clifford Geertz, Raymond Williams, Thomas Kuhn, Max Weber, C. Wright Mills, Richard Rorty, Jurgen Habermas, Harold Innis, and Lewis Mumford. In James Carey: A Critical Reader, seven scholars who have been influenced by him consider his work and how it has affected the development of media studies.

Carey has demonstrated that mass communications serve a complex function in society, with one central question reflecting his concerns: How does one make democracy work in a vast country that spans a continent? In his view, symbols, language, and those who create them are reality-creating, rather than reality-reflecting. Carey has examined the roles the media and the academy have played in creating and maintaining a public sphere, as well as the ways technology helps or hinders that project. Carey's themes range from the strains on democracy and drawbacks of technology to the critique of journalism and the politics of academe.

Habitat Conservation examines the relationship between habitat and ecosystem dynamics. Over the last decade scientists have made advances in their understanding of this relationship and this has had major impacts on their approach to nature conservation management.
In many habitats conservation management needs to take into account the physical dynamic processes such as the impact of air, soil and water as well as the biological processes.
Covering habitats ranging from mountains to floodplains to coastal dunes and rivers this text discusses:

• how the biological and physical processes interact in each habitat
• explores the current and future impact of global warming and sea-level rise and;
• uses case studies to demonstrate how different habitats can be naturally managed and restored.

Written by geomorphologists, hydrologists, climatologists and limnologists this is a fundamental text for masters and undergraduate students studying nature conservation, habitat ecology and environmental management. It will also be essential reading for all conservationists, environmental consultants, managers and engineers.

Improving education outcomes for Black students begins with resisting racist characterizations of blackness. Chezare A. Warren, a nationally recognized scholar of race and education equity, emphasizes the imperative that possibility drive efforts aimed at transforming education for Black learners. Inspired by the "freedom dreaming" of activists in the Black radical tradition, the book is comprised of nine principles that clarify how centering possibility actively refuses limitations for what Black people can create, accomplish, and achieve. This interdisciplinary volume also features over 30 original images, poems, and lyrics by Black artists from around the United States, each helping to breathe new life into the concept of possibility and its relevance to remaking Black children's experience of school. Warren draws on research in history, cultural studies, and sociology to cast a vision of Black education futures unencumbered by antiblackness and white supremacy. This justice-oriented text will inspire innovative solutions to eliminating harm and generating education alternatives Black students desire and deserve.Book Features: Describes practical, antideficit approaches to educating Black children, youth, and young adults. Focuses on productively reorienting visions, philosophies, and rationales guiding contemporary Black education transformation work. Includes relatable stories and anecdotes written in a conversational style. Filled with provocative pieces of original art by Black artists, such as paintings, drawings, photographs, mixed media, spoken word, poems, and song lyrics.

Dunes is the first book in over a decade to incorporate the latest research in this active and fast-developing field. It discusses the shapes, sizes, patterns, distribution, history and care of wind-blown dunes, and covers all aspects of dunes, terrestrial and in the Solar System. * The only book to cover all dunes, terrestrial and in the Solar System, in deserts, on coasts, and in the past * Represents the most current update on the research of dunes for over a decade * Incorporates the latest research to come out of China where the field is most rapidly expanding * Discusses the most recent range of skills and technology now focused on the study of dunes * Brings up-to-date a rapidly expanding field

Historically, white women have had a tremendous influence on establishing the ideological, political, and cultural scaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender, feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many more white women teachers than males or non?white teachers, thus making it imperative to better understand the nature of white women's work in culturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacher dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of color. While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research?supported professional development resources for a white woman?dominated profession. To that end, the book's contributors present critical insight for creating cultural contexts for learning conducive to effective cross?cultural and cross?racial teaching. Chapters in the first section explore white women's role in establishing and maintaining school environments that cater to Eurocentric sensibilities and white racial preferences for learning and social interaction. Authors in the second section discern the implications of white images, whiteness, and white racial identity formation for preparing and professionally developing white women teachers to be effective educators. Chapters in the third section of the book emphasize the centrality of race in negotiating academic interactions that demonstrate culturally responsive teaching. Each chapter in this book is written to investigate the intersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching in multiethnic environments. In addition, the book offers solution?oriented practices to equip white women (and any other reader) to respond appropriately and adequately to the needs of racially diverse students in American schools.

Historically, white women have had a tremendous influence on establishing the ideological, political, and cultural scaffold of American public schools. Pedagogical orientations, school policies, and classroom practices are underwritten by white, cisgender, feminine, and middle to upper class social and cultural norms. Labor trends suggest that students of color are likely to sit in front of many more white women teachers than males or non?white teachers, thus making it imperative to better understand the nature of white women's work in culturally diverse settings and the factors that most profoundly impact their effectiveness. This book examines how white women teacher dispositions (i.e. knowledge, beliefs, and skills) intersect (and/or interact) with their racial identity development, the concept of whiteness, institutional racism, and cultural perspectives of racial difference. All of which, as the authors in this volume argue, matter for nurturing a teaching practice that leads to more equitable schooling outcomes for youth of color. While it is imperative that the field of education recruits and retains more nonwhite teachers, it is equally important to identify research?supported professional development resources for a white woman?dominated profession. To that end, the book's contributors present critical insight for creating cultural contexts for learning conducive to effective cross?cultural and cross?racial teaching. Chapters in the first section explore white women's role in establishing and maintaining school environments that cater to Eurocentric sensibilities and white racial preferences for learning and social interaction. Authors in the second section discern the implications of white images, whiteness, and white racial identity formation for preparing and professionally developing white women teachers to be effective educators. Chapters in the third section of the book emphasize the centrality of race in negotiating academic interactions that demonstrate culturally responsive teaching. Each chapter in this book is written to investigate the intersectionality of race, cultural responsive pedagogies, and teaching identities as it relate to teaching in multiethnic environments. In addition, the book offers solution?oriented practices to equip white women (and any other reader) to respond appropriately and adequately to the needs of racially diverse students in American schools.

Chezare A. Warren chronicles the transition of a cohort of young Black males from Urban Prep Charter Academy for Young Men to their early experiences in higher education. A rich and closely observed account of a mission-driven school and its students, Urban Preparation makes a significant contribution to our understanding of how young males of color can best be served in schools throughout the United States today. A founding teacher at Urban Prep, Warren offers a detailed exploration of what this single-sex public high school on the South Side of Chicago has managed to accomplish amid profoundly challenging circumstances. He provides a comprehensive portrait of the school-its leaders, teachers, and professional staff; its students; and the community that the school aims to serve-and highlights how preparation for higher education is central to its mission. Warren focuses on three main goals: to describe Urban Prep's plans and efforts to prepare young Black males for college; to understand how race, community, poverty, and the school contributed, in complex and interrelated ways, to the academic goals of these students; and to offer a wide-ranging set of conclusions about the school environments and conditions that might help young Black males throughout the country succeed in high school and college.