Are American schools socially just institutions? Using the methods of political philosopher John Rawls, this book answers this question by arguing for four principles that express the basic purposes that Americans hold for their schools principles of Personal Liberty, Democracy, Equal Opportunity, and Economic Growth. These principles are then used to analyze current controversies in American education policy and practice about curriculum content, instructional methods, education standards, civic education, control of schools, and school finance. It concludes that in each arena prevailing practice falls to attain Americans' political ideals for their schools and suggests strategies for remedying that failure.

The utterances of those entitled to speak for different groups of Christians on the industrial problem are scattered over many books, journals and pamphlets. The attempts of industrialists to show the way towards its solution, in Britain and the Dominions, and in the United States, have been many and various. What is offered here is a statement of the Christian ideal - The Kingdom of God, a collection of representative Christian utterances on what its realization today would mean, and a selection of attempts which are being made or suggested to move towards its realization in practice.

Are American schools socially just institutions? Using the methods of political philosopher John Rawls, this book answers this question by arguing for four principles that express the basic purposes that Americans hold for their schools--principles of Personal Liberty, Democracy, Equal Opportunity, and Economic Growth. These principles are then used to analyze current controversies in American education policy and practice about curriculum content, instructional methods, education standards, civic education, control of schools, and school finance. It concludes that in each arena prevailing practice falls to attain Americans' political ideals for their schools and suggests strategies for remedying that failure.

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!

Process-oriented climatic fluvial geomorphology is the focus of Geomorphic Responses to Climate Change. This book, originally published in 1991, develops concepts through discussion of climate-induced changes in fluvial-systems of four field areas' traverse and coastal ranges of California, the southern and basin and range province of North America, Israel and the Sinai Peninsula of Egypt and New Zealand. The book emphasizes the importance of lithography and structure. Vegetation and soil-profile development are key topics in all chapters because they greatly influence erosion and deposition. The basic topics of climate and paleoclimateology, vegetation, soil genesis, and geochronology are discussed in each chapter as essential background and to assess the responses of geomorphic processes to climate change. Descriptions of current climates are compared with paleoclimatic inferences. The book is written primarily for graduate students and professionals; however, it may also be useful as an undergraduate text because the concepts it presents are essential to many types of geomorphic analysis. Dr. Bull is an applied geologist educated at Colorado and Stanford University. He taught geomorphology in the Geosciences Department at the University of Arizona for 28 years. He has spent 12 years studying land subsidence with the Water Resources Division of the U. S. Geological Survey.

Are American schools socially just institutions? Using the methods of political philosopher John Rawls, this book answers this question by arguing for four principles that express the basic purposes that Americans hold for their schools principles of Personal Liberty, Democracy, Equal Opportunity, and Economic Growth. These principles are then used to analyze current controversies in American education policy and practice about curriculum content, instructional methods, education standards, civic education, control of schools, and school finance. It concludes that in each arena prevailing practice falls to attain Americans' political ideals for their schools and suggests strategies for remedying that failure.