Former Secretary of State for Education Kenneth Baker claims that secondary education has become a five-year programme with a single, narrow aim: to prepare pupils for high-stakes GCSE exams at 16. From 2015, all young people will be legally required to stay in education or training until they are 18. Kenneth Baker sees this as a historic opportunity to re-think the aims and structure of English education. He argues that the National Curriculum should extend only to the age of 14 and that there should be four distinct pathways from 14-18 to take account of young people's emerging interests talents and ambitions: Liberal Arts; Technical; Sports and Creative Arts; and Career. All pathways will provide a broad education, but each will have a distinctive character matched to the talents and ambitions of individual students. In 14-18 - A New Vision for Secondary Education, Kenneth Baker builds a compelling case for reform, with contributions from a range of educationalists who draw on the history of English education, practice elsewhere in the world, and their experiences. An essential read for anyone interested in the future of secondary education.

Asia's 'Memory Problem' is unique. Chinese, Japanese and Koreans assign great significance to their national pasts; disagreements about one another's history and commemorative practices are heated and affect diplomatic and economic relationships. Honour and shame societies teach their members to think about the past differently than do societies of dignity and guilt. In Northeast Asia, the events judged most negative reveal weakness or incompetence, and they induce shame. For this reason, the Western 'politics of regret', which include practices based on violations of dignity and a sense of collective guilt, cannot be directly generalized to Northeast Asian cultures. These cultures are, thus, privileged sites for the study of memory. In no other regional setting is the interdependence of history, commemoration and belief so significant and problematic. In no other setting is the Memory Problem so acute.

Five in-depth case studies reveal the innovative practices that position U.S. community colleges as pathways to quality employment.     In America’s Hidden Economic Engines, editors Robert B. Schwartz and Rachel Lipson spotlight community and technical colleges as institutions uniquely equipped to foster more equitable economic growth across America’s regions. As Schwartz and Lipson show, these colleges are the best-placed institutions to reverse the decades-long rise in US economic inequality by race, class, and geography.     In the book, Harvard Project on Workforce researchers introduce detailed case studies of five institutions—Lorain County Community College in Ohio, Mississippi Gulf Coast Community College, Northern Virginia Community College, Pima Community College in Arizona, and San Jacinto Community College in Texas—that show what is possible when governments, employers, and communities invest in their community colleges’ economic and workforce development mission.     These case studies reveal key institutional policies and practices, leadership behaviors, and organizational structures of successful collaborations between colleges and their regional partners in the public and private sector. Each case underscores how, although community colleges face distinct challenges based on local context, successful schools demonstrate a consistent focus on economic mobility and good jobs across all their programs and activities. In a concluding chapter, the editors champion community colleges as the most critical institutions for the future of US workforce development policy. 

Sea and Land provides an in-depth environmental history of the Caribbean to ca 1850, with a coda that takes the story into the modern era. It explores the mixing, movement, and displacement of peoples and the parallel ecological mixing of animals, plants, microbes from Africa, Europe, elsewhere in the Americas, and as far away as Asia. It examines first the arrival of Native American to the region and the environmental transformations that followed. It then turns to the even more dramatic changes that accompanied the arrival of Europeans and Africans in the fifteenth century. Throughout it argues that the constant arrival, dispersal, and mingling of new plants and animals gave rise to a creole ecology. Particular attention is given to the emergence of Black slavery, sugarcane, and the plantation system, an unholy trinity that thoroughly transformed the region's demographic and physical landscapes and made the Caribbean a vital site in the creation of the modern western world. Increased attention to issues concerning natural resources, conservation, epidemiology, and climate have now made the environment and ecology of the Caribbean a central historical concern. Sea and Land is an effort to integrate that research in a new general environmental history of the region. Intended for scholars and students alike, it aims to foster both a fuller appreciation of the extent to which environmental factors shaped historical developments in the Caribbean, and the extent to which human actions have transformed the biophysical environment of the region over time. The combined work of eminent authors of environment and Latin American and Caribbean history, Sea and Land offers a unique approach to a region characterized by Edenic nature and paradisiacal qualities, as well as dangers, diseases, and disasters.

The Institute for Amorphous Studies was founded in 1982 as the international center for the investigation of amorphous mate rials. It has since played an important role in promoting the und er standing of disordered matter in general. An Institute lecture series on "Fundamentals of Amorphous Materials and Devices" was held during 1982-83 with distinguished speakers from universities and industry. These events were free and open to the public, and were attended by many representatives of the scientific community. The lectures themselves were highly successful inasmuch as they provided not only formal instruction but also an opportunity for vigorous and stimulating debate. That last element could not be captured within the pages of a book I but the lectures concentrated on the latest advances in the field I which is why their essential contents are he re reproduced in collective form. Together they constitute an interdisciplinary status report of the field. The speakers brought many different viewpoints and a variety of back ground experiences io bear on the problems involved I but though language and conventions vary I the essential unity of the concerns is very clear I as indeed are the ultimate benefits of the many-sided approach."

Originally compiled and published in 1979, this volume contains six plays of Arthur Murphy: The Apprentice; The Upholsterer; The Old Maid; The Citizen; No One's Enemy but His Own; Three Weeks After Marriage.

A wonderfully engaging and accessible book, Who Cares? emphasizes finding humane responses to developmentally and physically disabled individuals that are community driven rather than solely reliant on problem-solution oriented social service organizations. David Schwartz examines the roles of both informal communities and sectarian communities for

Originally compiled and published in 1979, this volume contains six plays of Arthur Murphy: The Apprentice; The Upholsterer; The Old Maid; The Citizen; No One's Enemy but His Own; Three Weeks After Marriage.

The twenty million students now pursuing higher education in America are paying more than history, culture and the consumer price index can possibly justify, while the product they are purchasing is one that has become systematically debased. General education has been depreciated, core curricula eroded, expectations (at all levels) reduced. Slightly above half of the currently-enrolled students are graduating and only half of those are finding employment commensurate with what was once understood to be an authentic college education. Many are saddled with crippling debt, a particularly cruel reality for those who are unemployed or underemployed and unable to remove their debts via bankruptcy. Commentators now refer to the college campus as a country club or a daycare facility, one that is populated by a host of counselors, tutors and hand-holders who serve an often unprepared or underprepared student body. Remedial courses are commonplace, even with the systematic reduction of expectations. Among competing nations, international tests place our 15 year-olds no higher than 19th in three critical categories. Many now speak of "K-16 education" as our colleges replicate the atmosphere and behaviors of our grammar and high schools. How did we reach this point? How did the erosion of faculty and curricular authority occur within our institutions of higher learning? What roles were played by the radical students of the 1960s? How did our colleges of education contribute to the problem? How did corporatist administrators replace academic leaders and leverage ideologies to extend bureaucracy, attract and secure tuition dollars at any intellectual cost and create self-serving career paths for individuals running across the cracking ice of ineptitude and a lack of personal commitment? Most important, how can we reverse this process, recapture the relevant strengths of past practices, escape the gray vocationalism we now encounter at every turn and return to principles and standards that can legitimately be termed authentic? How can we save the previously-marginalized students who suffer the most within the current system? These are the questions posed by this book.

We live in an age when it is not uncommon for politicians to invoke religious doctrine to explain their beliefs and positions on everything from domestic to foreign policy. And yet, many of us would be hard pressed to pinpoint the exact source of these political beliefs in the religious texts that are said to have spawned them. In Politics in the Hebrew Bible: God, Man, and Government, Kalman J. Kaplan and Matthew B. Schwartz offer a genre-straddling examination of the political themes in the Jewish Bible. By studying the political implications of 42 biblical stories (organized into the categories Social Order, Government and Leadership, Domestic Relations, Societal Relations, Morale and Mission, and Foreign Policy), the authors seek to discern a cohesive political viewpoint embodied by the Jewish Bible. Throughout the text, the views put forth in the Jewish Bible are compared to those put forth by Greco-Roman philosophers in order to argue that the Bible offers a worldview that fosters a "high degree of creative individualism within a supportive non-chaotic and well-functioning society". Kaplan and Schwartz are generous with their explanations of Greco-Roman philosophical concepts in the introductory chapters and with giving background information about the biblical stories engaged in the text.

This book offers a new approach by combining the disciplines of history, psychology, and religion to explain the suicidal element in both Western culture and the individual, and how to treat it. Ancient Greek society displays in its literature and the lives of its people an obsessive interest in suicide and death. Kaplan and Schwartz have explored the psychodynamic roots of this problem--in particular, the tragic confusion of the Greek heroic impulse and its commitment to unsatisfactory choices that are destructively rigid and harsh. The ancient Hebraic writings speak little of suicide and approach reality and freedom in vastly different terms: God is an involved parent, caring for his children. Therefore, heroism, in the Greek sense, is not needed nor is the individual compelled to choose between impossible alternatives.

In each of the first three sections, the authors discuss the issues of suicide from a comparative framework, whether in thought or myth, then the suicide-inducing effects of the Graeco-Roman world, and finally, the suicide-preventing effects of the Hebrew world. The final section draws on this material to present a suicide prevention therapy. Historical in scope, the book offers a new psychological model linking culture to the suicidal personality and suggests an antidote, especially with regard to the treatment of the suicidal individual.

Theories of human development characteristically include a series of stages through which individuals are expected to pass if they are to achieve wholeness and happiness. Whether explicitly or not, such theories privilege "normalcy." Heroes, on the other hand, are commonly wounded individuals whose developmental "disabilities" are ultimately the source of their personal success and heroism. The Wounds that Heal examines developmental theory in the light of the heroic narrative and argues that such theory should be adjusted to accommodate the experience of those who are, in many ways, our principal role models. Four individuals are examined in depth: Jane Austen, T. E. Lawrence, Winston Churchill, and George S. Patton, Jr. The study draws on the experience of a host of other individuals, both historic and fictional, and includes materials designed to aid readers in defining their own views of the heroic as well as to become heroes or heroines in their own lives.

Accidental Soldier depicts Richard B. Schwartz's military experiences, first as an ROTC cadet at the University of Notre Dame and finally as an Army veteran teaching in Madison, Wisconsin. In 1959, Vietnam was little more than a word on a map; within ten years, Americans saw the Tet Offensive and their campuses in flames. Schwartz was at the ground zeroes of that time, teaching at the United States Military Academy from 1967-69 and then going to the University of Wisconsin, Madison, just after the Dow riots and before the bombing of Sterling Hall. The central portion of the book focuses upon Schwartz's experience at West Point, its cadets, officer corps and system of education. A sequel to his award-winning memoir, The Biggest City in America, Accidental Soldier reflects upon his military and academic experience through the perspective of an over forty-year teaching career, twenty-nine of which were spent as a dean at Wisconsin, Georgetown and the University of Missouri, Columbia.

In The Seven Habits of the Good Life, the authors highlight seven biblical gifts_self-esteem, wisdom, righteousness, love, healthy appetite, prudence, and purpose_and present each one as an alternative to one of the seven deadly sins. Each gift gives readers a chance to enrich their lives by integrating concern for themselves with a healthy concern for others rather than punishing themselves for bad behavior. Incorporating clinical case studies, the voices of real people, and biblical stories, this book shows how the wisdom of the scriptures can provide us concrete ways of redefining difficult situations and approaching life in a way that strives for fullness, harmony, and balance.