This book (hardcover) is part of the TREDITION CLASSICS. It contains classical literature works from over two thousand years. Most of these titles have been out of print and off the bookstore shelves for decades. The book series is intended to preserve the cultural legacy and to promote the timeless works of classical literature. Readers of a TREDITION CLASSICS book support the mission to save many of the amazing works of world literature from oblivion. With this series, tredition intends to make thousands of international literature classics available in printed format again - worldwide.

Bonnie Dundee stretched out a long and rather fine pair of legs, regarding the pattern of his dark-blue socks with distinct satisfaction; then he rested his black head against the rich upholstery of an armchair not at all intended for his use. His che

Identifies five critical issues with which higher education institutions in the developing world must grapple as they respond to changing external contexts, offers examples of institutional responses to these issues, and considers these within a systems perspective which recognizes that each response impacts how institutions handle other critical issues.

Half of the students enrolled in higher education worldwide live in developing countries. Yet, in many developing countries, government and education leaders express serious concerns about the ability of their colleges and universities to effectively respond to the pressures posed by changing demographics, new communication technologies, shifts in national political environments, and the increasing interconnectedness of national economies. This book identifies five critical issues with which higher education institutions in the developing world must grapple as they respond to these changing contexts: seeking a new balance in government-university relationships; coping with autonomy; managing expansion while preserving equity, raising quality, and controlling costs; addressing new pressures for accountability; and supporting academic staff in new roles.

These papers offer examples of institutional responses and consider these within a systems perspective that recognizes that each response has a rippling effect impacting institutions' responses to other critical issues. Only as government and education leaders understand the interwoven nature of the problems now facing colleges and universities and the interconnections among the intended solutions they seek to implement can they offer effective leadership that strengthens the quality and improves the relevance of higher education in their countries.

Humanity's future may rest on how we deal with climate change, environmental problems, and their impacts on society. Terrestrial Transformations: A Political Ecology Approach to Society and Nature recognizes that such problems have social, political, and cultural contexts, and that politics, money, and power have physical impacts on nature and society that cannot be ignored. This book brings together a set of chapters that provide an overview of the political ecology approach, illustrating its theoretical underpinnings, central concepts, methods, and major interests. The authors examine the political contexts of a broad range of environmental and social problems, drawing attention to the political and economic forces driving environmental and ecological problems, how societies are transformed as they attempt to cope and adapt to a changing nature, and who pays the price.

In 1995, the Baring Brothers collapsed over a weekend, brought down by the 'rogue trader' Nick Leeson. Utilizing British and American archives, this work charts Baring Brothers development from wool merchants to one of the most powerful global financial institutions. It also analyses the errors which led to its downfall.

Utilizing British and American archives, Austin charts Baring Brothers development from wool merchants to one of the most powerful global financial institutions. Throughout the nineteenth century, the company grew in tandem with the British Empire. It invested heavily in developing markets in Asia, Africa and South America, both supporting the British administration and opening up new areas for colonial expansion. By the end of the century, it was said that Britain had established an empire in South America by capital alone. The Baring family amassed huge personal fortunes and Austin includes, for the first time, a study of personal and corporate art collections associated with the company. In 1995, the company collapsed over a weekend, brought down by the 'rogue trader' Nick Leeson. In the first history of Baring Brothers to be written since its collapse, Austin analyses the errors which led to its downfall and places them in the context of the company's illustrious history.

"The emerging field of social entrepreneurship has been crying out for a definitive textbook. With clarity, insight, and a strong practical orientation, the authors of Entrepreneurship in the Social Sector have set the gold standard for many years to come." -Professor J. Gregory Dees, Duke University, Co-author of Enterprising Nonprofits and Strategic Tools for Social Entrepreneurs "The past thirty years have witnessed a remarkable revolution in which entrepreneurs - people like Bob Swanson at Genentech, Steve Jobs at Apple, and Meg Whitman at eBay - have transformed the business landscape around the world. A parallel revolution of at least equal importance has taken place in the social sector in which tens of thousands of organizations have been created with social missions ranging from curing disease to improving education to alleviating global warming. But, how do these social ventures get going? How do they attract capital to launch and grow? How do they measure their performance? In short, how do they accomplish their mission? In Entrepreneurship in the Social Sector, Jane Wei-Skillern, James Austin, Herman Leonard, and Howard Stevenson provide insights into these issues by combining powerful frameworks for decision-making with detailed case studies on important social ventures. The book is helpful to those launching or managing such organizations and to those who support their efforts through donations and board membership. Society needs these ventures to succeed - all involved would benefit from reading this book."

-William A. Sahlman, Harvard Business School

"This is so much more than a casebook! Entrepreneurship in the Social Sector offers a grounded and insightfulconceptualization of the key challenges and fundamental processes of social entrepreneurship. It also presents practical frameworks for analyzing both, across a wide range of organizations. This book should be on the shelf of every aspiring and successful social entrepreneur."

-James A. Phills, Jr., Stanford Graduate School of Business, and author of Integrating Mission and Strategy for Nonprofit Organizations

Written for students and practitioners, this unique text, with Harvard cases, provides detailed analysis and frameworks for achieving maximum impact through social entrepreneurship. Entrepreneurship in the Social Sector enables readers to attain an in depth understanding of the distinctive characteristics of the social enterprise context and organizations. The authors offer tools to develop the knowledge to pursue social entrepreneurship more strategically and achieve mission impact more efficiently, effectively, and sustainably.

Key Features"Spans a range of social enterprise activity: Examples are included across multiple and varied contexts from the nonprofit, business, and government sectors."Offers"" Harvard Business School"" case studies: " Through these cases, the critical components of social entrepreneurship are addressed including start-up, funding, growth, alliances and collaboration, and performance measurement."Presents cutting edge social enterprise research: " Detailed analysis and frameworks introduce the key themes and ideas that are illustrated through the cases at the end of each chapter."Provides US and international coverage: " Since social entrepreneurship is a growing field in the US and abroad, a number of case studies set in internationalsettings are included."

Intended AudienceThe text is designed as a core or supplementary text for advanced undergraduate and graduate courses such as Social Entrepreneurship or Non-Profit Entrepreneurship in the departments of business, management, marketing, and public policy.

Despite continued growth in enrollments, graduate program attrition rates are of great concern to academic program coordinators. It is estimated that only 40 to 50 percent of students who begin Ph.D. programs complete their degrees. This book describes programs, initiatives, and interventions that lead to overall student retention and success. Written for graduate school administrators, student affairs professionals, and faculty, this book offers ways to better support today's graduate student population, addresses the needs of today's changing student demography and considers the challenges today's graduate students face inside and outside of the classroom. The opening section highlights the shifting demographics and contextual factors shaping graduate education over the past 20 years, while the second describes institutional practices to develop the requisite academic and professional development necessary to succeed in master's and doctoral programs. In conclusion, the editors curate a conversation about different ways institutions can support graduate students beyond the classroom.

An evidence-based, action-oriented response to the persistent, everyday inequity of academic workplaces. Despite decades of effort by federal science funders to increase the numbers of women holding advanced degrees and faculty jobs in science and engineering, they are persistently underrepresented in academic STEM disciplines, especially in positions of seniority, leadership, and prestige. Women filled 47% of all US jobs in 2015, but held only 24% of STEM jobs. Barriers to women are built into academic workplaces: biased selection and promotion systems, inadequate structures to support those with family and personal responsibilities, and old-boy networks that can exclude even very successful women from advancing into top leadership roles. But this situation can-and must-change. In Building Gender Equity in the Academy, Sandra Laursen and Ann E. Austin offer a concrete, data-driven approach to creating institutions that foster gender equity. Focusing on STEM fields, where gender equity is most lacking, Laursen and Austin begin by outlining the need for a systemic approach to gender equity. Looking at the successful work being done by specific colleges and universities around the country, they analyze twelve strategies these institutions have used to create more inclusive working environments, including * implementing inclusive recruitment and hiring practices * addressing biased evaluation methods * establishing equitable tenure and promotion processes * strengthening accountability structures, particularly among senior leadership * improving unwelcoming department climates and cultures * supporting dual-career couples * offering flexible work arrangements that accommodate personal lives * promoting faculty professional development and advancement Laursen and Austin also discuss how to bring these strategies together to create systemic change initiatives appropriate for specific institutional contexts. Drawing on three illustrative case studies-at Case Western Reserve University, the University of Texas at El Paso, and the University of Wisconsin-Madison-they explain how real institutions can strategically combine several equity-driven approaches, thereby leveraging their individual strengths to make change efforts comprehensive. Grounded in scholarship but written for busy institutional leaders, Building Gender Equity in the Academy is a handbook of actionable strategies for faculty and administrators working to improve the inclusion and visibility of women and others who are marginalized in the sciences and in academe more broadly.

Despite continued growth in enrollments, graduate program attrition rates are of great concern to academic program coordinators. It is estimated that only 40 to 50 percent of students who begin Ph.D. programs complete their degrees. This book describes programs, initiatives, and interventions that lead to overall student retention and success. Written for graduate school administrators, student affairs professionals, and faculty, this book offers ways to better support today's graduate student population, addresses the needs of today's changing student demography and considers the challenges today's graduate students face inside and outside of the classroom. The opening section highlights the shifting demographics and contextual factors shaping graduate education over the past 20 years, while the second describes institutional practices to develop the requisite academic and professional development necessary to succeed in master's and doctoral programs. In conclusion, the editors curate a conversation about different ways institutions can support graduate students beyond the classroom.

The first decade of the 21st century brought major challenges to higher education, all of which have implications for and impact the future of faculty professional development. This volume provides the field with an important snapshot of faculty development structures, priorities and practices in a period of change, and uses the collective wisdom of those engaged with teaching, learning, and faculty development centers and programs to identify important new directions for practice. Building on their previous study of a decade ago, published under the title of Creating the Future of Faculty Development, the authors explore questions of professional preparation and pathways, programmatic priorities, collaboration, and assessment. Since the publication of this earlier study, the pressures on faculty development have only escalated-demands for greater accountability from regional and disciplinary accreditors, fiscal constraints, increasing diversity in types of faculty appointments, and expansion of new technologies for research and teaching. Centers have been asked to address a wider range of institutional issues and priorities based on these challenges. How have they responded and what strategies should centers be considering? These are the questions this book addresses. For this new study the authors re-surveyed faculty developers on perceived priorities for the field as well as practices and services offered. They also examined more deeply than the earlier study the organization of faculty development, including characteristics of directors; operating budgets and staffing levels of centers; and patterns of collaboration, re-organization and consolidation. In doing so they elicited information on centers' "signature programs," and the ways that they assess the impact of their programs on teaching and learning and other key outcomes. What emerges from the findings are what the authors term a new Age of Evidence, influenced by heightened stakeholder interest in the outcomes of undergraduate education and characterized by a focus on assessing the impact of instruction on student learning, of academic programs on student success, and of faculty development in institutional mission priorities. Faculty developers are responding to institutional needs for assessment, at the same time they are being asked to address a wider range of institutional priorities in areas such as blended and online teaching, diversity, and the scale-up of evidence-based practices. They face the need to broaden their audiences, and address the needs of part-time, non-tenure-track, and graduate student instructors as well as of pre-tenure and post-tenure faculty. They are also feeling increased pressure to demonstrate the "return on investment" of their programs. This book describes how these faculty development and institutional needs and priorities are being addressed through linkages, collaborations, and networks across institutional units, and highlights the increasing role of faculty development professionals as organizational "change agents" at the department and institutional levels, serving as experts on the needs of faculty in larger organizational discussions.

Humanity's future may rest on how we deal with climate change, environmental problems, and their impacts on society. Terrestrial Transformations: A Political Ecology Approach to Society and Nature recognizes that such problems have social, political, and cultural contexts, and that politics, money, and power have physical impacts on nature and society that cannot be ignored. This book brings together a set of authors whose chapters provide an overview of the political ecology approach, illustrating its theoretical underpinnings, central concepts, methods, and major interests. The chapters in this collection examine the political contexts of a broad range of environmental and social problems, drawing attention to the political and economic forces driving environmental and ecological problems, how societies are transformed as they attempt to cope and adapt to a changing nature, and who pays the price.

The first decade of the 21st century brought major challenges to higher education, all of which have implications for and impact the future of faculty professional development. This volume provides the field with an important snapshot of faculty development structures, priorities and practices in a period of change, and uses the collective wisdom of those engaged with teaching, learning, and faculty development centers and programs to identify important new directions for practice. Building on their previous study of a decade ago, published under the title of Creating the Future of Faculty Development, the authors explore questions of professional preparation and pathways, programmatic priorities, collaboration, and assessment. Since the publication of this earlier study, the pressures on faculty development have only escalated—demands for greater accountability from regional and disciplinary accreditors, fiscal constraints, increasing diversity in types of faculty appointments, and expansion of new technologies for research and teaching. Centers have been asked to address a wider range of institutional issues and priorities based on these challenges. How have they responded and what strategies should centers be considering? These are the questions this book addresses. For this new study the authors re-surveyed faculty developers on perceived priorities for the field as well as practices and services offered. They also examined more deeply than the earlier study the organization of faculty development, including characteristics of directors; operating budgets and staffing levels of centers; and patterns of collaboration, re-organization and consolidation. In doing so they elicited information on centers’ “signature programs,” and the ways that they assess the impact of their programs on teaching and learning and other key outcomes. What emerges from the findings are what the authors term a new Age of Evidence, influenced by heightened stakeholder interest in the outcomes of undergraduate education and characterized by a focus on assessing the impact of instruction on student learning, of academic programs on student success, and of faculty development in institutional mission priorities. Faculty developers are responding to institutional needs for assessment, at the same time they are being asked to address a wider range of institutional priorities in areas such as blended and online teaching, diversity, and the scale-up of evidence-based practices. They face the need to broaden their audiences, and address the needs of part-time, non-tenure-track, and graduate student instructors as well as of pre-tenure and post-tenure faculty. They are also feeling increased pressure to demonstrate the “return on investment” of their programs. This book describes how these faculty development and institutional needs and priorities are being addressed through linkages, collaborations, and networks across institutional units, and highlights the increasing role of faculty development professionals as organizational “change agents” at the department and institutional levels, serving as experts on the needs of faculty in larger organizational discussions.

Despite considerable research that has provided a better understanding of the challenges of doctoral education, it remains the case that only 57% of all doctoral students will complete their programs. This groundbreaking volume sheds new light on determinants for doctoral student success and persistence by examining the socialization and developmental experiences of students through multiple lenses of individual, disciplinary, and institutional contexts. This book comprehensively critiques existing models and views of doctoral student socialization, and offers a new model that incorporates concepts of identity development, adult learning, and epistemological development. The contributors bring the issues vividly to life by creating five student case studies that, throughout the book, progressively illustrate key stages and typical events of the socialization process. These fictional narratives crystallize how particular policies and practices can assist or impede the formation of future scholars. The book concludes by developing practical recommendations for doctoral students themselves, but most particularly for faculty, departments, universities, and external agencies concerned with facilitating doctoral student success.

Yaeko Sugama Weldon's memories of a poor but happy childhood shattered by the destruction of war offer a window to a different culture and an eye-opening look at how civilians survive the fears and horrors of a war they never wanted. Cherry Blossoms in Twilight is a learning experience about the Japanese culture as well as a personal account of WWII in Japan, gently told for a younger audience but nonetheless unflinching in its message of the humanity of all - even the enemy's people.