Using the lens of postcolonial feminism and with particular focus on immigration accross the U.S.across/Mexico border, this book explores the processes by which security threats are identified and interpreted, and thus the relationship between national, civilizational, and environmental security within mainstream environment security discourse in the United States. Another distinctive element of the book is that its focus on the broader discourse of environmental security and immigration, examining the articulation of environmental security concerns over immigration across U.S. institutions such as the media, the state, NGOs, and academia to unpack the ways these threats are identified and interpreted.

The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and mathematics. Improving K-12 STEM Education Outcomes through Technological Integration focuses on current research surrounding the effectiveness, performance, and benefits of incorporating various technological tools within science, technology, engineering, and mathematics classrooms. Focusing on evidence-based approaches and current educational innovations, this book is an essential reference source for teachers, teacher educators, and professionals interested in how emerging technologies are benefiting teaching and/or learning efficacy.

This book focuses on computer intensive statistical methods, such as validation, model selection, and bootstrap, that help overcome obstacles that could not be previously solved by methods such as regression and time series modelling in the areas of economics, meteorology, and transportation.

Urban presents the NEA in its historical context, turning a fair and clear eye on this powerful and controversial organization, and using this context to both criticize and commend. The culmination of a three decade long study, this unique volume presents an unusually thorough and much needed holistic view of the NEA.

Contents: Educational Bookkeeping: The Research Division in the 1920s; The Research Division and Economic Crisis, the 1930s; War and Its Aftermath: The Research Division, 1940-1957; The Research Division in an NEA Crisis, 1957-1972; NEA Research Services: The End of the Research Division, 1972-1982; Continuity, Change, and the Appearance of Change, 1981-1990; The Present and the Past: The Research Division, 1990-1997; Conclusion; Index.

In engineering work and other practical situations, methods of a non-stop character are often needed. The computer intensive methods outlined in this book should show how to pass many obstacles that could not previously be overcome. Much emphasis in this book is placed on applications in science, economics, reliability, meteorology, medicine and transportation. In principle every area where data deserve statistical analyses there is a relevant application of these new methods. This book is aimed at classically educated statisticians as well as the younger generation.

Urban provides an intellectual history of Harvard presidency of James Bryant Conant (1933-1953), situating it within the broader international landscape and drawing out the implication for the current state of higher education with reference to specific leadership policy issues in the sector. Throughout this volume, Urban explores the ways in which Conant achieved largely successful attempts to modernize Harvard by upgrading both its student body and its faculty. He explores the intellectual excellence agenda that Conant pursued both with students and academics, and the ramifications of this. He also considers the nature of Conant's part-time handling of the role of president, the way he delegated campus control to his Provost, Paul Buck, and the ways the two operated together and separately. Urban also looks at Conant's own intellectual breadth, as scientist and humanist, which showed itself prominently in his activities in pursuit of general education reform. Conant's combination of intellect and agenda was unusual for a president in his own time, and is exceedingly rare, if not completely missing, in contemporary university presidencies. In exploring this innovative president's time in office at Harvard, Urban offers pertinent ideas to today's leaders of higher education.

American Education: A History, Sixth Edition is a comprehensive, highly regarded history of American education from precolonial times to the present. Chronologically organized, it provides an objective overview of each major period in the development of American education, setting the discussion against the broader backdrop of national and world events. In addition to its in-depth exploration of Native American traditions (including education) prior to colonization, it also offers strong, ongoing coverage of minorities and women. This much-anticipated sixth edition brings heightened attention to the history of education of individuals with disabilities, of classroom pedagogy and technology, of teachers and teacher leaders, and of educational developments and controversies of the twenty-first century.

Using the lens of postcolonial feminism and with particular focus on immigration accross the U.S.across/Mexico border, this book explores the processes by which security threats are identified and interpreted, and thus the relationship between national, civilizational, and environmental security within mainstream environment security discourse in the United States. Another distinctive element of the book is that its focus on the broader discourse of environmental security and immigration, examining the articulation of environmental security concerns over immigration across U.S. institutions such as the media, the state, NGOs, and academia to unpack the ways these threats are identified and interpreted.

American Education: A History, Sixth Edition is a comprehensive, highly regarded history of American education from precolonial times to the present. Chronologically organized, it provides an objective overview of each major period in the development of American education, setting the discussion against the broader backdrop of national and world events. In addition to its in-depth exploration of Native American traditions (including education) prior to colonization, it also offers strong, ongoing coverage of minorities and women. This much-anticipated sixth edition brings heightened attention to the history of education of individuals with disabilities, of classroom pedagogy and technology, of teachers and teacher leaders, and of educational developments and controversies of the twenty-first century.

Urban presents the NEA in its historical context, turning a fair and clear eye on this powerful and controversial organization, and using this context to both criticize and commend. The culmination of a three decade long study, this unique volume presents an unusually thorough and much needed holistic view of the NEA.

Urban provides an intellectual history of Harvard presidency of James Bryant Conant (1933-1953), situating it within the broader international landscape and drawing out the implication for the current state of higher education with reference to specific leadership policy issues in the sector. Throughout this volume, Urban explores the ways in which Conant achieved largely successful attempts to modernize Harvard by upgrading both its student body and its faculty. He explores the intellectual excellence agenda that Conant pursued both with students and academics, and the ramifications of this. He also considers the nature of Conant's part-time handling of the role of president, the way he delegated campus control to his Provost, Paul Buck, and the ways the two operated together and separately. Urban also looks at Conant's own intellectual breadth, as scientist and humanist, which showed itself prominently in his activities in pursuit of general education reform. Conant's combination of intellect and agenda was unusual for a president in his own time, and is exceedingly rare, if not completely missing, in contemporary university presidencies. In exploring this innovative president's time in office at Harvard, Urban offers pertinent ideas to today's leaders of higher education.

In "Black Scholar," Wayne J. Urban chronicles the distinguished life and career of the historian, teacher, and university administrator Horace Mann Bond. Urban illuminates not only the man and his accomplishments but also the many issues that confronted him and his colleagues in black education during the middle decades of the twentieth century. After covering the major events of Bond's youth, Urban follows him from his student years at Lincoln University and the University of Chicago through his work for the Julius Rosenwald Fund to his subsequent administrative leadership at several black institutions, including Fort Valley State College, Lincoln University, and Atlanta University.

Among the many details Urban discusses are Bond's prodigious early output of scholarly books and articles, his enduring concern about the biases of intelligence testing, his work on preparing the NAACP's court brief for the "Brown v. Board of Education"i case, and his career-long interest in what he felt were the affinities between modern-day Africans and African Americans--the one struggling to break free from colonialism, the other from segregation.