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Hernon's title is a deliberate take-off of Kennedy's Profiles in
Courage. Unlike Kennedy's patriotic portrayal of various Senators,
Hernon takes the position that the best-known U.S. Senators
throughout history don't deserve their renown as much as some
lesser-known (or completely unknown) ones who served at the same
time. Each chapter of his book pairs a famous Senator with his
lesser-known counterpart.
A take-off of Kennedy's Profiles in Courage, which argues that the
best-known US senators don't deserve their renown as much as some
lesser-known ones. Over the course of ten biographical chapters,
this book tells the story of 16 men's lives in the Senate in
relation to each other.
Malcolm X remarked that "education is the passport of the future."
This book, developed for aspiring and forward-thinking college
students, identifies future careers and future skill sets for the
global marketplace and workspaces on the horizon. These future
careers include occupations in artificial intelligence, information
technology, wearables, virtual reality, genomics, cryptocurrencies,
connected homes and others. The skill sets presented include
complex problem solving, critical thinking, emotional intelligence,
cognitive flexibility, detail orientation, creativity, and others
anticipating future competencies. The concepts of factual
knowledge, conceptual knowledge, procedural knowledge, and
meta-cognitive knowledge are also discussed to foster the
undergraduate learning experience in American higher education.
Higher education is undergoing profound change at an unprecedented
pace in today's academic marketplace. This accelerating and
precipitating change has motivated these distinguished authors -
passionate observers of academe - to read well-chosen publications
about meeting demands and responding to needs among our nation's
historically Black universities and colleges (HBCUs). We have
captured the essence of expediting the critical analysis to
confront the challenges of academic administration, finance,
student life, technology, and other areas in the academic
enterprise. Today's administrators and academicians must be able to
make balanced decisions based on a methodology that is compendious,
intelligible, unambiguous, clear, and credible. The authors have
provided this methodology based on their collective experiences in
perhaps the toughest sector of the marketplace - the HBCU sector.
The timing of this savvy book could not be better. Given recent
media coverage of controversial and debatable decision-making at
institutions of higher learning, this book can serve as a resource
for meeting institutional challenges, approaching them with
sequential structure, involving stakeholders in analytics
(patterns) & informatics (processes) and formulating
recommendations for future arbitration. The active research process
for making these tough decisions provides a collaborative
convergence to advance the process from a collegial examination of
facts and issues. This process supports widespread advocacy in
higher education for fostering organizational learning, leveraging
human capital, institutionalizing human empowerment, and growing
learning communities of practice for success.
The greatest threat to the Western alliance in the 1960s did not
come from an enemy, but from an ally. France, led by its mercurial
leader General Charles de Gaulle, launched a global and
comprehensive challenge to the United State's leadership of the
Free World, tackling not only the political but also the military,
economic, and monetary spheres. Successive American administrations
fretted about de Gaulle, whom they viewed as an irresponsible
nationalist at best and a threat to their presence in Europe at
worst. Based on extensive international research, this book is an
original analysis of France's ambitious grand strategy during the
1960s and why it eventually failed. De Gaulle's failed attempt to
overcome the Cold War order reveals important insights about why
the bipolar international system was able to survive for so long,
and why the General's legacy remains significant to current French
foreign policy.
The greatest threat to the Western alliance in the 1960s did not
come from an enemy, but from an ally. France, led by its mercurial
leader General Charles de Gaulle, launched a global and
comprehensive challenge to the United State's leadership of the
Free World, tackling not only the political but also the military,
economic, and monetary spheres. Successive American administrations
fretted about de Gaulle, whom they viewed as an irresponsible
nationalist at best and a threat to their presence in Europe at
worst. Based on extensive international research, this book is an
original analysis of France's ambitious grand strategy during the
1960s and why it eventually failed. De Gaulle's failed attempt to
overcome the Cold War order reveals important insights about why
the bipolar international system was able to survive for so long,
and why the General's legacy remains significant to current French
foreign policy.
Garret Joseph Martin is an Editor-at-Large at the European
Institute in Washington, DC. He obtained his PhD in International
History at the London School of Economics. He co-edited
"Globalizing de Gaulle: International Perspectives on French
Foreign Policies, 1958-1969" (with Christian Nuenlist and Anna
Locher, 2011). He currently teaches courses on the Cold War at
George Washington University and on transatlantic security at
American University.
This collaborative book by five distinguished scholars in
overlapping fields suggests that fruitful living is extremely hard
work and that social harmony requires the unlocking and the
emancipation of the human brain - the core cerebral source for
advancing human coherence, connectivity, cohesion and civility. The
stakes are simply too high for stakeholders across our country not
to respond to the ongoing and escalating crisis of human division
and the desperate need for engagement, enlightenment, and
acceptance of human diversity. The authors strongly encourage
academic and practitioner psychologists, as well as other students
and social scientists, to join a timely framed narrative for
greater progress in diversity. Neurodiversity aims to encourage
dialogue, discourse, and discovery about what may be obvious to
many but avoided by most - because its forces us to look inward
instead of outward. We can make such inward observations, through
the lenses of psychology, cognition, mindfulness, and
underleveraged brain capacity amid modern cultural neuroscience.
This is critically important - particularly in a time marked by the
widespread amplification of ambiguity, angst, ambivalence, and
anger. This book focuses on "crucial thinking" versus "critical
thinking." The authors pose fundamental questions -- about what we
are calling a form of cognitive "levitation" and taxonomical
"climbing" (CBDT) -- to think about purposes of intellectual
discourse, not necessarily to seek empirical evidence. A special
feature of this book is the inclusion of sample student learning
outcomes as "provisos" throughout the narrative. We have attempted
to integrate the student learning outcomes in the text's narrative
and connect them to the sections where they are inserted for the
reader. The book's embedded taxonomies can also facilitate the
instruction, composition, and conceptualization of targeted student
learning outcomes.
Focusing on the unacknowledged, personal and often unconscious
dimension, Sex explores the intersection between sex and
ethnography. Anthropological writing tends to focus on the
influence of status markers such as position, gender, ethnicity,
and age on fieldwork. By contrast, far less attention has been paid
to how sex, sexuality, eroticism, desire, attraction, and rejection
affect ethnographic research. In the book, anthropologists reflect
on their own encounters with sex during fieldwork, revealing how
attraction and desire influence the choice of fieldwork subjects,
field sites and friendships. They also examine the resulting impact
on fieldwork findings and the generation of knowledge. Based on
fieldwork in Germany, Denmark, Greece, the USA, Brazil, South
Africa, Singapore, Turkey, Israel, Morocco, and India, the
contributors go beyond the common heterosexuality/homosexuality
divide to address topics which include celibacy, polyamory and
sadomasochism. This long overdue text provides perspectives from a
new generation of anthropologists and brings the debate into the
21st century. Examining challenging and controversial issues in
contemporary fieldwork, this is essential reading for students in
anthropology, gender and sexuality studies, sociology, research
methods, and ethics courses.
Focusing on the unacknowledged, personal and often unconscious
dimension, Sex explores the intersection between sex and
ethnography. Anthropological writing tends to focus on the
influence of status markers such as position, gender, ethnicity,
and age on fieldwork. By contrast, far less attention has been paid
to how sex, sexuality, eroticism, desire, attraction, and rejection
affect ethnographic research. In the book, anthropologists reflect
on their own encounters with sex during fieldwork, revealing how
attraction and desire influence the choice of fieldwork subjects,
field sites and friendships. They also examine the resulting impact
on fieldwork findings and the generation of knowledge. Based on
fieldwork in Germany, Denmark, Greece, the USA, Brazil, South
Africa, Singapore, Turkey, Israel, Morocco, and India, the
contributors go beyond the common heterosexuality/homosexuality
divide to address topics which include celibacy, polyamory and
sadomasochism. This long overdue text provides perspectives from a
new generation of anthropologists and brings the debate into the
21st century. Examining challenging and controversial issues in
contemporary fieldwork, this is essential reading for students in
anthropology, gender and sexuality studies, sociology, research
methods, and ethics courses.
This work is designed as a working resource for academicians and
practitioners involved with community health work at the higher
educational level. Faculty, students and community participants are
the focus of this collection whose purpose is community
health-based service learning - where and when coming out to the
community as caring catalysts is central to a higher education
mission. All these catalysts must see themselves as partners in a
service learning community of practice; They must embrace the
analysis of self-reflection toward cultural competence, and thy
must engage in data and diagnostic decision-making through action
research or service learning in community health intervention.
Service learning literacy" is defined as skill, behaviour,
attitude, knowledge or awareness that is manifested, within the
community health worker or researcher, as a result of or outcome
from a faculty led, community service learning activity or
experience as part of a student's academic program of study in
higher learning. Higher education, through civic engagement and
community service learning, must combine efforts with local and
regional communities to help eradicate health disparity, eliminate
health vulnerability, optimize healthy life style, promote
inter-generational and cyclical health and wellness and maximize
health care access to the under-served and uninsured. All these
aspects of community health work are dealt with by contributions
from scholars and practitioners involved in the community health
movement. Contributing Editors include Dr.s Tracy Mims, Jerry
Watson and Karen C. Wilson. Contributors include Professors Richard
Schmuck, Joseph Martin Stevenson, Ricky Boggan, Chris Ann Arthur,
John J. Green and Dr D. Melissa Phillips. The first volume of the
book conceptualized specific frameworks in the context of action
research, faculty reflections about action research, general
rubrics for action research, overlapping action-research methods,
scope of both proactive and responsive action research, and
collaborative processes involving action research. The second
volume deals with broader frameworks relative to service learning
as social work, global perspectives, cultural competence, community
health, environmental justice, hypothetical case scenarios and
presented examples by two of the authors who trained and active
social workers.
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