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.