Professors Vinnicombe, Burke, Blake-Beard, and Moore have assembled an internationally and intellectually diverse cast of contributors to chronicle and examine the implications of the seismic shift in women's roles in the global workforce. Collectively, they make a strong case for why advancing women s careers is a key business as well as societal issue that must be addressed if the full potential of all societal members is to be tapped. This book belongs on the bookshelf of all scholars of gender and career issues as an essential reference.' - Gary N. Powell, University of Connecticut, US'This is an excellent book posing key questions about women and careers in leadership, such as why do women have less access to the top jobs. It presents research on women's experiences in leadership, discusses the barriers they face as well as initiatives to promote their career advancement. I can see this being a critical resource for those who research and teach women in management.' - Fiona Wilson, University of Glasgow, UK 'As more women take on highly visible leadership roles, such as CEO or C-suite executive, I am often asked whether there continues to be a need for research on women's career development. This book effectively answers the challenge behind that question by documenting the status of women in business and by marshaling empirical evidence of gender effects on careers. The chapters provide a rich, theoretically grounded overview of women's career development and action steps for accelerating the growth of women's representation in leadership.' - Alison M. Konrad, Western University, Canada Why is it that relatively few women achieve senior management positions despite their increasing levels of education and years of work experience? How can we change this? In a changing world where women have dominated as graduates from universities in the West, recent research has shown that the same trend is also strikingly evident in the newly emerging markets. Tapping into this female talent pool is extremely important and advancing women s careers has become a key business issue. This Handbook lays out a number of promising approaches. First the business case for doing so is presented. The challenges facing women are reviewed, followed by various programs that address particular needs such as mentoring, leadership development programs for women, work and family initiatives, and succession planning. Finally, case studies of award-winning organizational initiatives are described. The book identifies obstacles women face in career advancement and possible initiatives to address them. The work will be highly sought by scholars and doctoral students interested in women in organizations. Human resource managers and consultants will also find plenty of invaluable information in this resource. Contributors: D. Anderson, S.M. Barnett, S.A. Berry, G. Bhattacharya, D. Bilimoria, S. Blake-Beard, L. Brook, R.J. Burke, S. Caleo, S.D. Carter, S.S. Case, S. Dinolfo, E. Doldor, S.L. Fielden, K. Giscombe, J. Graham, A. Gupta, C.E.J. Hartel, G.F. Hartel, S.A. Haslam, R. Hawarden, M.E. Heilman, M.M. Hopkins, S.V. Horner, C.M. Hunt, M.M.S. Kats, S. Kumra, X. Liang, S. Mavin, L.L. Moore, J.T. Nadler, S.M. Nkomo, J.S. Nugent, A.J. Oetama-Paul, D.M. Ohse, D.A. O Neil, K. Peters, C. Quental, M.K. Ryan, R. Sealy, F. Sheridan, V. Srinivasan, M.S. Stockdale, N. Sultana, R. Sumner, J.M. Turell, A. Valenti, H. van Emmerik, S. Vinnicombe, J. Williams, W.M. Williams, A. Wittenberg-Cox

What makes people lose faith in democratic statecraft? The question seems an urgent one. In the first decades of the twenty-first century, citizens across the world have grown increasingly disillusioned with what was once a cherished ideal. Setting out an original theoretical model that explores the relations between democracy, subjectivity and sociality, and exploring its relevance to countries ranging from Kenya to Peru, The State We're In is a must-read for all political theorists, scholars of democracy, and readers concerned for the future of the democratic ideal.

What makes people lose faith in democratic statecraft? The question seems an urgent one. In the first decades of the twenty-first century, citizens across the world have grown increasingly disillusioned with what was once a cherished ideal. Setting out an original theoretical model that explores the relations between democracy, subjectivity and sociality, and exploring its relevance to countries ranging from Kenya to Peru, The State We're In is a must-read for all political theorists, scholars of democracy, and readers concerned for the future of the democratic ideal.

This QRG in the new set of Strategies for Distance Learning Guides explains how to get your students to engage with you, with the content, and with each other during online learning. It is all about bridging "transactional distance"-psychological rather than physical-in the onscreen environment, by using carefully crafted lesson design and teaching strategies. Written by an expert in instructional design, this guide is packed with ideas and tips across grade levels, to help: create community facilitate interactions adjust assessment Replete with examples and suggested tools, this QRG is an indispensable resource for teachers grappling with how to keep students motivated when learning from a distance. Each 8.5" x 11" multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

Online instruction has become an easy target to blame for learning loss during the pandemic. But in fact, it is a rich resource that can strengthen current classroom teaching and also prepare schools to weather future school closings. In Online By Choice, Stephanie Moore and Michael Barbour argue persuasively that online learning is a precious source of resilience and flexibility for schools now and going forward—an important feature of a robust ecosystem along with face-to-face and blended instruction—and that failing to incorporate online is strategically impoverished. Choosing online instruction is very different from rushing to remote learning in an emergency manner, however, and doing it well involves a myriad of decisions. These authors provide essential guidance and tools for teachers and school leaders as they select, design and implement online education solutions, including the “handshakes” needed to align instructional needs with school or district-level infrastructure and supports.

Nearly sixty years after the end of World War II the Third Reich continues to fascinate both authors and readers. Nazi propaganda, in particular, has been the topic of countless books, as have the personalities involved in the German propaganda machine. Yet, despite all of the efforts in this regard, one aspect of that propaganda study has remained largely unexamined. It is the regime's use of postal materials as a tool for expressing its propaganda message. In this new, profusely illustrated book, Albert L. Moore offers readers an overview of the images and messages that filled the mailboxes of Hitler's subjects and victims. As official documents of Nazi Germany, the stamps, postcards, and even postmarks used during the time provide the reader with an explicit picture of the types of propaganda messages every German was expected to see and act upon on a daily basis. Moore's groundbreaking work helps us to better understand this powerful, yet heretofore unrecognized, weapon in Hitler's propaganda arsenal. This is not merely a book for those interested in stamps or postcards as collectibles, it is a book for those who desire to better understand what it was like to live inside the Third Reich!

Race, Power and Social Segmentation in Colonial Society (1987) studies Guyanese society after slavery and specifically examines the area of social classes and ethnic groups. It also focuses on the theoretical issues in the debate on pluralism versus stratification and provides a detailed interdisciplinary analysis of the process of structural change in a composite colonial society over a significantly long historical period – over half a century.

What happens when people "achieve"? Why do reactions to "achievement" vary so profoundly? And how might an anthropological study of achievement and its consequences allow us to develop a more nuanced model of the motivated agency that operates in the social world? These questions lie at the heart of this volume. Drawing on research from Southeast Asia, Europe, the United States, and Latin America, this collection develops an innovative framework for explaining achievement's multiple effects-one which brings together cutting-edge theoretical insights into politics, psychology, ethics, materiality, aurality, embodiment, affect and narrative. In doing so, the volume advances a new agenda for the study of achievement within anthropology, emphasizing the significance of achievement as a moment of cultural invention, and the complexity of "the achiever" as a subject position.

The notion of 'sociality' is now widely used within the social sciences and humanities. However, what is meant by the term varies radically, and the contributors here, through compelling and wide ranging essays, identify the strengths and weaknesses of current definitions and their deployment in the social sciences. By developing their own rigorous and innovative theory of human sociality, they re-set the framework of the debate and open up new possibilities for conceptualizing other forms of sociality, such as that of animals or materials. Cases from Asia, Africa, the Americas and Europe explore the new directions of human sociality, illuminating how and why it is transformed when human beings engage with such major issues as economic downturn, climate change, new regimes of occupational and psychological therapy, technological innovations in robotics and the creation of new online, 'virtual' environments. This book is an invaluable resource, not only for research and teaching, but for anyone interested in the question of what makes us social.

What happens when people "achieve"? Why do reactions to "achievement" vary so profoundly? And how might an anthropological study of achievement and its consequences allow us to develop a more nuanced model of the motivated agency that operates in the social world? These questions lie at the heart of this volume. Drawing on research from Southeast Asia, Europe, the United States, and Latin America, this collection develops an innovative framework for explaining achievement's multiple effects-one which brings together cutting-edge theoretical insights into politics, psychology, ethics, materiality, aurality, embodiment, affect and narrative. In doing so, the volume advances a new agenda for the study of achievement within anthropology, emphasizing the significance of achievement as a moment of cultural invention, and the complexity of "the achiever" as a subject position.

The notion of 'sociality' is now widely used within the social sciences and humanities. However, what is meant by the term varies radically, and the contributors here, through compelling and wide ranging essays, identify the strengths and weaknesses of current definitions and their deployment in the social sciences. By developing their own rigorous and innovative theory of human sociality, they re-set the framework of the debate and open up new possibilities for conceptualizing other forms of sociality, such as that of animals or materials. Cases from Asia, Africa, the Americas and Europe explore the new directions of human sociality, illuminating how and why it is transformed when human beings engage with such major issues as economic downturn, climate change, new regimes of occupational and psychological therapy, technological innovations in robotics and the creation of new online, 'virtual' environments. This book is an invaluable resource, not only for research and teaching, but for anyone interested in the question of what makes us social.

Culture, Learning, and Technology: Research and Practice provides readers with an overview of the research on culture, learning, and technology (CLT) and introduces the concept of culture-related theoretical frameworks. In 13 chapters, the book explores the theoretical and philosophical views of CLT, presents research studies that examine various aspects of CLT, and showcases projects that employ best practices in CLT. Written for researchers and students in the fields of Educational Technology, Instructional Design, and the Learning Sciences, this volume represents a broad conceptualization of CLT and encompasses a variety of settings. As the first significant collection of research in this emerging field of study, Culture, Learning, and Technology overflows with new insights into the increasing role of technology use across all levels of education.

The purpose of this book is to describe critical success factors impacting students pursuing degrees in science, technology, engineering, and mathematics at historically Black colleges and universities. The information in this book is designed to enhance strategies and research to improve students' engagement experiences, graduation rates, and career development outcomes.

African American Students in Urban Schools offers readers a critical yet comprehensive examination of the issues affecting African American students' outcomes in urban school systems and beyond. Across disciplines including teacher education, school counseling, school psychology, gifted education, career and technical education, higher education, and more, chapters use theoretical and conceptual analysis and research-based evidence to examine the unique challenges facing urban African American students and illustrate what can be done to help. This book will enable readers to better understand many of the complex and multifaceted dilemmas faced by today's urban school systems and will motivate readers to make a commitment to improve urban schools for the betterment of African American students.

African American Students in Urban Schools offers readers a critical yet comprehensive examination of the issues affecting African American students' outcomes in urban school systems and beyond. Across disciplines including teacher education, school counseling, school psychology, gifted education, career and technical education, higher education, and more, chapters use theoretical and conceptual analysis and research-based evidence to examine the unique challenges facing urban African American students and illustrate what can be done to help. This book will enable readers to better understand many of the complex and multifaceted dilemmas faced by today's urban school systems and will motivate readers to make a commitment to improve urban schools for the betterment of African American students.

-Thorough and accessible coverage of both law and ethics in the communication and media professions -Can be used for undergraduate and graduate course focused specifically on law, and is also ideal for programs that incorporate ethics into law course -Practical case study driven approach with fresh coverage of international law, social media, and digital communication technologies -Online resources include PowerPoint slides, study guides, and instructor materials

This book emerges from the author's ongoing work as director of Elon University's Center for Engaged Learning, where for the past decade, more than 200 scholars from over 120 post-secondary institutions across more than a dozen countries have participated in multi-institutional scholarship of teaching and learning (SoTL). This book focuses on six key practices: - Acknowledging and building on students' prior knowledge and experiences - Facilitating relationships - Offering feedback - Framing connections to broader contexts - Fostering reflection and metacognition - Promoting integration and transfer of knowledge and skills. Following the introduction, the author devotes individual chapters to each of the six practices, and the concluding chapter focuses on implementing the six practices as an integrated approach.

'Magical Interpretations, Material Realities brings together many of today's best scholars of contemporary Africa. The theme of "witchcraft" has long been associated with exoticizing portraits of a "traditional" Africa, but this volume takes the question of occult as a point of entry into the moral politics of some very modern African realities.' - James Ferguson, University of California, USA

'These essays bear eloquent testimony to the ongoing presence and power of the occult imaginary, and of the intimate connection between global capitalism and local cosmology, in postcolonial Africa. A major contribution to scholarship that aims to rework the divide between modernity and tradition.' - Charles Piot, Duke University, USA

This volume sets out recent thinking on witchcraft in Africa, paying particular attention to variations in meanings and practices. It examines the way different people in different contexts are making sense of what 'witchcraft' is and what it might mean.
Using recent ethnographic materials from across the continent, the volume explores how witchcraft articulates with particular modern settings for example: the State in Cameroon; Pentecostalism in Malawi; the university system in Nigeria and the IMF in Ghana, Sierra Leone and Tanzania. The editors provide a timely overview and reconsideration of long-standing anthropological debates about 'African witchcraft', while simultaneously raising broader concerns about the theories of the western social sciences.

'Magical Interpretations, Material Realities brings together many of today's best scholars of contemporary Africa. The theme of "witchcraft" has long been associated with exoticizing portraits of a "traditional" Africa, but this volume takes the question of occult as a point of entry into the moral politics of some very modern African realities.' - James Ferguson, University of California, USA

'These essays bear eloquent testimony to the ongoing presence and power of the occult imaginary, and of the intimate connection between global capitalism and local cosmology, in postcolonial Africa. A major contribution to scholarship that aims to rework the divide between modernity and tradition.' - Charles Piot, Duke University, USA

This volume sets out recent thinking on witchcraft in Africa, paying particular attention to variations in meanings and practices. It examines the way different people in different contexts are making sense of what 'witchcraft' is and what it might mean.
For example: the State in Cameroon; Pentecostalism in Malawi; the university system in Nigeria and the IMF in Ghana, Sierra Leone and Tanzania. The editors provide a timely overview and reconsideration of longstanding anthropological debate about 'African witchcraft, while simultaneously raising broader concerns about the theories of the western social sciences.

eBook available with sample pages: 0203398254

This book emerges from the author's ongoing work as director of Elon University's Center for Engaged Learning, where for the past decade, more than 200 scholars from over 120 post-secondary institutions across more than a dozen countries have participated in multi-institutional scholarship of teaching and learning (SoTL). This book focuses on six key practices: - Acknowledging and building on students' prior knowledge and experiences - Facilitating relationships - Offering feedback - Framing connections to broader contexts - Fostering reflection and metacognition - Promoting integration and transfer of knowledge and skills. Following the introduction, the author devotes individual chapters to each of the six practices, and the concluding chapter focuses on implementing the six practices as an integrated approach.

African American Young Girls and Women in PreK12 Schools and Beyond presents a comprehensive viewpoint on preK-12 schooling for African American females. Including theoretical, conceptual, and research based chapters, this volume offers readers compelling evidence of the educational challenges and successes for this student population. The expert authors in this collection provide rich perspectives on the experiences of African American females throughout their elementary and secondary education. Each chapter includes strong implications for education research, practice, and policy, as well as concrete recommendations to important stakeholders, such as educators, school counsellors, and parents. Collectively, the contributors communicate throughout that educational change is needed and that educational success is attainable for all African American females. It is intended that this work will help inform education research, practice, and policy as they relate to African American females. Equally important, it is envisioned that the readers will develop a greater interest in the education of African American females.

Capstones have been a part of higher education curriculum for over two centuries, with the goal of integrating student learning to cap off their undergraduate experience. In practice, capstones are most often delivered as a course or include a significant project that addresses a problem or contributes new knowledge. This edited collection draws on multi-year, multi-institutional, and mixed-methods studies to inform the development of best practices for cultivating capstones at a variety of higher education institutions. The book is divided into three parts: Part One offers typographies of capstones, illustrating the diversity of experiences included in this high-impact practice while also identifying essential characteristics that contribute to high-quality culminating experiences for students. Part Two shares specific culminating experiences with examples from multiple institutions and strategies for adapting them for readers' own campus contexts. Part Three offers research-informed strategies for professional development to support implementation of high-quality student learning experiences across a variety of campus contexts. Cultivating Capstones is an essential resource for faculty who teach or direct disciplinary or interdisciplinary capstone experiences, as well as for faculty developers and administrators seeking ways to offer high-quality, high-impact learning experiences for diverse student populations. Visit the Cultivating Capstones Companion Page, hosted by the Center for Engaged Learning.

Capstones have been a part of higher education curriculum for over two centuries, with the goal of integrating student learning to cap off their undergraduate experience. In practice, capstones are most often delivered as a course or include a significant project that addresses a problem or contributes new knowledge. This edited collection draws on multi-year, multi-institutional, and mixed-methods studies to inform the development of best practices for cultivating capstones at a variety of higher education institutions. The book is divided into three parts: Part One offers typographies of capstones, illustrating the diversity of experiences included in this high-impact practice while also identifying essential characteristics that contribute to high-quality culminating experiences for students. Part Two shares specific culminating experiences with examples from multiple institutions and strategies for adapting them for readers' own campus contexts. Part Three offers research-informed strategies for professional development to support implementation of high-quality student learning experiences across a variety of campus contexts. Cultivating Capstones is an essential resource for faculty who teach or direct disciplinary or interdisciplinary capstone experiences, as well as for faculty developers and administrators seeking ways to offer high-quality, high-impact learning experiences for diverse student populations. Visit the Cultivating Capstones Companion Page, hosted by the Center for Engaged Learning.