Kevin Michael Connolly is a twenty-four-year-old man who has seen the world in a way most of us never will. Whether swarmed by Japanese tourists at Epcot Center as a child or holding court at the X Games on his mono-ski, Kevin Connolly has been an object of curiosity since the day he was born without legs. Growing up in rural Montana, he was raised like any other kid (except, that is, for his father's MacGyver-like contraptions such as the "butt boot"). As a college student, Kevin traveled to seventeen countries on his skateboard, including Bosnia, China, Ukraine, and Japan. In an attempt to capture the stares of others, he took more than 30,000 photographs of people staring at him. In this dazzling memoir, Kevin Connolly casts the lens inward to explore how we view ourselves and what it is to truly see another person. From the home of his family in Helena, Montana, to the streets of Tokyo and Kuala Lumpur, Kevin's remarkable journey will change the way you look at others, and the way you see yourself.

Discrimination law is rapidly expanding and of growing importance. At present the law covers gender, race and disability discrimination, sexual orientation and age. This new edition covers all of these areas. It also contains separate chapters on the social, political and philosophical aspects for those who require a fuller understanding of the background and theoretical basis of discrimination law. In addition, the book contains a section on procedural matters. It takes account of the numerous legislative developments which have taken place since the last edition. The text has also taken account of the many new cases since 1998, which include: Pearce v Governing Body of Mayfield Secondary School (2003); Nagarajan v LRT (1999); Chief Constable of West Yorkshire v Khan (2001); R v Secretary of State for Employment exp Seymour-Smith (1999 and 2000); Harvest Town Circle Ltd v Rutherford (2001); South Ayrshire Council v Morton (2002); Lawrence and Others v Regent Office Care (2002); Re Badeck (2000); Grutter v Bollinger (2003); Goodwin v UK (2002); Mendoza v Ghaidan (2002); A and Others v Secretary of State for the Home Department (2002) and A v Chief Constable of West Yorkshire (2002). This work explains and examines in-depth every possible aspect of discrimination law. It is set out in such a way that makes it accessible to readers of all levels.

This book assumes that most truancy is the logical outcome of rational decisions made by students in the face of the circumstances that characterize their school experience. It declines to attribute and consign all acts of truancy to the dustbin of deviance and anti-social behavior. While it does not seek to absolve young people from responsibility for their actions, it seeks to show that structural weaknesses in the state-supported school system play a significant role in the causation of truancy both from class and school.The book consists of a series of essays written from a perspective that seeks to explain and understand truancy rationally. Some contributors report on recent research including the relation of teaching style to truancy, the incidence of truancy as a function of ethnic group and linguistic proficiency, the student as consumer, and the importance of establishing a literate order to decrease truancy rates. Other essays are more speculative and theoretical, including an assessment of political attitudes to truancy, a personal account by a recalcitrant former truant, a study of conflicting explanations of the phenomenon, an examination of the measurement of truancy and an account of 'truant' and its numerous synonyms. Contributors include Ron Bartholomew, Jonathan Shute, Jack Christianson, Bruce S. Cooper, M.P. Conolly, Sean Gabb, Colin Coldman, and Dennis O'Keeffe who is best known for his "The Politics of Truancy."

In 1856, the US Supreme Court denied Dred Scott, now free of slavery, his Constitutional rights, solely because he was black. According to the Court, when the Constitution was drafted, some 60 years earlier, its authors would not have intended that 'a subordinate and inferior class of beings' qualified as citizens of the United States. Thus, the meaning of language drafted over half a century before was frozen in time. This case, perhaps more than any other, demonstrates that the matter of statutory interpretation is critical, technical, and, sometimes, highly emotive. The case is not a mere nugget from history to indulge our disgust with values of another age, and with it a satisfaction of our progress to today's higher moral ground. It is the unfortunate case that the senior courts of England continue to produce highly contentious interpretations of our equality and discrimination laws. This book examines these cases from the perspective of statutory interpretation, the judge's primary function. The scrutiny finds the judgments technically flawed, overcomplicated, excessively long, and often unduly restrictive. As such, this book explains how the cases should have been resolved - using conventional methods of interpretation; this would have produced simpler, technically sound judgments. Rather like the case of Dred Scott, these were easy cases producing bad law.

This textbook introduces students to the fundamental workings of business and finance in the global economy. It brings clarity and focus to the complexities of the field and demonstrates the key linkages between the foreign exchange markets and world money markets. Core topics examined include: corporate aspects of international finance, with special attention given to contractual and operational hedging techniques the mechanics of the foreign exchange markets the building blocks of international finance the optimal portfolio in an international setting. Michael Connolly also provides up-to-date statistics from across the globe, relevant international case studies, problem sets and solutions and links to an online PowerPoint presentation. International Business Finance is an engaging and stimulating text for students in undergraduate and MBA courses in international finance and a key resource for lecturers.

Discrimination law is rapidly expanding and of growing importance. At present the law covers gender, race and disability discrimination, sexual orientation and age. This new edition covers all of these areas. It also contains separate chapters on the social, political and philosophical aspects for those who require a fuller understanding of the background and theoretical basis of discrimination law. In addition, the book contains a section on procedural matters. It takes account of the numerous legislative developments which have taken place since the last edition. The text has also taken account of the many new cases since 1998, which include: Pearce v Governing Body of Mayfield Secondary School (2003); Nagarajan v LRT (1999); Chief Constable of West Yorkshire v Khan (2001); R v Secretary of State for Employment exp Seymour-Smith (1999 and 2000); Harvest Town Circle Ltd v Rutherford (2001); South Ayrshire Council v Morton (2002); Lawrence and Others v Regent Office Care (2002); Re Badeck (2000); Grutter v Bollinger (2003); Goodwin v UK (2002); Mendoza v Ghaidan (2002); A and Others v Secretary of State for the Home Department (2002) and A v Chief Constable of West Yorkshire (2002). This work explains and examines in-depth every possible aspect of discrimination law. It is set out in such a way that makes it accessible to readers of all levels.

This book examines these cases from the perspective of statutory interpretation, the judge's primary function. The scrutiny finds the judgments technically flawed, overcomplicated, excessively long, and often unduly restrictive. As such, this book explains how the cases should have been resolved .

This textbook introduces students to the fundamental workings of business and finance in the global economy. It brings clarity and focus to the complexities of the field and demonstrates the key linkages between the foreign exchange markets and world money markets.

Core topics examined include:

• corporate aspects of international finance, with special attention given to contractual and operational hedging techniques
• the mechanics of the foreign exchange markets
• the building blocks of international finance
• the optimal portfolio in an international setting.

Michael Connolly also provides up-to-date statistics from across the globe, relevant international case studies, problem sets and solutions and links to an online PowerPoint presentation.

International Business Finance is an engaging and stimulating text for students in undergraduate and MBA courses in international finance and a key resource for lecturers.

In identifying a number of 'fuzzy border' cases (notably where pensionable age, pregnancy, residence, and marriage, are proxies for unlawful discrimination), Equality, Discrimination and the Law argues that the traditional notions of discrimination and victimisation are inadequate to implement equality policy and cannot represent fully the reality of discriminatory practices. When Mr and Mrs James - each aged 61 - went swimming, Mr James was charged for entry, while Mrs James was admitted free. The reason was that the local authority offered free swimming to those of 'pensionable age' (at the time, 65 for men and 60 for women). The House of Lords found that Mr James had suffered direct sex discrimination. This majority plurality decision indicated that sometimes a given set of facts does not neatly accord to traditional definitions of discrimination. This in turn encourages the judiciary to shape the law to fit the facts, which results in an inconsistent body of law full of 'fuzzy borders'. Starting with the James case, this book investigates a number of 'fuzzy border' cases in the EU and UK based on nationality discrimination, notions of indirect discrimination, pregnancy and sex discrimination, marriage and sexual orientation discrimination, perceived discrimination, and victimisation. The argument concludes that fixed notions such as 'direct and indirect discrimination are mutually exclusive' do not stand up to scrutiny and that it must be recognised that the traditional concepts of discrimination and victimisation do not reflect the reality of practice. This work is essential reading for students, scholars and practitioners in all EU and English-speaking jurisdictions, particularly post-graduates, Policy/Law-makers, and those on dedicated equality undergraduate courses.

The book examines the change management strategies and processes employed to ensure that the Labour Government's commitment to devolution became a reality in Wales. As such, it is an account of constitutional, cultural, organizational and human change set within a dynamic political context and is based on unprecedented research access to devolution papers and the politicians and civil servants (past and present) concerned with the changes. It also demonstrates the role of leadership in such changes and makes a substantial contribution to organizational learning theory.

35th anniversary edition! Here, in their own words, Indigenous voices reclaim the narrative of California Indians. “Their stories, here brilliantly illuminated by Margolin's comments, contain beauty, humor, and wisdom.”—Harold Gilliam, San Francisco Chronicle Before contact, California's Native people comprised five hundred independent tribal groups whose cultural and linguistic multiplicity expressed a sense of incalculable human richness. Reflecting that diversity, this collection of personal histories, songs, chants, and stories draws together a range of experiences from throughout the state and across generations to reveal the continuous Native presence in what is now called the Golden State. Speakers share traditional knowledge such as rites of passage, coyote tales, and dream journeys, and in equal measure they address the devastation that arrived with white people and the challenges that exist to this day—as well as the remarkable revitalization of their cultures over the past thirty years in particular. Variously funny, painful, insightful, and strikingly beautiful, The Way We Lived presents California's original sense of itself. This updated reissue contains a new foreword by Michael Connolly Miskwish (Campo Kumeyaay Nation) and a new introduction from the editor, Malcolm Margolin.

The SAGE Handbook of School Organization provides a substantial review of the history, current status and future prospects of the field of school organization. Bringing together chapters exploring key issues, important debates and points of tension, the Handbook highlights school and system organisational structure, processes and dynamics coupled with insights into important theoretical foundations from diverse perspectives. This volume is designed to provide a much-needed, critically informed and coherent account of the field, against a backdrop of increasing complexity in which schooling as an institution and schools as organisations operate.

'Chris James, Michael Connolly, Gerald Dunning and Tony Elliott have produced a comprehensive analysis of the very effective primary school. Although the research for the book draws on the authors' experiences in Welsh Primary Schools, the range of literature cited and the analytical frameworks employed ensure that their findings have a much broader relevance. They define 'a very effective' school as one that provides high levels of attainment and rich educational experiences despite being located in extremely challenging circumstances. A key insight of the book is that although these schools are consequently 'extraordinary' their practice was in many ways quite 'ordinary'. This is because these schools worked in much the same way as the very best of schools have always done. In many ways, this as the authors note, is an optimistic message - that all children deserve to be educated in such very effective schools. The virtue of How Very Effective Primary Schools Work is that it makes clear those characteristics and strategies that can help every school to become great' "- David Hopkins, HSBC iNet Chair of International Leadership, and formerly Chief Adviser on School Standards to the Secretary of State 2002-2005

"

'All children, especially the poorest, deserve capable, mature and well adjusted teachers and leaders who work together to lay firm foundations of learning and behaviour, then enrich and elevate everyone's learning far beyond that in optimistic cultures of security, persistence and hope. Based on solid research from 18 outstanding schools in challenging circumstances, this is the vital message of this important and unique book. Chris James and his colleagues show thathighly effective schools need high functioning adults and communities who expect and get the best from everyone, dedicate themselves to others without burning themselves out, are not frightened of challenges and contradictions, stay around to fulfil their obligations to others and see their efforts bear fruit, and are emotionally comfortable in their own skin. If you want to become more effective as a school you will need to become more effective and adjusted as a teacher, a leader and an all-round human being. This inspiring and indispensable book, will stir and steer all who read it in that educationally essential quest' "- Andy Hargreaves, Thomas More Brennan Chair in Education, Boston College

"

All good teachers and headteachers are concerned with improving pupil attainment. In high attainment schools, they must recognize how to sustain success. In schools with low attainment levels, they must come to understand the challenges they face and find ways of overcoming the difficulties.

This practical, research-based book describes the key approaches used by very effective schools. The authors explain how success can be achieved and maintained and describe ways of working that bring about high levels of pupil attainment. They also explain why these ways of working are successful.

This book is essential reading for headteachers, teachers, students of educational leadership and management, school governors, and those who work in local authorities.

'Chris James, Michael Connolly, Gerald Dunning and Tony Elliott have produced a comprehensive analysis of the very effective primary school. Although the research for the book draws on the authors' experiences in Welsh Primary Schools, the range of literature cited and the analytical frameworks employed ensure that their findings have a much broader relevance. They define 'a very effective' school as one that provides high levels of attainment and rich educational experiences despite being located in extremely challenging circumstances. A key insight of the book is that although these schools are consequently 'extraordinary' their practice was in many ways quite 'ordinary'. This is because these schools worked in much the same way as the very best of schools have always done. In many ways, this as the authors note, is an optimistic message - that all children deserve to be educated in such very effective schools. The virtue of How Very Effective Primary Schools Work is that it makes clear those characteristics and strategies that can help every school to become great' "- David Hopkins, HSBC iNet Chair of International Leadership, and formerly Chief Adviser on School Standards to the Secretary of State 2002-2005

"

'All children, especially the poorest, deserve capable, mature and well adjusted teachers and leaders who work together to lay firm foundations of learning and behaviour, then enrich and elevate everyone's learning far beyond that in optimistic cultures of security, persistence and hope. Based on solid research from 18 outstanding schools in challenging circumstances, this is the vital message of this important and unique book. Chris James and his colleagues show thathighly effective schools need high functioning adults and communities who expect and get the best from everyone, dedicate themselves to others without burning themselves out, are not frightened of challenges and contradictions, stay around to fulfil their obligations to others and see their efforts bear fruit, and are emotionally comfortable in their own skin. If you want to become more effective as a school you will need to become more effective and adjusted as a teacher, a leader and an all-round human being. This inspiring and indispensable book, will stir and steer all who read it in that educationally essential quest' "- Andy Hargreaves, Thomas More Brennan Chair in Education, Boston College

"

All good teachers and headteachers are concerned with improving pupil attainment. In high attainment schools, they must recognize how to sustain success. In schools with low attainment levels, they must come to understand the challenges they face and find ways of overcoming the difficulties.

This practical, research-based book describes the key approaches used by very effective schools. The authors explain how success can be achieved and maintained and describe ways of working that bring about high levels of pupil attainment. They also explain why these ways of working are successful.

This book is essential reading for headteachers, teachers, students of educational leadership and management, school governors, and those who work in local authorities.

With so much emphasis these days on making students globally competitive and prepared to beat students of other nations on international assessments, and with so much talk about academic rigor and emphasis on rigid accountability measures, we are in danger of losing sight of the most fundamental element of successful teaching and learning - love. Teaching Kids to Love Learning, Not Just Endure It makes the case that if we really want "no child left behind" we must return to the solid foundation on which successful teaching and learning has always rested - the love of teacher for her students (and they for her) and the passion of the teacher for her discipline and her desire to share that passion with her students.

With so much emphasis these days on making students globally competitive and prepared to beat students of other nations on international assessments, and with so much talk about academic rigor and emphasis on rigid accountability measures, we are in danger of losing sight of the most fundamental element of successful teaching and learning - love. Teaching Students to Love Learning, Not Just Endure It makes the case that if we really want 'no child left behind' we must return to the solid foundation on which successful teaching and learning has always rested - the love of teacher for her students (and they for her) and the passion of the teacher for her discipline and her desire to share that passion with her students.

A leader's position can be a lonely one even in the best of times. A school leader faces many challenges -some of them daunting. Principals and other school leaders benefit from good mentors, but now that many established principals are reaching retirement age a good mentor may be hard to find. What They Never Told Me in Principals School attempts to fill the gap left by an absence of mentors. Drawing upon his many personal experiences as a principal in urban, suburban and rural schools in the USA as well as his work in a variety of international schools, Mike Connolly shares with leaders what they need to know in order to develop, be successful and feel fulfilled in the important work of educating the students of the next generations.

The fourteen papers presented in this volume are thought-provoking studies of the economic adjustment of Latin America to the difficult external environment of the 1980s. The anthology evolved out of a group of papers presented at the Third Dominican Republic Conference on International Debt and Adjustment in 1986. A number of the papers were updated and are presented here along with new ones written especially for this collection. The debt problems of Latin America form the background for the analyses undertaken by the articles in the book. The articles go beyond description of the debt problems to offer insights on the more fundamental long-range problems facing policy makers in the region. Positive analyses into the nature of the adjustment process and insights into future institutional changes that could improve the functioning of the Latin American economies highlight the book.

The papers are divided into major topics of concern. The transmission of external shocks to the region and instability to the financial markets are covered. Fiscal constraints, labor market adjustment, exchange rates, and the political economy of adjustment as each relates to the external shocks of the 1980s are investigated. A major essay by Montague Lord shows Latin American potential to reap substantial gains by pursuing policies to encourage expansion of its resource-based comparative-advantage activities. The essays in "Latin American Debt and Adjustment" provide a starting point for the consideration of some of the deeper problems that need to be addressed by any meaningful attempt to improve the market-oriented economies of the region.

Great economic change is now occuring and will continue to occur in Latin America. This study analyzes the economic problems of the Latin American nations and sketches possible solutions to them. The focus is on positive economic analysis rather than normative political analysis. The contributors to this volume first analyze common economic and monetary problems of the Latin American nations and then suggest possible frameworks for solutions. Problems discussed include: floating exchange rates, peso speculation, real exchange rates, exchange rate reform, optimal tariff policies, economic liberalization in LDCs, financial markets and income distribution, external shocks, the Latin American debt problem, and microfoundations of financial liberalization.