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This book deals with competition policy from the standpoint of a
business executive. It enables a busy reader to go straight to the
business practice with which he is concerned and from there to a
summary of the authorities' treatment of that practice. At the same
time, it provides the reader who wishes to add an appreciation of
anti-trust compliance to his professional portfolio with a
comprehensive overview of the subject, together with a guide to
useful sources of further information.
This compelling memoir of Richard N. Gardner's years as ambassador
to Italy from 1977 to 1981 offers fascinating insights into the
foreign policy of the Carter administration as well as into a
critical turning point in Italy's history. This turbulent period
was marked by the kidnapping and murder of Aldo Moro, the failed
attempt of the Italian Communist Party to take power, the Soviet
invasion of Afghanistan, and the seizure of American hostages in
Tehran. It was also the time of Italy's historic decision to deploy
U.S. cruise missiles, which Mikhail Gorbachev identified as a
decisive factor in his decision to shift Soviet foreign policy
toward genuine disarmament and peaceful cooperation based on the
free choice of political systems. Drawing on hitherto classified
material, Gardner shows how wise diplomacy under president Jimmy
Carter's leadership played a part in the defeat of communism in
Italy and in the eventual collapse of the Soviet empire. His
riveting diplomatic narrative is filled with fascinating portraits
of American and Italian leaders as well as revealing details of
policy differences inside the Carter Administration and between
Washington and Gardner's Rome Embassy. The result is a major
contribution to our understanding of crisis diplomacy and of the
victory of the Western alliance in the Cold War. Balanced,
scrupulous, and compelling, Gardner's memoir will be invaluable
reading for all those interested in the inner workings of U.S.
foreign policy, diplomacy, and European politics.
In 1927, political scientist Harold Lasswell wrote about the
strategies employed by the American government to sell the benefits
of participating in World War I to a reluctant public. In
Propaganda Techniques in World War I, Lasswell discussed the
'manipulative symbols to manipulate opinions and attitudes' (p 9).
Ever since then, all wars have involved specialists who attempt to
control the way the media report about war and the way media
contribute to shaping public opinion. This collection of essays
discusses how media have 'packaged' the war in Iraq. The chapters
in this collection explore the way the media have presented the war
to us by telling us human interest stories, supporting public
policies, and crafting a narrative that supports the war. Some
chapters focus on the way the Bush administration has actively
promoted and attempted to control information; others tell of how
the media have either been complicit in supporting the dominant
narrative, or how the public has used the images in the media to
negotiate attitudes toward the war, terrorism, and international
relations. All of the chapters discuss the relationships among
conflict, political agendas, the power of media, and the way
audiences use media to construct attitudes, beliefs, and ultimately
a sense of history about the war. Coming from the perspective of
communication studies, situates the multi-dimensional aspects of
war, terrorism, public policy, media, and story-telling within the
context of creating a consensually assembled image of what the war
in Iraq is all about. This book will be of interest to
undergraduate students as well as scholars of communication,
history, sociology, political science, and American studies, and it
will be an excellent resource both for classroom use as well as the
general public."
In 1927, political scientist Harold Lasswell wrote about the
strategies employed by the American government to sell the benefits
of participating in World War I to a reluctant public. In
Propaganda Techniques in World War I, Lasswell discussed the
"manipulative symbols to manipulate opinions and attitudes" (p 9).
Ever since then, all wars have involved specialists who attempt to
control the way the media report about war and the way media
contribute to shaping public opinion. This collection of essays
discusses how media have "packaged" the war in Iraq. The chapters
in this collection explore the way the media have presented the war
to us by telling us human interest stories, supporting public
policies, and crafting a narrative that supports the war. Some
chapters focus on the way the Bush administration has actively
promoted and attempted to control information; others tell of how
the media have either been complicit in supporting the dominant
narrative, or how the public has used the images in the media to
negotiate attitudes toward the war, terrorism, and international
relations. All of the chapters discuss the relationships among
conflict, political agendas, the power of media, and the way
audiences use media to construct attitudes, beliefs,
and-ultimately-a sense of history about the war. Coming from the
perspective of communication studies, situates the
multi-dimensional aspects of war, terrorism, public policy, media,
and story-telling within the context of creating a consensually
assembled image of what the war in Iraq is all about. This book
will be of interest to undergraduate students as well as scholars
of communication, history, sociology, political science, and
American studies, and it will be an excellent resource both for
classroom use as well as the general public.
"As an archetypal student success higher-educator myself, I did not
enter this profession intentionally….But my life experiences did
prepare me to be very successful at this work. So, what are those
experiences, and types of knowledge, insight, skills that equip one
to do this kind of work? This book is about encouraging the next
generation of successors to use their experiences to become equity
warriors within the system." - John N. Gardner This book argues
that today more than ever we need new and more student success
leaders to step forward to make the changes that students need, and
it offers the story of one such leader in the belief that it will
help others see how they can make their own contribution to this
movement. The author relates a story about events and individuals
that launched a national and international movement to enable many
more college students to proceed beyond the beginning college
experience and complete the credential they are seeking. It is also
the author's personal history – how he ended up spending his
whole life in college, and how college can make us wiser and more
successful than when we started the journey. John Gardner brings 55
years of professional experience to telling this story. He begins
with the story of how colleges can and do introduce students to
life changing perspectives and ideas. In Gardner's case it was a
matter of being introduced to the question: "what is justice?" and
then spending his entire professional life seeking ways to bring
justice to underserved college students by making changes from the
inside of the higher education system. An on-line compendium
accompanies this book, which includes prompts for guided reflection
and questions and topics for discussion, as well as additional
material on the author's background and personal philosophy.
"As an archetypal student success higher-educator myself, I did not
enter this profession intentionally….But my life experiences did
prepare me to be very successful at this work. So, what are those
experiences, and types of knowledge, insight, skills that equip one
to do this kind of work? This book is about encouraging the next
generation of successors to use their experiences to become equity
warriors within the system." - John N. Gardner This book argues
that today more than ever we need new and more student success
leaders to step forward to make the changes that students need, and
it offers the story of one such leader in the belief that it will
help others see how they can make their own contribution to this
movement. The author relates a story about events and individuals
that launched a national and international movement to enable many
more college students to proceed beyond the beginning college
experience and complete the credential they are seeking. It is also
the author's personal history – how he ended up spending his
whole life in college, and how college can make us wiser and more
successful than when we started the journey. John Gardner brings 55
years of professional experience to telling this story. He begins
with the story of how colleges can and do introduce students to
life changing perspectives and ideas. In Gardner's case it was a
matter of being introduced to the question: "what is justice?" and
then spending his entire professional life seeking ways to bring
justice to underserved college students by making changes from the
inside of the higher education system. An on-line compendium
accompanies this book, which includes prompts for guided reflection
and questions and topics for discussion, as well as additional
material on the author's background and personal philosophy.
A clear, practical framework for getting higher education back on
track The Undergraduate Experience is a guide for significantly
improving student learning and institutional performance in the
rapidly changing world of higher education. Written by recognized
experts in undergraduate education, this book encourages college
and university leaders to rethink current practices that fragment
the student experience, and to focus on creating powerful,
integrated undergraduate learning for all students. Drawing from
their own deep experience and the latest research, the authors
reveal key principles that enable institutional change and enhance
student outcomes in any higher education setting. Coverage includes
high-impact practices for engagement, the importance of strategic
leadership, the necessity of setting and maintaining high
expectations, and insight on fostering excellence through
systematic planning. Through its core themes and action principles,
this book can be a valuable resource for faculty, staff,
administrators, and governing boards at all types of postsecondary
institutions. The book provides a practical framework for achieving
excellence in undergraduate education by focusing on: * Learning *
Relationships * Expectations * Alignment * Improvement * Leadership
The value of an undergraduate education is under greater scrutiny
than ever before, and campus leaders must be able to convey the
value of their institutions to students, boards, donors, and
legislators. Is a college or university degree worth the increasing
cost? Are today's students academically adrift? What's the
difference between a degree and an education? Responding to these
questions requires focused action by individuals and institutions.
The Undergraduate Experience offers practical guidance for creating
and sustaining excellence in the face of disruption and change in
higher education.
Co-published with the Gardner Institute At last there is a handbook
that everyone in higher education can use to help increase transfer
student success. This comprehensive resource has been brought
together to meet the need for a truly holistic approach to the
transfer experience. The book brings together research, theory,
practical applications, programmatic illustrations, case studies,
encouragement, and inspiration, and is supplemented by an online
compendium for continual updates of resources, case studies, and
new developments in the world of transfer. Based on a totally
different way of thinking about, understanding, and acting to
increase transfer student success, The Transfer Experience goes far
beyond the traditional, limited view of transfer as a technical
process simply about articulating credits, a stage of student
development, or a novel enrollment management strategy. Rather, the
book introduces a stimulating array of new perspectives, resources,
options, models, and recommendations for addressing the many needs
of this huge cohort - making the academic, civic, and social
justice cases for improving transfer at both transfer-sending and
transfer-receiving institutions.
Co-published with the Gardner Institute At last there is a handbook
that everyone in higher education can use to help increase transfer
student success. This comprehensive resource has been brought
together to meet the need for a truly holistic approach to the
transfer experience. The book brings together research, theory,
practical applications, programmatic illustrations, case studies,
encouragement, and inspiration, and is supplemented by an online
compendium for continual updates of resources, case studies, and
new developments in the world of transfer. Based on a totally
different way of thinking about, understanding, and acting to
increase transfer student success, The Transfer Experience goes far
beyond the traditional, limited view of transfer as a technical
process simply about articulating credits, a stage of student
development, or a novel enrollment management strategy. Rather, the
book introduces a stimulating array of new perspectives, resources,
options, models, and recommendations for addressing the many needs
of this huge cohort - making the academic, civic, and social
justice cases for improving transfer at both transfer-sending and
transfer-receiving institutions.
While education is based on the broad assumption that what one
learns here can transfer over there – across critical transitions
– what do we really know about the transfer of knowledge? The
question is all the more urgent at a time when there are pressures
to “unbundle” higher education to target learning particular
subjects and skills for occupational credentialing to the detriment
of integrative education that enables students to make connections
and integrate their knowledge, skills and habits of mind into a
adaptable and critical stance toward the world. This book – the
fruit of two-year multi-institutional studies by forty-five
researchers from twenty-eight institutions in five countries –
identifies enabling practices for, and five essential principles
about, writing transfer that should inform decision-making by all
higher education stakeholders about how to generally promote the
transfer of knowledge. This collection concisely summarizes what we
know about writing transfer and explores the implications of
writing transfer research for universities’ institutional
decisions about writing across the curriculum requirements, general
education programs, online and hybrid learning, outcomes
assessment, writing-supported experiential learning, e-portfolios,
first-year experiences, and other higher education initiatives.
This volume makes writing transfer research accessible to
administrators, faculty decision makers, and other stakeholders
across the curriculum who have a vested interest in preparing
students to succeed in their future writing tasks in academia, the
workplace, and their civic lives, and offers a framework for
addressing the tensions between competency-based education and the
integration of knowledge so vital for our society.
While education is based on the broad assumption that what one
learns here can transfer over there - across critical transitions -
what do we really know about the transfer of knowledge? The
question is all the more urgent at a time when there are pressures
to "unbundle" higher education to target learning particular
subjects and skills for occupational credentialing to the detriment
of integrative education that enables students to make connections
and integrate their knowledge, skills and habits of mind into a
adaptable and critical stance toward the world. This book - the
fruit of two-year multi-institutional studies by forty-five
researchers from twenty-eight institutions in five countries -
identifies enabling practices for, and five essential principles
about, writing transfer that should inform decision-making by all
higher education stakeholders about how to generally promote the
transfer of knowledge. This collection concisely summarizes what we
know about writing transfer and explores the implications of
writing transfer research for universities' institutional decisions
about writing across the curriculum requirements, general education
programs, online and hybrid learning, outcomes assessment,
writing-supported experiential learning, e-portfolios, first-year
experiences, and other higher education initiatives. This volume
makes writing transfer research accessible to administrators,
faculty decision makers, and other stakeholders across the
curriculum who have a vested interest in preparing students to
succeed in their future writing tasks in academia, the workplace,
and their civic lives, and offers a framework for addressing the
tensions between competency-based education and the integration of
knowledge so vital for our society.
An exploration of the University of South Carolina's trailblazing
approach to the first-year experienceAs an innovative educational
experiment, University 101 was designed to support students'
transition to and success in college. Now, fifty years after its
inception, the program continues to bring national recognition to
the University of South Carolina. From Educational Experiment to
Standard Bearer celebrates this milestone by exploring the course's
origins; its evolution and success at the university; its impact on
first-year students, upper-level students serving as peer leaders,
faculty and staff instructors, and the university community and
culture; and its role in launching the international first-year
experience movement. By highlighting the most significant
takeaways, lessons learned, and insights to practitioners on other
campuses, this book will serve as an inspiration and road map for
other institutions to invest in this proven concept and focus on
the ingredients that lead to a successful program. John N. Gardner,
founding director and architect of University 101, provides a
foreword.
From the authors of the landmark book The Freshman Year Experience (1-55542-147-4) comes an update volume that takes up where that book left off. Written by top experts in the field, the book covers four main topics: demographics of first-year students, academic dimensions of the first year experience, support systems and services, and strategic tailoring of programs and services to institutional type.
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