This book brings together internationally renowned academics from Europe and North America offering a uniquely comprehensive and timely analysis of the intervention in Libya in 2011. The military intervention in Libya in March 2011 generated heated debate internationally and reinvigorated interest in humanitarian intervention. The action was widely heralded as a surprisingly robust and effective response to a looming mass atrocity. This volume critically analyses the intervention and challenges the dominant positive narrative, especially the ostensibly causal role played by the 'Responsiblity to Protect' doctrine (R2P). The contributors assess the Libyan intervention in the context of a number of contemporary trends and ongoing debates and argue that the manner in which the intervention was sanctioned, prosecuted and justified has a number of troubling implications for both the future of humanitarian intervention and international peace and security. This edited collection includes contributions from Professor Alex de Waal (Tufts University, USA), Dr Eric Heinze (University of Oklahoma, USA), Professor Tom Keating (University of Alberta, Canada), Professor Alan Kuperman (University of Texas at Austin, USA), Professor Kim Richard Nossal (Queen's University, Canada), Dr Theresa Reinold (Social Science Research Centre Berlin, Germany) and Dr Brent Steele (University of Kansas, USA).

Gender quotas are a growing worldwide phenomenon, yet their variable implementation remains under-researched. Using the prominent case study of France, this book approaches quotas from the perspective of the key actors responsible for them - political parties.

Schools in the United States have historically banned many different things. From clothing to weapons, from cell phones to books, schools have implemented various types of censorship and restrictions on their students for a variety of reasons and with a variety of results. This book's purpose is to describe the various things banned in schools, the reasons behind attempts to ban such things, the types of people who approve of censoring those things and the types who do not, the outcome of representative cases of censorship, and suggestions for school personnel about how to cope with bans. Each chapter addresses the same sequence of topics: a particular type of ban's domain and historical background; representative cases of the ban's application; ban supporters and their methods; ban critics and their methods; and ways of resolving conflicts over the ban.

While some may argue that cell phones are necessary in today's school setting, others would suggest they are disruptive. While some may argue "The Catcher in the Rye" should be banned, others may say it is essential reading for American students. More recently, some schools have banned all of the Harry Potter books from their library shelves. Few would argue that a ban on weapons is a bad thing, but who determines what should be considered a weapon? In some schools, restrictions are placed on Web access, but who decides what to allow and what not to allow? Where do the lines get drawn? Here, Thomas reviews the many areas of censorship in our schools and helps readers draw their own conclusions.

Becoming a Professor is designed primarily for graduate and undergraduate students and others - instructors, lecturers and new tenure-track professors - contemplating careers as professors in post-secondary education at colleges, institutes, and universities. The book identifies kinds of higher education institutions, and types of teaching positions along with the nature of each position's responsibilities and advantages and disadvantages. It explains how graduate students can promote their future as faculty members while they are still in graduate school and suggests ways to find suitable faculty positions and succeed at the application and interview process. The book also addresses a range of other matters that influence careers in higher education once a candidate is hired in a faculty position - such matters as the tenure and promotion process and how to succeed in other aspects of the professorial role (research, service, teaching), and as well as how to avoid pitfalls (political and ethical aspects) in such positions.

"This useful reference offers in-depth coverage of current techniques for converting heavy oils and residues into more valuable distillates.Examines the chemistry of heavy hydrocarbon feeds and their properties important to engineering design, including phase behavior, reaction kinetics, and thermodynamic and transport characteristics!"

How-and why-do humans develop as they do? This book clearly explains the key components of human development theories and describes how to compose novel theories regarding this age-old puzzle. As college students progress through bachelor's degree programs and then advance to their master's degree theses and doctoral dissertations, they are bombarded with studies of countless theories, often adopting some author's theory for interpreting information about human development, even when the theory does not precisely meet their needs. One way to solve the problem-a way especially tuned to the current classroom push for creative, critical thinking-is for the student to create his or her own theory. Unfortunately, even students as high as the doctoral level often don't understand how to create a well-ordered, workable theory of their own-a crucial gap in their "critical thinking" skillsets. This book is the solution to that specific problem. In these pages, in clear and detailed steps, is a complete explanation for developing a theory. The book addresses key topics such as attention to need, population, basic assumptions, key terms, causes and stages, interpreting evidence, and applications. Author R. Murray Thomas-a well-known and highly respected elder in the social sciences-also details five illustrative theories, covering their history and providing insights about how they were developed. This work will be valuable to students of psychology, human development, child development, and theory as well as those in other disciplines seeking an understanding of theory building. Succinctly describes the theory-construction process in language free from technical jargon that is accessible to college students or general readers interested in the nature and structure of theories Identifies the essential components that comprise theories-scientific explanations-of the human-development process, allowing readers to see how different thinkers address common concepts in their well-known theories Offers five new theories built according to the guidelines proposed in the explanation of human development theory components

Recounts and interprets 20th century American Lutheran battles on the doctrine of the third use of the Law.

1. THE PROBLEM OF CATASTROPHE RISK The risk of large losses from natural disasters in the U.S. has significantly increased in recent years, straining private insurance markets and creating troublesome problems for disaster-prone areas. The threat of mega-catastrophes resulting from intense hurricanes or earthquakes striking major population centers has dramatically altered the insurance environment. Estimates of probable maximum losses (PMLs) to insurers from a mega catastrophe striking the U.S. range up to $100 billion depending on the location and intensity of the event (Applied Insurance Research, 2001).1 A severe disaster could have a significant financial impact on the industry (Cummins, Doherty, and Lo, 2002; Insurance Services Office, 1996a). Estimates of industry gross losses from the terrorist attack on September 11, 2001 range from $30 billion to $50 billion, and the attack's effect on insurance markets underscores the need to understand the dynamics of the supply of and the demand for insurance against extreme events, including natural disasters. Increased catastrophe risk poses difficult challenges for insurers, reinsurers, property owners and public officials (Kleindorfer and Kunreuther, 1999). The fundamental dilemma concerns insurers' ability to handle low-probability, high-consequence (LPHC) events, which generates a host of interrelated issues with respect to how the risk of such events are 1 These probable maximum loss (PML) estimates are based on a SOD-year "return" period."

In Algonquin Indian lore, Manitou is a supernatural power that permeates the world, a power that can assume the form of a deity referred to as The Great Manitou or The Great Spirit, creator of all things and giver of life. In that sense, Manitou can be considered the counterpart of the Christian God. From early times, the belief in Manitou extended from the Algonquins in Eastern Canada to other tribal nations--the Odawa, Ojibwa, Oglala, and even the Cheyenne in the Western plains. As European settlers made their way across the land, the confrontation between Christianity and Native American religions revealed itself in various ways. That confrontation continues to this day. In Manitou and God, Thomas describes American Indian religions as they compare with principal features of Christian doctrine and practice. He traces the development of sociopolitical and religious relations between American Indians and the European immigrants who, over the centuries, spread across the continent, captured Indian lands and decimated Indian culture in general and religion in particular. He identifies the modern-day status of American Indians and their religions, including the progress Indians have made toward improving their political power, socioeconomic condition, and cultural/religious recovery and the difficulties they continue to face in their attempts to better their lot. Readers will gain a better sense of the give and take between these two cultures and the influence each has had on the other.

Television informs our perceptions and expectations of leaders and offers a guide to understanding how we, as organizational actors, should communicate, act, and relate. Because of its pervasiveness as a medium and the impact it can have in influencing expectations of leadership and related behavior within organizational life, television can be understood an important pedagogical tool. Leadership through the Lens: Interrogating Production, Presentation, and Power is an edited collection of 11 chapters that address representations of leadership in scripted and unscripted workplace settings, showcasing the innovative ways in which diverse leadership styles are illustrated in a variety of contexts on television. With a unique approach at the intersection of leadership and mass media studies, this book shows how the two disciplines coexist to inform how leadership culture is produced and transformed via presentation and representations on television.

Drop that Chalk! A Guide to Better Teaching at Colleges and Universities is designed for those planning to teach - or already teaching and hoping to improve instruction - in colleges, universities, or other institutions of higher education. This book delineates the process of planning a course from designing course objectives to creating a syllabus, selecting course materials and technologies, determining which teaching strategies to employ and how to best implement them, to creating assessments, course evaluations, and assigning grades. Advantages and disadvantages of teaching and assessment techniques are shared, along with research-based guidance for effectively implementations. Guidelines for creating effective on-line courses are presented. This book also explains thirteen aspects of student diversity to help teachers understand their students, more effectively plan instruction for them, and shares a range of other suggestions to help maintain positive and effective learning environments that ensure students' success. The techniques and myriad examples shared in this book are based on the authors' over sixty years of combined teaching experiences, and on current research in educational psychology and related disciplines.

Drop that Chalk! A Guide to Better Teaching at Colleges and Universities is designed for those planning to teach - or already teaching and hoping to improve instruction - in colleges, universities, or other institutions of higher education. This book delineates the process of planning a course from designing course objectives to creating a syllabus, selecting course materials and technologies, determining which teaching strategies to employ and how to best implement them, to creating assessments, course evaluations, and assigning grades. Advantages and disadvantages of teaching and assessment techniques are shared, along with research-based guidance for effectively implementations. Guidelines for creating effective on-line courses are presented. This book also explains thirteen aspects of student diversity to help teachers understand their students, more effectively plan instruction for them, and shares a range of other suggestions to help maintain positive and effective learning environments that ensure students' success. The techniques and myriad examples shared in this book are based on the authors' over sixty years of combined teaching experiences, and on current research in educational psychology and related disciplines.

Becoming a Professor is designed primarily for graduate and undergraduate students and others - instructors, lecturers and new tenure-track professors - contemplating careers as professors in post-secondary education at colleges, institutes, and universities. The book identifies kinds of higher education institutions, and types of teaching positions along with the nature of each position's responsibilities and advantages and disadvantages. It explains how graduate students can promote their future as faculty members while they are still in graduate school and suggests ways to find suitable faculty positions and succeed at the application and interview process. The book also addresses a range of other matters that influence careers in higher education once a candidate is hired in a faculty position - such matters as the tenure and promotion process and how to succeed in other aspects of the professorial role (research, service, teaching), and as well as how to avoid pitfalls (political and ethical aspects) in such positions.

'The first thing my dazed eyes fell upon was the mirror of black glass... She held it so that I might gaze into its depths. And there, with a cry of amazement and fear, I saw the shadow of the Basilisk.' Through odysseys across dreamlike lands, Gothic love affairs haunted by the shadow of death and uncanny episodes from the Peak country, the portrait of a unique writer of the strange tale emerges. With his florid, illustrative style and powerful imagination, R. Murray Gilchrist's impact on the weird fiction genre is unmistakable - and yet his name fell into obscurity following his death. Exploring tales of annihilation and shattered identities, fatalistic romances, bewildering visions of the sublime and mythological evils preying on the innocent, this new anthology is a journey through an entrancing and influential oeuvre essential for any reader of the weird.

Many Americans may believe that religion in the schools is a controversial subject only in the United States. But around the world, the subject has gained widespread notoriety, media coverage, and attention from governing bodies, school administrations, and individuals. In France, conflict erupted when a young girl wore a headscarf to her public school; the government there got involved to reassert the rule that no outward display of religion will be tolerated. In India, a panel was appointed to remove Hindu religious beliefs from high-school textbooks. In Pakistan, the government passed a law to make the curriculum of Islamic religious schools more secular in its approach. Here in the United States, debates abound regarding the Pledge of Allegiance, the posting of the Ten Commandments, prayer in school, and other familiar arguments. But why do these controversies exist? What prompts them? Why do particular conflicts arise, and what attempts are made to deal with them? How have solutions fared? How are the controversies in one country similar to or different from those in another? In Religion in Schools, R. Murray Thomas uses case examples from twelve countries around the world, covering all regions of the world and all the major religions, to examine and answer these questions. He reveals the complexities of the conflicts, and shows what brought them about. For example, in France, the conflicts often arise out of that nation's desire to remain intensely secular. Using case examples and applying a uniform approach to analyzing each country's particular focus on religion and education, he is able to show what these conflicts have in common, how well solutions have worked, and what may lie ahead.