This book describes the story of how a collaboration of several hundred physicists from Europe and North America formed in 1988 to design, construct, install, commission and operate, for the years 1995-2007 the technically innovative HERMES experiment at the DESY laboratory in Hamburg, Germany to study the spin structure of the fundamental structure of matter. The authors begin by introducing the fascinating world of subatomic physics and relate their personal story of how the HERMES experiment came about. Guided by the exciting idea to use a new type of target internal to an electron storage ring, the HERMES collaboration was born to realize this innovative experimental approach at the new HERA accelerator at DESY. The book describes the technical design of HERMES; the successful effort to secure the necessary funds to construct the experiment in different countries; the fabrication of the different components by the different HERMES institutes; and the story of the installation and commissioning of HERMES in the East Hall of HERA in the hot summer of 1995. Until 2007, when the operation of HERA ceased, the collider ran typically about 9 months per year continuously, during which HERMES data taking shifts were manned to ensure that data of the highest quality were acquired. The book describes the HERMES scientific results, their considerable impact, how HERMES shaped an entire generation of young people into scientific leaders, and ends with a description of the twenty-first century picture of the proton that has subsequently been developed.The authors played a leading role within the HERMES collaboration. They describe, using non-technical language, the various phases of the thirteen years of running, the social life in such an international collaboration, and their personal reminiscences over several decades.

This second edition of the Handbook of Urban Education offers a fresh, fluid, and diverse range of perspectives from which the authors describe, analyze, and offer recommendations for urban education in the US. Each of the seven sections includes an introduction, providing an overview and contextualization of the contents. In addition, there are discussion questions at the conclusion of many of the 31 chapters. The seven sections in this edition of the Handbook include: (1) Multidisciplinary Perspectives (e.g., economics, health sciences, sociology, and human development); (2) Policy and Leadership; (3) Teacher Education and Teaching; (4) Curriculum, Language, and Literacy; (5) STEM; (6) Parents, Families, and Communities; and (7) School Closures, Gentrification, and Youth Voice and Innovations. Chapters are written by leaders in the field of urban education, and there are 27 new authors in this edition of the Handbook. The book covers a wide and deep range of the landscape of urban education. It is a powerful and accessible introduction to the field of urban education for researchers, theorists, policymakers and practitioners as well as a critical call for the future of the field for those more seasoned in the field.

This second edition of the Handbook of Urban Education offers a fresh, fluid, and diverse range of perspectives from which the authors describe, analyze, and offer recommendations for urban education in the US. Each of the seven sections includes an introduction, providing an overview and contextualization of the contents. In addition, there are discussion questions at the conclusion of many of the 31 chapters. The seven sections in this edition of the Handbook include: (1) Multidisciplinary Perspectives (e.g., economics, health sciences, sociology, and human development); (2) Policy and Leadership; (3) Teacher Education and Teaching; (4) Curriculum, Language, and Literacy; (5) STEM; (6) Parents, Families, and Communities; and (7) School Closures, Gentrification, and Youth Voice and Innovations. Chapters are written by leaders in the field of urban education, and there are 27 new authors in this edition of the Handbook. The book covers a wide and deep range of the landscape of urban education. It is a powerful and accessible introduction to the field of urban education for researchers, theorists, policymakers and practitioners as well as a critical call for the future of the field for those more seasoned in the field.

This is a practical, research based guide to rethinking classroom management that effectively serves the needs of diverse learners including children of color, English learners, and children from low-income households. It focuses on promising alternatives to traditional disciplinary practices including restorative justice.

Ever since their discovery more than 150 years ago, astrocytes have proved to be something of an enigma. Only in the last 10-15 years has it become clear that astrocytes are multifunctional versatile cells that play key roles in a multitude of diverse processes in the CNS, including generation of neural stem cells, synaptogenesis, and regulation of the blood-brain barrier and neurovascular unit. Astrocytes: Methods and Protocols provides scientists with a comprehensive guide to many techniques used for astrocyte cell culture, as well as more specialized approaches for studying astrocyte functions, both in vitro and in vivo. Key cellular, molecular and biochemical techniques are used to study the many and varied functions of this fascinating cell. Written in the highly successful Methods in Molecular Biology (TM) series format, chapters include introductions to their respective topics, lists of the necessary materials and reagents, step-by-step, readily reproducible laboratory protocols, and key tips on troubleshooting and avoiding known pitfalls.

Providing a selection of the key techniques that are used in characterizing cerebral angiogenesis, Cerebral Angiogenesis: Methods and Protocols aims to define the cellular and molecular mechanisms underlying this important process. Divided into six parts, this detailed volume examines cerebral angiogenesis occurring in different scenarios, a variety of different models in which cerebral angiogenesis can be studied, methods to characterize and quantify angiogenic events as well as several different approaches to measure changes in cerebral blood flow, different approaches to investigate the role of specific candidate genes in cerebral angiogenesis, methods of therapeutically manipulating cerebral angiogenesis by gene delivery, and finally important approaches to examine cerebral angiogenic mechanisms in vitro. Written in the highly successful Methods in Molecular Biology series format, chapters include introductions to their specific topics, lists of the necessary materials and reagents, step-by-step, readily reproducible laboratory protocols, and tips on troubleshooting and avoiding known pitfalls. Comprehensive and decidedly practical, Cerebral Angiogenesis: Methods and Protocols should be a vital resource for all researchers, both those new to this field as well as those looking to use more specialized and sophisticated techniques to examine blood vessel growth in the brain.

Ever since their discovery more than 150 years ago, astrocytes have proved to be something of an enigma. Only in the last 10-15 years has it become clear that astrocytes are multifunctional versatile cells that play key roles in a multitude of diverse processes in the CNS, including generation of neural stem cells, synaptogenesis, and regulation of the blood-brain barrier and neurovascular unit. Astrocytes: Methods and Protocols provides scientists with a comprehensive guide to many techniques used for astrocyte cell culture, as well as more specialized approaches for studying astrocyte functions, both in vitro and in vivo. Key cellular, molecular and biochemical techniques are used to study the many and varied functions of this fascinating cell. Written in the highly successful Methods in Molecular Biology (TM) series format, chapters include introductions to their respective topics, lists of the necessary materials and reagents, step-by-step, readily reproducible laboratory protocols, and key tips on troubleshooting and avoiding known pitfalls.

Making Black Girls Count in Math Education explores the experiences of Black girls and women in mathematics from preschool to graduate school, deftly probing race and gender inequity in STEM fields. Nicole M. Joseph investigates factors that contribute to the glaring underrepresentation of Black female students in the mathematics pipeline. Joseph’s unflinching account calls attention to educational structures and practices that contribute to race- and gender-based stratification in science, technology, engineering, and mathematics disciplines. The author also disentangles a complex network of historical and sociopolitical elements that influence the perception and experiences of Black girls and women both inside and outside of mathematics education. In her clear-eyed assessment of the intersectional difficulties facing this marginalized group, Joseph offers a critical view of the existing mathematics education research, practice, and policies that have neglected Black girls and women; confronts the problematic history of mathematics education policy; and considers imbalances in the current teacher workforce in US mathematics programs. She then provides practical, actionable suggestions for reform. Joseph invites students, families, and educators, as well as researchers, policy makers, and other relevant stakeholders to disrupt systems, structures, and ideologies. She calls for an end to racism and sexism in many areas of mathematics education, including learning environments, curriculum design and implementation, and testing and assessments. An essential read for anyone concerned about supporting the mathematical learning and development of Black girls and women, this work advocates for coalition-building so that greater, more equitable opportunities for learning and engagement may be offered to Black female students.

Equality or Equity sets forth a compelling argument urging us to shift our understanding of the role of our education system from providing equal opportunity to building an equitable society. A leading scholar-practitioner and ardent proponent of culturally responsive forms of education, Jeffrey M. R. Duncan-Andrade aims to settle the debates over whether we should work toward a public education system built on the goal of equality, in which identical resources are provided for all students, or equity, in which different resources are offered in response to differences in student interests and needs. Duncan-Andrade centers his argument on the importance of creating meaningful education experiences for all students, particularly for low-income students of color and immigrant students, who have gained relatively fewer benefits from decades of equality-focused education reform. Drawing on research from across a range of disciplines, including neuroscience, social epidemiology, public health, and social work, Duncan-Andrade introduces three essential domains of a pedagogy that are both culturally and community responsive: relationships, relevance, and responsibility. He enlists the voices of practitioners to provide grounded examples of what community-responsive pedagogy looks like in each of these domains. These examples demonstrate how equitable classroom practices can enrich student engagement, enhance trauma responsiveness, and improve educational outcomes. Equality or Equity makes an urgent appeal for designing and implementing a truly equitable school system and shows us how we can begin to accomplish that goal.

Racial Opportunity Cost turns critical attention to the specific challenges faced by high-achieving students of color and gives educators a framework for recognizing and addressing these issues. Terah T. Venzant Chambers roots her discussion in the concept of racial opportunity cost, using a term borrowed from economics to refer to the obstacles faced and tradeoffs made by Black and Latinx students on the path to academic success. Gathering first-hand accounts from students, practitioners, and researchers, Chambers underscores a set of experiences common to academically successful students from racially minoritized backgrounds, especially those who attend predominantly white schools. These individual testimonies collectively show how, despite their successes, high-achieving students of color regularly encounter educational racism. As their experiences reveal, their academic progress may also be impeded by secondary stressors such as peer and cultural isolation and struggles with racial identity. These personal accounts illustrate the many ways in which the negative effects of racial opportunity cost extend from K-12 education into postsecondary academics and beyond. In this clarifying work, Chambers identifies the factors, such as school culture, intersectionality, and community acceptance that can increase or lessen racial opportunity cost across educational environments. She considers how the individual challenges that high-achieving and high-ability students of color confront reflect larger systemic problems. Chambers' framework will help educators proactively cultivate change in their classrooms and schools so that they may lower racial opportunity cost and improve student experiences.

Race neutral leadership is not an option. Education leaders are on the frontline in the fight for racial justice and must co-construct practices to disrupt storylines, policies, and practices that perpetuate opportunity gaps. Drawing from established research and the wisdom of teachers, young people, parents, community members, policy advocates, and school leaders, The Race Card is a guide for frontline leaders at every level to confront and disrupt racism. Designed to engage leaders in candid conversations about race and racism, this book provides a road map for building anti-racist leadership capacity in today’s turbulent political environment. Features include Eight interrelated tenets of Frontline Leadership Strategies for supporting faculty, staff, students, and the broader community in practices centering racial justice and equity Guidance for dismantling the lies and beliefs that perpetuate inequities Design principles and strategies to cultivate opportunity-rich and robust curriculum, instruction, relationships, and assessment The frontline isn’t always a comfortable place, but it’s where education leaders are needed right now. Lead the fight for truth in your school community and help change history—by putting our nation back on the path to racial justice.

Originally published in 1973, Black Players was the first book to do a thorough examination of the urban pimp culture. Social anthropologists Richard and Christina Milner were allowed access to the secretive and controversial world of pimps and prostitutes. Black Player guides the reader through every aspect of this unfamiliar world, allowing the Players to describe themselves, and the rules of the game in their own words. The Milners interviewed many of the top pimps in the Bay area and other parts of the country during the late 60's/early 70's. There is even a rare interview with legendary pimp-turned-author Iceberg Slim in this book. Out of this experience, has come one of the most fascinating journeys into a secret culture ever written.

Teachers of Color describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal wellbeing, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives-first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory, Teachers of Color exposes the ongoing racialization via counter-stories from thirty racially, geographically, and professionally diverse educators. The book concludes with recommendations that various education stakeholders can employ to improve the racial climates of schools and support the growing diversity of the teaching force. At this critical moment, Kohli offers readers an opportunity to strengthen their racial literacies and better understand the strengths, struggles, and power of teachers of color.

Chezare A. Warren chronicles the transition of a cohort of young Black males from Urban Prep Charter Academy for Young Men to their early experiences in higher education. A rich and closely observed account of a mission-driven school and its students, Urban Preparation makes a significant contribution to our understanding of how young males of color can best be served in schools throughout the United States today. A founding teacher at Urban Prep, Warren offers a detailed exploration of what this single-sex public high school on the South Side of Chicago has managed to accomplish amid profoundly challenging circumstances. He provides a comprehensive portrait of the school-its leaders, teachers, and professional staff; its students; and the community that the school aims to serve-and highlights how preparation for higher education is central to its mission. Warren focuses on three main goals: to describe Urban Prep's plans and efforts to prepare young Black males for college; to understand how race, community, poverty, and the school contributed, in complex and interrelated ways, to the academic goals of these students; and to offer a wide-ranging set of conclusions about the school environments and conditions that might help young Black males throughout the country succeed in high school and college.

The disciples of the goddess Kali, the Kali'ka, are broken. Believed to be myth, their arcane order has for centuries rescued those who have awakened from the drug-induced pleasure and religious fervor of the city of light and Logic, New Corinth. Now, the Kali'ka have been fractured from within by extremists turned violent against the world above their underground cloisters, and New Corinth, a city where fear and anger are censured, is unable to cope with the dissident faction's brutal emergence.

Elara Aeve - Kali'ka ascendant, warrior and teacher, sister to a family left behind in New Corinth - may hold the key to salvaging society. She rails against the ineffectual, divided leadership of the Kali'ka, insisting they take action, swiftly and decisively, to seal the rift in their order before it consumes Kali'ka and Corinthian alike in a bloody conflagration.

But Elara harbors a secret far more dangerous than any extremist force. A dire power swells alive inside of her, growing conscious, hunting her with cataclysmic visions, demanding blood for peace. Soon, Elara is targeted for death and caught in a conspiracy that takes her beyond the walls of Kali'ka cloisters, all the way to the heart of New Corinth and through the planes of reality itself.

Branded as a savior by some, destroyer by others, she may be the only one willing to do what is necessary to protect her home and kin, even if it means succumbing to the dark thirst within and awakening the once-living goddess Kali, Herself.

In this incisive and practical book, H. Richard Milner IV provides educators with a crucial understanding of how to teach students of color who live in poverty. Milner looks carefully at the circumstances of these students' lives and describes how those circumstances profoundly affect their experiences within schools and classrooms. In a series of detailed chapters, Milner proposes effective practices-at the district and school levels, and in individual classrooms-for school leaders and teachers who are committed to creating the best educational opportunities for these students. Building on established literature, new research, and a number of revelatory case studies, Milner casts essential light on the experiences of students and their families living in poverty, while pointing to educational strategies that are shaped with these students' unique circumstances in mind. Milner's astute and nuanced account will fundamentally change how school leaders and teachers think about race and poverty-and how they can best serve these students in their schools and classrooms.

This is a story depicting many events of Holy Week as seen through the eyes of Jesus, Judas, Caiaphas, Pilate, Simon of Cyrene, the centurion, and many others. It often uses Scripture to set the stage but then expands the view to encompass the sights and sounds of Jerusalem. It presents the triumphant entry into the city on Palm Sunday, the chaotic events of Jesus and the moneychangers, and then Caiaphas's desperate plot to put an end to this problem rabbi called Jesus.

The famous, the infamous, the disciple, the casual follower of Christ, the Roman soldier, and the common man are all included in the events, and each gets a chance to tell his story about what it means to him and how it affects his world.

This is a story depicting many events of Holy Week as seen through the eyes of Jesus, Judas, Caiaphas, Pilate, Simon of Cyrene, the centurion, and many others. It often uses Scripture to set the stage but then expands the view to encompass the sights and sounds of Jerusalem. It presents the triumphant entry into the city on Palm Sunday, the chaotic events of Jesus and the moneychangers, and then Caiaphas's desperate plot to put an end to this problem rabbi called Jesus.

The famous, the infamous, the disciple, the casual follower of Christ, the Roman soldier, and the common man are all included in the events, and each gets a chance to tell his story about what it means to him and how it affects his world.

This alphabetically arranged reference, an immensely entertaining browser's delight, offers a dazzling overview of the life and thought of Charles Darwin and his incredibly wide sphere of influence. Authoritative and abundantly illustrated, it illuminates the ways in which ideas of evolutionary biology have leapt the boundaries of science to influence philosophy, law, religion, literature, cinema, art, and popular culture."Darwin's Universe", a thoroughly revised and updated successor to Richard Milner's acclaimed "Encyclopedia of Evolution", contains more than a hundred new essays, including entries on animal behavior (Alex the parrot, Kanzi the bonobo, and Digit the gorilla), on women in science (Mary Anning and Rosalind Franklin), and on the latest finds of human fossils. A veritable museum of natural history, it also contains many original discoveries brought to light by Milner's historical sleuthing. Packed with hundreds of rare illustrations, including many new ones, this Darwin Bicentennial edition will appeal to a wide audience of readers.

In the thoroughly revised second edition of Start Where You Are, But Don't Stay There, H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers for the racially diverse student populations in their classrooms. The book, anchored in real world experiences, centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. The case studies- of teachers in urban and suburban settings- are presented amid current discussions about race and teaching. In addition, the second edition includes a new chapter dedicated to opportunity gaps in education and an expanded discussion of how Opportunity Centered Teaching can address these gaps. Start Where You Are, But Don't Stay There strives to help educators in the fight for social justice, equity, inclusion, and transformation for all students. It is a book urgently needed in today's increasingly diverse classrooms.

Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students-those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of ""cultural responsiveness"" is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students' indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation.

Teachers of Color describes how racism serves as a continuous barrier against diversifying the teaching force and offers tools to support educators who identify as Black, Indigenous, or people of Color on both a systemic and interpersonal level. Based on in-depth interviews, digital narratives, and questionnaires, the book analyzes the toll of racism on their professional experiences and personal wellbeing, as well as their resistance and reimagination of schools. Teacher educator and educational researcher Rita Kohli documents the hostile racial climate that teachers of color experience over the course of their academic and professional lives-first as students and preservice teachers and later in their classrooms and schools. She also highlights the tools of resistance these teachers employ to challenge institutionalized oppression and the kinds of professional development and support they need to thrive. Analyzed through the lens of critical race theory, Teachers of Color exposes the ongoing racialization via counter-stories from thirty racially, geographically, and professionally diverse educators. The book concludes with recommendations that various education stakeholders can employ to improve the racial climates of schools and support the growing diversity of the teaching force. At this critical moment, Kohli offers readers an opportunity to strengthen their racial literacies and better understand the strengths, struggles, and power of teachers of color.

In the thoroughly revised second edition of Start Where You Are, But Don't Stay There, H. Richard Milner IV addresses the knowledge and insights required on the part of teachers and school leaders to serve students of color. Milner focuses on a crucial issue in teacher training and professional education: the need to prepare teachers for the racially diverse student populations in their classrooms. The book, anchored in real world experiences, centers on case studies that exemplify the challenges, pitfalls, and opportunities facing teachers in diverse classrooms. The case studies- of teachers in urban and suburban settings- are presented amid current discussions about race and teaching. In addition, the second edition includes a new chapter dedicated to opportunity gaps in education and an expanded discussion of how Opportunity Centered Teaching can address these gaps. Start Where You Are, But Don't Stay There strives to help educators in the fight for social justice, equity, inclusion, and transformation for all students. It is a book urgently needed in today's increasingly diverse classrooms.

Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students-those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of ""cultural responsiveness"" is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students' indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation.