Although schools with an African-centered educational focus have existed for over 200 years, they have most often been independent institutions. Within the past few years, the idea of incorporating an African and African-American cultural orientation in public schools has been explored. This exploration has proceeded in a number of ways: in Baltimore, MD, African-centered education was instituted in selected classrooms within an otherwise traditional school. In Milwaukee, and in other cities such as Detroit, MI, and Washington, DC, African-centered programs have been implemented in selected schools.

These six papers were originally delivered to a conference at Sheffield University in 1969 and represent an overview of a research project led by Professor Pollard, which aimed to construct a series of annual figures of capital formation for the Industrial Revolution in Britain - both in aggregate and broken down into main sectors. Each paper is accompanied by a summary of the discussion which followed.

The problems encountered in such an undertaking are examined, a major one being definition: what to include in the term 'capital', how to measure or isolate expenditure under that heading, and how to deal with changes which have made the definitions and practices of present-day national income estimates inapplicable to earlier centuries. Sources are also examined in depth as statistical information is not only uncertain and often unreliable, but of different value and completeness for different sectors of the economy.

This book was first published in 1971.

This book examines an abstract mathematical theory, placing special emphasis on results applicable to formal logic. If a theory is especially abstract, it may find a natural home within several of the more familiar branches of mathematics. This is the case with the theory of closure spaces. It might be considered part of topology, lattice theory, universal algebra or, no doubt, one of several other branches of mathematics as well. In our development we have treated it, conceptually and methodologically, as part of topology, partly because we first thought ofthe basic structure involved (closure space), as a generalization of Frechet's concept V-space. V-spaces have been used in some developments of general topology as a generalization of topological space. Indeed, when in the early '50s, one of us started thinking about closure spaces, we thought ofit as the generalization of Frechet V space which comes from not requiring the null set to be CLOSURE SPACES ANDLOGIC XlI closed(as it is in V-spaces). This generalization has an extreme advantage in connection with application to logic, since the most important closure notion in logic, deductive closure, in most cases does not generate a V-space, since the closure of the null set typically consists of the "logical truths" of the logic being examined."

These six papers were originally delivered to a conference at Sheffield University in 1969 and represent an overview of a research project led by Professor Pollard, which aimed to construct a series of annual figures of capital formation for the Industrial Revolution in Britain - both in aggregate and broken down into main sectors. Each paper is accompanied by a summary of the discussion which followed. The problems encountered in such an undertaking are examined, a major one being definition: what to include in the term 'capital', how to measure or isolate expenditure under that heading, and how to deal with changes which have made the definitions and practices of present-day national income estimates inapplicable to earlier centuries. Sources are also examined in depth as statistical information is not only uncertain and often unreliable, but of different value and completeness for different sectors of the economy. This book was first published in 1971.

This title considers the main similarities and differences in the industrialization processes of the major economies.

First published in 1985, the "Handbook for Achieving Gender Equity Through Education" quickly established itself as the essential reference work concerning gender equity in education. This new, expanded edition provides a 20-year retrospective of the field, one that has the great advantage of documenting U.S. national data on the gains and losses in the efforts to advance gender equality through policies such as Title IX, the landmark federal law prohibiting sex discrimination in education, equity programs and research. Key features include:
Expertise - Like its predecessor, over 200 expert authors and reviewers provide accurate, consensus, research-based information on the nature of gender equity challenges and what is needed to meet them at all levels of education.
Content Area Focus - The analysis of gender equity within specific curriculum areas has been expanded from 6 to 10 chapters including mathematics, science, and engineering.
Global/Diversity Focus - Global gender equity is addressed in a separate chapter as well as in numerous other chapters. The expanded section on gender equity strategies for diverse populations contains seven chapters on African Americans, Latina/os, Asian and Pacific Island Americans, American Indians, gifted students, students with disabilities, and lesbian, gay, bisexual, and transgender students.
Action Oriented - All chapters contain practical recommendations for making education activities and outcomes more gender equitable. A final chapter consolidates individual chapter recommendations for educators, policymakers, and researchers to achieve gender equity in and through education.
New Material - Expanded from 25 to 31 chapters, this new edition includes:
*more emphasis on male gender equity and on sexuality issues;
*special within population gender equity challenges (race, ability and disability, etc);
*coeducation and single sex education;
*increased use of rigorous research strategies such as meta-analysis showing more sex similarities and fewer sex differences and of evaluations of implementation programs;
*technology and gender equity is now treated in three chapters;
*women's and gender studies;
*communication skills relating to English, bilingual, and foreign language learning; and
*history and implementation of Title IX and other federal and state policies.
Since there is so much misleading information about gender equity and education, this "Handbook" will be essential for anyone who wants accurate, research-based information on controversial gender equity issues-journalists, policy makers, teachers, Title IX coordinators, equity trainers, women's and gender study faculty, students, and parents.

This title considers the main similarities and differences in the industrialization processes of the major economies.

First published in 1985, the Handbook for Achieving Gender Equity Through Education quickly established itself as the essential reference work concerning gender equity in education. This new, expanded edition provides a 20-year retrospective of the field, one that has the great advantage of documenting U.S. national data on the gains and losses in the efforts to advance gender equality through policies such as Title IX, the landmark federal law prohibiting sex discrimination in education, equity programs and research. Key features include: Expertise - Like its predecessor, over 200 expert authors and reviewers provide accurate, consensus, research-based information on the nature of gender equity challenges and what is needed to meet them at all levels of education. Content Area Focus - The analysis of gender equity within specific curriculum areas has been expanded from 6 to 10 chapters including mathematics, science, and engineering. Global/Diversity Focus - Global gender equity is addressed in a separate chapter as well as in numerous other chapters. The expanded section on gender equity strategies for diverse populations contains seven chapters on African Americans, Latina/os, Asian and Pacific Island Americans, American Indians, gifted students, students with disabilities, and lesbian, gay, bisexual, and transgender students. Action Oriented - All chapters contain practical recommendations for making education activities and outcomes more gender equitable. A final chapter consolidates individual chapter recommendations for educators, policymakers, and researchers to achieve gender equity in and through education. New Material - Expanded from 25 to 31 chapters, this new edition includes: *more emphasis on male gender equity and on sexuality issues; *special within population gender equity challenges (race, ability and disability, etc); *coeducation and single sex education; *increased use of rigorous research strategies such as meta-analysis showing more sex similarities and fewer sex differences and of evaluations of implementation programs; *technology and gender equity is now treated in three chapters; *women's and gender studies; *communication skills relating to English, bilingual, and foreign language learning; and *history and implementation of Title IX and other federal and state policies. Since there is so much misleading information about gender equity and education, this Handbook will be essential for anyone who wants accurate, research-based information on controversial gender equity issues-journalists, policy makers, teachers, Title IX coordinators, equity trainers, women's and gender study faculty, students, and parents.

This book examines an abstract mathematical theory, placing special emphasis on results applicable to formal logic. If a theory is especially abstract, it may find a natural home within several of the more familiar branches of mathematics. This is the case with the theory of closure spaces. It might be considered part of topology, lattice theory, universal algebra or, no doubt, one of several other branches of mathematics as well. In our development we have treated it, conceptually and methodologically, as part of topology, partly because we first thought ofthe basic structure involved (closure space), as a generalization of Frechet's concept V-space. V-spaces have been used in some developments of general topology as a generalization of topological space. Indeed, when in the early '50s, one of us started thinking about closure spaces, we thought ofit as the generalization of Frechet V space which comes from not requiring the null set to be CLOSURE SPACES ANDLOGIC XlI closed(as it is in V-spaces). This generalization has an extreme advantage in connection with application to logic, since the most important closure notion in logic, deductive closure, in most cases does not generate a V-space, since the closure of the null set typically consists of the "logical truths" of the logic being examined."

In May 1905, Lily Johnston impulsively leaves her pampered city life behind to travel to the nascent town of Las Vegas, Nevada. After her husband's death, crippling panic attacks have plagued her. Belief that reuniting with her daughter, Andy, will make them stop motivates her to board a train and head into the desert. Once there, the austere conditions and harsh climate of the tent town convince her that she must take her pregnant daughter home in order to save her life. When Andy refuses to leave, Lily decides the only way to keep her safe is by living there temporarily. Life in the raucous Wild West town is appalling and dangerous with frequent gunfights and prostitutes parading in the streets. Refined and proper, Lily struggles to retain the principles that define her and make her feel secure. But the place and a friendship with a gambler, reputed to be a gunfighter, challenge her beliefs about everything, including herself .

This scarce antiquarian book is a selection from Kessinger Publishing's Legacy Reprint Series. Due to its age, it may contain imperfections such as marks, notations, marginalia and flawed pages. Because we believe this work is culturally important, we have made it available as part of our commitment to protecting, preserving, and promoting the world's literature. Kessinger Publishing is the place to find hundreds of thousands of rare and hard-to-find books with something of interest for everyone!