In uncertain economic times, many seniors and their families are bound to face financial problems as illustrated by tsunamis. Financial tsunamis can sink your retirement plans and wash away your financial peace of mind. Jay Tyner, RFC(r) discusses 9 financial storms retirees could face over the next 10 years. With the help of a professional financial guide, you can quickly start "doubling the height of your sea walls" to protect your retirement from irrevocable damage. "Remember Smart Financial Decisions Impact the Quality of Your Life" - Jack Keeter Semmax Financial Advisors, Inc. is the company's Registered Investment Advisory arm which offers customized asset management solutions using a range of investment vehicles - stocks, bonds, REITs, ETFs - across a variety of investment disciplines, asset classes, and strategies, tailored to each client's risk tolerance and planning goals. Our goal is asset management with the lowest cost, lowest risk and highest return that is suitable for our clients. Semmax, Inc. specializes in providing the most competitive insurance products and solutions available. From life and long-term care insurance, to a portfolio of income annuity accounts from top-rated carriers in the industry, our risk management division implements insurance strategies customized to each individual's life circumstances. Semmax Tax, Inc., founded in 2004 as the third component of Semmax Financial Group and subsidiary of Triad Tax Advisory and Financial Services, Inc., addresses the need for advantageous, integrated tax planning for client

Critical Small Schools: Beyond Privatization in New York City Urban Educational Reform features the most current empirical research about the successes and challenges of the small schools movement and the implications of such for urban public educational policy. Situated in a climate of hierarchical reform, many of the principles of the original small schools movement-which are rooted in community participation, innovative pedagogies and assessment, and equity and social justice-have become obscured by an educational agenda that emphasizes top-down mandates and standards-based reform. With the increased popularity and the rapid proliferation of small schools, the emphasis on 'size only' has resulted in a bifurcation of the small schools movement; on one end are the small schools which have embraced the democratic, participatory, and self-governing nature of the original movement, while on the other end are schools that have simply reduced their size without rethinking school structures and practices. This book distinguishes the small schools featured and researched in this volume from schools that are simply small and labels them "critical small schools." By documenting the practices that take place in various critical small schools in New York City, we show how these schools have narrowed the achievement gap and increased graduation and college acceptance rates. Although smallness is an essential feature in the design of these schools, it is certainly not the only one and this volume illuminates the other elements that contribute to these schools' successes and shortcomings. Critical Small Schools also challenges the recent emphasis on charter schools as a panacea for urban educational reform. By featuring research about the inner workings of public schools, this volume challenges this new direction that steers successful school development away from public education. Moreover, as every site is fraught with some tension, Critical Small Schools not only offers glimpses into intellectually vibrant and democratic learning communities, but also acknowledges that these concepts are not static and necessitate continual reflection and renewal. At this pivotal moment in educational reform, this volume provides keen insight into the challenges and possibilities of the small schools movement and is indispensable for anyone interested in comprehensive public school reform.

The Nature of Revolution provides the first account of art and politics under the brutal Khmer Rouge regime in Cambodia. James A. Tyner repositions Khmer Rouge artworks within their proper political and economic context: the materialization of a political organization in an era of anticolonial and decolonization movements. Consequently, both the organization's policies and practices?including the production of poetry, music, and photography?were incontrovertibly shaped by and created to further the Khmer Rouge's agenda.Theoretically informed and empirically grounded, Tyner's work examines the social dimensions of the Khmer Rouge, while contributing broadly to a growing literature on the intersection of art and politics. Building on the foundational works of theorists such as Jacques Ranciere, Theodor Adorno, and Walter Benjamin, Tyner explores the insights of Leon Trotsky and his descriptions of the politics of aesthetics specific to socialist revolutions. Ultimately, Tyner reveals a fundamental tension between individuality and bureaucratic control and its impact on artistic creativity and freedom.

There are many ‘how-to’ books on writing for academics; none of these, however, relate specifically to the discipline of geography. In this book, the author identifies the principle modes of academic writing that graduate students and early-career faculty will encounter – specifically focusing on those forms expected of geographers, that is, those modes that are reviewed by academic peers. This book is readily accessible to senior undergraduate and graduate students and early-career faculty who may feel intimidated by the process of writing. This volume is not strictly a ‘how-to’ or ‘step-by-step’ manual for writing an article or book; rather, through the use of real, concrete examples from published and unpublished works, the author de-mystifies the process of different types of scholarly pieces geographers have to write with the specific needs and challenges of the discipline in mind. Although chapters are thematic-based, e.g., stand-alone chapters on book reviews, articles, and books, the manuscript is structured around the concept of story-telling, for it is the author’s contention that all writing, whether a ‘scientific’ study or more humanist essay, is a form of story-telling.

Landmines, cluster-bombs, chemical pollutants, and other remnants of war continue to cause death to humans and damage to the environment long after the guns have fallen silent. From the jungles of Vietnam to the arctic tundra of Russia, no region has escaped the legacy of warfare.

To understand the legacy of modern militarism, this book presents an overview of post-conflict societies, with an emphasis on the human toll exacted by modern warfare.

The purpose of this research has been to explore the relationship between energy resource development and economic development in India. The thesis which evolved from the research is that energy resource development has lagged behind and constrained economic development in India. Inadequate attention has been paid to developing the power sector, and the petroleum sector is just beginning to be developed. This research consists of an analysis of energy supply covering each of the major energy resources. Using information from India's five year plans, the history of energy re source development was compiled by energy sector. A comprehensive eva luation ofIndia's current position with respect to energy resources was under taken to provide a perspective on future development possibilities. Alternative policy options were presented in the analysis of each energy re source. These options were considered in providing a set of overall policy suggestions for development of energy supplies in India. Dedication This volume is dedicated to my wonderful wife, Jean, who patiently endured the weeks, months and years it took to complete. No words can express my feelings for her and the sacrifices she has made, but this token gesture is the least I can do. Acknowledgements This research was done under the supervision of Professor John Adams."

In this book, Kathleen Tyner examines the tenets of literacy through a historical lens to demonstrate how new communication technologies are resisted and accepted over time. New uses of information for teaching and learning create a "disconnect" in the complex relationship between literacy and schooling, and raise questions about the purposes of literacy in a global, networked, educational environment. The way that new communication technologies change the nature of literacy in contemporary society is discussed as a rationale for corresponding changes in schooling.
Digital technologies push beyond alphabetic literacy to explore the way that sound, image, and text can be incorporated into education. Attempts to redefine literacy terms--computer, information, technology, visual, and media literacies--proliferate and reflect the need to rethink entrenched assumptions about literacy. These multiple literacies are advanced to help users make sense of the information glut by fostering the ability to access, analyze, and produce communication in a variety of forms.
Tyner explores the juncture between two broad movements that hope to improve education: educational technology and media education. A comparative analysis of these two movements develops a vision of teaching and learning that is critical, hands on, inquiry-based, and suitable for life in a mobile, global, participatory democracy.

This groundbreaking book brings an important spatial perspective to our understanding of genocide through a fresh interpretation of Germany under Hitler, Cambodia under the Khmer Rouge, and China's Great Leap Forward famine under Mao. James A. Tyner's powerful analysis of these horrifying cases provides insight into the larger questions of sovereignty and state policies that determine who will live and who will die. Specifically, he explores the government practices that result in genocide and how they are informed by the calculation and valuation of life-and death. A geographical perspective on genocide highlights that mass violence, in the minds of perpetrators, is viewed as an effective-and legitimate-strategy of state building. These three histories of mass violence demonstrate how specific states articulate and act upon particular geographical concepts that determine and devalue the moral worth of groups and individuals. Clearly and compellingly written, this book will bring fresh and valuable insights into state genocidal behavior.

Between 1975 and 1978, the Khmer Rouge carried out genocide in Cambodia unparalleled in modern history. Approximately 2 million died - almost one quarter of the population. Taking an explicitly geographical approach, this book argues whether the Khmer Rouge's activities not only led to genocide, but also terracide - the erasure of space. In the Cambodia of 1975, the landscape would reveal vestiges of an indigenous pre-colonial Khmer society, a French colonialism and American intervention. The Khmer Rouge, however, were not content with retaining the past inscriptions of previous modes of production and spatial practices. Instead, they attempted to erase time and space to create their own utopian vision of a communal society. The Khmer Rouge's erasing and reshaping of space was thus part of a consistent sacrifice of Cambodia and its people - a brutal justification for the killing of a country and the birth of a new place, Democratic Kampuchea. While focusing on Cambodia, the book provides a clearer geographic understanding to genocide in general and insights into the importance of spatial factors in geopolitical conflict.

From the late eighteenth century until about 1840, schoolgirls in the British Isles and the United States created embroidered map samplers and even silk globes. Hundreds of British maps were made and although American examples are more rare, they form a significant collection of artefacts. Descriptions of these samplers stated that they were designed to teach needlework and geography. The focus of this book is not on stitches and techniques used in 'drafting' the maps, but rather why they were developed, how they diffused from the British Isles to the United States, and why they were made for such a brief time. The events of the late eighteenth and early nineteenth centuries stimulated an explosion of interest in geography. The American and French Revolutions, the wars between France and England, the War of 1812, Captain Cook's voyages, and the explorations of Lewis and Clark made the study of places exciting and important. Geography was the first science taught to girls in school. This period also coincided with major changes in educational theories and practices, especially for girls, and this book uses needlework maps and globes to chart a broader discussion of women's geographic education. In this light, map samplers and embroidered globes represent a transition in women's education from 'accomplishments' in the eighteenth century to challenging geographic education and conventional map drawing in schools and academies of the second half of the nineteenth century. There has been little serious study of these maps by cartographers and, moreover, historians of cartography have largely neglected the role of women in mapping. Children's maps have not been studied, although they might have much to offer about geographical teaching and perceptions of a period, and map samplers have been dismissed because they are the work of schoolgirls. Needlework historians, likewise, have not done in depth studies of map samplers until recently. Stitching the World is an interdisciplinary work drawing on cartography, needlework, and material culture. This book for the first time provides a critical analysis of these artefacts, showing that they offer significant insights into both eighteenth- and nineteenth-century geographic thought and cartography in the USA and the UK and into the development of female education.

Enter the Alternative School is an in-depth examination of public school alternatives to traditional educational models in the US. This book analyses how urban education can respond to a system growing increasingly standardised and privatised. As an example, Central Park East Secondary School (CPESS), a public alternative schooling model, successfully served predominantly low-income and minority students. It also changed the New York City public school system while promoting methods that allowed educational institutions to make changes in the lives of their students. Written by a sociologist who was both a student at CPESS and a teacher at a school developed from the CPESS model, the book analyses education from a range of vantage points, assesses outcomes, and invites readers to consider the potential of alternative educational models to address the challenges of reforms that attempt to provide quality education to the low-income and minority students otherwise under served by public schools.

Geography encompasses everything from the local-where human beings live, work, and travel-to metageographies like nations and regions. James A. Tyner's inventive and multidisciplinary ideas on geography similarly range from the personal-his father's experience in the military during the Vietnam War-to a broad discussion of how the United States has come to exercise power through the production of geographic knowledge, in this case in Southeast Asia. Since the end of the Second World War, Southeast Asia has served as a surrogate space to further American imperial interests, which are economic, political, territorial, and moral in scope. America's Strategy in Southeast Asia contends that the construction of Southeast Asia as a geographic entity has been a crucial component in the creation of the American empire. For example, America's most blatant experience of colonial rule occurred the Philippines, America's longest war was fought in Vietnam, and most recently, some American policymakers have identified Southeast Asia as the 'Second Front' in the War on Terror. Yet, America's overriding strategy in Southeast Asia and the region itself remains something of a mystery for the American populace-a 'black box' in America's geographical imagination. This clear and innovative book educates readers about Southeast Asia's importance in American foreign policy.