The history of the black lawyer in South Carolina, writes W. Lewis Burke, is one of the most significant untold stories of the long and troubled struggle for equal rights in the state. Beginning in Reconstruction and continuing to the modern civil rights era, 168 black lawyers were admitted to the South Carolina bar. All for Civil Rights is the first book-length study devoted to those lawyers' struggles and achievements in the state that had the largest black population in the country, by percentage, until 1930-and that was a majority black state through 1920. Examining court processes, trials, and life stories of the lawyers, Burke offers a comprehensive analysis of black lawyers' engagement with the legal system. Some of that study is set in the courts and legislative halls, for the South Carolina bar once had the highest percentage of black lawyers of any southern state, and South Carolina was one of only two states to ever have a black majority legislature. However, Burke also tells who these lawyers were (some were former slaves, while others had backgrounds in the church, the military, or journalism); where they came from (nonnatives came from as close as Georgia and as far away as Barbados); and how they were educated, largely through apprenticeship. Burke argues forcefully that from the earliest days after the Civil War to the heyday of the modern civil rights movement, the story of the black lawyer in South Carolina is the story of the civil rights lawyer in the Deep South. Although All for Civil Rights focuses specifically on South Carolinians, its argument about the legal shift in black personhood from the slave era to the 1960s resonates throughout the South.

The purpose of this edited volume is to examine the historical and contemporary dynamics of diversity as well as the realities, challenges, and opportunities associated with diversity work at Historically Black Colleges and Universities (HBCUs). This proposed book will include four sections, focusing on the historical developments and socio-political factors impacting diversity work at HBCUs, organizational structure and philosophical approaches, challenges and opportunities facing particular populations, and analysis of best practices. This text is designed to provide an overview and better understanding of diversity and multiculturalism that exists in historically Black colleges and universities. The contents of the text will examine equity and inclusion efforts in these institutions, and will explore various theories and practices utilized within the academy. Also, the text will examine race, class, gender, ethnicity, nationality, religion, age, ability and sexuality. The goal of the book is to assist students, faculty, and staff in the higher educational landscape in developing their own understandings of historical and contemporary issues related to diversity at HBCUs. Critical analysis of the multiple worldviews will be discussed as we explore the origin, nature and scope of multiple ideologies within diversity, equity and inclusion at HBCUs. In addition, this book will be an invaluable teaching resource for faculty in Educational Leadership Programs, Student Affairs Programs, or Sociology Programs, and other fields interested in issues of retaining and supporting diverse college students.

A volume in Contemporary Perspectives on Access, Equity and Achievement Series Editor Chance W. Lewis, University of North Carolina at Charlotte, The field of education has been and will continue to be essential to the survival and sustainability of the Black community. Unfortunately, over the past five decades, two major trends have become clearly evident in the Black community: (a) the decline of the academic achievement levels of Black students and (b) the disappearance of Black teachers, particularly Black males. Today, of the 3.5 million teachers in America's classrooms (AACTE, 2010) only 8% are Black teachers, and approximately 2% of these teachers are Black males (NCES, 2010). Over the past few decades, the Black teaching force in the U.S. has dropped significantly (Lewis, 2006; Lewis, Bonner, Byrd, & James, 2008; Milner & Howard, 2004), and this educational crisis shows no signs of ending in the near future. As the population of Black students in K-12 schools in the U. S. continue to rise- currently over 16% of students in America's schools are Black (NCES, 2010)-there is an urgent need to increase the presence of Black educators. The overall purpose of this edited volume is to stimulate thought and discussion among diverse audiences (e.g., policymakers, practitioners, and educational researchers) who are concerned about the performance of Black students in our nation's schools, and to provide evidence-based strategies to expand our nation's pool of Black teachers. To this end, it is our hope that this book will contribute to the teacher education literature and will inform the teacher education policy and practice debate.

The life and times and trials of a new butterfly Flutterbye, the Butterfly must make the arduous journey to Mexico for the winter. Everything she sees, does, and thinks is a new endeavor for her, since, as a brand new butterfly, she's never DONE any of these things before Readers follow the wonder of a new butterfly's brand new discoveries -- every day She must learn to eat and fly and avoid predators and eat and fly and... The book (soon to belong to a series) comes with a section in the front for suggested lesson ideas for teachers and parents. And in the back, there are sections of "enrichment" for almost every page An entire unit on Monarch butterflies, in one book

Established in 2006, the American Association of Blacks in Higher Education (AABHE), formerly constituted as the Black Caucus (American Association of Higher Education), has been the consistent voice of Black issues in academe. According to the stated mission, the AABHE pursues the educational and professional needs of Blacks in higher education with a focus on leadership, equity, access, achievement and other vital issues impacting students, faculty, staff, and administrators. AABHE also facilitates and provides opportunities for collaborating and networking among individuals, institutions, groups and agencies in higher education in the United States and internationally. This 2012 year will mark the beginning of the AABHE research consortium, an arm of the organization that will advance scholarly research and publications to highlight critical issues pertinent to the success and uplift of Black populations across the higher education diaspora. This book will explore important issues across multiple fields-fields represented by the scholars/members of AABHE. AABHE scholars will contribute chapters based on their disciplinary expertise. The work of Earnest Boyer as articulated in the book Faculty Priorities Reconsidered: Rewarding Multiple Forms of Scholarship will be used as the conceptual foundation to ground this important work. A particular focus on the elements of Boyer's seminal work will include chapters devoted to the Scholarship of Teaching and Learning; Scholarship of Engagement; Scholarship of Discovery; and Scholarship of Integration. This scholarly book is unique in that it provides essential insight on how not only faculty, but also administrators who are invested in insuring that the priorities of the professoriate are aligned with the mission and vision of urban postsecondary institutions.

Community colleges serve as the open door to higher education for marginalized, place bound, and/or financially challenged students and communities. One of the key ways marginalization occurs in diverse geographies is through access limitations: access to affordable postsecondary education, access to curricula that lead to viable professions, access to diverse educational role models, and access to employment opportunities that can sustain communities. This underscores the importance of understanding "place" when addressing access and equity in higher education and the role of community colleges. The discussion of access and equity through the community college has implications for teacher education. Considering the documented importance of having a diverse teacher workforce in K-12 schools and the current mismatch between the diversity of students and the teachers in their schools, community colleges have a significant role to play. This book explores many topics related to the community college role in K-12 teacher education, including the community college mission, the policy landscape, partnerships, the transfer function, the community college baccalaureate, and others. Throughout the volume, the authors explore implications of access, equity, and geography and conclude with recommendations to guide future research and practice.

In the third book of the Daedalus Rimes Saga, it's been four years since the Korlah arrived. Earth is reeling from the infusion of alien technology as preparations are made to defend the planet from an impending invasion. The great leap into space has begun with wild abandon. After years of imprisonment, Teela escapes to find a world very different from the one she remembers. Faced with tragedy and loss, she must fight her way back into space and convince those she abandoned to help her. Forming new alliances, and rekindling old friendships, Teela joins forces with a group of privateers and embarks on a mission to rescue the one thing she holds most dear in the galaxy. Developing her telepathic powers and tapping the essence within, Teela battles pirates, political corruption and religious zealots with the help of her constant companion; Daedalus Rimes.

Rural Health: A Framework for Understanding the Issues and Their Impact on Rural Populations examines the factors that affect health care access and health status of individuals who live in rural areas. The text employs a unique structure called the Rural Health Framework, a methodology created by the authors during their years of teaching rural health at the undergraduate and graduate level. This framework challenges students to collect data and facts about rural areas to help them better understand rural health issues. The book emphasizes the complexity of rural health, the interprofessional nature of rural health care, and the importance of appropriate health care interventions for rural populations. The opening chapter provides readers with an overview of rural health terms and concepts. Additional chapters explore how geographic, economic, sociocultural, demographic, and support factors can impact heath status, access, and outcomes. The final chapter features an array of rural health case assessments to help students connect theory to real-world practice. Offering students an innovative and essential approach, Rural Health is an exemplary resource for courses in nursing, public health, medicine, social work, nutrition, and allied health.

Two minds, one body, a single purpose. In this, the second book of the Daedalus Rimes saga, the white knuckle journey continues. Teela and Dade must fight to preserve the lives of those aboard the spacecraft carrier as well as those on the planet Earth. Together they face the greatest obstacle in their mission of mutual survival; mankind. Biblical prophecies of two species, light years removed, predict a war of good against evil. Sides are chosen, lines are drawn, the journey continues.

This is the story of Teela, an alien conscript who has had the memories of a dying human transferred into her mind. Her assignment is to communicate with this hostile species in the hopes of negotiating an alliance in a galactic war that will either save or destroy Earth. Teela soon discovers that she received more than just the human's memories. The success of her mission will ultimately depend on her ability to moderate the stubborn and unrelenting essence of Daedalus Rimes.

This comprehensive introduction to polarized light provides students and researchers with the background and the specialized knowledge needed to fully utilize polarized light. It provides a basic introduction to the interaction of light with matter for those unfamiliar with photochemistry and photophysics. An in-depth discussion of polarizing optics is also given. Different analytical techniques are introduced and compared and introductions to the use of polarized light in various forms of spectroscopy are provided.
Key Features
* Starts at a basic level and develops tools for research problems
* Discusses practical devices for controlling polarized light
* Compares the Jones, Mueller, and Poincare sphere methods of analysis

Yes We Can: Improving Urban Schools through Innovative Educational Reform is a empirically-based book on urban education reform to not only proclaim that hope is alive for urban schools, but to also produce a body of literature that examines current practices and then offer practical implications for all involved in this arduous task. This book is filled with real-world strategies to implement in your quest to inspire and bring about reform. Additionally, we hope that you garner hope from the school personnel, school campuses, and school resources used as examples within the body of this work. We offer this book to all stakeholders who find themselves associated with urban schools: teachers, administrators, parents and even students. Consider this book an empirically based roadmap as you consider being a part of this transformation. We hope that it not only inspire you to adopt the"Yes We Can" spirit, but also empower you to be the beacon of light for urban students whose very future relies on people like you to keep the torch alive.

Black Males in Postsecondary Institutions: Examining their Experiences in Diverse Institutional Contexts offers a comprehensive examination of the experiences of Black males in our nation's higher education institutions. In recognizing the role of institutions in fostering distinctive educational experiences, this volume systematically explores the status, academic achievement, and educational realities of Black men within numerous institutional types (i.e., community colleges, For-profit colleges, Liberal arts colleges, historically Black colleges and universities, ivy league institutions, religious-affiliated institutions, private institutions, Hispanic-serving institutions, research intensive institutions, and predominately White institutions). In line with a core commitment towards transformative change, chapter authors also provide recommendations for future research, policy, and practice aimed at fostering enhanced personal, academic, and career outcomes for Black men in college.

Although STEM (Science, Technology, Engineering, and Mathematics) has been diversely defined by various researchers (e.g. Buck Institute, 2003; Capraro & Slough, 2009; Scott, 2009; Wolf, 2008), during the last decade, STEM education has gained an increasing presence on the national agenda through initiatives from the National Science Foundation (NSF) and the Institute for Educational Sciences (IES). The rate of technological innovation and change has been tremendous over the past ten years, and this rapid increase will only continue. STEM literacy is the power to "identify, apply, and integrate concepts from science, technology, engineering, and mathematics to understand complex problems and to innovate to solve them" (Washington State STEM, 2011, Internet). In order for U.S. students to be on the forefront of this revolution, ALL of our schools need to be part of the STEM vision and guide students in acquiring STEM literacy. Understanding and addressing the challenge of achieving STEM literacy for ALL students begins with an understanding of its element and the connections between them. In order to remain competitive, the Committee on Prospering in the Global Economy has recommended that the US optimize "its knowledge-based resources, particularly in science and technology" (National Academies, 2007, p. 4). Optimizing knowledge-based resources needs to be the goal but is also a challenge for ALL educators (Scheurich & Huggins, 2009). Regardless, there is little disagreement that contemporary society is increasingly dependent on science, technology, engineering, and mathematics and thus comprehensive understandings are essential for those pursuing STEM careers. It is also generally agreed that PK-12 students do not do well in STEM areas, both in terms of national standards and in terms of international comparisons (Kuenzi, Matthews, & Mangan, 2006; Capraro, Capraro, Yetkiner, Corlu, Ozel, Ye, & Kim, 2011). The question then becomes what might PK-12 schools do to improve teachers' and students' STEM knowledge and skills? This book will look at equity and access issues in STEM education from PK-12, university, and administrative and policy lenses.