Many years after the United States initiated a military response to the terrorist attacks of September 11th, 2001, the nation continues to prosecute what it considers an armed conflict against transnational terrorist groups. Understanding how the law of armed conflict applies to and regulates military operations executed within the scope of this armed conflict against transnational non-state terrorist groups is as important today as it was in September 2001. In The War on Terror and the Laws of War seven legal scholars, each with experience as military officers, focus on how to strike an effective balance between the necessity of using armed violence to subdue a threat to the nation with the humanitarian interest of mitigating the suffering inevitably associated with that use. Each chapter addresses a specific operational issue, including the national right of self-defense, military targeting and the use of drones, detention, interrogation, trial by military commission of captured terrorist operatives, and the impact of battlefield perspectives on counter-terror military operations, while illustrating how the law of armed conflict influences resolution of that issue. This Second Edition carries on the critical mission of continuing the ongoing dialogue about the law from an unabashedly military perspective, bringing practical wisdom to the contentious topic of applying international law to the battlefield.

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 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

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.

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.

Bernard Itier (1163-1225) was head librarian of the monastery of Saint-Martial at Limoges. As such he had free access to the books and made notations in many of them. The largest collection of these notes comprises his chronicle: a history of the world from Creation until his own time which, in part to conserve parchment, Bernard entered in the margins of two earlier codices he had appropriated for the purpose. The work includes a 'retrospective' section, relative to the past, and a 'contemporaneous' section, similar to a journal, in which Bernard recorded current or recent events which struck his interest. His record is highly idiosyncratic, reflecting the priorities of a monk who viewed the world from, and largely in relation to, his monastery. Accordingly, despite what modern historians consider to have been momentous changes in the kingdoms and the church at the time, what most interested Bernard were the affairs of his abbey, local events, miracles or other prodigies, and instances of atypical violence. In his outlook, the kings and pope were outsiders, and sometimes threatening. He does not mention the conquests of Philip Augustus, and records with almost palpable relief the death of Innocent III, who he had feared would impose an unwelcome choice of abbot on his monastery. Andrew Lewis provides, in Bernard's Latin and in English translation, the only complete text of Bernard's chronicle ever published, and the fullest edition of his historical notes from other manuscripts which complement the chronicle.

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.

The notion of paradox dates back to ancient philosophy, yet only recently have scholars started to explore this idea in organizational phenomena. Two decades ago, a handful of provocative theorists urged researchers to take seriously the study of paradox, and thereby deepen our understanding of plurality, tensions, and contradictions in organizational life. Studies of organizational paradox have grown exponentially over the past two decades, canvassing varied phenomena, methods, and levels of analysis. These studies have explored such tensions as today and tomorrow, global integration and local distinctions, collaboration and competition, self and others, mission and markets. Yet even with both the depth and breadth of interest in organizational paradoxes, key issues around definitions and application remain. This handbook seeks to aid, engage, and fuel the expanding interest in organizational paradox. Contributions to this volume depict how paradox studies inform, and are informed, by other theoretical perspectives, while creating a resource that enables scholars to learn about and apply this lens across varied organizational phenomena. The increasing complexity, volatility, and ambiguity in our world continually surfaces paradoxical dynamics. Thus, this handbook offers insights to scholars across organizational theory.

Harold Lewis applied a cross-disciplinary approach in his highly accessible discussion of fuzzy control concepts. With the aid of fifty-seven illustrations, he thoroughly presents a unique mathematical formalism to explain the workings of the fuzzy inference engine and a novel test plant used in the research. Additionally, the text posits a new viewpoint on why fuzzy control is more popular in some countries than in others. A direct and original view of Japanese thinking on fuzzy control methods, based on the author's personal knowledge of - and association with - Japanese fuzzy research, is also included.