American higher education is increasingly in trouble. Costs are too high, learning is too little, and underemployment abounds post-graduation. Universities are facing an uncertain and unsettling future with free speech suppression, out-of-control Federal student aid programs, soaring administrative costs, and intercollegiate athletics mired in corruption. Restoring the Promise explores these issues and exposes the federal government's role in contributing to them. With up-to-date discussions of the most recent developments on university campuses, this book is the most comprehensive assessment of universities in recent years, and one that decidedly rejects conventional wisdom. Restoring the Promise is an absolute must-read for those concerned with the future of higher education in America.
For those with autism, understanding `normal' can be a difficult task. For those without autism, the perception of `normal' can lead to unrealistic expectations of self and others. This book explores how individuals and society understand `normal', in order to help demystify and make accessible a full range of human experience. Wendy Lawson outlines the theory behind the current thinking and beliefs of Western society that have led to the building of a culture that fails to be inclusive. She describes what a wider concept of `normal' means and how to access it, whether it's in social interaction, friendships, feelings, thoughts and desires or various other aspects of `normality'. Practical advice is offered on a range of situations, including how to find your role within the family, how to integrate `difference' into everyday society, and how to converse and connect with others. Accessible and relevant to people both on and off the autism spectrum, this book offers a fresh look at what it means to be `normal'.
Midcentury spaces made new: A-Frame homes from rustic to ultra-modern, mountain retreats to seaside getaways. The A-Frame home surged in popularity in the 1950s, and has captured the public’s imagination with its playfully modern, steep-sloping roofline ever since. The Modern A-Frame celebrates seventeen diverse accounts of these minimalists cabins reinvented for the twenty-first century. Nostalgic escapes, heritage homes, full-time simplicity, and artists at work categorize the A-frames whose engaging stories are shared. Whether fabricated from a 1960s kit or as a new build via retro inspiration, the variety of styles and homeowners in this photo-driven collection beautifully captures the romance of a classic structure, which beckons to travelers and homebuyers today, just as it did sixty years ago. Perfect for the architectural enthusiast, midcentury-minded designer, or armchair traveler. Ben Rahn has been photographing architecture and interiors for more than twenty years. He founded A-Frame Studio in 2003 out of a desire to combine his love of design with his keen photographic eye. His work has been recognized internationally and has appeared in publications such as Dwell, Wallpaper, Conde Naste Traveller, and more. He lives in Toronto, Canada.
What river in India plays a central role in Hindu spiritual life? How were the Great Lakes formed? Read this book to find out! Natural Marvels is an eight-volume series that takes readers around the globe to explore land features created by erosion, volcanic activity, and other natural forces.
Assembling a methodical examination of government's pervasive involvement in higher education and academic research, The Academy in Crisis vividly shows that the real beneficiaries are middle- and upper-income students and the educational establishment itself, who exploit the rest of society, especially the poor. In a stimulating and innovative analysis, the book further traces the symptoms of academic decay to the perverse incentives facing those within the modern bureaucracies of higher education. The trashing of American higher education has become a growth sector in the intellectual marketplace. However, The Academy in Crisis shows that the problems run deeper than nostalgia for "the good old days." With government determining the contours of higher education, meaningful reform will never be successful until battle is waged with the resulting government-university complex.
The 1960s was the most transformative decade in the history of American higher education—but not for the reasons you might think. Picture going to college in the sixties: the protests and marches, the teach-ins and sit-ins, the drugs, sex, and rock 'n' roll—hip, electric, psychedelic. Not so fast, says bestselling historian John R. Thelin. Even at radicalized campuses, volatile student demonstrations coexisted with the "business as usual" of a flagship state university: athletics, fraternities and sororities, and student government. In Going to College in the Sixties, Thelin reinterprets the campus world shaped during one of the most dramatic decades in American history. Reconstructing all phases of the college experience, Thelin explores how students competed for admission, paid for college in an era before Pell Grants, dealt with crowded classes and dormitories, voiced concerns about the curriculum, grappled with new tensions in big-time college sports, and overcame discrimination. Thelin augments his anecdotal experience with a survey of landmark state and federal policies and programs shaping higher education, a chronological look at media coverage of college campuses over the course of the decade, and an account of institutional changes in terms of curricula and administration. Combining student memoirs, campus publications, oral histories, and newsreels, along with archival sources and institutional records, the book goes beyond facile stereotypes about going to school in the sixties. Grounded in social and political history, with a scope that will appeal both to a new generation of scholars and to alumni of the era, this engaging book allows readers to consider "going to college" in both the past and the present.
Despite more than 15 years of effort, it is widely acknowledged that internal reform of the public schools has produced little, if any, success. This has led to renewed interest in alternative forms of educational delivery to devolve decision-making through charter schools, public and private voucher plans, contracting out educational services, and home schooling. However, such reforms have largely been resisted by public school interest groups, including teacher unions, state departments of education, colleges of education, and school board and administrator organizations that have fought any but the most benign changes. Less attention has been given to another option that has been quietly growing in importance: private, for-profit schools. Firms in the private sector are typically more productive and responsive to consumer demands than their public sector counterparts. Can Teachers Own Their Own Schools? examines the economics, history, and politics of education and argues that public schools should be privatized. Privatized public schools would benefit from competition, market discipline, and the incentives essential to produce cost-effective educational quality, and attract the additional funding and expertise needed to revolutionize school systems. Drawing inspiration from Margaret Thatcher's privatization of government council housing in England, privatization reforms in Latin America, and the E.S.O.P. (Employee Stock Ownership Plan) movement in the United States, Vedder presents a bold plan in which teachers, administrators, and others involved in the educational process would become the owners of schools, acquiring an attractive financial stake in the process. Such privatization reforms could pave the way for new, cost-effective means of improving educational outcomes. As a result, schools in which teachers, administrators, and parents have a significant financial stake would foster vibrant school communities with increased parental involvement and the innovation and efficiency essential to produce educational excellence.
Universities once believed themselves to be sacred enclaves, where students and professors could debate the issues of the day and arrive at a better understanding of the human condition. Today, sadly, this ideal of the university is being quietly betrayed from within. Universities still set themselves apart from American society, but now they do so by enforcing their own politically correct worldview through censorship, double standards, and a judicial system without due process. Faculty and students who threaten the prevailing norms may be forced to undergo "thought reform." In a surreptitious aboutface, universities have become the enemy of a free society, and the time has come to hold these institutions to account. The Shadow University is a stinging indictment of the covert system of justice on college campuses, exposing the widespread reliance on kangaroo courts and arbitrary punishment to coerce students and faculty into conformity. Alan Charles Kors and Harvey A. Silverglate, staunch civil libertarians and active defenders of free inquiry on campus, lay bare the totalitarian mindset that undergirds speech codes, conduct codes, and "campus life" bureaucracies, through which a cadre of deans and counselors indoctrinate students and faculty in an ideology that favors group rights over individual rights, sacrificing free speech and academic freedom to spare the sensitivities of currently favored groups. From Maine to California, at public and private universities alike, liberty and fairness are the first casualties as teachers and students find themselves in the dock, presumed guilty until proven innocent and often forbidden to cross-examine their accusers. Kors and Silverglate introduce us to many of those who have firsthand experience of the shadow university, including: The student at the center of the 1993 "Water Buffalo" case at the University of Pennsylvania, who was brought up on charges of racial harassment after calling a group of rowdy students "water buffalo" -- even though the term has no racial connotations. The Catholic residence adviser who was fired for refusing, on grounds of religious conscience, to wear a symbol of gay and lesbian causes. The professor who was investigated for sexual harassment when he disagreed with campus feminists about curriculum issues. The student who was punished for laughing at a statement deemed offensive to others and who was ordered to undergo "sensitivity training" as a result. The Shadow University unmasks a chilling reality for parents who entrust their sons and daughters to the authority of such institutions, for thinking people who recognize that vigorous debate is the only sure path to truth, and for all Americans who realize that when even one citizen is deprived of liberty, we are all diminished.
Charlotte Brunsdon's illuminating study explores the variety of cinematic 'Londons' that appear in films made since 1945. Brunsdon traces the familiar ways that film-makers establish that a film is set in London, by use of recognisable landmarks and the city's shorthand iconography of red buses and black taxis, as well as the ways in which these icons are avoided. She looks at London weather – fog and rain – and everyday locations like the pub and the housing estate, while also examining the recurring patterns of representation associated with films set in the East and West Ends of London, from Spring in Park Lane (1948) to Mona Lisa (1986), and from Night and the City (1950) to From Hell (2001). Brunsdon provides a detailed analysis of a selection of films, exploring their contribution to the cinematic geography of London, and showing the ways in which feature films have responded to, and created, changing views of the city. She traces London's transformation from imperial capital to global city through the different ways in which the local is imagined in films ranging from Ealing comedies to Pressure (1974), as well as through the shifting imagery of the River Thames and the Docks. She addresses the role of cinematic genres such as horror and film noir in the constitution of the cinematic city, as well as the recurrence of figures such as the cockney, the gangster and the housewife. Challenging the view that London is not a particularly cinematic city, Brunsdon demonstrates that many London-set films offer their own meditation on the complex relationships between the cinema and the city.
For many students, a bachelor's degree is considered the golden ticket to a more financially and intellectually fulfilling life. But the disturbing reality is that debt, unemployment, and politically charged pseudo learning are more likely outcomes for many college students today than full-time employment and time-honored knowledge. This raises the question: is college still worth it? Who is responsible for debt-saddled, undereducated students, and how do future generations of students avoid the same problems? In a time of economic uncertainty, what majors and schools will produce competitive graduates? Is College Worth It? uses personal experience, statistical analysis, and real-world interviews to provide answers to some of the most troubling social and economic problems of our time.
