Previously published as part of HIGHER EDUCATION? A quarter of a million dollars. It's the going tab for four years at most top-tier colleges. But is it worth it? In this provocative work, the renowned sociologist Andrew Hacker and New York Times writer Claudia Dreifus make an incisive case that American college athletics—which originally came into the campus as an innocent form of recreation—have overtaken academic pursuits, compromised the moral authority of educators, and gobbled up resources that should have gone to their basic missions. In other words, that the American way of higher education—now a $420 billion-per-year business—has lost sight of its primary mission: the education of our young people.
. Renewal of Life by Transmission. The most notable distinction between living and inanimate things is that the former maintain themselves by renewal. A stone when struck resists. If its resistance is greater than the force of the blow struck, it remains outwardly unchanged. Otherwise, it is shattered into smaller bits. Never does the stone attempt to react in such a way that it may maintain itself against the blow, much less so as to render the blow a contributing factor to its own continued action. While the living thing may easily be crushed by superior force, it none the less tries to turn the energies which act upon it into means of its own further existence. If it cannot do so, it does not just split into smaller pieces (at least in the higher forms of life), but loses its identity as a living thing. As long as it endures, it struggles to use surrounding energies in its own behalf. It uses light, air, moisture, and the material of soil. To say that it uses them is to say that it turns them into means of its own conservation. As long as it is growing, the energy it expends in thus turning the environment to account is more than compensated for by the return it gets: it grows. Understanding the word "control" in this sense, it may be said that a living being is one that subjugates and controls for its own continued activity the energies that would otherwise use it up. Life is a self-renewing process through action upon the environment.
This study of the curriculum for girls from the beginning of this century brings a fresh perspective to New Zealand educational history. Following the early triumphs of gaining the vote (and the right to qualify for university degrees), progress in women's education was not always straightforward. Social attitudes and provisions for girls at state schools in the first quarter-century established patterns for later generations to inherit and modify. In some areas, such as science and mathematics, inequalities for Maori girls lingered. Using a wide range of resources, ruth Fry traces the origin and development of the curriculum for girls to 1975, International Women's year. Those who, in 1893, achieved success in their campaign for equal voting rights were also concerned about educational opportunities for women. NZCER is very pleased to reissue It's different for daughters to celebrate the Centenary of Women's Suffrage in New Zealand.
Eastern Kentucky University (EKU) in Richmond, Kentucky, celebrated its centennial in 2006. EKU has had a colorful history, from the political quandaries surrounding the inception of its predecessor institutions to its financial difficulties during the Depression to its maturing as a leading regional university. Reflecting on the social, economic, and cultural changes in the region over the last century, William E. Ellis follows each university president's administration in the context of the times. Interviews of alumni, faculty, staff, and political figures add to the story. A History of Eas.
"This sociology of deviance textbook draws on up-to-date scholarship across a spectrum of deviance categories, providing a symbolic interactionist analysis of the deviance process. The book addresses positivistic theories of deviant behavior within a more encompassing description of the deviance process that includes the work of deviance claims-makers, rule-breakers, and social control agents. Cross-cultural and historical treatment of deviance categories provides background for understanding current conceptions of, and responses to, deviance. The book is divided into four parts. Section One introduces students to the sociology of deviance. A sociological approach to deviance is contrasted with popular views of deviants as demonic, mentally ill, and culturally exotic. Sociological methods for studying deviance are described, with particular emphasis on deviance ethnography. Classic positivistic theories of deviant behavior are presented with critique and discussion of revised formulations of the theories. The symbolic interactionist/constructionist approach is presented as a recursive set of processes involving deviance claims-making by moral entrepreneurs, rule-breaking, actions of social control, and stigma management and resistance by those labelled as deviant. Section Two focuses on high consensus criminal deviance, with chapters on murder, rape, street-level property crime, and white collar crime. Chapters in Section Three addresses various forms of lifestyle deviance, including alcohol abuse, drug abuse, and sex work. Section Four examines three categories of status deviance: mental illness, obesity and eating disorders, and LGBTQ identities."--Provided by publisher.
