In presidential election years the leadership qualities of occupants of the Oval Office become yardsticks for aspiring candidates. What profile of qualities, both positive and negative, helps explain the performance of chief executives? In this book about the White House, nine eminent political scientists and historians present their assessments of the leadership styles and organizational talents of presidents from Franklin D. Roosevelt to Ronald Reagan. Filled with anecdote and insight, this is an unprecedented opportunity to observe how the running of the office of President has been changed, subtly and not so subtly, by the management and personal styles of the various incumbents within their historical contexts.

The book vividly depicts each president. There is Roosevelt, “a real artist in government”; Truman, a strong executive who always managed to appear weak; Eisenhower, who cultivated the image of being “above the fray” of politics but was actually fully occupied with getting political results; Kennedy, who successfully projected the symbolic grandeur of his office; Johnson, a figure from classical tragedy; Nixon, who preferred a corporate to a political mode of operation; Ford, who placed healing the nation’s wounds from Vietnam and Watergate above his personal political future; Carter, whose fall was as stunning as his rise was meteoric. The chapter on Reagan is an impassioned encomium of the president as a folk philosopher that is bound to be controversial.

These accounts of leadership by modern presidents are acute studies of how the presidency has become the first among equals in our tripartite system of government. This book will be important to political scientists, historians, and government officials, and the liveliness of its presentation and the quotidian impact of the men it describes will make it attractive to everyone interested in how we are governed and who is doing the governing.

The economy uncertain, education in decline, cities under siege, crime and poverty spiraling upward, international relations roiling: we look to leaders for solutions, and when they don’t deliver, we simply add their failure to our list of woes. In doing do, we do them and ourselves a grave disservice. We are indeed facing an unprecedented crisis of leadership, Ronald Heifetz avows, but it stems as much from our demands and expectations as from any leader’s inability to meet them. His book gets at both of these problems, offering a practical approach to leadership for those who lead as well as those who look to them for answers. Fitting the theory and practice of leadership to our extraordinary times, the book promotes a new social contract, a revitalization of our civic life just when we most need it.

Drawing on a dozen years of research among managers, officers, and politicians in the public realm and the private sector, among the nonprofits, and in teaching, Heifetz presents clear, concrete prescriptions for anyone who needs to take the lead in almost any situation, under almost any organizational conditions, no matter who is in charge, His strategy applies not only to people at the top but also to those who must lead without authority—activists as well as presidents, managers as well as workers on the front line.

What was it that flew over with such a terrifying roar? Was it, as many said, the devil, or was it that thing a few had heard of, a flying machine? And those electric lights at Jacob Gallo’s farm, were they witchcraft or were they science?

The theme of this harshly powerful novel is the impact of modern technology and ideas on a few isolated, tradition-bound hamlets in the aftermath of the Mexican Revolution of 1910. The old ways are represented by Epifanio Trujillo, the cacique of the region, now ailing and losing his grip on things; by ancient Madre Matiana, the region’s midwife, healer, counselor, and oracle; by penniless Rómulo and his wife Merced. “Progress” is represented by Don Epifanio’s bastard son Jacob, who acquired money and influence elsewhere during the Revolution and who now, against his father’s will, brings electricity, irrigation, fertilizers, and other modernities to the lean lands—together with armed henchmen. The conflict between the old and the new builds slowly and inexorably to a violent climax that will long remain in the reader’s memory.

The author has given psychological and historical depth to his story by alternating the passages of narrative and dialogue with others in which several of the major characters brood on the past, the present, and the future. For instance, Matiana, now in her eighties, touchingly remembers how she was married and widowed before she had reached her seventeenth birthday. This dual technique is superbly handled, so that people and events have both a vivid actuality and an inner richness of meaning. The impact of the narrative is intensified by the twenty-one striking illustrations by Alberto Beltrán.

Children from six to twelve are introduced to the most frequently seen and interesting Texas birds. Youngsters can color eye-catching line drawings of various birds in typical habitats, while an easy-to-read text gives important facts about the birds, and several fun games are instructive and challenging.

Here is an entertaining and educational activity book for children from six to twelve on the always-popular topic of American Indians—except that the subject has been narrowed to only those Native Americans known to have lived in the Lone Star State.

Eye-catching line drawings invite children to color a wide assortment of scenes from the diverse lives of the many different groups of Indians native to Texas. The settings in the first part of the book range from the mammoth- and bison-hunting Paleo-Indians of over 11,000 years ago to the various nomadic and agricultural groups encountered by sixteenth-century Spanish explorers. Further drawings reflect changes over the centuries as Indian lifeways were forever altered and often destroyed due to contact with white newcomers who all claimed their land. In addition to the many drawings, a number of fun-filled and challenging games help build youngsters' Indian knowledge.

Scholars at dinner.

In The Learned Banqueters, Athenaeus describes a series of dinner parties at which the guests quote extensively from Greek literature. The work (which dates to the very end of the second century AD) is amusing reading and of extraordinary value as a treasury of quotations from works now lost. Athenaeus also preserves a wide range of information about different cuisines and foodstuffs; the music and entertainments that ornamented banquets; and the intellectual talk that was the heart of Greek conviviality. S. Douglas Olson has undertaken to produce a complete new edition of the work, replacing the previous seven-volume Loeb Athenaeus (published under the title Deipnosophists).

Scholars at dinner.

In The Learned Banqueters, Athenaeus describes a series of dinner parties at which the guests quote extensively from Greek literature. The work (which dates to the very end of the second century AD) is amusing reading and of extraordinary value as a treasury of quotations from works now lost. Athenaeus also preserves a wide range of information about different cuisines and foodstuffs; the music and entertainments that ornamented banquets; and the intellectual talk that was the heart of Greek conviviality. S. Douglas Olson has undertaken to produce a complete new edition of the work, replacing the previous seven-volume Loeb Athenaeus (published under the title Deipnosophists).

Scholars at dinner.

In The Learned Banqueters, Athenaeus describes a series of dinner parties at which the guests quote extensively from Greek literature. The work (which dates to the very end of the second century AD) is amusing reading and of extraordinary value as a treasury of quotations from works now lost. Athenaeus also preserves a wide range of information about different cuisines and foodstuffs; the music and entertainments that ornamented banquets; and the intellectual talk that was the heart of Greek conviviality. S. Douglas Olson has undertaken to produce a complete new edition of the work, replacing the previous seven-volume Loeb Athenaeus (published under the title Deipnosophists).

Scholars at dinner.

In The Learned Banqueters, Athenaeus describes a series of dinner parties at which the guests quote extensively from Greek literature. The work (which dates to the very end of the second century AD) is amusing reading and of extraordinary value as a treasury of quotations from works now lost. Athenaeus also preserves a wide range of information about different cuisines and foodstuffs; the music and entertainments that ornamented banquets; and the intellectual talk that was the heart of Greek conviviality. S. Douglas Olson has undertaken to produce a complete new edition of the work, replacing the previous seven-volume Loeb Athenaeus (published under the title Deipnosophists).

Scholars at dinner.

In The Learned Banqueters, Athenaeus describes a series of dinner parties at which the guests quote extensively from Greek literature. The work (which dates to the very end of the second century AD) is amusing reading and of extraordinary value as a treasury of quotations from works now lost. Athenaeus also preserves a wide range of information about different cuisines and foodstuffs; the music and entertainments that ornamented banquets; and the intellectual talk that was the heart of Greek conviviality. S. Douglas Olson has undertaken to produce a complete new edition of the work, replacing the previous seven-volume Loeb Athenaeus (published under the title Deipnosophists).

Scholars at dinner.

In The Learned Banqueters, Athenaeus describes a series of dinner parties at which the guests quote extensively from Greek literature. The work (which dates to the very end of the second century AD) is amusing reading and of extraordinary value as a treasury of quotations from works now lost. Athenaeus also preserves a wide range of information about different cuisines and foodstuffs; the music and entertainments that ornamented banquets; and the intellectual talk that was the heart of Greek conviviality. S. Douglas Olson has undertaken to produce a complete new edition of the work, replacing the previous seven-volume Loeb Athenaeus (published under the title Deipnosophists).

Scholars at dinner.

In The Learned Banqueters, Athenaeus describes a series of dinner parties at which the guests quote extensively from Greek literature. The work (which dates to the very end of the second century AD) is amusing reading and of extraordinary value as a treasury of quotations from works now lost. Athenaeus also preserves a wide range of information about different cuisines and foodstuffs; the music and entertainments that ornamented banquets; and the intellectual talk that was the heart of Greek conviviality. S. Douglas Olson has undertaken to produce a complete new edition of the work, replacing the previous seven-volume Loeb Athenaeus (published under the title Deipnosophists).

Scholars at dinner.

In The Learned Banqueters, Athenaeus describes a series of dinner parties at which the guests quote extensively from Greek literature. The work (which dates to the very end of the second century AD) is amusing reading and of extraordinary value as a treasury of quotations from works now lost. Athenaeus also preserves a wide range of information about different cuisines and foodstuffs; the music and entertainments that ornamented banquets; and the intellectual talk that was the heart of Greek conviviality. S. Douglas Olson has undertaken to produce a complete new edition of the work, replacing the previous seven-volume Loeb Athenaeus (published under the title Deipnosophists).

In reproducing sixty-six letters in the Carl H. Pforzheimer Library, plus eight letters orportions of letters previously published, thisbook offers one of the best sources availablefor the last fourteen years of Browning'slife.

Written to a dear friend who was also a"learned lady," the letters deal with Browning's poetry, his social life, and his friendships. They also give some of his views onthe nature of poetry, of art, and of religion.The editor's introduction offers the readera view of Mrs. Fitzgerald and her family,of the social background with which manyof the letters are concerned, and of Browning, his sister, and his son.

Notes clarify the many allusions that appear in the letters. An appendix by MarcelleThiébaux includes careful bibliographicaldescriptions of the manuscripts and a classified list of the writing paper Browning used, information which should enable future editors to assign at least approximate dates tosome of the letters Browning himself leftundated.

Today's emphasis on metrics and personalization make evidence-based instruction an imperative. In this practice-based handbook, the authors draw on the research of the humanistic psychologist and educator Carl Rogers to present an empathetic approach to information literacy sessions, reference service, and outreach.  With an eye on everyday library work, they offer concrete, empirically-based strategies to connect with learners at all levels. Offering plentiful examples of pedagogy in action, this book covers:

• 6 cognitive principles for organizing information literacy instruction, with sample worksheets and organization tools for instruction planning;
• how to establish rapport and kindle learners' motivation;
• tactics for transcending "cite 5 sources" and other uninspiring research assignments;
• educational evidence debunking the mythical perception that because students are skilled at computers and mobile technology, they already know how to do research;
• questions to keep in mind for inspiring autonomous learning;
• the power of story, as described by Joan Didion, Brené Brown's Ted Talk, and educational psychology research;
• the science behind information overload; and
• a balanced framework for evaluating specific educational technology tools.

Fusing theory with practice, this handbook is a valuable resource to help every practitioner connect with learners more effectively.

Kazakh, a Turkic language that uses Cyrillic script, is the official state language of Kazakhstan and is also spoken by people in parts of China, Russia, and neighboring Central Asian countries. This unique learner’s dictionary features simple definitions, literal translations, English equivalents, full example sentences, and grammar and usage for over 2,000 Kazakh idioms.

As students progress to the upper-intermediate and advanced levels of language learning, they come in contact with cultural concepts embedded in simple words that they have learned as part of everyday vocabulary. Thus, they expand their vocabulary into idiomatic expressions. Upper-intermediate and advanced learners of Kazakh will find this extensive reference work useful to understand those culturally bound idioms.

Idioms in this reference volume are organized into categories—the human body, food, clothing, color, number, animals, and nature—that best represent the topics on which language learners focus at the beginning and intermediate levels of language study. Five indexes make finding the idiom you want—by idiom, keyword, or expression in both Kazakh and English—easier.

One child in five in America is the child of immigrants, and their numbers increase each year. Very few will return to the country they barely remember. Who are they, and what America do they know?

Based on an extraordinary interdisciplinary study that followed 400 newly arrived children from the Caribbean, China, Central America, and Mexico for five years, this book provides a compelling account of the lives, dreams, and frustrations of these youngest immigrants. Richly told portraits of high and low achievers are packed with unexpected ironies. When they arrive, most children are full of optimism and a respect for education. But poor neighborhoods and dull--often dangerous--schools can corrode hopes. The vast majority learn English--but it is the English of video games and the neighborhood, not that of standardized tests.

For some of these children, those heading off to college, America promises to be a land of dreams. These lucky ones have often benefited from caring mentors, supportive teachers, or savvy parents. For others, the first five years are marked by disappointments, frustrations, and disenchantment. How can we explain their varied academic journeys?

The children of immigrants, here to stay, are the future--and how they adapt will determine the nature of America in the twenty-first century.

How do people decide whether or not to take chances with their health and safety? Do they pay attention to warnings about hazardous products used at home or on the job? What is the best way to present this information? These questions are becoming increasingly important as direct government regulation is replaced by programs to educate workers and consumers about risk. Information itself is becoming a regulatory device, but until now little has been known about its use and effectiveness.

Learning about Risk offers important new evidence on how people process information about risk and how they make choices under uncertainty. Drawing on work in a variety of disciplines—economics, decision science, marketing, and psychology—as well as on extensive original survey data, the authors take a close look at one type of risk information: the labeling of hazardous products and chemicals. They use the word labeling to mean all the tangible ways in which information is transmitted, including not merely warnings on bottles and cans but also leaflets and brochures, signs in the workplace, and store displays. The authors surveyed hundreds of consumers and chemical workers to explore a range of issues—the accuracy and appropriateness of people's risk assessments, the types of precautions they take, the values they attach to these measures, the wages they expect for performing risky jobs, and the relationship between the precaution taken and the content, wording, and format of the warning.

Overall, the authors show that information policies are a promising approach to controlling risks in the marketplace and on the job. Their findings will be of interest to government officials, policy analysts, economists, psychologists, and managers concerned professionally with the labeling of hazardous products.

This book offers

• Step-by-step directions for both the educator and learner and all necessary handouts, including directions and worksheets. The reader can use the book to quickly and easily set up centers. Some centers require only photocopies and basic materials to get started.
• Guidance on how to create cross-curricular centers that target the AASL Standards and other content-area standards. A table is provided to enable educators to create centers that address specific standards or content areas. Centers for distance learning are also identified.
• Suggested modifications for both struggling and advanced learners, plus ideas for collaborating with other educators. These features broaden the potential audience beyond elementary school learners. 

Rooting her account in John Dewey’s ideas, Goddard moves from early nineteenth century supporters of the union of learning and labor to the interconnected histories of CMTS, New Jersey’s Manual Training and Industrial School for Colored Youth, North Dakota’s Normal and Industrial School, and related programs elsewhere. Goddard analyzes the work of movement figures like abolitionist Theodore Weld, educators Calvin Woodward and Booker T. Washington, social critic W.E.B. Du Bois, Dewey himself, and his influential Chicago colleague Ella Flagg Young. The book contrasts ideas about manual training held by advocate Nicholas Murray Butler with those of opponent William Torrey Harris and considers overlooked connections between industrial education and the Arts and Crafts Movement.

An absorbing merger of history and storytelling, Learning for Work looks at the people who shaped industrial education while offering a provocative vision of realizing its potential today.

Learning French from Spanish and Spanish from French provides adult English speakers who have learned either Spanish or French as a second language with the tools to learn the other as a third language. Research in the growing fields of third-language acquisition and multilingualism documents how successful language learners intuitively build on their existing knowledge as they learn a new language. In this vein, Learning French from Spanish and Spanish from French takes advantage of the fact that learners with intermediate proficiency in a second language are used to thinking consciously about language, know themselves as language learners, and can capitalize on what they know about one language to understand the other. With chapters conveniently organized by grammatical concept and including supplementary resources such as exercises, parallel reading texts, and audio files, this book will benefit students, travelers, and budding multilinguals alike.

Once known as a “drug capital” and associated with kidnappings, violence, and excess, Bogotá, Colombia, has undergone a transformation that some have termed “the miracle of Bogotá.” Beginning in the late 1980s, the city emerged from a long period of political and social instability to become an unexpected model of urban development through the redesign and revitalization of the public realm—parks, transportation, and derelict spaces—under the leadership of two “public space mayors,” Antanas Mockus and Enrique Peñalosa (the latter reelected in 2015). In Learning from Bogotá, Rachel Berney analyzes how these mayors worked to reconfigure the troubled city into a pedagogical one whose public spaces and urban policy have helped shape a more tolerant and aware citizenry.

Berney examines the contributions of Mockus and Peñalosa through the lenses of both spatial/urban design and the city’s history. She shows how, through the careful intertwining of new public space and transportation projects, the reclamation of privatized public space, and the refurbishment of dilapidated open spaces, the mayors enacted an ambitious urban vision for Bogotá without resorting to the failed method of the top-down city master plan. Illuminating the complex interplay between formal politics, urban planning, and improvised social strategies, as well as the negative consequences that accompanied Bogotá’s metamorphosis, Learning from Bogotá offers significant lessons about the possibility for positive and lasting change in cities around the world.

Learning from the Lived Experiences of Graduate Student Writers is a timely resource for understanding and resolving some of the issues graduate students face, particularly as higher education begins to pay more critical attention to graduate student success. Offering diverse approaches for assisting this demographic, the book bridges the gap between theory and practice through structured examination of graduate students’ narratives about their development as writers, as well as researched approaches for enabling these students to cultivate their craft.

The first half of the book showcases the voices of graduate student writers themselves, who describe their experiences with graduate school literacy through various social issues like mentorship, access, writing in communities, and belonging in academic programs. Their narratives illuminate how systemic issues significantly affect graduate students from historically oppressed groups. The second half accompanies these stories with proposed solutions informed by empirical findings that provide evidence for new practices and programming for graduate student writers.

Learning from the Lived Experiences of Graduate Student Writers values student experience as an integral part of designing approaches that promote epistemic justice. This text provides a fresh, comprehensive, and essential perspective on graduate writing and communication support that will be useful to administrators and faculty across a range of disciplines and institutional contexts.
 
Contributors: Noro Andriamanalina, LaKela Atkinson, Daniel V. Bommarito, Elizabeth Brown, Rachael Cayley, Amanda E. Cuellar, Kirsten T. Edwards, Wonderful Faison, Amy Fenstermaker, Jennifer Friend, Beth Godbee, Hope Jackson, Karen Keaton Jackson, Haadi Jafarian, Alexandria Lockett, Shannon Madden, Kendra L. Mitchell, Michelle M. Paquette, Shelley Rodrigo, Julia Romberger, Lisa Russell-Pinson, Jennifer Salvo-Eaton, Richard Sévère, Cecilia D. Shelton, Pamela Strong Simmons, Jasmine Kar Tang, Anna K. Willow Treviño, Maurice Wilson, Anne Zanzucchi

Identifying “lessons learned” is not new—the military has been doing it for decades. However, members of the worldwide intelligence community have been slow to extract wider lessons gathered from the past and apply them to contemporary challenges. Learning from the Secret Past is a collection of ten carefully selected cases from post-World War II British intelligence history. Some of the cases include the Malayan Emergency, the Cuban Missile Crisis, Northern Ireland, and the lead up to the Iraq War. Each case, accompanied by authentic documents, illuminates important lessons that today's intelligence officers and policymakers—in Britain and elsewhere—should heed.

Written by former and current intelligence officers, high-ranking government officials, and scholars, the case studies in this book detail intelligence successes and failures, discuss effective structuring of the intelligence community, examine the effective use of intelligence in counterinsurgency, explore the ethical dilemmas and practical gains of interrogation, and highlight the value of human intelligence and the dangers of the politicization of intelligence. The lessons learned from this book stress the value of past experience and point the way toward running effective intelligence agencies in a democratic society.

Scholars and professionals worldwide who specialize in intelligence, defense and security studies, and international relations will find this book to be extremely valuable.

How do you supervise a graduate student working in a library—and not just adequately, but well? What is a valuable and meaningful work experience? How can libraries design more equitable and ethical positions for students?

Learning in Action: Designing Successful Graduate Student Work Experiences in Academic Libraries provides practical, how-to guidance on creating and managing impactful programs as well as meaningful personal experiences for students and library staff in academic libraries. Fourteen chapters are divided into four thorough sections:

• Creating Access Pathways
• Developing, Running, and Evolving Programs for LIS Students
• Working with Graduate Students without an LIS Background: Mutual Opportunities for Growth
• Centering the Person 

For generations, schools have aimed to introduce students to a broad range of topics through curriculum that ensure that they will at least have some acquaintance with most areas of human knowledge by the time they graduate. Yet such broad knowledge can’t help but be somewhat superficial—and, as Kieran Egan argues, it omits a crucial aspect of true education: deep knowledge.

Real education, Egan explains, consists of both general knowledge and detailed understanding, and in Learning in Depth he outlines an ambitious yet practical plan to incorporate deep knowledge into basic education. Under Egan’s program, students will follow the usual curriculum, but with one crucial addition: beginning with their first days of school and continuing until graduation, they will eachalso study one topic—such as apples, birds, sacred buildings, mollusks,circuses, or stars—in depth. Over the years, with the help and guidance of their supervising teacher, students will expand their understanding of their one topic and build portfolios of knowledge that grow and change along with them. By the time they graduate each student will know as much about his or her topic as almost anyone on earth—and in the process will have learned important, even life-changing lessons about the meaning of expertise, the value of dedication, and the delight of knowing something in depth.

Though Egan’s program may be radical in its effects, it is strikingly simple to implement—as a number of schools have already discovered—and with Learning in Depth as a blueprint, parents, educators, and administrators can instantly begin taking the first steps toward transforming our schools and fundamentally deepening their students’ minds.

Two complementary lectures approach the problems of education from both practical and imaginative viewpoints.

In The Developing Imagination, Northrup Frye argues that “the ultimate purpose of teaching literature is…the transferring of the imaginative habit…from the laboratory of literature to the life of mankind.” Frye’s sympathies are with the pupil as he defends imagination and individualism.

A. R. MacKinnon’s Insistent Tasks in Language Learning suggests that “fragmentation” between primary, secondary, and college education intensifies the divergence of humanities and sciences. He proposes a means of cooperation between all educational levels.

Entrepreneurial creativity, private investment, and competition have been among America's great strengths. Can they be harnessed to improve troubled public schools? Or is private management of public schools at best a gimmick, and at worst an undemocratic sellout?

In the 1990s, some failing school systems turned to private education management organizations to manage their schools. The EMOs promised academic improvement to families and profits to their investors. Wall Street and foundations lavished hundreds of millions of dollars on for-profit and nonprofit start-ups, and thousands of students' educations began to be directed not by school officials, but by private companies.

In Learning on the Job, industry insider Steven Wilson, the founder and CEO of Advantage Schools, looks back on the first tumultuous decade of this social experiment. Digging deep into the academic, financial, logistic, and political records of seven leading EMOs, including his own, he reveals the potential and pitfalls of their business and educational models, and their actual successes in the classrooms and the boardrooms. Have they given their students a better education? Can they succeed as businesses? Can businesses in fact run better public schools than school districts?

With remarkable honesty and fairness on an ideologically charged topic, Wilson describes the follies and wisdom, overreaching and real accomplishment, of the first education entrepreneurs. Acknowledging that they had much to learn about the real-world challenges of running schools, he passionately defends the promise of private involvement in public schooling.