Concerns about access to behavioral health care for military service members and their dependents living in geographically remote locations prompted research into how many in this population are remote and the effects of this distance on their use of behavioral health care. The authors conducted geospatial and longitudinal analyses to answer these questions and reviewed current policies and programs to determine barriers and possible solutions.
Why, despite decades of high levels of foreign aid, has development been so disappointing in most of Sub-Saharan Africa, leading to rising numbers of poor and fueling political instabilities? While not ignoring the culpability of Africans in these problems, Carol Lancaster finds that much of the responsibility is in the hands of the governments and international aid agencies that provide assistance to the region. The first examination of its kind, Aid to Africa investigates the impact of bureaucratic politics, special interest groups, and public opinion in aid-giving countries and agencies. She finds that aid agencies in Africa often misdiagnosed problems, had difficulty designing appropriate programs that addressed the local political environment, and failed to coordinate their efforts effectively.
This balanced but tough-minded analysis does not reject the potential usefulness of foreign aid but does offer recommendations for fundamental changes in how governments and multilateral aid agencies can operate more effectively.
This practical textbook details the framework for understanding and using second-language teaching techniques for ASL. Using this interactive approach to teaching language, instructors can create situations to help students learn how to converse in ASL. Conducting dialogues and drills in the classroom is explained fully; activities and exercises to supplement dialogues and drills in student textbooks are provided.
A decorated World War I veteran, Federal Judge Robert P. Patterson knew all too well the needs of soldiers on the battlefield. He was thus dismayed by America’s lack of military preparedness when a second great war engulfed Europe in 1939–40. With the international crisis worsening, Patterson even resumed military training—as a forty-nine-yearold private—before being named assistant secretary of war in July 1940. That appointment set the stage for Patterson’s central role in the country’s massive mobilization and supply effort which helped the Allies win World War II.
In Arming the Nation for War, a previously unpublished account long buried among the late author’s papers and originally marked confidential, Patterson describes the vast challenges the United States faced as it had to equip, in a desperately short time, a fighting force capable of confronting a formidable enemy. Brimming with data and detail, the book also abounds with deep insights into the myriad problems encountered on the domestic mobilization front—including the sometimes divergent interests of wartime planners and industrial leaders—along with the logistical difficulties of supplying far-flung theaters of war with everything from ships, planes, and tanks to food and medicine. Determined to remind his contemporaries of how narrow the Allied margin of victory was and that the war’s lessons not be forgotten, Patterson clearly intended the manuscript (which he wrote between 1945 and ’47, when he was President Truman’s secretary of war) to contribute to the postwar debates on the future of the military establishment. That passage of the National Security Act of 1947, to which Patterson was a key contributor, answered many of his concerns may explain why he never published the book during his lifetime.
A unique document offering an insider’s view of a watershed historical moment, Patterson’s text is complemented by editor Brian Waddell’s extensive introduction and notes. In addition, Robert M. Morgenthau, former Manhattan district attorney and a protégé of Patterson’s for four years prior to the latter’s death in a 1952 plane crash, offers a heartfelt remembrance of a man the New York Herald-Tribune called “an example of the public-spirited citizen.”
Brian Waddell, an associate professor of political science at the University of Connecticut, is the author of The War Against the New Deal: World War II and American Democracy and Toward the National Security State: Civil-Military Relations during World War II.
Public administration has evolved into an extraordinarily complex form of governance employing traditional bureaucracy, quasi-government public organizations, and collaborative networks of nongovernmental organizations. Analyzing and improving government performance—a matter of increasing concern to citizens, elected officials, and managers of the organizations themselves—has in turn become a much more fraught undertaking. Understanding the new complexities calls for new research approaches.
The Art of Governance presents a fresh palette of research based on a new framework of governance that was first developed by coeditor Laurence E. Lynn, Jr., with Carolyn J. Heinrich, and Carolyn J. Hill in their book, Improving Governance: A New Logic for Empirical Research. That book identified how the relationships among citizens, legislatures, executive and organizational structures, and stakeholders interact, in order to better diagnose and solve problems in public management.
This volume takes that relational concept into new realms of conceptualization and application as it links alternative institutional and administrative structures to program performance in different policy areas and levels of government. Collectively, the contributors begin to paint a new picture of how management matters throughout the policy process. They illuminate how, at different levels of an organization, leadership and management vary—and explore both the significance of structural systems and the importance of alternative organizational forms for the implementation of public policies.
The Art of Governance shows that effective governance is much more complex than paint-by-number. But if the variety of forms and models of governance are analyzed using advanced theories, models, methods, and data, important lessons can be applied that can lead us to more successful institutions.
Historically, deaf and hard of hearing people have demonstrated various levels of competence in a multitude of professions, but they also have experienced discrimination and oppression. In five critical sections, this volume responds to the tidal wave of high-stakes testing that has come to dominate educational policy and qualification for various occupations. It provides a digest of relevant research to meet the testing challenge, including work done by educational researchers, legal experts, test developers, and others.
Section I frames the contexts facing deaf and hard of hearing individuals and those who test them, including a telling historical perspective. In Section II, chapters explore how deaf and hard of hearing candidates can meet the rigors of test-taking, how to level the playing field with a new approach to assessment, and what to consider to develop fully accessible licensing tests. The final chapter in this part examines the psychometric properties of intellectual assessments when used with deaf and hard of hearing people. Administrative Issues constitute Section III, beginning with legal considerations related to equity testing for deaf adults. An exploration of the potential of sign language interpretation in the testing environment follows.
Section IV provides case studies of deaf and hard of hearing adults from a variety of professions, including certification testing for therapeutic recreation, preparation strategies for university students, and ways to maximize access to licensure for social workers. A separate chapter addresses the impact of recent federal mandates on assessment of deaf and hard of hearing teachers and teaching candidates. The final section summarizes the current situation and presents recommendations to manage it, concluding with an epilogue on directions for the future.
Although fraught with politics and other perils, teacher evaluation can contribute in important, positive ways to faculty development at both the individual and the departmental levels. Yet the logistics of creating a valid assessment are complicated. Inconsistent methods, rater bias, and overreliance on student evaluation forms have proven problematic. The essays in Assessing the Teaching of Writing demonstrate constructive ways of evaluating teacher performance, taking into consideration the immense number of variables involved.
Contributors to the volume examine a range of fundamental issues, including the political context of declining state funds in education; growing public critique of the professoriate and demands for accountability resulting from federal policy initiatives like No Child Left Behind; the increasing sophistication of assessment methods and technologies; and the continuing interest in the scholarship of teaching. The first section addresses concerns and advances in assessment methodologies, and the second takes a closer look at unique individual sites and models of assessment. Chapters collectively argue for viewing teacher assessment as a rhetorical practice.
Fostering new ways of thinking about teacher evaluation, Assessing the Teaching of Writing will be of great interest not only to writing program administrators but also to those concerned with faculty development and teacher assessment outside the writing program.
The postmodern conviction that meaning is indeterminate and self is an illusion, though fascinating and defensible in theory, leaves a number of scholarly and pedagogical questions unsatisfied. Authoring—the phenomenological act or felt sense of creating a text—is “a remarkably black box,” say Haswell and Haswell, yet it should be one of the central preoccupations of scholars in English studies. Not only can the study of authoring accommodate the “social turn” since postmodernism, they argue, but it accommodates as well conceptions of, and the lived experience of, personal potentiality and singularity.
Without abandoning the value of postmodern perspectives, Haswell and Haswell use their own perspective of authorial potentiality and singularity to reconsider staple English-studies concerns such as gender, evaluation, voice, character, literacy, feminism, self, interpretation, assessment, signature, and taste. The essay is unique as well in the way that its authors embrace often competing realms of English studies, drawing examples and arguments equally from literary and compositionist research.
In the process, the Haswells have created a Big Idea book, and a critique of the field. Their point is clear: the singular person/mysterious black box/author merits deeper consideration than we have given it, and the book’s crafted and woven explorations provide the intellectual tools to move beyond both political divisions and theoretical impasses.