A SCHOLARLY BOOK REPOSITORY14 start with C start with C
That’s the provocative theory of Catastrophe in the Making, the first book to recognize Hurricane Katrina not as a “perfect storm,” but a tragedy of our own making—and one that could become commonplace.
The authors, one a longtime New Orleans resident, argue that breached levees and sloppy emergency response are just the most obvious examples of government failure. The true problem is more deeply rooted and insidious, and stretches far beyond the Gulf Coast.
Based on the false promise of widespread prosperity, communities across the U.S. have embraced all brands of “economic development” at all costs. In Louisiana, that meant development interests turning wetlands into shipping lanes. By replacing a natural buffer against storm surges with a 75-mile long, obsolete canal that cost hundreds of millions of dollars, they guided the hurricane into the heart of New Orleans and adjacent communities. The authors reveal why, despite their geographic differences, California and Missouri are building—quite literally—toward similar destruction.
Too often, the U.S. “growth machine” generates wealth for a few and misery for many. Drawing lessons from the most expensive “natural” disaster in American history, Catastrophe in the Making shows why thoughtless development comes at a price we can ill afford.
"Accountability" is a watchword of our era. Dissatisfaction with a range of public and private institutions is widespread and often expressed in strong critical rhetoric. The reasons for these views are varied and difficult to translate into concrete action, but this hasn't deterred governments and nongovernmental organizations from putting into place formal processes for determining whether their own and others' goals have been achieved and problems with performance have been avoided.
In this thought-provoking book, government and public administration scholar Beryl Radin takes on many of the assumptions of the performance movement, arguing that evaluation relies too often on simplistic, one-size-fits-all solutions that are not always effective for dynamic organizations. Drawing on a wide range of ideas, including theories of intelligence and modes of thought, assumptions about numbers and information, and the nature of professionalism, Radin sheds light on the hidden complexities of creating standards to evaluate performance. She illustrates these problems by discussing a range of program areas, including health efforts as well as the education program, "No Child Left Behind."
Throughout, the author devotes particular attention to concerns about government standards, from accounting for issues of equity to allowing for complicated intergovernmental relationships and fragmentation of powers. She explores in detail how recent performance measurement efforts in the U.S. government have fared, and analyzes efforts by nongovernmental organizations both inside and outside of the United States to impose standards of integrity and equity on their governments. The examination concludes with alternative assumptions and lessons for those embarking on performance measurement activities.
Chance or Dance provides an overview of design and clarification of the controversial Intelligent Design (ID) movement and ultimately concludes there is no scientific proof behind Intelligent Design. As the controversy over Intelligent Design has grown over the past few years, there is a tendency to confuse all statements about design with the Intelligent Design movement and to confuse any affirmation of creation with Scientific Creationism. Davis and Poe begin with a brief historical perspective of the design argument and then examine the significant breakthroughs in cosmology, math, physics, chemistry, and biology that have provided renewed speculation in design.
The authors discuss that the idea of design is far more expansive than the ID movement’s version of it, evaluate Dawkins’ interpretation of genetic determinism, include a chapter that explores the tendency since Darwin to assume that the presence of an observable cause excludes the possibility of divine involvement; and introduce further reflections on wonder and awe that take into account the recent surge of interest in this area. The book concludes with an argument for the correlation between faith and sensory experience and suggests that science has successfully described processes but failed to explain origins.
Chance or Dance is ideal for students and general readers interested in understanding how modern science gives evidence for nature’s creation by the Bible’s God.
During China’s Cultural Revolution, Chairman Mao Zedong’s "rustication program" resettled 17 million urban youths, known as "sent downs," to the countryside for manual labor and socialist reeducation. This book, the most comprehensive study of the program to be published in either English or Chinese to date, examines the mechanisms and dynamics of state craft in China, from the rustication program’s inception in 1968 to its official termination in 1980 and actual completion in the 1990s.
Rustication, in the ideology of Mao's peasant-based revolution, formed a critical component of the Cultural Revolution's larger attack on bureaucrats, capitalists, the intelligentsia, and "degenerative" urban life. This book assesses the program’s origins, development, organization, implementation, performance, and public administrative consequences. It was the defining experience for many Chinese born between 1949 and 1962, and many of China's contemporary leaders went through the rustication program.
The author explains the lasting impact of the rustication program on China's contemporary administrative culture, for example, showing how and why bureaucracy persisted and even grew stronger during the wrenching chaos of the Cultural Revolution. She also focuses on the special difficulties female sent-downs faced in terms of work, pressures to marry local peasants, and sexual harassment, predation, and violence. The author’s parents were both sent downs, and she was able to interview over fifty former sent downs from around the country, something never previously accomplished.
China's Sent-Down Generation demonstrates the rustication program’s profound long-term consequences for China's bureaucracy, for the spread of corruption, and for the families traumatized by this authoritarian social experiment. The book will appeal to academics, graduate and undergraduate students in public administration and China studies programs, and individuals who are interested in China’s Cultural Revolution era.
In a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory?
By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She laments, as do many in composition, that the objectively oriented paradigm of educational assessment theory subjugates and discounts the very social constructionist principles that empower composition pedagogy. Further, Lynne criticizes recent practice for accommodating the big business of educational testing—especially for capitulating to the discourse of positivism embedded in terms like "validity" and "reliability." These terms and concepts, she argues, have little theoretical significance within composition studies, and their technical and philosophical import are downplayed by composition assessment scholars.
There is a need, Lynne says, for terms of assessment that are native to composition. To open this needed discussion within the field, she analyzes cutting-edge assessment efforts, including the work of Broad and Haswell, and she advances a set of alternate terms for evaluating assessment practices, a set of terms grounded in constructivism and composition.
Coming to Terms is ambitious and principled, and it takes a controversial stand on important issues. This strong new volume in assessment theory will be of serious interest to assessment specialists and their students, to composition theorists, and to those now mounting assessments in their own programs.
Assessment is increasingly integral to building, managing, and justifying library collections. Unfortunately, assessment can also be a daunting undertaking. And though every institution is unique, as this manual demonstrates, there’s no need to reinvent the wheel. Spanning both concept and practice, Kelly offers a holistic assessment framework suitable to a variety of collections and contexts. With a structure that makes it applicable as both a training tool for practicing librarians and a useful course text for library students, this manual
- introduces foundational assessment methodologies then provides concrete guidance on how to contextualize those methodologies within a holistic collections assessment program;
- covers topics such as assessment goals, assessment stakeholders, selecting data and methodologies, working through project constraints, and project planning;
- includes sample assessment program structures and other useful templates;
- provides step-by-step instructions for more than a dozen specific methodologies, describing which aspect of the collection is being measured, what goals the methodology can address, technological requirements, recommended visualizations, and other helpful pointers; and
- shares best practices for communicating effectively with internal and external stakeholders about assessment projects, with sample communication plans that can be easily adapted.
Jessica Yood traces the century-long origins of a writing-centered idea of the American university and tracks the resurgence of this idea today. Drawing on archival and classroom evidence from public colleges and universities and written in a lively autoethnographic voice, Yood names “genres of the commons”: intimate, informal writing activities that create peer-to-peer knowledge networks. She shows how these unique genres create collectivity—an academic commons—and calls on scholars to invest in composition as a course cultivating reflective, emergent, shared knowledge. Yood departs from movements that divest from the first-year composition classroom and details how an increasingly diverse student population composes complex, evolving cultural literacies that forge social bonds and forward innovation and intellectual and civic engagement.
The Composition Commons reclaims the commons as critical idea and writing classroom activities as essential practices for remaking higher education in the United States.
Drawing on extensive fieldwork in Havana's secondary schools, Cuban Youth and Revolutionary Values is a remarkable ethnography, charting the government's attempts to transform a future generation of citizens. While Cuba's high literacy rate is often lauded, the little-known dropout rates among teenagers receive less scrutiny. In vivid, succinct reporting, educational anthropologist Denise Blum now shares her findings regarding this overlooked aspect of the Castro legacy.
Despite the fact that primary-school enrollment rates exceed those of the United States, the reverse is true for the crucial years between elementary school and college. After providing a history of Fidel Castro's educational revolution begun in 1953, Denise Blum delivers a close examination of the effects of the program, which was designed to produce a society motivated by benevolence rather than materialism. Exploring pioneering pedagogy, the notion of civic education, and the rural components of the program, Cuban Youth and Revolutionary Values brims with surprising findings about one of the most intriguing social experiments in recent history.
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