front cover of Imagined Olympians
Imagined Olympians
Body Culture And Colonial Representation In Rwanda
John Bale
University of Minnesota Press, 2002

front cover of Jumping the Abyss
Jumping the Abyss
Marriner S. Eccles and the New Deal, 1933–1940
Mark Wayne Nelson
University of Utah Press, 2017

Mark Wayne Nelson details the efforts of one of America’s most underappreciated public servants. In 1934, Franklin D. Roosevelt invited Marriner S. Eccles, a Mormon from Utah, to join his administration. As a Republican businessman, Eccles seemed an unlikely candidate for the role of leading crusader for a fairer and more economically sound distribution of the nation’s wealth. From his first position in the Treasury Department, though, he emerged as the central mover in revolutionizing the mortgage structure of the private home market in the United States.

After FDR appointed him to head the Federal Reserve, Eccles drafted legislation that restructured that institution as well. Throughout the remainder of the New Deal, he was the most powerful advocate of what came to be called “Keynesian Policy,” which involved direct federal stimulus of the economy. Presenting the first comprehensive and independent analysis of Eccles’s influential career, Jumping the Abyss wrestles with economic issues that remain relevant today. 

Finalist for the Utah State Historical Society Best Book Award.

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Jumping the Queue
An Inquiry into the Legal Treatment of Students with Learning Disabilities
Mark Kelman and Gillian Lester
Harvard University Press, 1997

This book weighs alternative conceptions of the equal opportunity principle through an empirical and ethical exploration of the Federal law that directs local school districts to award special educational opportunities to students who are classified as learning disabled (LD). Mark Kelman and Gillian Lester consider the degree to which students with learning disabilities (rather than merely slow learners, the socially disadvantaged, or even the gifted) are entitled to benefits that might well prove advantageous to their classmates, such as extra time to complete an exam or expensive, individually tailored educational programs.

They examine the vexing question of how we should distribute extra educational funds: should we give them to those who have fewer material resources to begin with, to those who might benefit more than others from extra resources, or should we simply strive to create greater equality of outcome? The book exposes a growing conflict between those who want to distribute scarce resources on an individual basis to children who are in need whatever the reason, and those who seek to eliminate group inequalities.

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