Results by title

Del Weniger presents a beautifully illustrated account of all the cacti found in Texas, New Mexico, Oklahoma, Arkansas, and Louisiana. Cactus blossoms often rival the most exotic hothouse plants for delicate beauty. Depending upon the species, they range in color from white through almost the entire spectrum of the rainbow. Nearly every plant in the five-state area is here pictured in color, usually in full bloom.

The cactus was one of the most completely new and different plants encountered by Europeans in the Americas, and the larger species, at least, easily made their presence known to even the most unobservant passerby. To the observant the cactus in its surprising variety of forms has from the beginning exercised a strong fascination. The casual student may easily identify most specimens from these illustrations, and the more serious student will find detailed keys to all of the cacti of the area.

In 2008, three years after Hurricane Katrina cut a deadly path along the northern coast of the Gulf of Mexico, researchers J. Steven Picou and Keith Nicholls conducted a survey of the survivors in Louisiana and Mississippi, receiving more than twenty-five hundred responses, and followed up two years later with their than five hundred of the initial respondents. Showcasing these landmark findings, Caught in the Path of Katrina: A Survey of the Hurricane's Human Effects yields a more complete understanding of the traumas endured as a result of the Storm of the Century.

The authors report on evacuation behaviors, separations from family, damage to homes, and physical and psychological conditions among residents of seven of the parishes and counties that bore the brunt of Katrina. The findings underscore the frequently disproportionate suffering of African Americans and the agonizingly slow pace of recovery. Highlighting the lessons learned, the book offers suggestions for improved governmental emergency management techniques to increase preparedness, better mitigate storm damage, and reduce the level of trauma in future disasters. Multiple major hurricanes have unleashed their destruction in the years since Katrina, making this a crucial study whose importance only continues to grow.

In the wake of the tragedy and destruction that came with Hurricane Katrina in 2005, public schools in New Orleans became part of an almost unthinkable experiment—eliminating the traditional public education system and completely replacing it with charter schools and school choice.  Fifteen years later, the results have been remarkable, and the complex lessons learned should alter the way we think about American education.
New Orleans became the first US city ever to adopt a school system based on the principles of markets and economics. When the state took over all of the city’s public schools, it turned them over to non-profit charter school managers accountable under performance-based contracts. Students were no longer obligated to attend a specific school based upon their address, allowing families to act like consumers and choose schools in any neighborhood. The teacher union contract, tenure, and certification rules were eliminated, giving schools autonomy and control to hire and fire as they pleased.
In Charter School City, Douglas N. Harris provides an inside look at how and why these reform decisions were made and offers many surprising findings from one of the most extensive and rigorous evaluations of a district school reform ever conducted. Through close examination of the results, Harris finds that this unprecedented experiment was a noteworthy success on almost every measurable student outcome. But, as Harris shows, New Orleans was uniquely situated for these reforms to work well and that this market-based reform still required some specific and active roles for government. Letting free markets rule on their own without government involvement will not generate the kinds of changes their advocates suggest.
 
Combining the evidence from New Orleans with that from other cities, Harris draws out the broader lessons of this unprecedented reform effort. At a time when charter school debates are more based on ideology than data, this book is a powerful, evidence-based, and in-depth look at how we can rethink the roles for governments, markets, and nonprofit organizations in education to ensure that America’s schools fulfill their potential for all students.
 

Winner, Betty and Alfred McClung Lee Book Award, Association for Humanist Sociology, 2016
Outstanding Scholarly Contribution Award of the Section on Children and Youth, American Sociological Association, 2016
Honorable Mention, Leo Goodman Award, Methodology Section, American Sociological Association, 2016

When children experience upheaval and trauma, adults often view them as either vulnerable and helpless or as resilient and able to easily “bounce back.” But the reality is far more complex for the children and youth whose lives are suddenly upended by disaster. How are children actually affected by catastrophic events and how do they cope with the damage and disruption?

Children of Katrina offers one of the only long-term, multiyear studies of young people following disaster. Sociologists Alice Fothergill and Lori Peek spent seven years after Hurricane Katrina interviewing and observing several hundred children and their family members, friends, neighbors, teachers, and other caregivers. In this book, they focus intimately on seven children between the ages of three and eighteen, selected because they exemplify the varied experiences of the larger group. They find that children followed three different post-disaster trajectories—declining, finding equilibrium, and fluctuating—as they tried to regain stability. The children’s moving stories illuminate how a devastating disaster affects individual health and well-being, family situations, housing and neighborhood contexts, schooling, peer relationships, and extracurricular activities. This work also demonstrates how outcomes were often worse for children who were vulnerable and living in crisis before the storm. Fothergill and Peek clarify what kinds of assistance children need during emergency response and recovery periods, as well as the individual, familial, social, and structural factors that aid or hinder children in getting that support.