In this groundbreaking new study, Whicker and Moore address an issue of critical importance to the future economic and political stability of the United States: how can this nation become more competitive in international markets. Drawing upon economic theory, political philosophy, and specific policy expertise, the authors organize their work around two principle themes: that just as the role of government in a changing world is evolutionary, policies must evolve to reflect shifting economic realities, and that previously hostile attitudes among U.S. management, labor, and government must be replaced by cooperation in order to ensure effective, long-term competitiveness abroad.
The third edition of the best-selling text, Ethical Leadership and Decision Making in Education, continues to address the increasing interest in ethics and assists educational leaders with the complex dilemmas in today's challenging and diverse society. Through discussion and analysis of real-life moral dilemmas that educational leaders face in their schools and communities, authors Shapiro and Stefkovich demonstrate the application of their four ethical paradigms-the ethics of justice, care, critique, and profession. After an illustration of how the Multiple Ethical Paradigm approach may be applied to real dilemmas, the authors present a series of cases written by students and academics in the field representing the dilemmas faced by practicing educational leaders in urban, suburban, and rural settings in an era full of complexities and contradictions. Following each case are questions that call for thoughtful, complex thinking and help readers come to grips with their own ethical codes and apply them to practical situations.
New in the Third Edition:
Including teaching notes for the instructor stressing the importance of self-reflection, this text is easily adaptable for a variety of uses with a wide range of audiences. Ethical Leadership and Decision Making in Education is a valuable book for both aspiring and practicing administrators, teacher leaders, and educational policy makers.
Making Art History is a collection of essays by contemporary scholars on the practice and theory of art history as it responds to institutions as diverse as art galleries and museums, publishing houses and universities, school boards and professional organizations, political parties and multinational corporations.
The text is split into four thematic sections, each of which begins with a short introduction from the editor, the sections include:
Starlit Surrender throbs with excitement when a spirited nymph is totally captivated by an arrogant, lusty womanizer whose touch alone can melt her heart.
Although many people consider excessive police violence disconcerting, if, when, and how they voice their opinion or respond by taking some sort of action has generally remained empirically unknown. In the hope of understanding this process, Ross has developed a four-stage model, based on a review of the literature and on interviews with the relevant actors. He then uses this tool to analyze police violence that occurred in Toronto, Canada and New York City, over a fifteen-year period. To better focus the study, he uses in-depth case studies of three well-publicized cases of police violence from each city, matched on important criteria. This study addresses a difficult, timely, and important topic for victims, for police personnel, and for society. Ross concludes that, in general, most individuals do not respond to police use of excessive force; further, if and when they do usually depends on the context of the violence. Using both quantitative and qualitative methods, Ross's model integrates a variety of approaches to improve our understanding of how communities come to define and control the use of force by police, including literature on the role of media efforts and their impact upon police violence. The work concludes with an analysis of the reasons why people react so infrequently to incidents of excessive force.