...Education James A. Banks University of Washington, Seattle Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montreal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo ISBN 1-269-53060-7 An Introduction to Multicultural Education, Fifth Edition, by James A. Banks. Published by Pearson. Copyright © 2014 by Pearson Education, Inc. Vice President/Editorial Director: Jeffery Johnston Executive Editor: Linda Bishop Editorial Assistant: Laura Marenghi Senior Marketing Manager: Darcy Betts Production Editor: Karen Mason Production Project Manager: Elizabeth Gale Napolitano Manager, Central Design: Jayne Conte Cover Designer: Laura Gardner Cover Art: “Sea and Sky” (013) 2003 © Marvin Oliver Artist Full Service Project Manager: Niraj Bhatt, Aptara® , Inc. Composition: Aptara® , Inc. Printer/Binder/Cover Printer: Courier Westford Text Font: ITC Stone Serif Std 10/12 Text Credits: Page 11, Stiglitz excerpt: From Stiglitz, J.E. (2012). The price of inequality: How today’s divided society endangers our future. New York, NY: Norton; page 18, Morrison excerpt: Morrison, T. (2012). Home: A novel. New York, NY: Alfred A. Knopf; page 26, Goncalves e Sliva excerpt: Gonçalves e Sliva, P. B. (2004). Citizenship and education in Brazil: The contribution of Indian peoples and Blacks in the struggle for citizenship. In J. A. Banks (Ed.),...
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...An Investigation of How Culture Shapes Curriculum in Early Care and Education Programs on a Native American Indian Reservation ‘‘The drum is considered the heartbeat of the community’’ Jennifer L. Gilliard1,3 and Rita A. Moore2 This article investigates how culture shapes instruction in three early care and education programs on the Flathead Indian Reservation. Interviews with eight early childhood teachers as well as classroom observations were conducted. The investigation is framed by the following research question: How does the culture of the family and community shape curriculum? Data analysis suggested that ongoing communication with parents and community about teaching within a culturally relevant context, building a sense of belongingness and community through ritual, and respecting children, families, and community were essential to defining the Native American Indian culture within these early learning programs. KEY WORDS: culture; in; tribal; early; education; programs. INTRODUCTION Instruction informed by children’s home and community culture is critical to supporting a sense of belongingness that ultimately impacts academic achievement (Banks, 2002; Osterman, 2000). American school populations are increasingly diversified with immigrants and English language learners; but American teachers are over 90% European American (Nieto, 2000). Educators who are from different cultural perspectives than those present in the families and communities of the children they...
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...appreciate all the suggestions, insights and comments of my committee members. Thank you to all of them: Dr. Kuttruff, my external committee member, for her interest in following the steps of my dissertation; Dr. Magill, for bringing a very challenging and valuable perspective to my research; Dr. Lee, for her deep knowledge and expertise in the field of physical education; and Dr. Harrison, for his mentoring and expertise on issues of race and physical activity. Dr. Harrison, I have greatly appreciated, valued, and enjoyed all of our conversations (and in four years there were many) and sharing experiences on this topic. I want to thank my minor professor, Dr. MunroHendry, for guiding me to understand the complex world of the “Curriculum Theory Project,”...
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...cultural mix of Britain’s population. They developed tools to harness the potential of diverse communities, and their powers of innovation, for use by policymakers, planners and practitioners. These include a set of indicators of openness to check the readiness of a city to take advantage of diversity, and the intercultural lens through which professionals can examine the familiar in a new light. The study evaluated six aspects of local activity: public consultation and engagement urban planning and development business and entrepreneurship schools the arts and creative industries sport. The project went further by helping participating cities to develop specific economic, social, cultural and planning policies and so to become role models for others. The study draws on local case studies and in-depth interviews with 33 intercultural innovators in seven UK cities, with comparative analysis also conducted in Europe, North America and Australasia. It is aimed at policymakers and practitioners in local and regional government, neighbourhood renewal and community cohesion. This publication can be provided in alternative formats, such as large print, Braille, audiotape and on disk. Please contact: Communications Department, Joseph Rowntree Foundation, The Homestead, 40 Water End, York YO30 6WP. Tel: 01904 615905. Email: info@jrf.org.uk...
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...assigned readings in advanced courses dealing with mass media and society, communication theory, or cultural studies. Students are encouraged to focus thoughtfully on the main ideas, not attempt to merely memorize details. Important concepts and names appear in boldface and are defined in italics. The abridged Subject Index lists the page with the primary discussion of each topic. Sidebars throughout the text, set off with sans serif type, provide insights that supplement the main text. The Notes section cites quoted materials and guides students to other pertinent sources. Special thanks go to colleagues Kenton Bird, Donna Rouner, Marty Traynor and James Van Leuven, all of Colorado State, for their encouragement and assistance in this project. I also want to acknowledge Dennis Davis,...
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... AMERICAN CROSSROADS Edited by Earl Lewis, George Lipsitz, Peggy Pascoe, George Sánchez, and Dana Takagi 1. Border Matters: Remapping American Cultural Studies, by José David Saldívar 2. The White Scourge: Mexicans, Blacks, and Poor Whites in Texas Cotton Culture, by Neil Foley 3. Indians in the Making: Ethnic Relations and Indian Identities around Puget Sound, by Alexandra Harmon 4. Aztlán and Viet Nam: Chicano and Chicana Experiences of the War, edited by George Mariscal 5. Immigration and the Political Economy of Home: West Indian Brooklyn and American Indian Minneapolis, by Rachel Buff 6. Epic Encounters: Culture, Media, and U.S. Interests in the Middle East,1945–2000, by Melani McAlister 7. Contagious Divides: Epidemics and Race in San Francisco’s Chinatown, by Nayan Shah 8. Japanese American Celebration and Conflict: A History of Ethnic Identity and Festival, 1934–1990, by Lon Kurashige 9. American Sensations: Class, Empire, and the Production of Popular Culture, by Shelley Streeby 10. Colored White: Transcending the Racial Past, by David R. Roediger 11. Reproducing Empire: Race, Sex, Science, and U.S. Imperialism in Puerto Rico, by Laura Briggs 12. meXicana Encounters: The Making of Social Identities on the Borderlands, by Rosa Linda Fregoso 13. Popular Culture in the Age of White Flight, by Eric Avila 14. Ties That Bind: The Story of an Afro-Cherokee Family in Slavery and Freedom, by Tiya Miles 15. Cultural Moves: African Americans and the Politics of Representation, by...
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...thomas a . meyer How Great companies Get Started in terrible times Innovate! Innovate! How Great Companies Get Started in Terrible Times THOMAS A. MEYER John Wiley & Sons, Inc. Copyright © 2010 by Thomas A. Meyer. All rights reserved. Published by John Wiley & Sons, Inc., Hoboken, New Jersey. Published simultaneously in Canada. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 748-6008, or online at http://www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose...
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...Fake Memories of Me by Cathyn McKenna Copyright 2016 ===== 1 September, 1853. Our parent's summer estate outside Arkangel'sk. You, 17, freshly returned from your second year at the Tsar's Imperial Riding Academy, your eyes all aglow with the thoughts of your Commission, two years hence, but still completely dominating your thoughts and words. Me, 25, already bored of The Social Circle, as all heirs were obligated to navigate, the slow gyration of palaces, dances, hunting, small talk, and the never ending search for a marital partner only slightly above your level, at least in income, but certainly not prestige. Rumors of war tainting everything. There was that one bright perfect day. In a week you would be back at the Academy. In a week, I'd be heading for Nizhny Novgorod to romance the Count's daughter, the insufferable thing. But on that day, the last good weather before May, we were brothers again. We drank, we danced, we fenced, we talked deep philosophy and shallow gossip, but we were brothers. Brothers again after so long apart, and so soon to be parted. Who could have known that a year later to the day, a fresh-faced Lieutenant of Horse, newly commissioned, and commanding 65 fellows, would lead a charge to silence a platoon of English cannon, those same cannon smashing the Lieutenant and his men to bits instantly, and mothers across Velikaya Rus smashed for the rest of their lives. I sit now at your cenotaph, as I have every year for the last nineteen...
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...Rastafari This page intentionally left blank Rastafari From Outcasts to Culture Bearers Ennis Barrington Edmonds 2003 198 Madison Avenue, New York, New York 10016 Oxford University Press is a department of the University of Oxford It furthers the University's objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Bangkok Buenos Aires Cape Town Chennai Dar es Salaam Delhi Hong Kong Istanbul Karachi Kolkata Kuala Lumpur Madrid Melbourne Mexico City Mumbai Nairobi São Paulo Shanghai Taipei Tokyo Toronto Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Copyright © 2003 by Ennis Barrington Edmonds The moral rights of the authors have been asserted Database right Oxford University Press (maker) All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose this same condition on any acquirer Library of Congress Cataloging-in-Publication Data Edmonds...
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...A Tale of Two Londons Who really lives at One Hyde Park, called the world’s most expensive residential building? Its mostly absentee owners, hiding behind offshore corporations based in tax havens, provide a portrait of the new global super-wealthy. BY NICHOLAS SHAXSON Up until the 18th century, Knightsbridge, which borders genteel Kensington, was a lawless zone roamed by predatory monks and assorted cutthroats. It didn’t come of age until the Victorian building boom, which left a charming legacy of mostly large and beautiful Victorian houses, with their trademark white or cream paint, black iron railings, high ceilings, and short, elegant stone steps up to the front door. This will not be the impression a visitor now gets as he emerges from the Knightsbridge subway station’s south exit. He will be met by four hulking joined-up towers of glass, metal, and concrete, sandwiched between the Victorian splendors of the Mandarin Oriental Hotel, to the east, and a pretty five-story residential block, to the west. This is One Hyde Park, which its developers insist is the world’s most exclusive address and the most expensive residential development ever built anywhere on earth. With apartments selling for up to $214 million, the building began to smash world per-square-foot price records when sales opened, in 2007. After quickly shrugging off the global financial crisis the complex has come to embody the central-London real-estate market, where, as high-end property consultant...
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...978-1-84478-883-5 PPSLS/D35/0107/14 © Crown Copyright 2007 Produced by the Department for Education and Skills Extracts from this publication may be reproduced for non commercial education or training purposes on the condition that the source is acknowledged. For any other use please contact HMSOlicensing@cabinet-office.x.gsi.gov.uk DIVERSITY & CITIZENSHIP You can download this publication or order copies online at: www.teachernet.gov.uk/publications Diversity and Citizenship Curriculum Review Review Group members Sir Keith Ajegbo retired in July 2006 as Headteacher of Deptford Green School, a multiethnic school with a strong reputation for Citizenship education. He is currently working as a coach on the Future Leaders Project, as a School Improvement Partner, and as an education consultant for UBS. He is also a Governor of Goldsmiths College and a trustee of the Stephen Lawrence Trust. Dr Dina Kiwan is a Lecturer in Citizenship Education at Birkbeck College, University of London. Previously she was seconded to the Home Office as the Head of Secretariat to the Advisory Board for Naturalisation and Integration (ABNI), carrying forward the implementation of the recommendations of the former ‘Life in the UK’ Advisory Group chaired by Sir Bernard Crick. Seema Sharma, is an Assistant Headteacher at Deptford Green School in South East London. She has been a teacher for 11 years, including Key Stage 3 Co-ordinator, Head of English, Ethnic Minority Achievement...
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...CHAPTER 3 Group Member Diversity CHAPTER OUTLINE Heterogeneous Groups Personality Dimensions Personality Theory Implications of Personality Dimensions Cultural Dimensions Individualism–Collectivism Power Distance Uncertainty Avoidance Masculine–Feminine High Context–Low Context Monochronic Time–Polychronic Time Barriers to Cultural Understanding Gender Dimensions Generational Dimensions Balanced Diversity GroupWork: Personality Preferences GroupAssessment: Identifying Cultural Dialectics ISBN: 0-536-56665-8 63 Working in Groups: Communication Principles and Strategies, Fourth Edition, by Isa N. Engleberg and Dianna R. Wynn. Published by Allyn & Bacon. Copyright © 2007 by Pearson Education, Inc. 64 Part I Basic Group Concepts HETEROGENEOUS GROUPS When you read or hear the word diversity, you may think about race or about people from other countries. The concept of diversity, however, involves much more than country of origin, skin color, or ethnic heritage. When discussing group communication, we use the term diversity in its most general sense—the quality of being different. The American Heritage Dictionary of the English Language defines diverse as “made up of distinct characteristics, qualities, or elements.”1 The homogeneous–heterogeneous dialectic is particularly applicable to the study of group membership. As we note in Chapter 1, the prefix homo comes from the Greek language and means “same” or “similar”; hetero means “different.” Thus, a homogeneous...
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...pricing 215–219 Currency trading 220 Capital budgeting 290–295 Estimating stock betas 396–401 Hedging risk with put options 407–408 Stock hedging 407–408 Asset management 409–410 New product development 503–504, 574, 673–676, 715–722 Bidding for a government contract 513–518, 523–533, 653–657 Investing with risk aversion 557–560 Land purchasing decision 575 Risk analysis 582–583 Liquidity risk management 651–653 Estimating warranty costs 657–661 Retirement planning 681–685 Modeling stock prices 685–686 Pricing options 686–689, 691–693 Investing for college 732 Bond investment 733 HUMAN RESOURCES AND HEALTH CARE Fighting HIV/AIDS 23–24 DEA in the hospital industry 184–189 Salesforce allocation problems 454–456 Assigning MBA students to teams 462 Selecting a job 484–492 Selecting a health care plan 519–521 Drug testing for athletes 535–538, 539–542 MARKETING Determining an advertising schedule 133–141, 373–376, 465–471, 480–483 Estimating an advertising response function 369–373 Retail pricing 422–427 Estimating a sales response function 437–441 Cluster analysis of large cities 445–449 Classifying subscribers of the WSJ 450–453 New...
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...JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 38, NO. 2, PP. 222 ± 259 (2001) Using a Metaphor for Learning to Improve Students' Metacognition in the Chemistry Classroom Gregory P. Thomas1 and Campbell J. McRobbie2 1 Department of Curriculum Studies, The University of Hong Kong, Pok Fu Lam Road, Hong Kong S.A.R., China 2 Centre for Mathematics and Science Education, Queensland University of Technology, Victoria Park Road, Brisbane, 4059, Australia Received 6 March 2000; accepted 31 August 2000 Abstract: A constructivist framework was used in conjunction with an interpretive methodology to investigate the effect of an intervention using the metaphor ``learning is constructing'' on students' metacognition and learning processes. The metaphor was used to communicate with students regarding learning processes consistent with constructivism. Students were initially found to be generally non-metacognitive regarding their learning processes. Despite some students possessing metacognitive knowledge consistent with a constructivist learning orientation, their pre-intervention views and preferences in relation to teaching and learning were predominantly consistent with transmission models. The effect of the intervention on students' metacognition was variable. Some students became increasingly metacognitive and reported evidence of revision of their learning processes. Others reported little or no effect. The effects of the intervention can be partially explained by considering changes...
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...THE PDMA HANDBOOK OF NEW PRODUCT DEVELOPMENT T HIRD E DITION Kenneth B. Kahn, Editor Associate Editors: Sally Evans Kay Rebecca J. Slotegraaf Steve Uban JOHN WILEY & SONS, INC. Cover image: © Les Cunliffe/iStockphoto Cover design: Elizabeth Brooks This book is printed on acid-free paper. Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved Published by John Wiley & Sons, Inc., Hoboken, New Jersey Published simultaneously in Canada No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the Publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, 222 Rosewood Drive, Danvers, MA 01923, (978) 750-8400, fax (978) 646-8600, or on the web at www.copyright.com. Requests to the Publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, (201) 748-6011, fax (201) 7486008, or online at www.wiley.com/go/permissions. Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with the respect to the accuracy or completeness of the contents of...
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