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1
A concise history of Fourah Bay College: The origins, challenges and development of West Africa's first university college, 1827-2003. Winnipeg, Manitoba, Canada: Anthony Karim Kamara (Sr), 2011.
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2
From Clinetown to Mount Aureol : Fourah Bay College : 1827 to present: A historical account of the establishment, evolution, development and multiple challenges of Fourah Bay College in West Africa. Freetown: Anthony Karim Kamara Sr., 2015.
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3
Hinton, Samuel S. University Student Protests and Political Change in Sierra Leone (Studies in African Education, 4). Edwin Mellen Press, 2002.
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Jr, Paracka Daniel J. Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone. Taylor & Francis Group, 2004.
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J, Paracka Jr Daniel. Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone. Taylor & Francis Group, 2015.
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Jr, Paracka Daniel J. Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone. Taylor & Francis Group, 2004.
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Jr, Paracka Daniel J. Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone. Taylor & Francis Group, 2004.
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Jr, Paracka Daniel J. Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone. Taylor & Francis Group, 2003.
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Jr, Paracka Daniel J. Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone. Taylor & Francis Group, 2004.
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The Athens of West Africa: A History of International Education at Fourah Bay College, Freetown, Sierra Leone (African Studies (Routledge (Firm)).). Routledge, 2003.
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Education in traditional life: Adult education students of Fourah Bay College, University of Sierra Leone : report on research assignments, 1987/88. Freetown: Institute of Adult Education and Extra-Mural Studies, Fourah Bay College, University of Sierra Leone, 1988.
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Meillassoux, Claude. Development of Indigenous Trade and Markets in West Africa: Studies Presented and Discussed at the Tenth International African Seminar at Fourah Bay College, Freetown, December 1969. Taylor & Francis Group, 2018.
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Meillassoux, Claude. Development of Indigenous Trade and Markets in West Africa: Studies Presented and Discussed at the Tenth International African Seminar at Fourah Bay College, Freetown, December 1969. Taylor & Francis Group, 2018.
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Meillassoux, Claude. Development of Indigenous Trade and Markets in West Africa: Studies Presented and Discussed at the Tenth International African Seminar at Fourah Bay College, Freetown, December 1969. Taylor & Francis Group, 2018.
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Meillassoux, Claude. Development of Indigenous Trade and Markets in West Africa: Studies Presented and Discussed at the Tenth International African Seminar at Fourah Bay College, Freetown, December 1969. Taylor & Francis Group, 2020.
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Meillassoux, Claude. Development of Indigenous Trade and Markets in West Africa: Studies Presented and Discussed at the Tenth International African Seminar at Fourah Bay College, Freetown, December 1969. Taylor & Francis Group, 2018.
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17
Brint, Steven, and Jerome Karabel. The Diverted Dream. Oxford University Press, 1989. http://dx.doi.org/10.1093/oso/9780195048155.001.0001.
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In the twentieth century, Americans have increasingly looked to the schools--and, in particular, to the nation's colleges and universities--as guardians of the cherished national ideal of equality of opportunity. With the best jobs increasingly monopolized by those with higher education, the opportunity to attend college has become an integral part of the American dream of upward mobility. The two-year college--which now enrolls more than four million students in over 900 institutions--is a central expression of this dream, and its invention at the turn of the century constituted one of the great innovations in the history of American education. By offering students of limited means the opportunity to start higher education at home and to later transfer to a four-year institution, the two-year school provided a major new pathway to a college diploma--and to the nation's growing professional and managerial classes. But in the past two decades, the community college has undergone a profound change, shifting its emphasis from liberal-arts transfer courses to terminal vocational programs. Drawing on developments nationwide as well as in the specific case of Massachusetts, Steven Brint and Jerome Karabel offer a history of community colleges in America, explaining why this shift has occurred after years of student resistance and examining its implications for upward mobility. As the authors argue in this exhaustively researched and pioneering study, the junior college has always faced the contradictory task of extending a college education to the hitherto excluded, while diverting the majority of them from the nation's four-year colleges and universities. Very early on, two-year college administrators perceived vocational training for "semi-professional" work as their and their students' most secure long-term niche in the educational hierarchy. With two thirds of all community college students enrolled in vocational programs, the authors contend that the dream of education as a route to upward mobility, as well as the ideal of equal educational opportunity for all, are seriously threatened. With the growing public debate about the state of American higher education and with more than half of all first-time degree-credit students now enrolled in community colleges, a full-scale, historically grounded examination of their place in American life is long overdue. This landmark study provides such an examination, and in so doing, casts critical light on what is distinctive not only about American education, but American society itself.
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Dorn, Charles. For the Common Good. Cornell University Press, 2018. http://dx.doi.org/10.7591/cornell/9780801452345.001.0001.
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Are colleges and universities in a period of unprecedented disruption? Is a bachelor's degree still worth the investment? What, exactly, is higher education good for? This book challenges the rhetoric of America's so-called crisis in higher education by investigating two centuries of college and university history. From the community college to the elite research university—in states from California to Maine—the book engages a fundamental question confronted by higher education institutions ever since the nation's founding: Do colleges and universities contribute to the common good? Tracking changes in the prevailing social ethos between the late eighteenth and early twenty-first centuries, the book illustrates the ways in which civic-mindedness, practicality, commercialism, and affluence influenced higher education's dedication to the public good. Each ethos, long a part of American history and tradition, came to predominate over the others during one of the four chronological periods examined in the book, informing the character of institutional debates and telling the definitive story of its time. The book demonstrates how two hundred years of political, economic, and social change prompted transformation among colleges and universities—including the establishment of entirely new kinds of institutions—and refashioned higher education in the United States over time in essential and often vibrant ways.
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Press, Festivity Day. All American Baby: Independence Day | The Fourth of July | College Ruled Notebook | Gift & Greeting Card Alternative. Independently published, 2019.
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20
Rakow, Donald, and Gregory T. Eells. Nature Rx. Cornell University Press, 2019. http://dx.doi.org/10.7591/cornell/9781501715280.001.0001.
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College students today display disturbing levels of stress, depression, and other psychological conditions. The reasons for this rise in mental health problems are many, from increased reliance on electronic technology, the related prevalence of social isolation, and anxiety regarding societal ills. College and university counselling centers are challenged to address student demand for psychological services, with many counseling directors having to reduce the number of visits for non-crisis patients to cope with the increasing number of clients. While more serious mental health problems will continue to be addressed through intensive counseling, medications and, in extreme cases, hospitalization, the majority of young people can positively impact their mental well-being by simply spending time outside in nature. A large body of scientific evidence verifies that time spent in natural settings can lower young people's stress levels, anxiety, blood pressure and heart rate, and improve memory and cognitive functions. College Nature Rx programs encourage students to spend time in nature and to develop greater appreciation for the natural world. We present a step-by-step formula for how such programs can be constructed, sustained, and evaluated, and profile four progressive Nature Rx programs at American colleges. In a final chapter, we argue for the need for such programs to the future health and strength of such institutions.
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Finley, Diane L., and Sherry L. Kinslow. Faculty Talk About Teaching at the Community College. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199935291.013.47.
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This article examines what it means to teach at a community college from the viewpoint of two experienced faculty members. The comprehensive community college holds a unique place in American higher education, as it performs many functions, including workforce development, transfer education, and often developmental (remedial) education. The open-admissions nature of the community college gives anyone access to a college education or other training. That access results in a classroom that is different from those at four-year institutions. This article examines what it means to teach at the community college level by examining the community college and its place in American higher education. It includes an exploration of how open admission affects the classroom and the teacher. It discusses how the multiple missions of the community college, as well as political and funding issues, influence the faculty and their primary responsibility of teaching.
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Brooks, F. Erik, and Glenn L. Starks. African American Student’s Guide to College Success. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798400607837.
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This encouraging guide coaches African American and first-generation college students on strategies for maximizing their experiences and success on university campuses. Marked gaps in academic achievements continue to exist between white and black students on college campuses in America. This motivational book, with contributions from academic role models from within the African American community, provides tools to help ethnically diverse students choose the best college, improve their study skills, and cope with academic anxiety. From college selection to graduation, this practical resource provides firsthand accounts of successful college experiences and the strategies used by former students to obtain their degrees. This work is divided into four parts. After an introductory section that addresses how to find the right college for aspiring students, the second part discusses the culture of an academic environment and reveals what incoming students may discover on a new campus. The third section introduces the language and lingo used in college settings. Finally, the guide concludes with conversations with successful African Americans who have achieved their undergraduate, graduate, and professional degrees. The content also features a helpful college and university directory.
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Sahni, Ruchi Ram. My College Life. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199474004.003.0004.
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In this chapter Ruchi Ram Sahni describes four years of college life at the Government College, Lahore. It includes a lengthy discussion of his teachers at the time, such as Dr G.W. Leitner, J.C. Oman, and Maulavi Mohammed Hussain Azad. It offers several reflections on teaching and pedagogy, some drawn from his own experiences as a teacher. Sahni also describes attempts to challenge various forms of orthodoxy and occultism, for instance, in connection with a visit to Lahore by Madame Blavatsky, founder of the Theosophical Society. These challenges were of a piece of the general culture of discussion and debate in which Sahni and his friends found themselves, whether arguing over the texts of Mill and Bentham or engaging in public debates on a variety of topics. Many of these debates were with close friends associated with the Arya Samaj, whose doctrines were opposed by Sahni, an early adherent of the Brahmo Samaj in Punjab.
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McAnany, Emile G. Paradigm for a New Millennium. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252036774.003.0007.
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This chapter describes a fourth paradigm that has arisen in the social change and development arena over the past two decades: social entrepreneurship (SE). It begins with an overview of disagreements over the definition of SE, along with the origins of the concept. It then considers what is new about the SE paradigm and how it might be incorporated into the field of communication for development (c4d). It also evaluates four projects that highlight innovations to serve people and the kinds of social entrepreneurship that they have incorporated: Indonesia's Radio 68H; Grameen Foundation's village phone initiative in Uganda; the Barefoot College of Tilonia in Rajastan, India; Witness, a human rights advocacy group founded by musician Peter Gabriel. Drawing on the case of SE, the chapter concludes by asking how paradigms in communication work.
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Carroll, Joyce Armstrong, Edward E. Wilson, and New Jersey Writing Project. Four by Four. ABC-CLIO, LLC, 2012. http://dx.doi.org/10.5040/9798400653346.
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Geared toward English and social studies teachers as well as school librarians, this book provides a clear and concise way to approach the teaching of persuasive writing—and to develop the skills students need to excel on high stakes tests as well. In Four by Four: Practical Methods for Writing Persuasively, well-known authors and teachers of writing Joyce Armstrong Carroll and Edward E. Wilson provide a practical guide to teaching students how to write persuasively. Organized in four chapters, each containing four sections, the text opens with a history of rhetoric that serves as a logical preface to the persuasive writing basics, guides, and patterns presented in the remainder of the book. It covers topics such as the Carroll/Wilson Inquiry Schemata as a data collection technique for persuasive writing, planning and organizing a persuasive paper, strategies for efficient editing, and writing the conclusion. Appropriate for educators who work with fourth-grade through college-level students in English and social studies, this guidebook spotlights the research process, a 21st-century skill that teachers should teach collaboratively with their school librarians.
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Scheele, Adele M. Launch Your Career in College. Greenwood Publishing Group, Inc., 2005. http://dx.doi.org/10.5040/9798400677335.
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Adele Scheele, a widely published career strategist, has created a roadmap designed to inspire students to use their time wisely, to help their parents become better coaches to their children, and to empower college faculty and administrators to become more active mentors. Only a fraction of students actually know how to use college as a stepping-stone for educational exploration and social connection. Most students are keenly disappointed when the expected transformation from college to career does not automatically happen. They do not know that they have to make it happen through their own engagement. Packed with practical and accessible advice, Scheele's approach provides critical strategies to the burgeoning number of students—whether they are children of advantaged parents or children of immigrants, high school students anticipating their college career, or adult women re-entering college after years of working or childrearing. All students are seeking the American Dream, hoping that the secret to success will be included with their diplomas. Launch Your Career in College provides a guide to maximizing the return on their educational investment. Offering practical and accessible advice for college students, Launch Your Career in College offers a guide to maximizing the return on students' and their parents' financial and educational investments. College is an experiment in hope. It is an expensive investment of time—often more than four years—and of money—anywhere from $4000 to $40,000 per year. Yet the biggest investment, by far, is that of hope—hope that by simply attending college students will be able to turn their majors into successful careers and rewarding lives. Students and their parents expect that college will be the single transforming agent to make them acceptable, valuable, knowledgeable, professional, and employable. Seldom is this expectation voiced, but it is there, deeply embedded in our views about higher education. It is not just hoped for. It is believed to be true. This books can help students, educators, and parents make that hope a reality.
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Peterson, Jason A. Full Court Press. University Press of Mississippi, 2016. http://dx.doi.org/10.14325/mississippi/9781496808202.001.0001.
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During the civil rights era, Mississippi was cloaked in the hateful embrace of the Closed Society, historian James Silver’s description of the white caste system that enforced segregation and promoted the subservient treatment of blacks. Surprisingly, challenges from Mississippi’s college basketball courts brought into question the validity of the Closed Society and its unwritten law, a gentleman’s agreement that prevented college teams in the Magnolia State from playing against integrated foes. Mississippi State University was at the forefront of the battle for equality in the state with the school’s successful college basketball program. From 1959 through 1963, the Maroons won four Southeastern Conference basketball championships and created a championship dynasty in the South’s preeminent college athletic conference. However, in all four title-winning seasons, the press feverishly debated the merits of an NCAA appearance for the Maroons, culminating in Mississippi State University’s participation in the integrated 1963 National Collegiate Athletic Association’s National Championship basketball tournament. Full Court Press examines news articles, editorials, and columns published in Mississippi’s newspapers during the eight-year existence of the gentleman’s agreement, the challenges posed by Mississippi State University, and the subsequent integration of college basketball within the state. While the majority of reporters opposed any effort to integrate athletics, a segment of sports journalists, led by the charismatic Jimmie McDowell of the Jackson State Times, emerged as bold and progressive advocates for equality. Full Court Press highlights an ideological metamorphosis within the press during the Civil Rights Movement, slowly transforming from an organ that minimized the rights of blacks to an industry that weighted the plight of blacks on equal footing with their white brethren.
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Benson, Janel E., and Elizabeth M. Lee. Geographies of Campus Inequality. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190848156.001.0001.
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In efforts to improve equity, selective college campuses are increasingly focused on recruiting and retaining first-generation students—those whose parents have not graduated from college. In Geographies of Campus Inequality, sociologists Benson and Lee argue that these approaches may fall short if they fail to consider the complex ways first-generation status intersects with race, ethnicity, and gender. Drawing on interview and survey data from selective campuses, the authors show that first generation students do not share a universal experience. Rather, first generation students occupy one of four disparate geographies on campus within which they negotiate academic responsibilities, build relationships, engage in campus life, and develop post-college aspirations. Importantly, the authors demonstrate how geographies are shaped by organizational practices and campus constructions of class, race, and gender. Geographies of Campus Inequality expands the understanding of first-generation students’ campus lives and opportunities for mobility by showing there is more than one way to be first generation.
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Landau, Carol. Mood Prep 101. Oxford University Press, 2020. http://dx.doi.org/10.1093/med-psych/9780190914301.001.0001.
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Depression and anxiety in college students have reached a crisis, and the prevalence continues to rise. The increasing distress of the current generation, Gen Z, and their greater openness to mental health care have overwhelmed college counseling services. Despite this sobering news, parents can play a critically important role in helping their children. This book describes a plan that parents can use for supporting and preventing depression and anxiety in young people. Each chapter concludes with practical strategies for parents. The book consists of four sections. The first section is a description of adolescent development and the types of depressive and anxious symptoms and disorders. The second section details the foundations that students need to move toward a successful college experience, including family support, communication skills, self-efficacy and problem-solving skills, self-regulation, and distress tolerance. Barriers to optimal development include underage substance use and unsafe sexual relationships. The third section examines vulnerabilities to depression and anxiety, including cognitive distortions, perfectionism, and the stress of being a sexual minority or overweight. Challenges faced by students who are seen as “different” are explored. The final section is a description of life on campus, including the stresses of college life and the opportunities to develop friendships, relationships with faculty, and a more meaningful view of the future. There are also chapters on how to access mental health services before and during college. The book concludes with a call to reduce stress on students and to challenge the competitive individualistic culture in which we live.
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Beste, Jennifer. Are College Students Happy in Contemporary Party and Hookup Culture? Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190268503.003.0005.
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Are students happy and fulfilled at college parties? Four perspectives emerged from ethnographers’ analyses: 10% answered in the affirmative; 29% reported that some peers appeared happy, others unhappy and dissatisfied; 33% perceived that partiers were momentarily happy with drinking and hooking up—happy until the next morning when they experienced regret, embarrassment, anxiety, depression, loneliness, and/or emptiness. Some would seek to escape such feelings by getting drunk and hooking up the next week, creating a destructive cycle of behavior. The last group (27%) were convinced that their peers were unhappy and unfulfilled, and echoed that many seek escape through the weekly habit of drinking and hooking up. Beste’s analysis reveals a surprisingly high level of dissatisfaction and even weariness among students over college party social, sexual, and relational norms.
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Zang, David W. American Brigadoon. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037610.003.0011.
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This chapter examines the ways in which Penn State University football “fans draw their sense of community from the shared belief that Happy Valley is not only a mythic place, but a singularly righteous one as well.” It puts legendary coach Joe Paterno at the center of the narrative and sees “Happy Valley as a fantastical American Brigadoon” that may vanish after him. The State College, Pennsylvania, area acquired the “Happy Valley” nickname because of its seeming immunity to the economic misery of the Great Depression. Paterno came to State College as an assistant coach in 1950. Four years later, Brigadoon debuted in American movie theaters. It was the tale of an enchanted village that appeared once every hundred years; by covenant, if anyone left, the village would disappear forever. This chapter discusses Paterno's success with Penn State's football team and argues that he has done far more good for the game and for Penn State than he can possibly undo in his fading years.
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SI, Strong. II Trust Arbitration at the Institutional Level, 5 Institutional Approaches to Trust Arbitration: Comparing the AAA, ACTEC, ICC, and DIS Trust Arbitration Regimes. Oxford University Press, 2016. http://dx.doi.org/10.1093/law/9780198759829.003.0005.
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This chapter compares four different institutional approaches to internal trust arbitration: the American Arbitration Association (AAA) Wills and Trusts Arbitration Rules, the American College of Trust and Estate Counsel’s (ACTEC) proposed model statutes and arbitration provisions, a model trust arbitration clause promulgated by the International Chamber of Commerce (ICC) in 2008, and a specialized arbitral procedure created by the Deutsche Institution für Schiedsgerichtsbarkeit (DIS) in 2009. It analyses each of these approaches in terms of enforceability and procedural incentives so as to determine whether each or any of the four procedures provides parties with sufficient reason to choose that mechanism over other options. The chapter concludes with an overall analysis of the advantages and disadvantages of the four institutional approaches to internal trust arbitration.
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Kaatz, Kevin W. The Rise of Christianity. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798216009139.
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An outstanding resource for high school readers and first-year college students, this book explores early Christianity from its beginnings in the first century through the fourth century when Christianity went from a persecuted faith to the only legalized faith in the Roman Empire. How did Christianity become one of the most widespread religions as well as one of the most influential forces in world history that has shaped politics, wars, literature, art, and music on every continent? This book contains more than 40 entries on various topics in early Christianity, 15 primary documents, and 6 argumentative essays written by scholars in the field. The breadth of materials enables readers to learn about early Christianity from a number of different viewpoints and to come to their own conclusions about how historical events unfolded in early Christianity. This single-volume work focuses on the first four centuries of early Christianity, including topics on Jerusalem, Herod the Great, Paul, Tertullian, Mani, The Arians, Constantine the Great, and many others. Readers will be well equipped to answer three critical questions that scholars of early Christianity deal with when they study this period: Why was Christianity popular? Why were Christians persecuted? How did Christianity spread?
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Talbot, Ian, and Tahir Kamran. Poets, Wrestlers and Cricketers. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780190642938.003.0005.
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Chapter four discusses the impact of colonial rule on traditional cultural and sporting pastimes and the new activities that emerged, most notably cricket. There are three case studies of mushairas (poetic contests), wrestling and cricket. The chapter reveals how their key participants in Lahore were able to perform on a wider stage because of the communications revolution. Nonetheless, they remained rooted in the mohallas and local institutions of the city. Lahore’s mushairas of the 1870s which received contributions from Muhammad Hussain Azad and Altaf Hussain Hali are seen as possessing an important impact on the evolution of Urdu poetry in North India. Competitions took Lahore’s most famous wrestler Gama from his akhara (wrestling arena) in the city to England. Many of Lahore’s most famous colonial era cricketers lived in the Bhati Gate and Mochi Gate area. The fierce rivalry in the 1920s and 1930s between Islamia College and Government College drew talent from across the Punjab. Cricket was not divided on communal lines, Lala Amarnath the future Indian test captain who toured England in the 1930s played for the Crescent Club based at Minto Park which was patronized by the middle class Rana family of the Mochi Gate locality.
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Miller, Leta E. Learning the Craft. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252038532.003.0002.
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This chapter studies Kernis's early years and training. During the seventh grade, Mary Jane Scholl, a freelance music teacher, started Kernis on the violin. She also introduced him to some basic concepts of music theory and elementary composition—writing simple counterpoints and four-part chorales—which eventually led him into free composition and his first instrumental pieces. Kernis then began to teach himself piano “by sight-reading all the music [he] could get [his] hands on.” During high school, he studied jazz keyboard harmony at Temple University. He also took private piano lessons there, but after acting as his own teacher for so many years, he had developed enough bad habits that both he and the teacher were frustrated. By the time Kernis left for college in the fall of 1977, he had already won awards in composition from the National Federation of Music Clubs (NFMC).
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Hain, Richard D. W., and Satbir Singh Jassal. Education and training. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780198745457.003.0025.
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Paediatric palliative medicine was recognized in the UK as a subspecialty of paediatrics in 2009. Unusually amongst paediatric subspecialties, paediatric palliative medicine is defined by the needs of individual patients, rather than by their diagnosis or diseased organ system (which may indeed not be known), and competencies in paediatric palliative medicine often overlap with those in other paediatric specialties, as well as with adult palliative medicine and palliative care. This chapter describes the four levels of competence currently recognized in palliative medicine, as well as provides information on the small, but growing, number of curriculums in paediatric palliative medicine. This includes the competencies required by the Royal College of Paediatrics and Child Health and the Association for Paediatric Palliative Medicine.
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Heidet, Laurence, Bertrand Knebelmann, and Marie Claire Gubler. Alport syndrome. Edited by Neil Turner. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199592548.003.0321.
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Alport syndrome is an inherited renal disorder characterized by early haematuria, progressing to proteinuria, sensorineural hearing loss, and progressive renal failure typically in the third or fourth decade but with wide variation. It is responsible for about 1% of end-stage renal failure. Over 80% of cases are X-linked and young men are most affected, but heterozygous carriers of the abnormal gene are also at significantly increased risk of end-stage renal failure in their lifetime. Those affected by the autosomal recessive variant are phenotypically very similar. It is caused by mutations in tissue-specific isoforms of basement membrane (type IV) collagen encoded by COL4A5 (X chromosome), COL4A3, and COL4A4 (chromosome 2).
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Mahmood, Tahir, Charles Savona-Ventura, Ioannis Messinis, and Sambit Mukhopadhyay, eds. The EBCOG Postgraduate Textbook of Obstetrics & Gynaecology. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108582322.
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This authoritative textbook provides a much-needed guide for postgraduate trainees preparing for the European Board and College of Obstetrics and Gynaecology (EBCOG) Fellowship examination. Published in association with EBCOG, it fully addresses the competencies defined by the EBCOG curriculum and builds the clinical practice related to these competencies upon the basic science foundations. Volume 2 covers the depth and breadth of gynaecology, and draws on the specialist knowledge of four highly experienced Editors and over 100 contributors from across Europe, reflecting the high-quality training needed to ensure the safety and quality of healthcare for women. It incorporates key international guidelines throughout, along with colour diagrams and photographs for easy understanding. This is an invaluable resource, not only for postgraduate trainees planning to sit the EFOG examination, but also for practising specialists looking to update their knowledge and skills to meet the ever-evolving complexity of clinical practice.
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Yoshihara, Susan. Waging War to Make Peace. ABC-CLIO, LLC, 2010. http://dx.doi.org/10.5040/9798216033325.
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A revealing examination looks at the decision-making in four NATO capitals about waging war in Kosovo and Iraq. Written by a combat veteran who also served on the faculty of the Naval War College, Waging War to Make Peace: U.S. Intervention in Global Conflicts is a thought-provoking analysis of the decision to make war in the modern world. The subject is examined through the lens of the decision-making of four NATO nations—Britain, France, Germany, and the United States—in the 1999 Kosovo campaign compared to their decisions in 2003 regarding the Iraq war. What emerges is a picture of how the bitter dispute over Iraq was the result of disagreements about who has the authority to wage war, when it is justified, and whether nations have an obligation to intervene in the case of human rights and humanitarian emergencies. The book shows how those who enthusiastically hailed a new era of warfare based upon human rights and humanitarian values misjudged the significance of the Kosovo decision, and it underscores issues with which leaders must come to grips if NATO allies are to avoid broader disputes in the years ahead.
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Sobel, David, Peter Vallentyne, and Steven Wall, eds. Oxford Studies in Political Philosophy Volume 4. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198813972.001.0001.
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This is the fourth volume of the continuing series, Oxford Studies in Political Philosophy. We collect here new and refereed work by leaders in the field. Authors in this volume are Zofia Stemplowska and Adam Swift, Thomas Sinclair, Allen Buchanan, Kasper Lippert-Rasmussen, Zoltan Miklosi, Ralf M. Bader, Alex Voorhoeve, and Alex Zakaras. The chapters are grouped into three categories: Legitimacy, Egalitarianism, and Liberty and Coercion. They address such various themes as the interaction of justice, equality, and political legitimacy; difficulties in the Kantian account of the state and proposals for removing them; institutional legitimacy reevaluated; luck egalitarianism; relational egalitarianism; the nature of liberty; mandatory health insurance and at what level it might best benefit a population; and the issue of citizens’ complicity in their government’s immoral actions with an analysis of various levels of such possible complicity.
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Mahmood, Tahir, Charles Savona Ventura, Ioannis Messinis, and Sambit Mukhopadhyay, eds. The EBCOG Postgraduate Textbook of Obstetrics & Gynaecology. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781108863049.
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This authoritative textbook provides a much-needed guide for postgraduate trainees preparing for the European Board and College of Obstetrics and Gynaecology (EBCOG) Fellowship examination. Published in association with EBCOG, it fully addresses the competencies defined by the EBCOG curriculum and builds the clinical practice related to these competencies upon the basic science foundations. Volume 1 covers the depth and breadth of obstetrics, and draws on the specialist knowledge of four highly experienced Editors and over 100 contributors from across Europe, reflecting the high-quality training needed to ensure the safety and quality of healthcare for women and their babies. It incorporates key international guidelines throughout, along with colour diagrams and photographs for easy understanding. This is an invaluable resource, not only for postgraduate trainees planning to sit the EFOG examination, but also for practising specialists looking to update their knowledge and skills to meet the ever-evolving complexity of clinical practice.
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Hanley, Brian. Planning for Conflict in the Twenty-First Century. Praeger, 2007. http://dx.doi.org/10.5040/9798216980858.
Full textAbstract:
This book aims to serve the military profession, and so the national interest, by helping to generate intelligent reform of how the armed forces train, educate, and promote officers who shape our military strategy and write our war plans. Readers will discover the professional and intellectual improvement that wide reading in the masters of historical narrative offers to them. The first chapter, Lessons Not Learned, surveys our strategic documents-and their recent applications-and offers criticism and recommendations. The second chapter, Transformation Ballyhoo, evaluates our current efforts at military transformation and offers an alternative approach to rehabilitating our armed forces. The third chapter, The Brain of An Army, offers ideas on building a first-rate Joint War College. Chapters four through six focus on military campaigns: France 1940; Stalingrad; North Africa, 1940-43. The theme is that moral and intellectual qualities determine the fate of armies in war, and that material and bureaucratic machinery are not nearly so vital as we seem to think nowadays.
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White, Stephen A. Milesian Measures: Time, Space, and Matter. Edited by Patricia Curd and Daniel W. Graham. Oxford University Press, 2009. http://dx.doi.org/10.1093/oxfordhb/9780195146875.003.0004.
Full textAbstract:
Any attempt to trace the origin of Greek philosophy faces two complementary problems. One is the fact that evidence for the early philosophers is woefully meager. The other problem raises a question of what is to be counted as philosophy. Yet neither problem is insuperable. This article proposes to reorient the search for origins in two ways, corresponding to these two problems. First, rather than trying to reconstruct vanished work directly, this article focuses on a crucial stage in its ancient reception, in particular, the efforts by Aristotle and his colleagues in the latter half of the fourth century to collect, analyze, and assess the evidence then available for earlier attempts to understand the natural world. The other shift in focus this article makes is from philosophy to science; or rather, it focuses on evidence for the interplay between observation, measurement, and explanation in the work of three sixth-century Milesians.
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Cohen, Richard I., ed. Orit Abuhav, In the Company of Others: The Development of Anthropology in Israel. Detroit: Wayne State University Press, 2015. 272 pp. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190912628.003.0052.
Full textAbstract:
This chapter reviews the book In the Company of Others: The Development of Anthropology in Israel (2015), by Orit Abuhav. In the Company of Others examines twists and turns in the development of anthropology as a discipline in Israel. Many of anthropology’s outstanding practitioners were born and educated abroad and, for reasons that were both intellectual and personal, were drawn to Israel. According to Abuhav, there are about 130 anthropologists in Israel, thirty of whom hold university positions and ten who are employed in colleges. Four decades ago, women made up about twenty-five percent of Israeli anthropologists, but by the 1990s the disproportion had been largely corrected, at least at the junior level. With regard to Mizrahim and Palestinians, however, the imbalance remains. An unusual feature of Israeli anthropology is that its “field” is largely confined within the borders of the state.
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Arneil, Barbara. Foucault and Eugenics versus Domestic Colonialism. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198803423.003.0007.
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In Chapter 7, the author steps back from the empirical accounts of domestic colonies in the previous four chapters to engage in a comparative theoretical analysis of arguments advanced within contemporary scholarship to explain the rise of the colony model to manage various populations. Specifically, the author considers how domestic colonialism stacks up in comparison to the two leading explanations in the scholarly literature for labour and farm colonies, namely, Michel Foucault’s theory of disciplinary power with respect to colonies for the mentally ill and juvenile delinquents and eugenics with respect to farm colonies for the mentally disabled. The author examines and critiques Foucault’s various formulations of ‘colonization’ in his key published works, particularly his College of France lectures where he draws important links between ‘internal’ and ‘external’ colonization. Eugenics, the author argues, does not work chronologically nor substantively as the key causal explanation, since most eugenicists eventually reject the colony in favour of sterilization. The chapter concludes that domestic colonialism explains not only the explicit use of the term ‘colony’ by its proponents, but also the centrality of agrarian labour, targeting of idle and irrational populations, and the emphasis on both the economic and ethical benefits of this model over the asylums, prisons, or sterilization.
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Breeze, Johno, Sat Parmer, and Niall MH McLeod, eds. Vivas for the Oral and Maxillofacial Surgery FRCS. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780198814306.001.0001.
Full textAbstract:
Training in oral and maxillofacial surgery is lengthy and demanding, requiring dual qualification and basic training in dentistry and medicine, followed by completion of a higher surgical training programme. The ‘exit examination’ leading to the awarding of the specialty Fellowship of the Royal College of Surgeons in Oral and Maxillofacial Surgery (FRCS(OMFS)) represents the final academic step of training in the specialty. For part 2 of the FRCS(OMFS) examination, one day is dedicated to ‘vivas’, where the candidate is interviewed by two senior clinicians in their diagnosis and management of conditions in the specialty. As such it encompasses the entire remit of Oral and Maxillofacial Surgery, including orthognathic surgery, craniomaxillofacial trauma, surgical oncology and dermatology, oral medicine, craniofacial surgery, dentoalveolar surgery, temporomandibular joint disorders, salivary gland disease, local flap and free tissue transfer, oral implantology and cleft surgery. This daunting syllabus is covered in four viva sessions of thirty minutes, with six five-minute vivas in each session. The aim of this book is to give candidates a structure as to how to answer such scenarios as well as provide clinical subject matter encompassing the range of the specialty. This includes pertinent scenarios that are generally not covered in other FRCS revision books such as ethics, consent and negligence. As such it will be of interest to clinicians in related specialties, including dermatology, oral surgery, ENT, and plastic surgery.
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Austin, Michael. Vardis Fisher. University of Illinois Press, 2021. http://dx.doi.org/10.5622/illinois/9780252044090.001.0001.
Full textAbstract:
This book reevaluates the influence of Mormon religion and regional culture on the work of Western American novelist Vardis Fisher (1895-1968). Fisher was born and raised in an isolated Southern Idaho community established by the Mormons. He was brought up by Mormon parents and educated in Mormon schools. He rejected the Church while a college student and identified as an atheist for most of his life, but he wrote about Mormonism frequently in his work. Vardis Fisher begins with a detailed introduction to Fisher’s life and work and ends with a comprehensive bibliographical essay. Other chapters explore the influence of Mormonism on specific works. Chapter Two examines Fisher’s seven early novels set in the Antelope region of Idaho and argues that they constitute the first significant body of regional literature in the area that demographers have identified as the “Mormon Culture Region.” Chapter Three examines the writing and reception of Children of God, Fisher’s epic 1939 novel of the Mormon migration. Chapter Four explores the Mormon influence on Fisher’s Testament of Man saga, the twelve-volume series of historical novels that Fisher wrote between 1943 and 1960. In each of these chapters, the book identifies and traces aspects of Mormon history, theology, and culture that shape Fisher’s work, concluding that these patterns of influence justify categorizing much of Fisher’s work as “Mormon Literature.”
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Vile, John R. Founding Documents of America. ABC-CLIO, LLC, 2015. http://dx.doi.org/10.5040/9798400653308.
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Written by a renowned expert on the American Founding period, this book examines selections of key documents from 1215 through 1791 that were instrumental to the development of the U.S. Constitution and the American political tradition. The latest addition to ABC-CLIO's popular Documents Decoded series, John R. Vile's Founding Documents of America presents historic documents key to the foundations of our nation's government accompanied by introductions that supply background information and analysis that highlights key provisions and provide historical context. The coverage extends beyond the Declaration of Independence, the Constitution, and the Bill of Rights to provide contextual understanding of a wide range of other documents, such as private diary entries and political polemics, that will further readers' understanding of the United States' founding and early political development. The documents are organized chronologically into four sections: constitutional antecedents; the revolutionary and confederal periods; calling and convening the Constitutional Convention; and debating, ratifying, implementing, and amending the new Constitution. Through its more than 50 primary source documents—from the Magna Carta of 1215 through the Bill of Rights, which was adopted in 1791—this book will serve high school and college students seeking to understand the documents that laid the foundations for the U.S. Constitution and Bill of Rights, and provide opportunities for student readers to build critical thinking skills.
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Prakash, Arun J., and Dilip K. Ghosh. Financial, Commercial, and Mortgage Mathematics and Their Applications. 2nd ed. ABC-CLIO, LLC, 2014. http://dx.doi.org/10.5040/9798400651304.
Full textAbstract:
Ideal for college students in intermediate finance courses, this book uniquely applies mathematical formulas to teach the underpinnings of financial and lending decisions, covering common applications in real estate, capital budgeting, and commercial loans. An updated and expanded version of the time-honored classic text on financial math, this book provides, in one place, a complete and practical treatment of the four primary venues for finance: commercial lending, financial formulas, mortgage lending, and resource allocation or capital budgeting techniques. With an emphasis on understanding the principles involved rather than blind reliance on formulas, the book provides rigorous and thorough explanations of the mathematical calculations used in determining the time value of money, valuation of loans by commercial banks, valuation of mortgages, and the cost of capital and capital budgeting techniques for single as well as mutually exclusive projects. This new edition devotes an entire chapter to a method of evaluating mutually exclusive projects without resorting to any imposed conditions. Two chapters not found in the previous edition address special topics in finance, including a novel and innovative way to approach amortization tables and the time value of money for cash flows when they increase geometrically or arithmetically. This new edition also features helpful how-to sections on Excel applications at the end of each appropriate chapter.
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Butt, Gavin. No Machos or Pop Stars. Duke University Press, 2022. http://dx.doi.org/10.1215/9781478023234.
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After punk’s arrival in 1976, many art students in the northern English city of Leeds traded their paintbrushes for guitars and synthesizers. In bands ranging from Gang of Four, Soft Cell, and Delta 5 to the Mekons, Scritti Politti, and Fad Gadget, these artists-turned-musicians challenged the limits of what was deemed possible in rock and pop music. Taking avant-garde ideas to the record-buying public, they created Situationist antirock and art punk, penned deconstructed pop ditties about Jacques Derrida, and took the aesthetics of collage and shock to dark, brooding electro-dance music. In No Machos or Pop Stars Gavin Butt tells the fascinating story of the post-punk scene in Leeds, showing how England’s state-funded education policy brought together art students from different social classes to create a fertile ground for musical experimentation. Drawing on extensive interviews with band members, their associates, and teachers, Butt details the groups who wanted to dismantle both art world and music industry hierarchies by making it possible to dance to their art. Their stories reveal the subversive influence of art school in a regional music scene of lasting international significance.