This book provides up-to-date information on how good project, program, and portfolio management can help you achieve organizational success. It includes over 50 samples of tools and techniques applied to one large project, and is suitable for all majors, including business, engineering, healthcare, and more.

    Even with access to compelling theories and approaches such as multicultural education, culturally responsive teaching, culturally relevant instruction, culturally sustaining pedagogy, schools still struggle to implement equitable change that reshapes the academic experiences of students marginalized by the prevailing history, culture, and traditions in public education. Instead of getting it right with equity implementation, many schools and districts remain trapped in a cycle of equity dysfunction.In Belonging through a Culture of Dignity, Cobb and Krownapple argue that the cause of these struggles are largely based on the failure of educators to consider the foundational elements upon which educational equity is based, belonging and dignity. Through this work, the authors make these concepts accessible and explain their importance in the implementation of educational equity initiatives.Though the importance of dignity and belonging might appear to be self-evident at first glance, it's not until these concepts are truly unpacked, that educators realize the dire need for belonging through dignity. Once these fundamental human needs are understood, educators can gain clarity of the barriers to meaningful student relationships, especially across dimensions of difference such as race, class, and culture. Even the most relational and responsive educators need this clarity due to the normalization of what the authors refer to as dignity distortions. Cobb and Krownapple challenge that normalization and offer three concepts as keys to successful equity initiatives: inclusion, belonging, and dignity. Through their work, the authors aim to equip educators with the tools necessary to deliver the promise of democracy through schools by breaking the cycle of equity dysfunction once and for all.

    How do we define violence? How do we discuss and experience sex? Who gets to tell stories of sexual assault, and who gets to be heard? How impoverished is our language for describing the intersection of power, desire, and violence? What is the relationship between individual struggles and collective protest? What do we do with the abusers? In short, this moment has recalled a much older question: how do we get free?In this collection of new and previously published writings, leading activists, feminists, scholars, and writers describe the shape of the problem, chart the forms refusal has taken, and outline possible solutions. Importantly, they also describe the longer histories of organizing against sexual violence that the #MeToo moment obscures—among working women, women of color, undocumented women, imprisoned women, poor women, among those who don’t conform to traditional gender roles—and discern from these practices a freedom that is more than notional, but embodied and uncompromising.Contributors include Tarana Burke and Elizabeth Adetiba, Lauren Berlant, Tithi Bhattacharya, Stephanie Coontz and Hope Reese, Estelle Freedman, Melissa Gira Grant, Linda Gordon, Jessie Kindig, Laura Kipnis, Victoria Law, Maricruz Ladino and Gabriel Thompson, Magally A. Miranda Alcázar, Liz Mason-Deese, Danielle McGuire, Larissa Pham, Alex N. Press, Jane Ward, and Terrion L. Williamson.

    Fully updated, the text engages the reader in its discussion of both technical and non-technical models of curriculum development.

    Using Cohen's trademark style-with tips, statistics, quotes, and stories from parents and students, as well as expert advice-this guide tackles the most important topics on parents''minds, including:• What parents should never say or do when dropping their child off on campus• Staying connected (but not too connected) to your child• When to visit, how often to visit, what to expect when visiting• Helping your child make good choices & supporting the wrong ones• What every parent must know about safety issues

    Is this self-segregation a problem to address or a coping strategy? Beverly Daniel Tatum, a renowned authority on the psychology of racism, argues that straight talk about our racial identities is essential if we are serious about enabling communication across racial and ethnic divides. These topics have only become more urgent as the national conversation about race is increasingly acrimonious. This fully revised edition is essential reading for anyone seeking to understand the dynamics of race in America.

    A growing body of scholarship suggests potential benefits of these activities, including opportunities for peer-to-peer learning, development of skills useful in the modern workplace, and a more empowered conception of citizenship. Some argue that young people pick up these key skills and competencies on their own by interacting with popular culture; but the problems of unequal access, lack of media transparency, and the breakdown of traditional forms of socialization and professional training suggest a role for policy and pedagogical intervention.This report aims to shift the conversation about the digital divide from questions about access to technology to questions about access to opportunities for involvement in participatory culture and how to provide all young people with the chance to develop the cultural competencies and social skills needed. Fostering these skills, the authors argue, requires a systemic approach to media education; schools, afterschool programs, and parents all have distinctive roles to play.The John D. and Catherine T. MacArthur Foundation Reports on Digital Media and Learning