The Land of Open Graves reveals the suffering and deaths that occur daily in the Sonoran Desert of Arizona as thousands of undocumented migrants attempt to cross the border from Mexico into the United States.Drawing on the four major fields of anthropology, De León uses an innovative combination of ethnography, archaeology, linguistics, and forensic science to produce a scathing critique of “Prevention through Deterrence,” the federal border enforcement policy that encourages migrants to cross in areas characterized by extreme environmental conditions and high risk of death. For two decades, this policy has failed to deter border crossers while successfully turning the rugged terrain of southern Arizona into a killing field.In harrowing detail, De León chronicles the journeys of people who have made dozens of attempts to cross the border and uncovers the stories of the objects and bodies left behind in the desert.The Land of Open Graves will spark debate and controversy.

    It will provide scholars with a comprehensive and inclusive overview of the most important student development theories and related research, including new approaches with which they may not be familiar, particularly related to social identity development. Most importantly, it will assist student affairs professionals in designing individual, group, and institutional approaches to work more effectively with students at various developmental levels and to facilitate student growth. This second edition includes the "foundational theories" of student development found in the first edition, but also offers newer integrative social identity theories that look at student development in a more holistic way. These theories are critical for understanding the diverse student populations of the twenty-first century.TABLE OF CONTENTSPrefacePart One: Understanding and Using Student Development TheoryPart Two: Foundational TheoriesPart Three: Integrative TheoriesPart Four: Social Identity DevelopmentReferences

    Toxic ideas first spread by higher education have undermined humanistic values, fueled intolerance, and widened divisions in our larger culture. Students emerge into the working world believing that human beings are defined by their skin color, gender, and sexual preference, and that oppression based on these characteristics is the American experience. Speech that challenges these campus orthodoxies is silenced with brute force.The Diversity Delusion argues that the root of this problem is the belief in America's endemic racism and sexism. Diversity commissars denounce meritocratic standards as discriminatory, enforce hiring quotas, and teach students and adults alike to think of themselves as perpetual victims. The Diversity Delusion calls for a return to the classical liberal pursuits of open-minded inquiry and expression, by which everyone can discover a common humanity.

    For introductory courses in public administration, public affairs, and public policy.Public Administration and Public Affairs examines the realities underlying the stereotypes that are brought out by both phrases.  Public Administration and Public Affairs is about both the means used to fulfill the public interest, and the human panoply that is the public interest. It keeps up with the tumultuous world of public administration and public affairs and it reports that tumult in an engaging manner.

    Richard Milner IV provides educators with a crucial understanding of how to teach students of color who live in poverty. Milner looks carefully at the circumstances of these students’ lives and describes how those circumstances profoundly affect their experiences within schools and classrooms. In a series of detailed chapters, Milner proposes effective practices—at district and school levels, and in individual classrooms—for school leaders and teachers who are committed to creating the best educational opportunities for these students.   Building on established literature, new research, and a number of revelatory case studies, Milner casts essential light on the experiences of students and their families living in poverty, while pointing to educational strategies that are shaped with these students' unique circumstances in mind. Milner’s astute and nuanced account will fundamentally change how school leaders and teachers think about race and poverty—and how they can best serve these students in their schools and classrooms.

    In an account that will appeal to hardcore gamers, digital skeptics, and the joystick-curious, Woodcock unravels the vast networks of artists, software developers, and factory and logistics workers whose seen and unseen labor flows into the products we consume on a gargantuan scale. Along the way, he analyzes the increasingly important role the gaming industry plays in contemporary capitalism and the broader transformations of work and the economy that it embodies.

    A brain that is susceptible to adverse environmental effects is equally susceptible to the positive effects of rich, balanced learning environments and caring relationships that build students' resilience, self-esteem, and character.Drawing from research, experience, and real school success stories, Teaching with Poverty in Mind reveals* What poverty is and how it affects students in school;* What drives change both at the macro level (within schools and districts) and at the micro level (inside a student's brain);* Effective strategies from those who have succeeded and ways to replicate those best practices at your own school; and* How to engage the resources necessary to make change happen.Too often, we talk about change while maintaining a culture of excuses. We can do better. Although no magic bullet can offset the grave challenges faced daily by disadvantaged children, this timely resource shines a spotlight on what matters most, providing an inspiring and practical guide for enriching the minds and lives of all your students.

    In addition to step-by-step coverage of documentation, the book includes an overview of the research-writing process entitled "Writing Scholarly Papers" and three useful appendices. Thorough and practical, this convenient reference guide is also less expensive and easier for undergraduates to use than the APA Manual. The Second Edition features expanded coverage of electronic sources to keep students up-to-date on using and evaluating Internet references in their research. In addition, this new edition provides more guidance on avoiding plagiarism. The two sample APA-style papers--one argumentative and one experimental--are carefully annotated to give students extra support as they master the elements of manuscript preparation and documentation principles.

    This book defines what rubrics are, and how to construct and use them. It provides an introduction for those starting out to integrate rubrics in their teaching.

    Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." --Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching"This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." --Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education"Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." --Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching"As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." --From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning

    The book provides a thorough examination of the underlying reasons as well as the ways in which "white people" were created. It also explains how the creation of this distinction divided laborers and ultimately served the interests of the elite.The book goes on to examine how foundational law and policy in the U.S. were used to institutionalize the practice of "white people" holding positions of power. Finally, the book demonstrates how the social construction and legal enactment of "white people" has ultimately compromised the humanity of those so labeled.Jacqueline Battalora was born in Edinburg, Scotland and lived in Antwerp, Belgium for six years before her family relocated to Victoria, Texas. It was this experience of attending high school and middle school in Victoria that informed her understanding of race in America. While she is currently a lawyer and professor of sociology and criminal justice at Saint Xavier University, she is also a former Chicago Police officer. She holds a Ph.D. from Northwestern University and has been engaged in anti-racist training since the mid-1990s. Publisher's website: http: //sbpra.com/JacquelineBattalora

    In this combination of memoir, historical narrative, and contemporary political and social analysis, he investigates the struggle for black voting rights from Reconstruction through the civil rights movement, leading up to the election of Barack Obama as president.Interspersed throughout the historical narrative are Pinckney’s own memories of growing up during the civil rights era, his unsure grasp of the events he saw on television or heard discussed, and the reactions of his parents to the social changes that were taking place at the time and later to Obama’s election. He concludes with an examination of the current state of electoral politics, the place of blacks in the Democratic coalition, and the ongoing efforts by Republicans to suppress the black vote, with particular attention to the Supreme Court’s recent decision to strike down part of the Voting Rights Act of 1965 and what it may mean for the political influence of black voters in future elections.

    At eight years old, Bettina Aptheker watched her family's politics play out in countless living rooms across the country when her father, historian and U.S. Communist Party leader Herbert Aptheker, testified on television in front of the House on Un-American Activities Committee in 1953. Born into one of the most influential U.S. Communist families whose friends included W. E. B. Du Bois, Paul Robeson, and Elizabeth Gurley Flynn, Bettina lived her parents' politics witnessing first-hand one of the most dramatic upheavals in American history. She also lived with a terrible secret: incest at the hands of her famous father and a frightening and lonely life lived inside a home wrought with family tensions. A gripping and beautifully rendered memoir, Intimate Politics is at its core the story of one woman's struggle to still the demons of her personal world while becoming a controversial public figure herself. This is the story of childhood sexual abuse, abortion, sexual violence, activism, and the triumph over one's past. It's about FBI harassment and persecution, Jewish heritage, and lesbian identity. It is, finally, about the courage to speak one's truth despite the consequences and to break the sacred silence of family secrets.

    As the world's largest Baptist university, it was unabashedly Christian. It condemned any sex outside of marriage, and drinking alcohol was grounds for dismissal. Students weren't even allowed to dance on campus until 1996.During the last several years, however, Baylor officials were hiding a dark secret. Female students were being sexually assaulted at an alarming rate. Baylor administrators did very little to help victims, and their assailants rarely faced discipline for their abhorrent behavior.Finally, after a pair of high-profile criminal cases involving football players, an independent examination of Baylor's handling of allegations of sexual assault led to sweeping changes, including the unprecedented ouster of its president, athletics director, and popular, highly successful football coach.For several years, campuses and sports teams across the country have been plagued with accusations of sexual violence, and they've been criticized for how they responded to the students involved. But Baylor stands out. A culture reigned in which people believed that any type of sex, especially violent non-consensual sex, simply "doesn't happen here." Yet it was happening. Many people within Baylor's leadership knew about it. And they chose not to act.Paula Lavigne, and Mark Schlabach, weave together the complex - and at times contradictory - narrative of how a university, and football program, ascending in national prominence came crashing down amidst the stories of woman after woman coming forward describing their assaults, and a university system they found indifferent to their pain.

    In this important and essential new textbook, she introduces the reader to the craft of using grounded theory in social research, and provides a clear, step-by-step guide for those new to the field. Using worked examples throughout, this book also maps out an alternative vision of grounded theory put forward by its founding thinkers, Glaser and Strauss. To Charmaz, grounded theory must move on from its positivist origins and must incorporate many of the methods and questions posed by constructivists over the past twenty years to become a more nuanced and reflexive practice.