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As the Cold War between the United States and the Soviet Union escalated in the 1950s and 1960s, the federal government directed billions of dollars to American universities to promote higher enrollments, studies of foreign languages and cultures, and, especially, scientific research. In Cold War University, Matthew Levin traces the paradox that developed: higher education became increasingly enmeshed in the Cold War struggle even as university campuses became centers of opposition to Cold War policies. The partnerships between the federal government and major research universities sparked a campus backlash that provided the foundation, Levin argues, for much of the student dissent that followed. At the University of Wisconsin in Madison, one of the hubs of student political activism in the 1950s and 1960s, the protests reached their flashpoint with the 1967 demonstrations against campus recruiters from Dow Chemical, the manufacturers of napalm. Levin documents the development of student political organizations in Madison in the 1950s and the emergence of a mass movement in the decade that followed, adding texture to the history of national youth protests of the time. He shows how the University of Wisconsin tolerated political dissent even at the height of McCarthyism, an era named for Wisconsin's own virulently anti-Communist senator, and charts the emergence of an intellectual community of students and professors that encouraged new directions in radical politics. Some of the events in Madison—especially the 1966 draft protests, the 1967 sit-in against Dow Chemical, and the 1970 Sterling Hall bombing—have become part of the fabric of "The Sixties," touchstones in an era that continues to resonate in contemporary culture and politics.
A tumultuous 1971 merger that combined all of the state’s public colleges and universities into a single entity led to the creation of the University of Wisconsin System. Drawing on decades of previously unpublished sources, Patricia A. Brady details the System’s full history from its origin to the present, illuminating complex networks among and within the campuses and an evolving relationship with the state. The UW System serves as a powerful case study for how broad, national trends in higher education take shape on the ground. Brady illustrates the ways culture wars have played out on campuses and the pressures that have mounted as universities have shifted to a student-as-consumer approach. This is the essential, unvarnished story of the unique collection of institutions that serve Wisconsin and the world—and a convincing argument for why recognizing and reinvesting in the System is critically important for the economic and civic future of the state and its citizens.
“An important contribution to the literature on contemporary American politics. Both methodologically and substantively, it breaks new ground.” —Journal of Sociology & Social Welfare When Scott Walker was elected Governor of Wisconsin, the state became the focus of debate about the appropriate role of government. In a time of rising inequality, Walker not only survived a bitterly contested recall, he was subsequently reelected. But why were the very people who would benefit from strong government services so vehemently against the idea of big government? With The Politics of Resentment, Katherine J. Cramer uncovers an oft-overlooked piece of the puzzle: rural political consciousness and the resentment of the “liberal elite.” Rural voters are distrustful that politicians will respect the distinct values of their communities and allocate a fair share of resources. What can look like disagreements about basic political principles are therefore actually rooted in something even more fundamental: who we are as people and how closely a candidate’s social identity matches our own. Taking a deep dive into Wisconsin’s political climate, Cramer illuminates the contours of rural consciousness, showing how place-based identities profoundly influence how people understand politics. The Politics of Resentment shows that rural resentment—no less than partisanship, race, or class—plays a major role in dividing America against itself.
Each chapter of Wisconsin Legal Research is written with the novice in mind, defining basic terms that may be new to the researcher, before giving an explanation of the types of materials available. The authors have covered both print and electronic resources, since it is often a combination of the two that yield a cost-effective and efficient research result. Legal research economics are important, so the authors have covered the free and reliable web sites as well as commercial research services frequently used in Wisconsin. Written for first-year or transfer law students, paralegal students, law firm summer associates who are attending law school outside of Wisconsin, librarians, the general public, and attorneys new to the practice of law in Wisconsin, the source-specific information will be useful, especially in the areas of administrative law and legislative history. This book is part of the Legal Research Series, edited by Suzanne E. Rowe, Director of Legal Research and Writing, University of Oregon School of Law. "Wisconsin Legal Research is not only an excellent resource for paralegals and law students but can serve as a helpful refresher reference for those of us who have been lawyers for a long time. Professors Cervenka and Behroozi give the reader an easy to follow and clear road map through both primary and secondary sources." -- Justice Janine P. Geske (ret.), Distinguished Professor of Law, Director of MULS Restorative Justice Initiative, Marquette University Law School "[This book] provides a very accessible overview of Wisconsin research sources, including especially the key state-specific sources not covered in other books. It uses a process-based approach, explaining not only where to look but also how to decide the order and priority of sources. The local coverage is excellent and includes local court rules, state administrative practice, state legislative history, and local citation. It is rare to find a book that serves so many kinds of readers, from beginning paralegal students to law students to experienced lawyers. This one does just that. Every Wisconsin paralegal and lawyer should own this book." -- Linda H. Edwards, Professor of Law, William S. Boyd School of Law, University of Las Vegas
In this book, we document and evaluate the recovery of gray wolves (Canis lupus) in the Great Lakes region of the United States. The Great Lakes region is unique in that it was the only portion of the lower 48 states where wolves were never c- pletely extirpated. This region also contains the area where many of the first m- ern concepts of wolf conservation and research where developed. Early proponents of wolf conservation such as Aldo Leopold, Sigurd Olson, and Durward Allen lived and worked in the region. The longest ongoing research on wolf–prey relations (see Vucetich and Peterson, Chap. 3) and the first use of radio telemetry for studying wolves (see Mech, Chap. 2) occurred in the Great Lakes region. The Great Lakes region is the first place in the United States where “Endangered” wolf populations recovered. All three states (Minnesota, Wisconsin, and Michigan) developed ecologically and socially sound wolf conservation plans, and the federal government delisted the population of wolves in these states from the United States list of endangered and threatened species on March 12, 2007 (see Refsnider, Chap. 21). Wolf management reverted to the individual states at that time. Although this delisting has since been challenged, we believe that biological recovery of wolves has occurred and anticipate the delisting will be restored. This will be the first case of wolf conservation reverting from the federal government to the state conser- tion agencies in the United States.
One of the most important contributions in the field of plant ecology during the twentieth century, this definitive survey established the geographical limits, species compositions, and as much as possible of the environmental relations of the communities composing the vegetation of Wisconsin.
2018 Outstanding Academic Title, Choice Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented. The book is organized around four sets of core teaching practices: planning for engagement with big ideas; eliciting student thinking; supporting changes in students’ thinking; and drawing together evidence-based explanations. Discussion of each practice includes tools and routines that teachers can use to support students’ participation, transcripts of actual student-teacher dialogue and descriptions of teachers’ thinking as it unfolds, and examples of student work. The book also provides explicit guidance for “opportunity to learn” strategies that can help scaffold the participation of diverse students. Since the success of these practices depends so heavily on discourse among students, Ambitious Science Teaching includes chapters on productive classroom talk. Science-specific skills such as modeling and scientific argument are also covered. Drawing on the emerging research on core teaching practices and their extensive work with preservice and in-service teachers, Ambitious Science Teaching presents a coherent and aligned set of resources for educators striving to meet the considerable challenges that have been set for them.
When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The book addresses three important questions: 1. How will engaging students in science and engineering practices help improve science education? 2. What do the eight practices look like in the classroom? 3. How can educators engage students in practices to bring the NGSS to life? Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. Many of its authors contributed to the Framework’s initial vision and tested their ideas in actual science classrooms. If you want a fresh game plan to help students work together to generate and revise knowledge—not just receive and repeat information—this book is for you.
Director of some of the most controversial films of the twentieth century, Stanley Kubrick created a reputation as a Hollywood outsider as well as a cinematic genius. His diverse yet relatively small oeuvre—he directed only thirteen films during a career that spanned more than four decades—covers a broad range of the themes that shaped his century and continues to shape the twenty-first: war and crime, gender relations and class conflict, racism, and the fate of individual agency in a world of increasing social surveillance and control. In Depth of Field, leading screenwriters and scholars analyze Kubrick's films from a variety of perspectives. They examine such groundbreaking classics as Dr. Strangelove and 2001: A Space Odyssey and later films whose critical reputations are still in flux. Depth of Field ends with three viewpoints on Kubrick's final film, Eyes Wide Shut, placing it in the contexts of film history, the history and theory of psychoanalysis, and the sociology of sex and power. Probing Kubrick's whole body of work, Depth of Field is the first truly multidisciplinary study of one of the most innovative and controversial filmmakers of the twentieth century.