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Hart presents a guide to some of the essential literary works of Western civilisation which retain their ability to energise us intellectually, tracing the main currents of Western culture for all who wish to understand the roots of their civilisation and the basis for its achievements.
This book asks what it means to live in a higher educational world continuously tempered by catastrophe. Many of the resources for response and resistance to catastrophe have long been identified by thinkers ranging from Ralph Waldo Emerson and William James to H. G. Wells and Emanuel Haldeman-Julius. Di Leo posits that hope and resistance are possible if we are willing to resist a form of pessimism that already appears to be drawing us into its arms. Catastrophe and Higher Education argues that the future of the humanities is tied to the fate of theory as a form of resistance to neoliberalism in higher education. It also offers that the fate of the academy may very well be in the hands of humanities scholars who are tasked with either rejecting theory and philosophy in times of catastrophe—or embracing it.
"An in-depth exploration of the way the biblical record illuminates various phenomena observed in the natural world"--
Overcoming Disaster: What Colleges Learned from Catastrophe to Recovery provides a resource to help leaders at many levels in an organization understand what can help and hinder their disaster recovery, whether natural or man-made caused. The author and contributors share their lessons learned on recovering from hurricanes and a mass shooting on campus where nine were killed. The seven parts of the book include the aftermath to recovery with chapters on trauma and grief, being overwhelmed, healing, and recovery strategies for individuals, organizations and communities. The finale of the book is a master crisis response cheat sheet.
There was a time when crises on college and university campuses were relatively rare and episodic. Much has changed, and it has changed quite rapidly. Drawing upon original research, Crisis Leadership in Higher Education presents a theory-informed framework for academic and administrative leaders who must navigate the institutional and environmental crises that are most germane to institutions of higher education.
This book explores the impact of neoliberalism on education in the UK. Drawing on policies across the sector in England as a case study, the author illuminates and analyses the development of neoliberal policy on models of practice. The author explores the theory and philosophy that have come to define neoliberalism, and offers an explanation as to how this has been applied to the education sector in England at various different stages. Informed and scaffolded by years of empirical research in educational contexts, this book interrogates the impact of neoliberalism on educational practice. It will be of interest and value to scholars of neoliberalism and education, as well as practitioners.
Al Qaeda detonates a nuclear weapon in Times Square during rush hour, wiping out half of Manhattan and killing 500,000 people. A virulent strain of bird flu jumps to humans in Thailand, sweeps across Asia, and claims more than fifty million lives. A single freight car of chlorine derails on the outskirts of Los Angeles, spilling its contents and killing seven million. An asteroid ten kilometers wide slams into the Atlantic Ocean, unleashing a tsunami that renders life on the planet as we know it extinct. We consider the few who live in fear of such scenarios to be alarmist or even paranoid. But Worst Cases shows that such individuals—like Cassandra foreseeing the fall of Troy—are more reasonable and prescient than you might think. In this book, Lee Clarke surveys the full range of possible catastrophes that animate and dominate the popular imagination, from toxic spills and terrorism to plane crashes and pandemics. Along the way, he explores how the ubiquity of worst cases in everyday life has rendered them ordinary and mundane. Fear and dread, Clarke argues, have actually become too rare: only when the public has more substantial information and more credible warnings will it take worst cases as seriously as it should. A timely and necessary look into how we think about the unthinkable, Worst Cases will be must reading for anyone attuned to our current climate of threat and fear.
An introduction to catastrophe theory, a mathematical theory which deals with those changes which occur abruptly rather than smoothly. Includes many applications to illustrate the different ways in which catastrophe can be used in life, physical and social sciences.
The Grenfell Tower tragedy was the worst residential fire in London since World War II. It killed seventy-two people in the richest borough of one of the wealthiest countries in the world. Like other catastrophic events before it and since, it has the power to bring about lasting change. But will it? The historical evidence is weighed against ‘lessons being learned’ in a meaningful or enduring way. In an attempt to understand why, despite enormous efforts, we persistently fail to learn from catastrophic events, this book uses the details of the Grenfell fire as a case study to consider why we don’t learn and what it would take to enable real systemic change. The book explores the myths, the key challenges and the conditions that inhibit learning, and it identifies opportunities to positively disrupt the status quo. It offers an accessible model for systemic change, not as a definitive solution but rather as a framework to evoke reflection, enquiry and proper debate. Catastrophe and Systemic Change is a must-read book for a wide range of readers including those interested in change management, leadership, policy-making, law, housing, construction and public safety.