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Across the country, women are pursuing doctoral degrees at a rate higher than males. While the data indicates that women are now more likely to pursue this advance degree, limited research addresses the real experiences of diverse women who are pursuing a doctoral degree. This book highlights the lived experiences of diverse women who are progressing through a doctoral degree program and the challenges as well as opportunities that they face. These women share unique and transparent experiences of progressing through a doctoral program. Through a narrative approach, Conquering Academia Transparent Stories of Diverse Women Doctoral Students, addresses themes of intersectionality, lived experiences, challenges and opportunities, and adopting an academia mindset. Featured in the Contemporary Perspectives on Access, Equity, and Achievement series, this book shares perspectives of diverse women doctoral students and how their cultural identities assist them with navigating the academic landscape. It also provides insight for current female doctoral students about strategic positioning as a student within the doctoral program and personal necessary transformation in academia. It informs faculty and staff in academia about the experiences of diverse women and how to support their progression and overall retention.
A bold new look at war and diplomacy in Europe that traces the idea of a unified continent in attempts since the eighteenth century to engineer lasting peace. Political peace in Europe has historically been elusive and ephemeral. Stella Ghervas shows that since the eighteenth century, European thinkers and leaders in pursuit of lasting peace fostered the idea of European unification. Bridging intellectual and political history, Ghervas draws on the work of philosophers from Abbé de Saint-Pierre, who wrote an early eighteenth-century plan for perpetual peace, to Rousseau and Kant, as well as statesmen such as Tsar Alexander I, Woodrow Wilson, Winston Churchill, Robert Schuman, and Mikhail Gorbachev. She locates five major conflicts since 1700 that spurred such visionaries to promote systems of peace in Europe: the War of the Spanish Succession, the Napoleonic Wars, World War I, World War II, and the Cold War. Each moment generated a “spirit” of peace among monarchs, diplomats, democratic leaders, and ordinary citizens. The engineers of peace progressively constructed mechanisms and institutions designed to prevent future wars. Arguing for continuities from the ideals of the Enlightenment, through the nineteenth-century Concert of Nations, to the institutions of the European Union and beyond, Conquering Peace illustrates how peace as a value shaped the idea of a unified Europe long before the EU came into being. Today the EU is widely criticized as an obstacle to sovereignty and for its democratic deficit. Seen in the long-range perspective of the history of peacemaking, however, this European society of states emerges as something else entirely: a step in the quest for a less violent world.
The best book on collegiate success for two simple reasons: It gives good, clear, sensible advice, & it is a joy to read! Students read it because it's fun. Then they USE it, because it works. Fully illustrated with amusing depictions of the author's vivid images, this book does something few books do: it Generates Enthusiasm. Students enjoy reading it, then set right out applying the methods. What else could a how-to book do? To order: EduQuest. P.O. Box 610787, San Jose, CA 95161-0787. Telephone: 408-441-7355.
“A lovely, fascinating book, which brings science to life.” —Alan Lightman Combining science, history, and adventure, Tom Shachtman “holds the reader’s attention with the skill of a novelist” as he chronicles the story of humans’ four-centuries-long quest to master the secrets of cold (Scientific American). “A disarming portrait of an exquisite, ferocious, world-ending extreme,” Absolute Zero and the Conquest of Cold demonstrates how temperature science produced astonishing scientific insights and applications that have revolutionized civilization (Kirkus Reviews). It also illustrates how scientific advancement, fueled by fortuitous discoveries and the efforts of determined individuals, has allowed people to adapt to—and change—the environments in which they live and work, shaping man’s very understanding of, and relationship, with the world. This “truly wonderful book” was adapted into an acclaimed documentary underwritten by the National Science Foundation and the Alfred P. Sloan Foundation, directed by British Emmy Award winner David Dugan, and aired on the BBC and PBS’s Nova in 2008 (Library Journal). “An absorbing account to chill out with.” —Booklist
This edited book reflects a much needed area of scholarship as the voices of African American (AA) or Black students defined by various labels such as learning disability, blindness/visual impairment, cognitive development, speech or language impairment, and hearing impairment are rare within the scholarly literature. Students tagged with those identifiers within the Pk-20 academic system have not only been ignored, and discounted, but have also had their learning framed from a deficit perspective rather than a strength-based perspective. Moreover, it was uncommon to hear first person narratives about how AA students have understood their positions within the general education and special education systems. Therefore, with a pervasive lack of knowledge when it comes to understanding the experiences of AA with disabilities, this book describes personal experiences, and challenges the idea that AA students with disabilities are substandard. While this book will emphasize successful narratives, it will also provide counter-narratives to demystify the myth that those with disabilities cannot succeed or obtain terminal degrees. Overall, this edited book is a much needed contribution to the scholarly literature and may help teachers across a wide array of academic disciplines in meeting the academic and social needs of AA students with disabilities. ENDORSEMENTS: Dr. Shawn Robinson’s collection of personal narratives raises critical questions about the U. S. public education system. Written by African Americans compartmentalized in special education programs because of actual or perceived disabilities, these stories will impel readers even tangentially affiliated with educational institutions to consider testing, placement, mainstreaming, retention and promotion, and other assessment policies that determine grade-level readiness. Thanks to Robinson, the perspectives of these graduates who surmounted barriers to more positive and accommodating learning environments now receive proper attention. ~ John Pruitt, University of Wisconsin-Rock County With a bold vision, Dr. Shawn Anthony Robinson enters the discussion of Special Education with a collection of narratives that highlight the struggles and triumphs of marginalized students. In America, we have a long, contested history of “inclusion” of students of color and difference in our public, mainstream institutions. When these students are invited to the education table, they still must overcome persistent and pernicious barriers to true and equal educational opportunities. Consequently, students are left to “sink or swim” in oceans disparity and inequity. This collection of narratives and counter-narratives, confront the absence of adequate research and other empirical evidence of pedagogy and practice that would be essential to 21st Century progress in educational praxis. This volume represents one, important step towards adding new voices to the continuing struggle of meaningful inclusion. How might students of color and difference succeed in an education system that provides “no room to bloom? The authors address this challenge by exploring topics such as Aspirational Capital, Linguistic Capital, Familial Capital, Social Capital, Navigational Capital and Resistance Capital. The reader will be exposed to ideas that will help students “make a way out of no way” by working both within and against educational systems full of barriers and opportunities. Congratulations to Dr. Robinson and his colleagues as the content of this volume represents an important contribution to the extant literature. ~ Gregory A. Diggs , Denver, Colorado
This practical guide reveals the nine major “fatigue factors” that can block the path to innovation success, along with solutions to energize innovation. Original advances in innovation practice and new case studies are applied to guide inventors, entrepreneurs, companies, universities, and even policy makers in conquering innovation fatigue. Cost-effective solutions include guidance on intellectual assets, dealing with disruptive innovation, and driving innovation using the “Horn of Innovation” and “Circuit of Innovation” models. A surprising view of DaVinci as an engine of open innovation is presented. Throughout the book, a unique aspect is exploring the journey of innovators, including corporate employees and entrepreneurs, at the often-overlooked personal level using the metaphor of immigrants in a strange land to identify barriers and solutions.
Examines one of the most significant and characteristic features of modern medicine - specialization - in historical and comparative context. This title traces the origins of modern medical specialization to 1830s Paris and examines its spread to Germany, Britain, and the US.
Resisting Divide-and-Conquer Strategies in Education: Pathways and Possibilities examines the ways in which divide-and-conquer strategies operate in the American public education system. In U.S. education, these mechanisms are endemic and enduring, if not always evident. Coordinated, strategic, well-funded, politically-viable campaigns continue to stoke fear, othering, villainization, and dehumanization of minoritized groups, pushing false and problematic narratives that inhibit progress toward social justice. Weaponizing hegemony and leveraging misinformation, reactionary agents and institutions seek to suppress truth, block access to democratic participation, and dismantle education and other sites of emancipatory possibility through the strength of divide-and-conquer mechanisms, pitting relatively disempowered groups against one another to preserve the dominant social order. Readers of this book will encounter conceptual and critical interrogations of divide and conquer. The text will help facilitate inquiry and engagement into how divide and conquer operates and how it can be resisted. It looks at the history of the phenomenon, as well as its current state, especially as it relates to education. What insights and lessons might we learn from a focused examination of divide and conquer, and what strategies of resistance are both possible and necessary for challenging it? This text is designed for undergraduate and graduate classrooms in education and social sciences. Part I, Ideology and Sociopolitical Contexts, dissects how divide-and-conquer mechanisms operate ideologically and sociopolitically. Part II, Policies and Practices, focuses on how divide-and-conquer mechanisms shape exclusionary U.S. educational policies and practices. Part III, Resistance and Liberation, documents efforts of liberatory communicative, curricular, and pedagogical possibilities. Each chapter concludes with a set of critical questions for reflection and engagement. Perfect for courses such as: Foundations of Education; Schools and Society; Schooling in America; History of Education; Philosophy of Education; Sociology of Education; Social Studies; Critical Theory in Education
This book identifies the—now moribund—Modernist spirit of the twentieth century, with its "make it new" attitude in the arts, and its tendency towards abstraction and the scientific process, as the impetus behind the academic structures of universities and museums, together with the development of discrete scholarly disciplines such as literary theory, sociology, and art history based on quasi-scientific principles. Arguing that the Modernist project is approaching exhaustion and that the insights that it has left to yield are approaching triviality, it explores the Modernist links between the arts and academic pursuits of the West—and their relationship with street protests—in the long twentieth century, considering what might follow this Modernist era. An examination of the broad cultural and intellectual—and now political—trends of our age, and their decline, The End of the Modernist Era in Arts and Academia will appeal to scholars and students of social theory, philosophy, literary studies, and cultural studies.
Academia versus the World Outside lays out the givens of the knowledge industry located within the ivory tower, colleges and universities. It then moves outside academia to consider this restricted world the way most people see it. The contrast between these two views of academia explains and is at the basis of the left–right animosity of our day. The knowledge industry, a creation of the post-Enlightenment modern age along with other industrial and post-industrial enterprises, is based on creating and adding to a store of knowledge as its own end. This makes academia alien to the more random and personal nature of knowledge acquisition in our everyday lives, as indeed every industry is alien to everyday life in the modern age. Yet most academics are so immersed in the peculiar project they have chosen as their life’s work that they are either unaware of or unsympathetic to the fact that people outside live very different lives with very different presuppositions. Most non-academics, for their part, find academia strange, and for very good reason. Academia versus the World Outside makes this contrast and conflict clear from both directions. This book is aimed primarily at academics, most of whom so take for granted the givens of what they do that they fail to understand why the vast majority of people outside find academia alien. This has led to an increasingly hostile and utterly predictable left–right political conflict, academia tending increasingly left and the world outside increasingly right. The goal of this book is to reduce the tension between both sides: if read by non-academics, this book may help these understand the givens of a world as strange to everyday life as any other specialized industry in the modern age.