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Workbook with instructions and practice in working with fractions, decimals and percents in real-life math problems and a section of answers to problems.
Each Number Power book targets a particular set of math skills with straightforward explanations, easy-to-follow, step-by-step instructions, real-life examples, and extensive reinforcement exercises.
The intellectual radicalism of the 1960s spawned a new set of questions about the role and nature of "the political" in social life, questions that have since revolutionized nearly every field of thought, from literary criticism through anthropology to the philosophy of science. Michel Foucault in particular made us aware that whatever our functionally defined "roles" in society, we are constantly negotiating questions of authority and the control of the definitions of reality. Such insights have led theorists to challenge concepts that have long formed the very underpinnings of their disciplines. By exploring some of the most debated of these concepts--"culture," "power," and "history"--this reader offers an enriching perspective on social theory in the contemporary moment. Organized around these three concepts, Culture/ Power/History brings together both classic and new essays that address Foucault's "new economy of power relations" in a number of different, contestatory directions. Representing innovative work from various disciplines and sites of study, from taxidermy to Madonna, the book seeks to affirm the creative possibilities available in a time marked by growing uncertainty about established disciplinary forms of knowledge and by the increasing fluidity of the boundaries between them. The book is introduced by a major synthetic essay by the editors, which calls attention to the most significant issues enlivening theoretical discourse today. The editors seek not only to encourage scholars to reflect anew on the course of social theory, but also to orient newcomers to this area of inquiry. The essays are contributed by Linda Alcoff ("Cultural Feminism versus Post-Structuralism"), Sally Alexander ("Women, Class, and Sexual Differences in the 1830s and 1840s"), Tony Bennett ("The Exhibitionary Complex"), Pierre Bourdieu ("Structures, Habitus, Power"), Nicholas B. Dirks ("Ritual and Resistance"), Geoff Eley ("Nations, Publics, and Political Cultures"), Michel Foucault (Two Lectures), Henry Louis Gates, Jr. ("Authority, [White] Power and the [Black] Critic"), Stephen Greenblatt ("The Circulation of Social Energy"), Ranajit Guha ("The Prose of Counter-Insurgency"), Stuart Hall ("Cultural Studies: Two Paradigms"), Susan Harding ("The Born-Again Telescandals"), Donna Haraway ("Teddy Bear Patriarchy"), Dick Hebdige ("After the Masses"), Susan McClary ("Living to Tell: Madonna's Resurrection of the Fleshly"), Sherry B. Ortner ("Theory in Anthropology since the Sixties"), Marshall Sahlins ("Cosmologies of Capitalism"), Elizabeth G. Traube ("Secrets of Success in Postmodern Society"), Raymond Williams (selections from Marxism and Literature), and Judith Williamson ("Family, Education, Photography").
No scholar better exemplifies the intellectual challenges foisted on the Neorealist school of international relations than prominent scholar Stephen Krasner (Graham H. Stuart Professor of International Studies, the Senior Associate Dean for the Social Sciences, School of Humanities & Sciences, and Director of Policy Planning at the US State Department 2005-2007). Throughout his career he has wrestled with realism's promises and limitations. Krasner has always been a prominent defender of realism and the importance of power understood in material terms, whether military or economic. Yet realist frameworks rarely provided a complete explanation for outcomes, in Krasner's analyses, and much of his work involved understanding power's role in situations not well explained by realism. If states seek power, why do we see cooperation? If hegemony promotes cooperation why does cooperation continue in the face of America's decline? Do states actually pursue their national interests or do domestic structures and values derail the rational pursuit of material objectives? Krasner's explanations were as diverse as were the problems. They pushed, to use his phrase, "the limits of realism." Edited by Martha Finnemore and Judith Goldstein, Back to Basics asks scholars to reflect on the role power plays in contemporary politics and how a power politics approach is influential today. The arguments made by the authors in this volume speak to one of three themes that run through Krasner's work: state power and hegemony; the relationship between states and markets; conceptions of the nation state in international politics. These themes appeared regularly in Krasner's scholarship as he wrestled, over his career, with fundamental questions of inter-state politics. Contributors largely agree on the centrality of power but diverge substantially on the ways power is manifest and should be measured and understood. Many of the contributors confronted the same intellectual dilemmas as Krasner in struggling to define power and its relationship to interests, yet their responses are different. Together, these essays explore new ways of thinking about power's role in contemporary politics and demonstrate the concepts continued relevance for both policy and theory.
This book sheds new light on the continuing debate within political thought as to what constitutes power, and what distinguishes legitimate from illegitimate power. It does so by considering the experience of Russia, a polity where experiences of the legitimacy of power and the collapse of power offer a contrast to Western experiences on which most political theory, formulated in the West, is based. The book considers power in a range of contexts – philosophy and discourse; the rule of law and its importance for economic development; the use of culture and religion as means to legitimate power; and liberalism and the reasons for its weakness in Russia. The book concludes by arguing that the Russian experience provides a useful lens through which ideas of power and legitimacy can be re-evaluated and re-interpreted, and through which the idea of "the West" as the ideal model can be questioned.
This book examines neoliberal corporate power within the context of the American political economy and its relationship to emerging market economies in order to understand the global dimensions of the corporate-financial binary.
Self and Sensibility in Contemporary American Poetry is an inquiry into the cultural roles lyric poetry does and can play in our age. Charles Altieri first establishes a dominant mode in 'serious' American poetry by identifying current assumptions inherent in the teaching of creative writing and the awarding of prizes and contracts. The dominant mode is seen not as a prescribed style but as a set of styles that share assumptions and that tend to seek the same narrow audience. Altieri views this mode as essentially scenic, presenting in brief dramatic settings subdued, carefully wrought emotions that build to a climactic tactile image. In examining why the style appeals, the author suggests that we find in the dominant mode models of the self, of the power of language, and of the nature of emotions that are very close to the prudential narcissism of the professional classes. Two theses follow: that contemporary poetry can be approached as a paradigm for analysing literature in cultural terms (since we know the culture well on independent grounds); and that the cultural analogies help demonstrate the pressures on younger poets to explore styles that break from or attempt to overthrow the dominant mode.
"The real world of adult math"--Cover
A panoramic survey of the vast spectrum of modern and contemporary mathematics and the new philosophical possibilities they suggest. A panoramic survey of the vast spectrum of modern and contemporary mathematics and the new philosophical possibilities they suggest, this book gives the inquisitive non-specialist an insight into the conceptual transformations and intellectual orientations of modern and contemporary mathematics. The predominant analytic approach, with its focus on the formal, the elementary and the foundational, has effectively divorced philosophy from the real practice of mathematics and the profound conceptual shifts in the discipline over the last century. The first part discusses the specificity of modern (1830–1950) and contemporary (1950 to the present) mathematics, and reviews the failure of mainstream philosophy of mathematics to address this specificity. Building on the work of the few exceptional thinkers to have engaged with the “real mathematics” of their era (including Lautman, Deleuze, Badiou, de Lorenzo and Châtelet), Zalamea challenges philosophy's self-imposed ignorance of the “making of mathematics.” In the second part, thirteen detailed case studies examine the greatest creators in the field, mapping the central advances accomplished in mathematics over the last half-century, exploring in vivid detail the characteristic creative gestures of modern master Grothendieck and contemporary creators including Lawvere, Shelah, Connes, and Freyd. Drawing on these concrete examples, and oriented by a unique philosophical constellation (Peirce, Lautman, Merleau-Ponty), in the third part Zalamea sets out the program for a sophisticated new epistemology, one that will avail itself of the powerful conceptual instruments forged by the mathematical mind, but which have until now remained largely neglected by philosophers.
This volume revisits, problematizes, and expands the meaning of quality in the context of adult basic education. Covering a wide range of relevant topics, it includes contributors from the realms of both policy and practice and encompasses both the major instructional areas-reading, writing, and mathematics-as well as larger issues of literacy, learning, and adulthood. Each chapter focuses on what improving quality in the field might look like through the particular lens of the author's work. As a whole, the broad scope of topics and ideas addressed will raise the level of discussion, knowledge, and practice regarding quality in adult basic education. In this book, the term adult basic education refers to the broad range of services for adults who wish to improve their literacy and language skills, including beginning and intermediate writing, writing and numeracy, preGED, GED/Adult Secondary Education, and ESL instruction that takes place in a range of contexts including schools, community-based programs, and workplace development programs. The volume is organized around three themes: *Accountability, Standards, and the Use of Documentation and Research; *Program Structures and Instruction; and *Rethinking Our Assumptions and Concepts. Coming at a time of increasing pressure to standardize, to be accountable, and to improve outcomes, and when calls for evidence-based practice are fueling stakeholders' interest in the relationship between research and practice at all levels of the system, Toward Defining and Improving Quality in Adult Basic Education is particularly timely for scholars, graduate students, and professionals in the field of adult basic education.