Explore the vast range of titles available.

\"Writing History in the Digital Age began as a one-month experiment in October 2010, featuring chapter-length essays by a wide array of scholars with the goal of rethinking traditional practices of researching, writing, and publishing, and the broader implications of digital technology for the historical profession. The essays and discussion topics were posted on a WordPress platform with a special plug-in that allowed readers to add paragraph-level comments in the margins, transforming the work into socially networked texts. This first installment drew an enthusiastic audience, over 50 comments on the texts, and over 1,000 unique visitors to the site from across the globe, with many who stayed on the site for a significant period of time to read the work. To facilitate this new volume, Jack Dougherty and Kristen Nawrotzki designed a born-digital, open-access platform to capture reader comments on drafts and shape the book as it developed. Following a period of open peer review and discussion, the finished product now presents 20 essays from a wide array of notable scholars, each examining (and then breaking apart and reexamining) how digital and emergent technologies have changed the ways that historians think, teach, author, and publish\"-- Provided by publisher.

High‐school students tested soil, paint, and water for lead (Pb) in a total of 80 houses in their town of Pelham, New York, where blood‐Pb data indicate relatively high levels of child exposure. All the samples were tested in the laboratory using established procedures but this was preceded by testing of soil and paint in the field with a kit by the students. The total Pb concentration in 32 of the 159 soil samples that were collected exceeded 400 ppm, the EPA standard for bare soil in residential areas where children play. Only 4 of the 118 tap water samples that were collected contained over 15 ppb Pb, with the data showing that flushing for 2 min clearly lowered Pb concentration further across the board. The highest risk of child exposure may be posed by old Pb‐based paint, however, which was detected in 9 of the 48 samples that were tested. Residents were also the least willing to let the students test or sample their paint. High‐school students could help reduce exposure in the many towns where child blood‐Pb levels remain high today by identifying sources and, while doing so, learn about environmental science and measurement from this hands‐on experience. Plain Language Summary A group of high‐school students in Pelham, New York, tested soil, paint, and water in their house and that of some of their friends and neighbors, 80 houses in total, for the toxic metal lead. The town was selected because blood monitoring data indicate relatively high levels of child exposure. The samples were all tested using well‐established methods in the laboratory but soil and paint testing was first conducted by the students themselves soon after collection using simple kits. The results show that one fifth of the collected samples contained more lead than recommended by the U.S. Environmental Protection Agency for bare soil in residential areas where children play. A similar proportion of the paint samples contained very high levels of lead. A few of the tap water samples contained more lead than recommended by the U.S. EPA. Residents were all informed of these results and would probably not have found out about these health risks without the participation by the local student. By the same token, the students learned how to make some useful environmental measurements. Key Points By relying on local links, high‐school students gained access to and tested 80 houses in their neighborhood for lead in soil, paint, and water Soil, paint, and water samples exceeded regulatory standards for lead in 19%, 19%, and 3% of samples, respectively A simulation based on test results indicates that a single lead exceedance is more likely to come with another exceedance in the same house

Home buyers exercise school choice when shopping for a private residence due to its location in a public school district or attendance area. In this quantitative study of one Connecticut suburban district, we measure the effect of elementary school test scores and racial composition on home buyers’ willingness to purchase single‐family homes over a 10‐year period, controlling for house and neighborhood characteristics. Overall, while both test scores and race explain home prices, we found that the influence of tests declined while race became nearly seven times more influential over our decade‐long period of study. Our interpretation of the results draws on the shifting context of school accountability, the Internet, and racial dynamics in this suburb over time.

For years, a nuanced judicial inconsistency at the intersection of the U.S. Internal Revenue and Bankruptcy Codes has percolated in bankruptcy and appellate courts, generating a judicial split and erratic outcomes for a small few of the approximately 4 million S corporations in the United States. The split concerns whether S corporation shareholder termination rights granted under 1362 of the Tax Code constitute avoidable fraudulent transfers under 548 of the Bankruptcy Code.Some courts, including those in In re Trans-Lines West, Inc. and In re Bakersfield Westar, Inc., have historically permitted bankruptcy trustees to unilaterally shift the capital gains liabilities stemming from asset liquidation sales of insolvent S corporations to third parties-the business's shareholders- who are not parties to the bankruptcy proceeding, characterizing the terminations as 'fraudulent conveyances. ' Recently, however, two courts, including the Third Circuit in In re Majestic Star Casino, LLC and a Fourth Circuit Bankruptcy Court in In re Health Diagnostic Lab. Inc. have restricted the liquidating trustee's nearly unlimited strong arm power to avoid S election terminations, creating inconsistent treatment in federal bankruptcy courts.This Comment begins with a background discussion of the relevant sections of the two federal codes involved in the judicial uncertainty at issue. Second, this Comment considers potential implications of the Tax Cuts and Jobs Act on S corporation shareholders, which is likely to increase the frequency of litigation over Subchapter S elections and termination rights in the context of the StrongArm power. Ultimately, this Comment suggests that, at the intersection of the Tax and Bankruptcy Codes, there lies a strong argument for creating an exception to the fraudulent conveyance doctrine for S corporations.

When the History of Education Quarterly editors invited us to contribute to this forum, they asked us to reflect on how we taught histoiy with case studies. To jump-start our exchange, they suggested four possible purposes for teaching history in this way, which I have paraphrased below: • To reflect on the antecedents of the so-called “new” educational policy topics (what is the long histoiy of standardized testing?). • To disrupt conventional beliefs with counterexamples (why did nineteenth-century science and math classrooms include so many female students?). • To compare and contrast educational change in particular places or regions (how did the development of schooling differ in New England, the New South, or New Mexico?). • To call attention to the intersection of human agency and institutional structures (how did teachers, parents, and political leaders conflict or collaborate in struggles over school reform?).

Traditional narratives of black educational history suggest that African Americans offered a unified voice concerning Brown v. Board of Education. Jack Dougherty counters this interpretation, demonstrating that black activists engaged in multiple, overlapping, and often conflicting strategies to advance the race by gaining greater control over schools.Dougherty tells the story of black school reform movements in Milwaukee from the 1930s to the 1990s, highlighting the multiple perspectives within each generation. In profiles of four leading activists, he reveals how different generations redefined the meaning of the Brown decision over time to fit the historical conditions of their particular struggles. William Kelley of the Urban League worked to win teaching jobs for blacks and to resettle Southern black migrant children in the 1950s; Lloyd Barbee of the NAACP organized protests in support of integrated schools and the teaching of black history in the 1960s; and Marian McEvilly and Howard Fuller contested--in different ways--the politics of implementing desegregation in the 1970s, paving the way for the 1990s private school voucher movement. Dougherty concludes by contrasting three interpretations of the progress made in the fifty years since Brown, showing how historical perspective can shed light on contemporary debates over race and education reform.

School choice is one of the most popular and yet controversial approaches to school reform in play today. While voucher programs and charter schools garner much attention, many families have the option of selecting from among different educational alternatives due to the preponderance of in-district or interdistrict choice programs, tuition tax credits, the choice provisions of No Child Left Behind, or the possibility of purchasing a residence in another district (Henig 1999). Yet, despite the growing track record of these programs, the research on school choice processes and outcomes has been mixed and often hotly contested--reflecting the controversial nature of the issue. While researchers have created volumes on the topic, it is still difficult to find a consensus on many of the crucial issues surrounding school choice. Lubienski and Dougherty seek to leverage some innovative and useful approaches applied in the study of other social issues for enhancing the understanding in areas such as school choice.

Rezension von: Perlstein, Daniel H.: Justice, justice.