Explore the vast range of titles available.

Through an investigation of the reportage in nineteenth-century English metropolitan newspapers and illustrated journals, this book begins with the question 'Did anti-O'Connell sentiment in the British press lead to \"killing remarks,\" rhetoric that helped the press, government and public opinion distance themselves from the Irish Famine?' The book explores the reportage of events and people in Ireland, focussing first on Daniel O'Connell, and then on debates about the seriousness of the Famine. Drawing upon such journals as The Times, The Observer, the Morning Chronicle, The Scotsman, the Manchester Guardian, the Illustrated London News, and Punch, Williams suggests how this reportage may have effected Britain's response to Ireland's tragedy. Continuing her survey of the press after the death of O'Connell, Leslie Williams demonstrates how the editors, writers and cartoonists who reported and commented on the growing crisis in peripheral Ireland drew upon a metropolitan mentality. In doing so, the press engaged in what Edward Said identifies as 'exteriority,' whereby reporters, cartoonists and illustrators, basing their viewpoints on their very status as outsiders, reflected the interests of metropolitan readers. Although this was overtly excused as an effort to reduce bias, stereotyping and historic enmity - much of unconscious - were deeply embedded in the language and images of the press. Williams argues that the biases in language and the presentation of information proved dangerous. She illustrates how David Spurr's categories or tropes of invalidation, debasement and negation are frequently exhibited in the reports, editorials and cartoons. However, drawing upon the communications theories of Gregory Bateson, Williams concludes that the real 'subject' of the British Press commentary on Ireland was Britain itself. Ireland was used as a negative mirror to reinforce Britain's own commitment to capitalist, industrial values at a time of great internal stress. Contents: Preface; Introduction; The Times, O'Connell and repeal ” 1843; Punch, 'rint' and 'repale' ” 1843; Traversers and priests ” 1844-1845; 'The commissioner' ” 1845; Imagining a famine/Imaginary famine ” 1845; 'The battlefield of contending factions' ” January to June, 1846; Parsing Pharaoh's dream ” July to December 1846; 'A Transition of Great Difficulty' ” January to March 1847; The death of Daniel O'Connell ” May 1847; 'A conspiracy against life': June to December 1847; Charles Trevelyan and the 'great opportunity' ” January 1848; The uprising at Boulagh ” 1848; A dream of the future ”1849; Conclusion; Bibliography; Index. Leslie A. Williams, author of Daniel O'Connell, the British Press, and Killing Remarks, was an art historian specializing in the Victorian period. At the time of her death she was Chair of the Department of Arts and Humanities at Shawnee State University, Portsmouth, Ohio. William H. A. Williams, editor, is historian and author of 'Twas Only an Irishman's Dream: The Image of the Irish and Ireland in American Popular Song Lyrics, 1800-1920. He is member of the faculty of the College of Undergraduate Studies, Union Institute & University, Cincinnati, Ohio

This case study examines strategies used to leverage the library’s existing journal licenses to obtain a large collection of full-text journal articles in extensible markup language (XML) format; the right to text mine the collection; and the right to use the collection and the data mined from it for grant-funded research to develop biomedical natural language processing (BNLP) tools. Researchers attempted to obtain content directly from PubMed Central (PMC). This attempt failed due to limits on use of content in PMC. Next researchers and their library liaison attempted to obtain content from contacts in the technical divisions of the publishing industry. This resulted in an incomplete research data set. Then researchers, the library liaison, and the acquisitions librarian collaborated with the sales and technical staff of a major science, technology, engineering, and medical (STEM) publisher to successfully create a method for obtaining XML content as an extension of the library’s typical acquisition process for electronic resources. Our experience led us to realize that text mining rights of full-text articles in XML format should routinely be included in the negotiation of the library’s licenses.

A list of named US military operations conducted from Jan 1989 to Dec 1993 is offered.

The Litts worked in separate jobs for most of their married life. [Toby Litt] was a speech therapist and her husband was an assistant principal in New York City long before they ever laid eyes on a charming little muffin store in New Jersey.

Toward making college classrooms sites of access to academic learning for all students, this chapter presents three perspectives on diversity and considers how perspectives may lead college faculty to create equitable learning environments where students may collectively engage their identities toward learning academic subject matter. It emphasizes the importance of students' identities, given that higher education scholars and educators increasingly agree that students' learning and holistic development is supported through pedagogies that draw on their cultural knowledge. The chapter argues that how faculty can engage their students' identities toward creating equitable learning environments-spaces where diverse groups of students have the opportunity to experience the cognitive and emotional gains of learning academic subject matter. Individuals and communities have multiple aspects of their identities that interact with larger society in which they are situated. The cosmopolitan practices of hospitality and reflection have potential to facilitate teachers' understandings of their students as individuals, as well as pedagogical practices that engage their students' identities.

The purpose of this case study is to contribute to an understanding of the process by which a particular school, Byrd Elementary (a pseudonym), attempted to improve its state testing outcomes after being placed on the academic early warning list in 2001 and to meet the challenge of No Child Left Behind. This study explored historical data, teachers' and administrators' perceptions, decisions that stemmed from staff development and the comprehensive school reform model, and outcomes for an at-risk school placed on the state warning list. According to the 2001 school report card, Byrd Elementary, like many of the schools under state censure, had a large number of students identified as low-income (>60%) and as ethnic minorities (>75%). Socioeconomic status is considered the most significant factor in determining academic success. How then do years of failure and the hurdle of low socioeconomic status for the majority of the school's students impact the perceptions of the teachers and administrators regarding the school's ability to ensure that no child is left behind? For 18 years, Byrd Elementary has had one of the highest number of students identified as low-income in the district, even when low-income students made up 35% of the student population in the 1987-1988 school year. In 18 years, the percentage of low-income students has increased from 35% to 87%, and standardized test scores have decreased from 65% of students meeting or exceeding standards for reading at grade three to 33%. The school, once predominantly White (69%), currently has less than 12% of the student population identified as White. Prior to AEWL, the number of students meeting or exceeding standards for reading decreased every year. Since being placed on AEWL the number of students meeting or exceeding standards for reading has increased three out of four years. Test results for 2005 indicate that 45% of students are meeting or exceeding state standards in reading. The last time the school had 45% or more of the students meeting or exceeding standards in grade three reading was in 1998 when less than 60% of the student population was identified as low-income.

This chapter examines the need for democratic decision making, the inherent problems of involving diverse stakeholders, and the role of inquiry and discourse in democratic decision making. The K20 Center delivers support and growth opportunities for stakeholders to improve schools and student learning. The K20 Center projects provide evidence that when the balance of power is distributed across all stakeholders, individuals can engage competently within a democratic entity during times of organizational change. The chapter presents exemplar educational projects in using inquiry and discourse and examines the inherent issues of communicative reality through the use of relevant data and principled conflict. Applied communication research outlines concepts and theories that can motivate and empower underserved groups to adapt and create methods to better understand and pursue their interests.

This chapter explores the efficacy of using educational games to help high school students develop life skills, such as financial literacy. Mind Your Own Budget is one such game that immerses players in a digital environment and uses real‐life scenarios to teach responsible financial behavior. In a study that compared students who explored financial literacy using this game with students in a control group who received traditional teaching methods as per the standard curriculum, results indicated a clear advantage for game‐based learning (GBL), with students who had played the game scoring significantly and meaningfully higher on the posttest (controlling for pretest scores) than those in the control condition.