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Against the backdrop of today's increasingly multicultural society, are America's elite colleges admitting and successfully educating a diverse student body? No Longer Separate, Not Yet Equal pulls back the curtain on the selective college experience and takes a rigorous and comprehensive look at how race and social class impact each stage--from application and admission, to enrollment and student life on campus. Arguing that elite higher education contributes to both social mobility and inequality, the authors investigate such areas as admission advantages for minorities, academic achievement gaps tied to race and class, unequal burdens in paying for tuition, and satisfaction with college experiences. The book's analysis is based on data provided by the National Survey of College Experience, collected from more than nine thousand students who applied to one of ten selective colleges between the early 1980s and late 1990s. The authors explore the composition of applicant pools, factoring in background and \"selective admission enhancement strategies\"--including AP classes, test-prep courses, and extracurriculars--to assess how these strengthen applications. On campus, the authors examine roommate choices, friendship circles, and degrees of social interaction, and discover that while students from different racial and class circumstances are not separate in college, they do not mix as much as one might expect. The book encourages greater interaction among student groups and calls on educational institutions to improve access for students of lower socioeconomic status.

Much has been written about the profound impact the post-World War II baby boomers had on American religion. But the lifestyles and beliefs of the generation that has followed--and the influence these younger Americans in their twenties and thirties are having on the face of religion--are not so well understood. It is this next wave of post-boomers that Robert Wuthnow examines in this illuminating book.

Learning to argue and persuade in a highly competitive environment is only one aspect of life on a high-school debate team. Teenage debaters also participate in a distinct cultural world--complete with its own jargon and status system--in which they must negotiate complicated relationships with teammates, competitors, coaches, and parents as well as classmates outside the debating circuit. InGifted Tongues, Gary Alan Fine offers a rich description of this world as a testing ground for both intellectual and emotional development, while seeking to understand adolescents as social actors. Considering the benefits and drawbacks of the debating experience, he also recommends ways of reshaping programs so that more high schools can use them to boost academic performance and foster specific skills in citizenship. Fine analyzes the training of debaters in rapid-fire speech, rules of logical argumentation, and the strategic use of evidence, and how this training instills the core values of such American institutions as law and politics. Debates, however, sometimes veer quickly from fine displays of logic to acts of immaturity--a reflection of the tensions experienced by young people learning to think as adults. Fine contributes to our understanding of teenage years by encouraging us not to view them as a distinct stage of development but rather a time in which young people draw from a toolkit of both childlike and adult behaviors. A well-designed debate program, he concludes, nurtures the intellect while providing a setting in which teens learn to make better behavioral choices, ones that will shape relationships in their personal, professional, and civic lives.

\"The most critical dimension of desegregation in our region is found in the attitudes of members of the dominant white communities. Melvin Tumin, a sociology professor at Princeton University, and eleven associates... have done a first-rate job mapping this vital dimension in an opinion study of citizens of Guilford County, North Carolina... the best effort yet to plumb citizens' attitudes on this agonizing modern problem.\"—Reading Guide, Law Library of University of Virginia. Originally published in 1958. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Constituents often fail to hold their representatives accountable for federal spending decisions-even though those very choices have a pervasive influence on American life. Why does this happen? Breaking new ground in the study of representation,The Impression of Influencedemonstrates how legislators skillfully inform constituents with strategic communication and how this facilitates or undermines accountability. Using a massive collection of Congressional texts and innovative experiments and methods, the book shows how legislators create an impression of influence through credit claiming messages. Anticipating constituents' reactions, legislators claim credit for programs that elicit a positive response, making constituents believe their legislator is effectively representing their district. This spurs legislators to create and defend projects popular with their constituents. Yet legislators claim credit for much more-they announce projects long before they begin, deceptively imply they deserve credit for expenditures they had little role in securing, and boast about minuscule projects. Unfortunately, legislators get away with seeking credit broadly because constituents evaluate the actions that are reported, rather than the size of the expenditures. The Impression of Influenceraises critical questions about how citizens hold their political representatives accountable and when deception is allowable in a democracy.

Dirty Wateris the riveting story of how Howard Bennett, a Los Angeles schoolteacher with a gift for outrageous rhetoric, fought pollution in Santa Monica Bay--and won. The story begins in 1985, when many scientists considered the bay to be one of the most polluted bodies of water in the world. The insecticide DDT covered portions of the sea floor. Los Angeles discharged partially treated sewage into its waters. Lifeguards came down with mysterious illnesses. And Howard Bennett happily swam in it every morning. By accident, Bennett learned that Los Angeles had applied for a waiver from the Clean Water Act to continue discharging sewage into the bay. Incensed that he had been swimming in dirty water, Bennett organized oddball coalition to orchestrate stunts such as wrapping brown ribbon around LA's city hall and issuing Dirty Toilet Awards to chastise the city's administration. This is the fast-paced story of how this unusual cast of characters created an environmental movement in Los Angeles that continues to this day with the nationally recognized Heal the Bay. Character-driven, compelling, and uplifting,Dirty Watertells how even the most polluted water can be cleaned up-by ordinary people.

This article addresses the problems of specialization and fragmentation that are presently threatening the future of human civilization as we know it - with the aim to contribute towards enabling a more informed and unified perspective on the 'big' questions that confront us today, the answers to which will determine our future. We present communicative ways to model the transmission and evolution of the processes and artefacts of a culture as the result of a sequence of interactions between its members - both at the tacit and the explicit level. The overall purpose of communicative modelling is to create models that improve the quality of communication between people, and we try to do so here by providing a set of semantically rich conceptual 'placeholders' for modelling the intra-, inter-, and supra-actions of any organizational or cultural entity that is considered to be \"important enough to deserve attention\" within a certain context. In order to capture the subjective aspects of Gregory Bateson's definition of information as \"a difference that makes a difference,\" the article adds novel features to holographic cognition by abstracting away from the underlying neurophysics of Karl Pribram's Holonomic Brain Theory. Instead we introduce an abstract Holographic Cognition Model that uses holography exclusively as a metaphor or analogy for human cognition - with the object beam of holography corresponding to the first difference (the situation that the cognitive agent encounters), and the reference beam of holography corresponding to the subjective experiences that the agent brings to the situation, and which makes the second difference - the \"holographic interpretation pattern\" - unique for each agent. Hence, we do not assume the in-brain existence of counterparts of the patch holograms in Pribram's model, but we note that the metaphor of patch holograms provides a basis for modelling human biases and limitations in noticing things, as well as in recalling the memories of those things, at the individual, organizational and cultural levels. This inclusion of both individual and collective human biases increases the scope and the psychological plausibility of the present models. Moreover, by combining our abstract HCM with a semantically rich and recursive form of process modelling, based on Ikujiro Nonaka's SECI theory of knowledge creation, we arrive at a way to model cultural transmission and evolution processes that is consistent with Wolfgang Hofkirchner's Unified Theory of Information and the related Triple-C model with its emphasis on intra-, inter- and supra-actions.

This article presents communicative ways to model the transmission and evolution of the processes and artefacts of a culture as the result of ongoing interactions between its members - both at the tacit and the explicit level. The purpose is not to model the entire cultural process, but to provide semantically rich “conceptual placeholders” for modelling any cultural activity that is considered important enough within a certain context. The general purpose of communicative modelling is to create models that improve the quality of communication between people. In order to capture the subjective aspects of Gregory Bateson’s definition of information as “a difference that makes a difference,” the article introduces a Holographic Cognition Model that uses optical holography as an analogy for human cognition, with the object beam of holography corresponding to the first difference (the situation that the cognitive agent encounters), and the reference beam of holography corresponding to the subjective experiences and biases that the agent brings to the situation, and which makes the second difference (the interference/interpretation pattern) unique for each agent. By combining the HCM with a semantically rich and recursive form of process modelling, based on the SECI-theory of knowledge creation, we arrive at way to model the cultural transmission and evolution process that is consistent with the Unified Theory of Information (the Triple-C model) with its emphasis on intra-, inter- and supra-actions.

In this paper I am going to be dealing with Gregory Bateson, a theorist who is one of the founders of cybernetics, an acknowledged precursor of Biosemiotics, and in all respects highly transdisciplinary. Until his entry into cybernetics Bateson was an anthropologist and like anthropologists of his day, accepted a semantic approach to meaning through the classic work of Ogden and Richards and their thought-word-meaning triangle. Ogden and Richards developed their semantic triangle from Peirce, but effectively turned the Peircian semiotic triad into a pentad of addressors and addressees, to which Bateson added context and reflexivity through feedback loops. The emergence of cybernetics and information theory in the 1940s increased the salience of the notion of feedback yet, he argued, information theory had truncated the notion of meaning. Bateson’s discussion of the logical categories of learning and communication distinguished the difference between and ‘sign’ and ‘signal’. Cybernetic signaling was a form of zero‑learning; living systems were interpretative and engaged in several logical types of learning. Twenty years later he took up similar sorts of issues with regard to the new science of ecology which had framed systemic ‘entropy’ solely in thermodynamic terms and ignored communication and learning in living systems. His concept of Bioentropy is presented in section two of this paper as is its association with redundancy. Bioentropy, in turn, led to his offering an entirely new definition of information: “the difference that makes a difference.” The definition could apply to both human and non-human communication patterns, since some forms of animal communication could not undertake logical typing. Finally, he believed that his own systemic approach was insufficient for meta-dualism. He promoted the idea of an ecological aesthetics which needed to be sufficiently objective to deal with the many disruptions in its own recursive relations, yet subjective and self-reflexive in the manner of a creative epistemology. ‘Rigor’ and ‘imagination’ became Bateson’s meta-logical types and aesthetics his meta-dualism. He drew his inspiration from the aesthetics of R.G. Collingwood. By mediating scientific rigor with Collingwood’s ‘imaginary’ Bateson brought about his own conception of mediated ‘thirdness’—different from C.S. Peirce—but one which brought cultural ‘mind’ more closely into association with ‘the mind of nature’.

As the elderly population increases in number, the need to integrate innovative teaching strategies in geriatric education becomes more apparent. Teaching with stories promotes knowledge and values to students and is appealing and enjoyable. This article describes a geriatric nursing course in which stories in films and literature are used to teach content and values promoted by the Hartford Institute best practices curriculum. Stories are also used for the service-learning component of the course as students participate in a \"Make a Difference\" project with elderly people.