Search

With germinal texts, new writings, and related art, "Sexualities in Education: A Reader" illuminates a broad scope of analysis and organization. Composed of a framing essay and nine sections edited by established and emerging scholars and addressing critical topics for researchers and students of sexualities and education, the text provides a timely overview of sexualities considered through a variety of educational lenses and theoretical frameworks. Threads woven throughout include visual, literary, and performing arts; youth perspectives; and an emphasis on justice work in education. The volume provides entry points for students and practitioners at a range of levels. Research-based articles, essays, interviews, poetry and ready-to-reproduce visual materials from the Americas, Europe, and Asia are linked to a resource section to facilitate deep learning, on-going investigation, and informed action. Contents include: (1) Introduction: Love, Labor, and Learning--Yours in the Struggle (Therese Quinn and Erica R. Meiners); (2) Introduction: Bending the Terrain--Queer and Justice Issues Infiltrate the Education Map (Connie E. North); (3) From Here to Queer: Mapping Sexualities in Education (Elizabeth J. Meyer); (4) Sweatshop-Produced Rainbow Flags and Participatory Patriarchy: Why the Gay Rights Movement Is a Sham (Mattilda Bernstein Sycamore); (5) Differences and Divisions: Social Inequality in Sex Education Debates and Policies (Jessica Fields); (6) Pedagogy and the Sista' Professor: Teaching Black Queer Feminist Studies through the Self (Mel Michelle Lewis); (7) Introduction--Society Can Only Be as Free and Open as Its Schools (Lucy Bailey and Karen Graves); (8) How Sweet It Is! (Jackie M. Blount); (9) The Religious Right and Public Education: The Paranoid Politics of Homophobia (Catherine A. Lugg); (10) "We're Here and We're Fabulous": Contemporary U.S.-American LGBT Youth Activism (Warren J. Blumenfeld); (11) Introduction: Teaching as Whole Self (Isabel Nunez); (12) White Trash: Manifesting the Bisexual (Carolyn Pajor Ford); (13) Apple Jumper, Teacher Babe, and Bland Uniformer Teachers: Fashioning Feminine Teacher Bodies (Becky Atkinson); (14) Bound and Gagged: Sexual Silences, Gender Conformity, and the Gay Male Teacher (Eric Rofes); (15) Knot a Love Story (Jane Gallop); (16) Paper Machete (Coya Paz Brownrigg); (17) Introduction: Schooling Students in Gender and Sexuality Expectations (Darla Linville); (18) Walking the Line: Teaching, Being, and Thinking Sexuality in Elementary School (Erica M. Boas); (19) Becoming Mr. Cougar: Institutionalizing Heterosexuality and Homophobia at River High (C.J. Pascoe); (20) The Right Way to Be Gay: How School Structures Sexual Inequality (Kathleen O. Elliott); (21) Virtual, Welcoming, Queer, School Community: An Interview with Dave Glick (Darla Linville); (22) Introduction: Realidadesrealities, Palabraswords, yand Estudiosstudies: LGBTQIQ Youth in Schools (Jillian Ford); (23) Queer and Transgender Youth: Education and Liberation in Our Schools (Anneliese A. Singh and Ken Jackson); (24) "Being Queer Is the Luckiest Thing": Investigating a New Generation's Use of Queer within Lesbian, Gay, Bisexual, Transgender, and Queer (LGBTQ) Student Groups (Jane Bryan Meek); (25) Let Me in! The Impact of the Discourse of Impossibility on Research and Curricular (Re)formation (Sandra J. Schmidt); (26) Introduction: Crossing Borders (Jukka Lehtonen); (27) Citizenship and Sexuality: What Do We Mean by "Citizenship"? (Diane Richardson); (28) What's Queer Got to Do with It? Interrogating Nationalism and Imperialism (Roland Sintos Coloma); (29) Under Construction: Sexualities in Rural Spaces (Jay Poole and C.P. Gause); (30) LGBT, to Be or Not to Be? Education about Sexual Preferences and Gender Identities Worldwide (Peter Dankmeijer); (31) Sexuality, Secularism, and the Nation--Reading Swedish School Policies (Irina Schmitt); (32) Drama Performances Address Stigma, Discrimination of MSM and HIV/AIDS Prevention (Silja Rajander and Phal Sophat); (33) Yogyakarta Principles--For the Rights of Lesbian, Gay, Bisexual, and Transgender People (Jukka Lehtonen); (34) Introduction: Another Telling Representational Effect (Karyn Sandlos); (35) Queer Pedagogy and Its Strange Techniques (Deborah P. Britzman); (36) Making the AIDS Ghostwriters Visible (Francisco Ibanez-Carrasco); (37) "A Different Idea" in the Sex Education Curriculum: Thinking Through the Emotional Experience of Sexuality (Brian Casemore); (38) Christmas Effects (Eve Sedgwick); (39) Feel Tank (Lauren Berlant); (40) Introduction: Educating to Affirm Life: Sexuality, Politics, and Education (Angel Rubiel Gonzalez); (41) Queer Youth of Color Organizing for Safe & Affirming Education (Sam Finkelstein, Lucky Mosqueda, Adrian Birrueta, and Eric Kitty); (42) Education in the Streets: ACT UP, Emotion, and New Modes of Being (Deborah B. Gould); (43) A Rainbow in Black: The Gay Politics of the Black Panther Party (Ronald K. Porter); (44) Who Is Asian? Representing a Panethnic Continent in Community Activism (Alan Wong); (45) Gender Sovereignty (Sendolo Diaminah); (46) Resource Guide for Educators (Tim Barnett); and (47) Teaching Sexuality and Relationships Education in Multicultural Classrooms in the Netherlands (Daphne van de Bongar).

Packet scheduling in networks with quality of service constraints has been extensively studied as a single criterion scheduling problem. The assumption underlying single criterion packet scheduling is that the value of all packets can be normalized to a single scale, even in cases when packets have different requirements. We demonstrate that this approach can lead to inefficient utilization of network resources. To improve network efficiency, we model packet scheduling as a mixed criteria scheduling problem where there are two distinct sets of jobs: deadline jobs which represent real-time packets in a network and flow jobs which represent other packets in the network. As the names imply, the jobs in these two sets differ by the criteria associated with them.For this problem, the flow jobs are scheduled to minimize the sum of their flow times, and the deadline jobs are scheduled to maximize the value of jobs that complete by their deadlines. We demonstrate that even when there is only a single deadline job, this mixed criteria scheduling problem is NP-Complete. We give a polynomial time optimal algorithm Slacker for the variant where all jobs have unit size and the value of deadline jobs processed by the deadline must be maximized. Given this constraint Slacker minimizes the total flow time. Furthermore, we show that online Slacker is optimal for flow time while being 2-competitive with respect to the deadline jobs when compared to an optimal algorithm like Slacker that maximizes the value of deadline jobs. [ABSTRACT FROM AUTHOR]

The school-to-prison pipeline is a national concern, from the federal to local governments, and a leading topic in conversations in the field of urban education and juvenile justice. "From Education to Incarceration: Dismantling the School-to-Prison Pipeline" is a ground-breaking book that exposes the school system's direct relationship to the juvenile justice system. The book reveals various tenets contributing to unnecessary expulsions, leaving youth vulnerable to the streets and, ultimately, behind bars. "From Education to Incarceration" is a must-read for parents, teachers, law enforcement, judges, lawyers, administrators, and activists concerned with and involved in the juvenile justice and school system. The contributors are leading scholars in their fields and experts on the school-to-prison pipeline. Following the Introduction, Every Day Is Like Skydiving Without a Parachute: A Revolution for Abolishing the School to Prison Pipeline, by Anthony J. Nocella II, Priya Parmar, and David Stovall, this book contains twenty-five chapters: (1) Criminalizing Education: Zero Tolerance Policies, Police in the Hallways, and the School to Prison Pipeline (Nancy A. Heitzeg); (2) The Schoolhouse as Jailhouse (Annette Fuentes); (3) Rethinking the School to Prison Pipeline (David Gabbard); (4) Changing the Lens: Moving Away from the School to Prison Pipeline (Damien M. Sojoyner); (5) Punishment Creep and the Crisis of Youth in the Age of Disposability (Henry A. Giroux); (6) Targets for Arrest (Jesselyn McCurdy); (7) Race and Access to Green Space (Carol Mendoza Fisher); (8) Red Road Lost: A Story Based on True Events (Four Arrows); (9) Emerging from Our Silos: Coalition Building for Black Girls (Maisha T. Winn and Stephanie S. Franklin); (10) Messy, Butch, and Queer: LGBTQ Youth and the School to Prison Pipeline (Shannon D. Snapp, Jennifer M. Hoeing, Amanda Fields, and Stephen T. Russell); (11) Warehousing, Imprisoning, and Labeling Youth "Minorities" (Nekima Levy-Pounds); (12) Who Wants to Be Special? Pathologization and the Preparation of Bodies for Prison (Dean L. Adams and Erica R. Meiners); (13) The New Eugenics: Challenging Urban Education and Special Education and the Promise of Hip Hop Pedagogy (Anthony J. Nocella II and Kim Socha); (14) Prisons of Ignorance (Mumia Abu-Jamal); (15) At the End of the Pipeline: Can the Liberal Arts Liberate the Incarcerated? (Deborah Appleman, Zeke Caligiuri, and Jon Vang); (16) Transforming Justice and Hip Hop Activism in Action (Anthony J. Nocella II); (17) Back on the Block: Community Reentry and Reintegration of Formerly Incarcerated Youth (Don C. Sawyer III and Daniel White Hodge); (18) Youth in Transition and School Reentry: Process, Problems, and Preparation (Anne Burns Thomas); (19) A Reason to Be Angry: A Mother, Her Sons, and the School to Prison Pipeline (Letitia Basford, Bridget Borer, and Joe Lewis); (20) Ending the School to Prison Pipeline/Building Abolition Futures (Erica R. Meiners); (21) A New Choice of Weapon: Activism Through Hip Hop and Restorative Justice (Arash Daneshzadeh); (22) Youth of Color Fight Back: Transforming Our Communities (Emilio Lacques-Zapien and Leslie Mendoza); (23) Tactics and Strategies to Organize for Abolishing the School to Prison Pipeline (Anthony J. Nocella II); (24) Abolition Strategies for Teachers Fighting Academic Repression in the Corporate-Academic Industrial Complex (Priya Parmar); and (25) Seven Considerations for "School" Abolition (David Stovall). [Foreword by William Ayers, Preface by Frank Hernandez, and Afterword by Bernardine Dohrn.]

Learners are increasingly accessing free online and open resources, tools, and spaces where they can develop their language skills beyond the classroom, alone, or in collaboration with others, and often whilst engaging in purposeful and enjoyable activities. Teachers need to find ways to explore and connect these activities productively with the formal learning that they design for their students, as shown in many of the contributions in this volume. This collection is addressed primarily to foreign and second language teachers in secondary and tertiary education. Authors were asked to provide sufficient context and detail about their projects to enable other practitioners to replicate or build upon the activities described in each case study. Whilst these are not research papers, the projects here included are often the result of pedagogical research, engagement with open education, and extensive experience of language learning and teaching. This volume includes: (1) Introduction to New Case Studies of Openness in and Beyond the Language Classroom (Anna Comas-Quinn, Ana Beaven, and Barbara Sawhill); (2) An Inclusionary Open Access Textbook for Portuguese (Carlos Pio and Eduardo Viana da Silva); (3) Creating and Implementing Open Educational Resources for the Spanish as a Heritage Language Classroom (Evelyn Durán Urrea and Jocelly G. Meiners); (4) Italian Open Education: Virtual Reality Immersions for the Language Classroom (Margherita Berti); (5) Embedding OERs for the Development of Information Literacy in the Foreign Language Classroom (Odette Gabaudan and Susanna Nocchi); (6) Learning in the Open: Integrating Language and Culture Through Student Curation, Virtual Exchange, and OER (Lionel Mathieu, Kathryn Murphy-Judy, Robert Godwin-Jones, Laura Middlebrooks, and Natalia Boykova); (7) Building Bridges Not Walls -- Wikipedia in Translation Studies (Ewan McAndrew and Lorna Campbell); (8) Working with Online Communities: Translating TED Talks (Anna Comas-Quinn and Mara Fuertes Gutiérrez); (9) Repurposing MOOCs for Self-Regulated Language Learning in an English for Academic Purposes Course (Barbara Conde Gafaro); (10) Assessing Language Student Interaction and Engagement via Twitter (Olivia Kelly); (11) 'Your Language Development': Harnessing Openness to Integrate Independent Language Learning into the Curriculum (Tita Beaven); (12) Open Practices as a Catalyst for Language Teachers' Professional Development (Patricia Daniels); (13) Empowering Teachers and Learners in and Beyond Classrooms: Focus on OEPs in Reading Activities (Fanny Meunier, Alice Meurice, and Julie Van De Vyver); and (14) Exploratory Practice: A Way of Opening up Access to Research by Classroom Teachers and Learners (Assia Slimani-Rolls).

This volume of 10 chapters written by various analysts explores the politicization of higher education since World War II, the tensions and conflicts that trend has created, and arguments regarding the reasons why institutions of higher education need and should have government aid. The foreword by Nathan Glazer addresses these issues. An introduction by the editor, John W. Sommer, is titled "American Higher Education: State of the Art or Art of the State?" Four chapters look at the politicization of higher education: "The Evolution of American Higher Education" (Roger E. Meiners); "In Service to the State: The Political Context of Higher Education in the United States" (Joel H. Spring); "Federal Student Aid: A History and Critical Analysis" (C. Ronald Kimberling); and "Higher Education, the Individual, and the Humane Sciences" (Antony Flew). Three papers examine the political economy of higher education: "The Economics of Higher Education" (Edwin G. West); "The Economics of Fundamental Research" (Stephen P. Dresch); and "Property Rights in Academe" (Roger E. Meiners and Robert J. Staaf). A final section looks at scientific research and political economy in three papers: "Normative and Positive Theories of Science and Technology Policy" (Peter H. Aranson); "Science and Technology for Economic Ends" (Joseph P. Martino); and "Universities and the Training of Scientists" (Cotton M. Lindsay). Includes an index and information on the contributors. (Most papers contain references.) (JB)

Guest editors Gail Boldt and William Ayers have asked 14 leading educators to address the politics of the teacher accountability movement in America. Who benefits and who is hurt? What is gained and what is lost? How can we move forward with a more hopeful and inclusive vision of our educational future? All of the contributors are motivated by an abiding commitment to democratic ideals and respect for the complex work of teachers even as they encourage the reader to take back the conversation about school reform in America. This publication begins with a preface by Gail M. Boldt and an introduction by William Ayers. Part I contains: (1) Accountability and the Contemporary Intellectual (Greg Dimitriadis and Marc Lamont Hill); (2) The Teacher Accountability Debate (Diane Ravitch); and (3) Educational (Reform) Revolution (Peter Taubman). Part II contains: (4) Racing to the Top: Who's Accounting for the Children? (Celia Genishi and Anne Haas Dyson); (5) "If We Look to Buy the Cheapest Paper, Why Not the Cheapest Teachers?" (Fred Klonsky); (6) Schooling of and for Democracy (Deborah Meier); and (7) The New Orleans Reformed Public School System: National Model? (Raynard Sanders). Part III contains: (1) Silver Linings (Gil Schmerler); (2) Creating the Schools We Need (Pedro A. Noguera); (3) A Glass Half Full (Jeff Duncan-Andrade); and (4) Flip the Script (Kevin K. Kumashiro and Erica R. Meiners). "Coda" by Gail M. Boldt is also included. Individual papers contain references and footnotes.

This book discusses the application of the Deming Management Method to higher education in order to improve the management practices and operations of American colleges and universities. The contributing articles are as follows: (1) "The Parable of the Red Beads" (Joseph A. Burke); (2) Constancy of Purpose for the Improvement of Product and Service" (Ronald K. Dye); (3) "Adopt a New Philosophy" (Juanita P. Fain); (4) "Cease Dependence on Mass Inspection" (Samuel C. Heady); (5) "End the Practice of Awarding Business on Price Tag Alone" (Terrence J. Hogan); (6) "Improve the System of Production and Service" (Dawn G. Hughes); (7) "Institute Training" (Linda L. Hunt); (8) "Institute Leadership" (Ronald J. Hyson); (9) "Drive Out Fear" (Luther G. Smith); (1) "Break Down Barriers between Departments" (D. Kevin May); (11) "Eliminate Slogans, Exhortations, and Targets for the Work Force" (Shirley E. Meiners); (12) "Eliminate Numerical Quotas" (Tess Midkiff); (13) "Remove Barriers That Rob People of Pride of Workmanship" (Judy E. Shonebarger); (14) "Institute a Vigorous Program of Education and Retraining" (Stephen E. Miller); (15) "Take Action To Accomplish the Transformation" (Joan P. Moser); and (16) "Cardinal Diseases and Obstacles" (Richard I. Miller). Most chapters provide references. (GLR)

"Being Bad" will change the way you think about the social and academic worlds of Black boys. In a poignant and harrowing journey from systems of education to systems of criminal justice, the author follows her brother, Chris, who has been designated a "bad kid" by his school, a "person of interest" by the police, and a "gangster" by society. Readers first meet Chris in a Chicago jail, where he is being held in connection with a string of street robberies. We then learn about Chris through insiders' accounts that stretch across time to reveal key events preceding this tragic moment. Together, these stories explore such timely issues as the under-education of Black males, the place and importance of scapegoats in our culture, the on-the-ground reality of zero tolerance, the role of mainstream media in constructing Black masculinity, and the critical relationships between schools and prisons. No other book combines rigorous research, personal narrative, and compelling storytelling to examine the educational experiences of young Black males. This book features: (1) The natural history of an African American teenager navigating a labyrinth of social worlds; (2) A detailed, concrete example of the school-to-prison pipeline phenomenon; (3) Rare insights of an African American family making sense of, and healing from, school wounds; and (4) Suggested resources of reliable places where educators can learn and do more. [Foreword written by William Ayers. Afterword written by Erica R. Meiners.]

A trenchant and wide-ranging look at this alarming national trend, "Disrupting the School-to-Prison Pipeline" is unsparing in its account of the problem while pointing in the direction of meaningful and much-needed reforms. The "school-to-prison pipeline" has received much attention in the education world over the past few years. A fast-growing and disturbing development, it describes a range of circumstances whereby "children are funneled out of public schools and into the juvenile and criminal justice systems." Scholars, educators, parents, students, and organizers across the country have pointed to this shocking trend, insisting that it be identified and understood--and that it be addressed as an urgent matter by the larger community. This new volume from the "Harvard Educational Review" features essays from scholars, educators, students, and community activists who are working to disrupt, reverse, and redirect the pipeline. Alongside these authors are contributions from the people most affected: youth and adults who have been incarcerated, or whose lives have been shaped by the school-to-prison pipeline. Through stories, essays, and poems, these individuals add to the book's comprehensive portrait of how our education and justice systems function--and how they fail to serve the interests of many young people. Following Acknowledgments and the Introduction, Disrupting the School-to-Prison Pipeline (written by the editors), this book is comprised of four parts. Part I, Discipline and Justice in Schools, contains the following chapters: (1) Preventing and Producing Violence: A Critical Analysis of Responses to School Violence (Pedro A. Noguera); (2) Brown Threat 2 Society (Alejandro G. Vera); (3) Newjack: Teaching in a Failing Middle School (Peter Sipe); (4) Against the Pipeline (Robert Wilson); (5) Sound Discipline Policy for Successful Schools: How Redressing Racial Disparities Can Make a Positive Impact for All (Daniel J. Losen); (6) One Month in High School (Seth G. Cooper); (7) "How Can We Hold You?" Restorative Justice in Boston Schools (A Conversation with Curtis Banner, Laurent Bennett, Janet Connors, Sung-Joon Pai, Hilary Shanahan, and Anita Wadhwa); and (8) Education (Elizabeth A. Reid). Part II, Education in Detention, contains the following chapters: (9) Tipping the Balance (Joseph Cambone); (10) Teaching "On the Inside": Lessons for Disrupting the School-to-Prison Pipeline (Douglas W. Price); (11) Applying Universal Design for Learning to the Education of Youth in Detention and Juvenile Corrections Facilities (Joanne Karger, David H. Rose, and Kathleen B. Boundy); (12) Mystory: A Public Educational Experience (Bobby Dean Evans, Jr.); (13) Institutional Racist Melancholia: A Structural Understanding of Grief and Power in Schooling (Sabina E. Vaught); (14) The Birth of Hope: Education Inside and Outside a New Jersey Prison (Michael Satterfield); (15) Participatory Literacy Education Behind Bars: AIDS Opens the Door (Kathy Boudin); and (16) Progress: Education in Prison (Christopher Dankovich). Part III, Transforming the Pipeline, contains the following chapters: (17) Grassroots Organizing and the School-to-Prison Pipeline: The Emerging National Movement to Roll Back Zero Tolerance Discipline Policies in U.S. Public Schools (Kavitha Mediratta); (18) Trouble to Triumph: Fighting for Education Equality as an Incarcerated Youth (Starcia Ague); (19) Restorative Justice Is Not Enough: School-Based Interventions in the Carceral State (Jane Hereth, Mariame Kaba, Erica R. Meiners, and Lewis Wallace); and (20) The Battle (Derek R. Russel). Part IV, Epilogue, contains the following chapter: (21) Editor's Review: What We Can Learn from Five Recent Books about the School-to-Prison Pipeline (Paul Kuttner). Contains the following sections: About the Author; About the Contributors; and an Index.

This collection of papers discusses homophobia in the field of education and challenges established practices and theories. Chapters are: (1) "Constructing Knowledge: Educational Research and Gay and Lesbian Studies" (W. G. Tierney, P. Dilley); (2) "A Generational and Theoretical Analysis of Culture and Male (Homo)sexuality" (J. T. Sears); (3) "Who Am I? Gay Identity and a Democratic Politics of the Self" (D. Carlson); (4) "Remember When All the Cars Were Fords and All the Lesbians Were Women? Some Notes on Identity, Mobility, and Capital" (E. Meiners); (5) "Queering/Querying Pedagogy? Or, Pedagogy Is a Pretty Queer Thing" (S. Luhmann); (6) "Queer Texts and Performativity: Zora, Rap, and Community" (R. Walcott); (7) "(Queer) Youth as Political and Pedagogical" (N. Rodriguez); (8)"Appropriating Queerness: Hollywood Sanitation" (S. R. Steinberg); (9) "Telling Tales of Surprise" (D. Sumara, B. Davis); (10) "Understanding Curriculum as Gender Text: Notes on Reproduction, Resistance, and Male-Male Relations" (W. F. Pinar); (11) "From the Ridiculous to the Sublime: On Finding Oneself in Educational Research" (S. de Castell, M. Bryson); (12) "Carnal Knowledge: Re-Searching (through) the Sexual Body" (K. G. Honeychurch); (13) "Unresting the Curriculum: Queer Projects, Queer Imaginings" (M. Morris); (14) "Queering the Gaze" (M. A. Doll); (15) "Fantasizing Women in the Women's Studies Classroom: Toward a Symptomatic Reading of Negation" (A. J. Pitt); (16) "On Some Psychical Consequences of AIDS Education" (D. P. Britzman); (17) "We 'Were Already Ticking and Didn't Even Know' [It]: Early AIDS Works" (R. Platizky); (18) "Of Mad Men Who Practice Invention to the Brink of Intelligibility" (W. Haver); and (19) "Autobiography as a Queer Curriculum Practice" (J. L. Miller). (EMK)

This book considers, from both educational and cultural perspectives, the needs of children with deafness from African American, American Indian, Hispanic, and Asian/Pacific Island families. The text calls for a child-centered curriculum based on a fundamental acceptance of differences in communication and interpretation. Section I presents the issues, in three chapters with the following titles and authors: "Deaf Culture and Cultures" (Tom Humphries); "A Multicultural Approach to Education of Children Who Are Deaf" (Kathee M. Christensen); and "A Model Program for Home-School Communication and Staff Development" (Cynthia A. Grace). Section II considers the four target populations of deaf learners in the following six papers: "Educational Needs of African American and Hispanic Deaf Children and Youth" (Oscar P. Cohen); "Addressing the Needs of Hispanic Deaf Children" (Barbara Gerner de Garcia); "Mexico and the United States: A Cross-Cultural Perspective on the Education of Deaf Children" (Donna Jackson-Maldonado); "Deafness: An Asian/Pacific Island Perspective" (Li-Rong Lilly Cheng); "Teaching Deaf Asian and Pacific Island American Children" (C. Tane Akamatsu); and "American Indian Deaf Children and Youth" (Sue Anne Hammond and Linda Hagar Meiners). The final section offers two chapters that envision the future of education of ethnic and racially diverse deaf populations. It contains "Rethinking the Education of Ethnic/Multicultural Deaf People: Stretching the Boundaries" (Joseph E. Fischgrund and C. Tane Akamatsu) and "Looking Forward to a Multicultural Commitment" (Kathee M. Christensen). References are provided for each paper. (JDD)