The sweeping forces of globalization present new challenges for higher education but also represent a clear mandate for change. Because of the unfinished business of remedying the representation of minorities and women in higher education, this book is designed to assist campus leaders and educators in the difficult process of cultural transformation in support of diversity and inclusion. The book explores the model of reciprocal empowerment as a moral framework linking the institution's values, culture, and workplace practices to the outside world through the prism of diversity. The focus is on research-based strategies which will enable institutions of higher education to assess current practices, create successful action plans, and move beyond structural representation to true reciprocal empowerment. The measurement strategies, organizational learning tools, and best practices included here will assist institutions of higher education in building a flexible repertoire of institutional approaches to reciprocal empowerment and inclusion.

The IUCN Academy of Environmental Law Research Studies' third colloquium brought together more than 130 experts from 27 nations on nearly every continent. This book brings together a number of papers presented there and offers a global perspective on biodiversity conservation and the maintenance of sustainable cultures.

Leading a Diversity Culture Shift in Higher Education offers a practical and timely guide for launching, implementing, and institutionalizing diversity organizational learning. The authors draw from extensive interviews with chief diversity officers and college and university leaders to reveal the prevailing models and best practices for strengthening diversity practices within the higher education community today. They complement this original research with an analysis of key contextual factors that shape the organizational learning process including administrative leadership, institutional mission and goals, historical legacy, geographic location, and campus structures and politics. Given the substantive challenge of engendering a cultural shift for diversity in a university setting, this book will serve as a concrete primer for institutions seeking to develop a systematic and progressive approach to diversity organizational learning. Readers will be able to engage with provocative case studies that grapple with the current pressures emanating from diversity training and learn effective strategies for creating more inclusive environments. This book is a perfect resource for institutional leaders, administrators, faculty members, and key campus constituencies who are seeking transformational change, institutional success, and stability in a rapidly diversifying national and global environment.

In September 2003, seven former heads of the White House Office of Legislative Affairs gathered for the first time ever to compare their experiences working for every president from Richard Nixon to Bill Clinton. For two days, these congressional liaisons, charged with moving their respective presidents’ legislative agendas through an independent—and sometimes hostile—Congress, shared first-hand views of the intricacies of presidential-congressional relations: how it works, how it doesn’t work, and the fascinating interplay of personalities, events, and politics that happens along the way. Hosted by noted presidential scholar Russell Riley and the University of Virginia’s Miller Center of Public Affairs, this seminar also featured a number of invited scholars of American politics, including the eminent Richard E. Neustadt, who appeared just before his death a month later. As explained by Riley, “. . . these discussions enlighten in two ways: they provide us a revealing glimpse into the inside, usually hidden, business of Washington, and they afford us the considered reflections of a thoughtful group of political veterans.” What makes these exchanges especially compelling, however, is their bipartisan cast, with Republicans Max L. Friedersdorf, William L. Ball III, and Frederick McClure joining Democrats Frank Moore, Charles M. Brain, John Hilley, and Lawrence Stein in thoughtful and friendly conversation.

This title analyzes the complex social, political, economic and cultural dynamics of urban environments. In particular, the book focuses on the concept of the 'right to the city' and ways in which many urban dwellers are excluded from the advantages of city life, exploring links among poverty, inequality, slum formation and economic growth.

Civilians and military personnel do not have a clear view of each other in the United States today. Conspiring against such understanding are the norms and traditions of the two cultures. On the one hand, the military is considered to like its secrecy and think of itself as morally superior to the civilians it is meant to serve. On the other hand, civilians praise or blame the armed forces based on political exigencies and generally without true comprehension of their culture. And their mutual misperceptions seem greater now than in the late 1960s and early 1970s during the Vietnam War. Yet, as U.S. Naval Academy professor Bruce Fleming points out, the military is linked to the civilian world so fundamentally that all of us pay the price if they do not develop an appreciation of one another--but that is achievable only if each side also strives to see itself clearly. As the military fulfills its mission of protecting Americans and their way of life, civilians must also do their part and support the military through budget allocations, legislation, and enlistment. Without this shared commitment, American interests suffer as a whole. Fleming shows how to close a military-civilian gap that yawns so large in twenty-first-century America that it potentially threatens national security and essential freedoms.

In many international settings, developing economies are in danger of declining as the digital divide becomes the knowledge divide. This decline attacks the very fabric of cohesion and purpose for these regional societies delivering increased social, health, economic and sustainability problems. The examples in this book will provide leaders, policy developers, researchers, students and community with successful strategies and principles of ICT use in education to address these needs. This book will discuss how educational technology can be used to transform education and assist developing communities to close the knowledge divide. It will provide comprehensive coverage of educational technology in development in different professions and parts of world. The book will provide examples of best practice, case studies and principles for educators, community leaders, researchers and policy advisers on the use of educational technology for development. In particular, it will provide examples of how education can be provided more flexibly in order to provide access to hitherto disadvantaged communities and individuals.

Bridging Divides is the theme of OECD Forum 2017. After many years of global interaction, exchange and progress, driven by a potent mixture of reform, economic transition, emerging markets and technological innovation, divisions have again begun to erupt in OECD countries. Some of these income ...

"Today there is evidence that most minority groups in the United States suffer from symptoms related to intergenerational transmission of collective historical trauma. For those with additional mental health issues, treatment can become complicated unless underlying historical hostilities are addressed. This practical text, by David S. Derezotes, helps readers understand the causes and treatment of historical trauma at an individual, group, and community level and demonstrates how a participatory, strengths-based approach can work effectively in its treatment."--Publisher's website.

"The impressive and stimulating essays in Bridging Transcultural Divides deal with the cultural and educational issues in the Australian context. (...) The books central message is that education for Asian students in Australia, and more broadly in the West, can no longer been seen as a one-way transfer of knowledge, but must be understood as a process of reciprocal learning in which both teachers and students are changed by the experience." - Prof. Tim Wright, University of Sheffield.