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Ceci argues that traditional conceptions of intelligence ignore the role of society in shaping intelligence and underestimate the intelligence of non-Western societies. He puts forth a "bio-ecological" framework of individual differences in intellectual development that is intended to address some of the major deficiencies of extant theories of intelligence. The focus is on alternative interpretations of phenomena that emerge when implicit assumptions of intelligence researchers are challenged

The Soviet Union created a unique form of urban modernity, developing institutions of social provisioning for hundreds of millions of people in small and medium-sized industrial cities spread across a vast territory. After the collapse of socialism these institutions were profoundly shaken--casualties, in the eyes of many observers, of market-oriented reforms associated with neoliberalism and the Washington Consensus. In Post-Soviet Social, Stephen Collier examines reform in Russia beyond the Washington Consensus. He turns attention from the noisy battles over stabilization and privatization during the 1990s to subsequent reforms that grapple with the mundane details of pipes, wires, bureaucratic routines, and budgetary formulas that made up the Soviet social state. Drawing on Michel Foucault's lectures from the late 1970s, Post-Soviet Social uses the Russian case to examine neoliberalism as a central form of political rationality in contemporary societies. The book's basic finding--that neoliberal reforms provide a justification for redistribution and social welfare, and may work to preserve the norms and forms of social modernity--lays the groundwork for a critical revision of conventional understandings of these topics.

This new edition examines the theory, structure, and of the contemporary electoral process, analyzing how the system has evolved, how it is working today, and its challenges for the future. Stephen J. Wayne illuminates the democratic strength and weaknesses of the American electoral system/.

Intro -- CONTENTS -- ACKNOWLEDGMENTS -- INTRODUCTION -- 1. Choices within the State, 1776-1930 -- 2. President John Quincy Adams and the American State in the 1820s -- 3. Presidential Decision Making and the Administrative State -- 4. President Grant and the American State after the Civil War -- 5. Presidential Decision Making and the Evolving State -- 6. President Taft and the 125-Year-Old American State -- 7. Taft the Builder -- CONCLUSION -- BIBLIOGRAPHICAL ESSAY -- NOTES -- INDEX.

"This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years. Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, whilst the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens. Offering a new, conceptual understanding of how colonial themes in world history curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States"--

Emotions in a Crusading Context is the first book-length study of the emotional rhetoric of crusading. It investigates the ways in which a number of emotions and affective displays - primarily fear, anger, and weeping - were understood, represented, and utilised in twelfth- and thirteenth-century western narratives of the crusades

"This book is among the first serious looks at the first year of the Biden administration and its many challenges. From a tortured transition to a raging pandemic, a fragile economy, and the threat of international insecurity, Biden entered office at a time even more fraught than he faced as a new Vice President. Confronting a nation divided sharply along political, cultural, and socio-demographic lines, Biden and Harris have promised to unify the country, change the tone in Washington, mend fences with allies, and "build back better" a world assailed from stem to stern. This book assesses the successes and shortfalls of the Biden administration's first year, putting all in perspective of the current state of democracy in America. Intended to introduce students of American government to the person (Biden) and the institution (Presidency) within a particular system (separation of powers), this book will appeal broadly to citizens, media, and general interest readers in the US and abroad"--

"This book assesses the United Auto Workers efforts to organize foreign vehicle plants in the South since 1989. It chronicles increased transnational union cooperation and the development of an employers' union avoidance playbook. It shows local politicians fought unionization to preserve their powerbase and that US labor law fails workers."

"This book traces the historical development of the World History course as it has been taught in high school classrooms in Texas, a populous and nationally influential state, over the last hundred years. Arguing that the course is a result of a patchwork of competing groups and ideas that have intersected over the past century, with each new framework patched over but never completely erased or replaced, the author crucially examines themes of imperialism, Eurocentrism, and nationalism in both textbooks and the curriculum more broadly. The first part of the book presents an overview of the World History course supported by numerical analysis of textbook content and public documents, whilst the second focuses on the depiction of non-Western peoples, and persistent narratives of Eurocentrism and nationalism. It ultimately offers that a more global, accurate and balanced curriculum is possible, despite the tension between the ideas of professional world historians, who often de-center the nation-state in their quest for a truly global approach to the subject, and the historical core rationale of state-sponsored education in the United States: to produce loyal citizens. Offering a new, conceptual understanding of how colonial themes in world history curriculum have been dealt with in the past and are now engaged with in contemporary times, it provides essential context for scholars and educators with interests in the history of education, curriculum studies, and the teaching of World History in the United States"--

Intro -- Contents -- List of Illustrations -- Acknowledgments -- Preface to Paperback Edition -- Introduction -- 1. People's Courts and Vigilance Committees, 1859-1861 -- 2. Major Towns, 1860s-1880s -- 3. The Hinterland -- 4. The Cuddigan and Other Lynchings, 1884-1906 -- 5. Tug-of-War -- 6. Race and Lynching -- 7. Conclusion -- Appendix -- Table A.1 Colorado Lynching Victims, 1859-1919 -- Table A.2 Colorado Lynchings by Year and Alleged Crime, and Legal Executions, 1859-1919 -- Table A.3 Lynching Victims in Selected States, 1882-1903 -- Map: Lynching Sites in Colorado -- Notes -- Sources -- Index.