Exploring a variety of topics—including health, politics, education, art, literature, media, and film—Aboriginal Canada Revisited draws a portrait of the current political and cultural position of Canada’s Aboriginal peoples. While lauding improvements made in the past decades, the contributors draw attention to the systemic problems that continue to marginalize Aboriginal people within Canadian society. From the Introduction: “[This collection helps] to highlight areas where the colonial legacy still takes its toll, to acknowledge the manifold ways of Aboriginal cultural expression, and to demonstrate where Aboriginal and non-Aboriginal people are starting to find common ground.” Contributors include Aboriginal and non-Aboriginal scholars from Europe and Canada, including Marlene Atleo, University of Manitoba; Mansell Griffin, Nisga’a Village of Gitwinksihlkw, British Columbia; Robert Harding, University College of the Fraser Valley; Tricia Logan, University of Manitoba; Steffi Retzlaff, McMaster University; Siobhán Smith, University of British Columbia; Barbara Walberg, Confederation College.

In the spring of 1861, Union military authorities arrested Maryland farmer John Merryman on charges of treason against the United States for burning railroad bridges around Baltimore in an effort to prevent northern soldiers from reaching the capital. From his prison cell at Fort McHenry, Merryman petitioned Chief Justice of the Supreme Court Roger B. Taney for release through a writ of habeas corpus. Taney issued the writ, but President Abraham Lincoln ignored it. In mid-July Merryman was released, only to be indicted for treason in a Baltimore federal court. His case, however, never went to trial and federal prosecutors finally dismissed it in 1867. In Abraham Lincoln and Treason in the Civil War, Jonathan White reveals how the arrest and prosecution of this little-known Baltimore farmer had a lasting impact on the Lincoln administration and Congress as they struggled to develop policies to deal with both northern traitors and southern rebels. His work exposes several perennially controversial legal and constitutional issues in American history, including the nature and extent of presidential war powers, the development of national policies for dealing with disloyalty and treason, and the protection of civil liberties in wartime.

Manuel de référence dans un cours d'initiation à la recherche de premier ou de deuxième cycle, l'Abrégé a été écrit dans un style concis et rigoureux. Il offre à l'utilisateur une vue d'ensemble et les principaux outils de la méthodologie scientifique. De la question de recherche jusqu'à la vérification de l'hypothèse : nature des variables en jeu, techniques de contrôle, effets pervers et méthodes d'insu, choix des instruments de mesure, modes d'échantillonnage et nombre de sujets, plans d'expérience, techniques de contrebalancement, l'auteur décrit, une à une, les étapes de la réalisation d'une recherche.

Great powers and grand strategies. It is easy to assume that the most powerful nations pursue and employ consistent, cohesive, and decisive policies in trying to promote their interests in regions of the world. Popular theory emphasizes two such grand strategies that great powers may pursue: balance of power policy or hegemonic domination. But, as Steve A. Yetiv contends, things may not always be that cut and dried. Analyzing the evolution of the United States' foreign policy in the Persian Gulf from 1972 to 2005, Yetiv offers a provocative and panoramic view of American strategies in a region critical to the functioning of the entire global economy. Ten cases—from the policies of the Nixon administration to George W. Bush's war in Iraq—reveal shifting, improvised, and reactive policies that were responses to unanticipated and unpredictable events and threats. In fact, the distinguishing feature of the U.S. experience in the Gulf has been the absence of grand strategy. Yetiv introduces the concept of "reactive engagement" as an alternative approach to understanding the behavior of great powers in unstable regions. At a time when the effects of U.S. foreign policy are rippling across the globe, The Absence of Grand Strategy offers key insight into the nature and evolution of American foreign policy in the Gulf.

Complex and risky technologies--technologies such as new drugs for the treatment of AIDS that promise great benefits to our society but carry significant risks--pose many problems for political leaders and the policy makers responsible for overseeing them. Public agencies such as the Food and Drug Administration are told by political superiors not to inhibit important technological advances and may even be charged with promoting such development but must also make sure that no major accidents occur under their watch. Given the large costs associated with catastrophic accidents, the general public and elected officials often demand reliable or failure-free management of these technologies and have little tolerance for the error. Research in this area has lead to a schism between those who argue that it is possible to have reliable management techniques and safely manage complex technologies and others who contend that such control is difficult at best. In this book C. F. Larry Heimann advances an important solution to this problem by developing a general theory of organizational reliability and agency decision making. The book looks at both external and internal influences on reliability in agency decision making. It then tests theoretical propositions developed in a comparative case study of two agencies involved with the handling of risky technologies: NASA and the manned space flight program and the FDA's handling of pharmaceuticals--particularly new AIDS therapies. Drawing on concepts from engineering, organizational theory, political science, and decision theory, this book will be of interest to those interested in science and technology policy, bureaucratic management and reform, as well as those interested in health and space policy. C. F. Larry Heimann is Assistant Professor of Political Science, Michigan State University.

The companion to Signs and Voices: Deaf Culture, Identity, Language, and Arts, this volume presents an accomplished group of contributors who address the major technological, institutional, and societal advances in access for deaf people, as well as the remaining hurdles. Part One: Assistive Technologies begins with Maggie Casteel’s description of the latest innovative hearing assistive technology. Al Sonnenstrahl discusses his career as a deaf engineer who segued into advocating for equal access in telecommunications. Robert C. O’Reilly, Amanda J. Mangiardi, and H. Timothy Bunnell outline the process of cochlear implantation in children.

What does one contested account of an enslaved woman tell us about our difficult racial past? Part history, part anthropology, and part detective story, The Accidental Slaveowner traces, from the 1850s to the present day, how different groups of people have struggled with one powerful story about slavery.

For over a century and a half, residents of Oxford, Georgia (“the birthplace of Emory University”), have told and retold stories of the enslaved woman known as “Kitty” and her owner, Methodist bishop James Osgood Andrew, first president of Emory’s board of trustees. Bishop Andrew’s ownership of Miss Kitty and other enslaved persons triggered the 1844 great national schism of the Methodist Episcopal Church, presaging the Civil War. For many local whites, Bishop Andrew was only “accidentally” a slaveholder, and when offered her freedom, Kitty willingly remained in slavery out of loyalty to her master. Local African Americans, in contrast, tend to insist that Miss Kitty was the Bishop’s coerced lover and that she was denied her basic freedoms throughout her life.

Mark Auslander approaches these opposing narratives as “myths,” not as falsehoods but as deeply meaningful and resonant accounts that illuminate profound enigmas in American history and culture. After considering the multiple, powerful ways that the Andrew-Kitty myths have shaped perceptions of race in Oxford, at Emory, and among southern Methodists, Auslander sets out to uncover the “real” story of Kitty and her family. His years-long feat of collaborative detective work results in a series of discoveries and helps open up important arenas for reconciliation, restorative justice, and social healing.

Based on eyewitness accounts of rituals conducted at the height of Inca rule, this is a key document that provides an unparalleled account of the prayers and religious celebrations of the Inca in a context of rapidly changing cultural practices.

For years, school reform efforts targeted either students in regular education or those with special needs, but not both. As a result of the No Child Left Behind legislation (NCLB) and its focus on accountability, administrators established policies that would integrate the needs of students who previously were served under separate frameworks. Using the NCLB structure as a starting point, Stephanie W. Cawthon’s new book Accountability-Based Reforms: The Impact on Deaf and Hard of Hearing Students discusses key assumptions behind accountability reforms. She specifically examines how elements of these reforms affect students who are deaf or hard of hearing, their teachers, and their families. Cawthon begins by providing a brief introduction to the deaf education context, offering detailed information on student demographics, settings, and academic outcomes for deaf students. She then outlines the evolution of accountability-based education reforms, following with a chapter on content standards, assessment accommodations, accountability as sanctions, and students with disabilities. The remaining chapters in Accountability-Based Reforms closely examine educational professionals, accountability, and students who are deaf or hard of hearing; school choice policies and parents; and deaf education and measures of success. Each chapter presents an overview of an important component of accountability reform, available research, and how it has been implemented in the United States. These chapters also offer recommendations for future action by educators, parents, researchers, and education policymakers.