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The Philosophy of Social Science: A Contemporary Introduction examines the perennial questions of philosophy by engaging with the empirical study of society. The book offers a comprehensive overview of debates in the field, with special attention to questions arising from new research programs in the social sciences. The text uses detailed examples of social scientific research to motivate and illustrate the philosophical discussion. Topics include the relationship of social policy to social science, interpretive research, action explanation, game theory, social scientific accounts of norms, joint intentionality, reductionism, causal modeling, case study research, and experimentation.

• Sales Rank: #336400 in Books
• Published on: 2014-05-29
• Released on: 2014-05-27
• Original language: English
• Number of items: 1
• Dimensions: 9.25" h x .69" w x 6.13" l, .94 pounds
• Binding: Paperback
• 302 pages

Review

"Crisply written, comprehensive and packed with examples, Mark Risjord's new Philosophy of Social Science: A Contemporary Introduction is a wonderful achievement. What is most remarkable is how deeply the philosophical account is embedded in and informed by contemporary empirical work in behavioral economics, evolutionary psychology and cognitive science; to pull this off without sacrificing accessibility is something of a miracle. This is just what philosophy of social science should be and both teacher and student will benefit accordingly."

―Lee McIntyre, Boston University

"This book is a rare accomplishment―it is comprehensive, judicious, and clear. It is comprehensive in its coverage of the central issues in the philosophy of social science and thorough in its treatment of the central responses to each of these issues. It is judicious in that it provides a careful and sympathetic exposition of the various positions, and gives motivated ways of thinking about the relevant debate. It is clear, so that the reader is not unnecessarily tired by the dialectic. It reflects both traditional issues in the philosophy of social science and recent developments in the field. Both initiates and veteran investigators in the philosophy of science can benefit from reading it. It will provide a standard against which general texts in the philosophy of social science will be judged. I must say that I am very happy with the result, and I plan to use this book in my classes and recommend it to others."

―David Henderson, University of Nebraska, Lincoln

About the Author
Mark Risjord is Professor of Philosophy at Emory University.

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Current research indicates that approximately 70% of all organizational change initiatives fail. This includes mergers and acquisitions, introductions of new technologies, and changes in business processes. Leadership is critical in initiating, driving and sustaining change to produce business results, and executive coaching is the best way to support leaders at all levels. Coaching for Change introduces a model for executive coaching that provides the tools and resources to support leaders in driving organization change.

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• Sales Rank: #853235 in Books
• Brand: Brand: Routledge
• Published on: 2013-09-28
• Original language: English
• Number of items: 1
• Dimensions: 8.75" h x 5.75" w x 1.00" l, .0 pounds
• Binding: Paperback
• 408 pages

Features

• Used Book in Good Condition

Review

"This is the textbook that marks the maturity of organizational coaching. Professors and students alike will appreciate the breadth and depth delivered by two international leaders in executive coaching and organizational change management."

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- Jonathan Passmore, University of Evora, Portugal

"My only complaint is that I wish I had this book fifteen years ago! Coaching has become a critically important part of my work with leaders on change. Bennett and Bush provide a sound practical framework for those of us who coach people who lead and manage change. Leaders often know what they need to do, but something gets in the way. Effective coaching can help our clients remove those stumbling blocks. I believe that Coaching for Change gives us a discipline for engaging clients in those critical conversations."

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About the Author

John L. Bennett is Associate Professor of Business and Behavioral Science at the McColl School of Business at Queens University of Charlotte, USA. He is founding Director of the Master of Science in Executive Coaching program and Director of the MS in Organization Development program. He is both a Professional Certified Coach and a Board Certified Coach.

Mary Wayne Bush is a Board Certified Coach and Senior Manager of Organizational Effectiveness at a large Fortune 100 company in the Southwest USA. She is on the editorial board of Coaching: An International Journal of Theory, Research and Practice, and serves on the faculty at Colorado Technical University, USA.

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2 of 2 people found the following review helpful.
One of the best coaching books of our time!!!
By H. Lescault
Coaching for Change is chock full of usable information about coaching and how to coach others. Having been an Executive and Leadership Coach for years, I have found Coaching for Change to be one of the most comprehensive, understandable, and practical guides to coaching on the market today. Many books about coaching tend to focus only on coaching theory, while Coaching for Change not only covers the theory, history, and differences between coaching and other helping modalities, it also delves into the practical application of coaching. This book is a must have for any coach or aspiring coach who is serious about helping their clients experience long lasting, positive change.

1 of 1 people found the following review helpful.
Excellent resource for many who need information on change leadership for their business role!
By Lindy06
This book was well worth renting for me! It taught me so much that I started advancing in interviews for Communications Change Leadership Manager roles. I actually wish I'd purchased the book. I found myself using the virtual highlighter on it a lot and wish I'd actuallys sat and written notes in a notebook about the book. There are many, many excellent sidebars, lists, processes and insights provided in this book. It is an excellent resource for anyone in a role where they will be speaking with executives, upper management as well as individual contributor employees to help move an organization through a change via coaching or even a communications management role or human resources mangement role.

0 of 0 people found the following review helpful.
Coaching when change is constant
By Lynne Ingersoll
This is a great handbook for change at a time when change is constant. John & Mary do a terrific job sharing practical, insightful and well-researched information about coaching. Whether you are the coach, coachee or the organization experiencing change - the book offers outstanding insights.

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Homeless youth face countless barriers that limit their ability to complete a high school diploma and transition to postsecondary education. Their experiences vary widely based on family, access to social services, and where they live. More than half of the 1.5 million homeless youth in America are in fact living "doubled-up," staying with family or friends because of economic hardship and often on the brink of full-on homelessness.

Educational Experiences of Hidden Homeless Teenagers investigates the effects of these living situations on educational participation and higher education access. First-hand data from interviews, observations, and document analysis shed light on the experience of four doubled-up adolescents and their families. The author demonstrates how complex these residential situations are, while also identifying aspects of living doubled-up that encourage educational success. The findings of this powerful book will give students, researchers, and policymakers an invaluable look at how this understudied segment of the adolescent population navigates their education.

• Sales Rank: #1433771 in Books
• Published on: 2011-08-18
• Released on: 2011-09-27
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .37" w x 5.98" l, .50 pounds
• Binding: Paperback
• 160 pages

Review

"Hallett's ethnographic study of teens living "doubled-up" provides a thorough and compassionate exploration of the complex nature of educational participation for youth experiencing residential instability."  ― P. M. Del Prado Hill, Buffalo State College, CHOICE

"In Educational Experiences of Hidden Homeless Teenagers: Living Doubled-Up, Hallett succeeds in identifying
risk and protective factors that increase or decrease a doubled-up adolescent’s chance of achieving educational
resilience." ― Erin Nicole Johnson, Journal of Youth and Adolescence

 

 

About the Author

Ronald E. Hallett is an Assistant Professor of Education at the University of the Pacific and a Research Associate in the Center of Higher Education Policy Analysis at the University of Southern California.

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2 of 2 people found the following review helpful.
Homeless or Not?
By not a natural
Ronald Hallett's book Educational Experiences of Hidden Homeless Children, while not without merit, is disappointing in a variety of ways. The title, in a formal-legal sense, is not problematic, but as a practical matter it is quite misleading. Hallett's hidden homeless children are situated quite differently from the homeless as that term is commonly used and understood. In fact, they are not homeless at all. Using a contingency incorporated into the currently operative version of the Mckinney-Vento Homeless Assistance Act, Hallett focuses on adolescent high school students who are housed in "doubled-up" fashion, meaning that one or more familial groups, because of economic hardship, has sought refuge in the same dwelling as another. Mckinney-Vento now defines doubled-up students as homeless.

Hallett acknowledges that the adolescents he studied did not think of themselves as homeless or otherwise unconventional, and they were not subjected to the spirit-breaking stress and lethal misadventures that are everyday threats to those who actually live on the streets. Furthermore, Hallett's account makes abundantly clear that McKinney-Vento is routinely ignored by school administrative personnel. In addition, adults occupying parental roles are typically ignorant of the material resources and less restrictive regulations made available by McKinney-Vento for removing obstacles to educational achievement posed by homelessness, in whatever form. Moreover, Hallett understands that doubling-up sometimes has a cultural or other non-economic provenance. In short, while Hallett's research is worth doing, it seems reasonable to surmise that, whatever his intention, a rarely invoked federal statue lent his work a good deal of cachet, interest, and importance that otherwise would have been missing. Hallett's book is undeniably about homeless high school students as the law is currently written, but in my view it tells us little or nothing about homelessness as adolescents actually live it.

Ethnographic research on the lives and circumstance of four high school students gives empirical content to Educational Experiences of Hidden Homeless Children. We see how they live, day to day, with the deprivations and cruel precariousness of urban poverty. In the world that we share, however, that condition is an increasingly common outrage.

On the other hand, someone wanting to make the perverse case that economically deprived high school students don't really have it so bad might use Hallett's research as a case in point. No one was going hungry. No one had inadequate clothing. Everyone had a safe place to sleep and access to indoor sanitation facilities. The adults provided a a paycheck-to-paycheck level of subsistence, and some worked two jobs. It's a tribute to their perseverance that the adolescents who depended on them didn't have it a lot tougher. They live in a terribly unfair world, but things could be much worse than they are.

Beyond that, it has become increasingly commonplace in recent years to argue that the damage done by poverty can be substantially mitigated by high school students and others who are sufficiently resilient. I've participated in evaluation of a program intended to enhance the resilience of girl's in a West Virginia middle school. The program's objective was to enhance early adolescent girls' self-esteem, thereby bolstering their ability to make use of schooling as a way to improve their future prospects. The program seemed to me to be hopelessly ineffective, but the existence of contextual and educational opportunities that may enable students to surpass expectations of those living in devalued circumstances provides the basis for what Hallett means by resilience. The author contends that his use of strength-based resiliency theory rather than a conventional deficit model allows us to see and make use of often-overlooked ameliorating factors and educational policies instituted to counter the debilitating effects of poverty.

Hallett, no doubt, is right in taking to task researchers and policy makers who focus exclusively on deficiencies in the lives of materially impoverished students. However, anyone who had read Annette Lareau's Home Advantage (2000) and Unequal Childhoods (2003), or Jeanne Anyon's Ghetto Schooling (1997) will recognize how difficult it is for less advantaged families and students to find and make use of protective factors to counter the risks imposed by poverty. Though the books just cited deal with different grade levels and student ages than Hallett's work, they seem quite pertinent, especially given the current emphasis on the early years of a student's education as providing a foundation for making best use of later opportunities.

Conceptually, Hallett makes a useful distinction between households that give rise to genuine merger of two or more households into one usefully unified group, as opposed to those where families remain separate and sometimes adversarial. While I'm sure that the former arrangement is preferable for promoting educational attainment, Hallett's ethnographic work does not constitute a strong case for this claim.

When all is said and done, the consequences of doubling-up as a form of homelessness seem a good deal less pernicious than one might imagine. Of the four students studied, two graduated from high school, and a third was on track to graduate, hampered by her school's lack of a guidance counselor.

One student had enrolled at the University of California-Riverside and another at California State University - Northridge. Only one became submerged in what gave evidence of being a sad replication of the life of poverty in which he was born. Hallett is correct in anticipating that the most successful students will be those who make best use of opportunities for social networking with knowledgeable and well positioned friends and mentors, and that they will make best use of school resources, such as extra-curricular activities. The more important question of why some make the most of their circumstances and others do not is difficult to answer. Differences in doubled-up family structure appear to have little to do with it, but it seems safe to assume that merged and harmonious households are in various ways beneficial.

I realize that this review is largely unfavorable and that I may have inadvertently given short-shrift to the merits of Hallett's research. I suspect that my expectations for this book were unduly elevated by its unfortunate title contrasted with the substance that its author actually provided.

1 of 2 people found the following review helpful.
Educators -- don't miss this one~!
By Vicky S. Dill
What do you know about homeless youth living doubled-up? Their lives are not as safe or normal as most people think. This fabulous research will help educators understand the challenges homeless youth living in crowded conditions and without guidance might face.

1 of 2 people found the following review helpful.
Excellent
By donksi
An insightful journey into the live of teenagers living doubled up or homeless. Well written and informative. Interesting to follow the lives of these adolescents and their families.

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Written by father-daughter psychologists Nick and Janet Cummings, this text provides proven patient-responsive interventions by practitioners who together have nearly a century of hands-on practice and innovation between them. Refocused Psychotherapy responds directly to the recent decline of psychosocial services and helps to put psychotherapy back as the first line intervention in mental health.
The authors teach psychotherapists how to work side by side with primary care physicians to provide efficacy, effectiveness, and efficiency―the standards psychotherapeutic intervention is held up to. Detailed case studies are followed up by discussions of diagnosis, personality type, homework, and therapeutic techniques that show readers how to form their own case conceptualizations. The authors also teach readers how to treat their patients individually and to diagnose effectively through their onion/garlic conceptualization. Finally, they provide lists of common abbreviations that are helpful to know when reading prescriptions, and lists of drugs, drug interactions, dosage, and side effects that expand readers’ vocabulary and allow them to be more knowledgeable as they work with primary care physicians. These innovative and revealing techniques will help readers develop the skills necessary for cost-effective therapeutic results.

• Sales Rank: #1218417 in Books
• Brand: Brand: Routledge
• Published on: 2012-07-18
• Original language: English
• Number of items: 1
• Dimensions: 9.02" h x .83" w x 5.98" l, .0 pounds
• Binding: Hardcover
• 304 pages

Features

• Used Book in Good Condition

Review

“This book is indeed a case of ‘Back To The Future.’ It rightly deserves to become a treatment bible for clinicians. In an age of ubiquitous medicalization, the authors bring us back to behavioral health solutions.” - John Caccavale, PhD, ABMP, Executive Director of the National Alliance of Professional Psychology Providers

“As the disruptive forces of market economics and reform scramble traditional behavioral health care Refocused Psychotherapy serves as a grand reminder of the critical importance of understanding psychopathology as a precondition to effective, efficient, and accountable psychotherapy. Drs. Cummings serve up an antidote to the shortcomings of DSM-5 and overuse of prescription medications, and offer a road map for success in integrated behavioral care.” - Ronald O'Donnell, PhD, Director, Doctor of Behavioral Health, Arizona State University

“Once again the Cummings remind us that the practice of psychotherapy can be empowering and effective. Accessible and rich with case material, Refocused Psychotherapy provides students in training and practitioners a much needed roadmap to help maintain the primacy of psychotherapy in healthcare settings.” - David B. Baker, PhD, Margaret Clark Morgan Executive Director, Center for the History of Psychology & Professor of Psychology, The University of Akron, Ohio

About the Author

Nicholas A. Cummings, PhD, ScD, is a Past President of the American Psychological Association who for the past half century has been predicting the course of psychology and forming organizations designed to meet the challenges as each occurred. He holds an extensive psychotherapy practice, is the author of 49 books and over 400 journal articles, and has had a profound effect on the course of the profession.

Janet L. Cummings, PsyD, has authored nine books with her father, Nicholas Cummings, and is currently Founder’s Professor in the Doctor of Behavioral Health Program at Arizona State University. A cutting-edge practitioner, she also finds time to serve as President of the Nicholas and Dorothy Cummings Foundation.

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0 of 0 people found the following review helpful.
Good Example of What Not To Do in Psychotherapy
By Roger Carlson
Cummings' preferred psychotherapy technique for depressed patients is to encourage them to commit suicide (he thinks this paradox will shock patients into health). He describes the case of Elaine (page 45) where he advised her to obtain plenty of Valium (at least 100 mg) to kill herself. In the case of Beth (page 58) he gave her a real cyanide pill at five different therapy sessions and dared her to take it. He used the same technique with Lenore (page 213) and other depressed patients. His advice for treating "borderlines" is to tell them "Come up with a suicide that will make the headlines . . . Kill yourself any way you like . . . The hell with you" (page 191). He admits these techniques were "out of bounds" and unethical, but he used them anyway. His case descriptions always end with words to the effect that the patient lived happily ever after, but of course there is no way to verify his claims. He does not reveal whether any of his patients followed his advice to kill themselves or whether patients or their families sued him for malpractice and unethical behavior.

0 of 1 people found the following review helpful.
Required Reading for Psychotherapists
By ROBIN S.
This book is a goldmine for the astute clinician. The authors remind us that the universe of "evidence-based treatments" encompasses a lot more than Cognitive Behavioral Therapy. Kudos to them for not throwing out the baby with the bathwater. Perhaps Dr. Nick Cummings' occasional egotism will turn off some readers, but if anyone is entitled to a strut down the catwalk of modern psychotherapy practice, its him.

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Automatic item generation (AIG) represents a relatively new and unique research area where specific cognitive and psychometric theories are applied to test construction practices for the purpose of producing test items using technology. The purpose of this book is to bring researchers and practitioners up-to-date on the growing body of research on AIG by organizing in one volume what is currently known about this research area. Part I begins with an overview of the concepts and topics necessary for understanding AIG by focusing on both its history and current applications. Part II presents two theoretical frameworks and practical applications of these frameworks in the production of item generation. Part III summarizes the psychological and substantive characteristics of generated items . Part IV concludes with a discussion of the statistical models that can be used to estimate the item characteristics of generated items, features one future application of AIG, describes the current technologies used for AIG, and also highlights the unresolved issues that must be addressed as AIG continues to mature as a research area.

Comprehensive – The book provides a comprehensive analysis of both the theoretical concepts that define automatic item generation and the practical considerations required to implement these concepts.

Varied Applications – Readers are provided with novel applications in diverse content areas (e.g., science and reading comprehension) that range across all educational levels – elementary through university.

• Sales Rank: #467267 in Books
• Brand: Brand: Routledge
• Published on: 2012-08-09
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x 1.30" w x 6.90" l, .98 pounds
• Binding: Paperback
• 256 pages

Features

• Used Book in Good Condition

About the Author

Mark J. Gierl is Professor of Educational Psychology and Director of the Centre for Research in Applied Measurement and Evaluation in the Department of Educational Psychology, Faculty of Education, at the University of Alberta. He holds the Canada Research Chair in Educational Measurement.

Thomas M. Haladyna is Professor Emeritus, Arizona State University. He is the author of numerous books in the field of educational assessment and test item development, including the much praised Handbook of Test Development.

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2 of 2 people found the following review helpful.
Practical, Broad-spectrum Item Writing Advice
By Wallace Judd
Good, practical info if you're trying to do your own automatic item generation. Not strong on implementation issues or programming.

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"Slacktivism" is a term that has been coined to cynically describe the token efforts that people devote to some cause, without long-term or meaningful impact. We wear colored wristbands, pins, or ribbons proclaiming support for a particular organization. We might post something on social network sites or send messages to friends about causes dear to our hearts. We might even volunteer our time to work on behalf of marginalized, oppressed, or neglected groups―or donate money to a charity. Yet the key feature of significant social action is follow through―continuing efforts over a period of time so as to build meaningful relationships, provide adequate support, and conduct evaluations to measure results and make needed adjustments that make programs even more responsive.

This book is intended as an inspiration for practicing psychotherapists and counselors, as well as students, to become actively involved in a meaningful effort. The authors have searched far and wide to identify practitioners representing different disciplines, helping professions, geographic regions, and social action projects, all of whom have been involved in social justice efforts for some time, whether in their own communities or in far-flung regions of the world. Each of them has an amazing story to tell that reveals the challenges they’ve faced, the incredible satisfactions they’ve experienced, and what lessons they’ve learned along the way. Each story represents a gem of wisdom, revealing both questions of faith, as well as of sustained action. The authors have been encouraged to dig deeply in order to talk about the honest realities of their work. After reading their stories, you will be ready to pick a cause that speaks to you and begin your own work.

• Sales Rank: #2792855 in Books
• Brand: Brand: Routledge
• Published on: 2012-12-07
• Released on: 2013-01-16
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .73" w x 6.00" l, .85 pounds
• Binding: Paperback
• 320 pages

Features

• Used Book in Good Condition

Review

"Perhaps never before in psychology has a more inspirational book been written. The selflessness of these over two dozen colleagues will reawaken your most magnanimous inspirations and transpose you to re-envision your own highest level of social action." Nicholas A. Cummings, PhD, ScD, former President, American Psychological Association

"As a psychotherapist/social justice activist, I am inspired by these stories to reach higher, take more risks, and to realize that the limits that we place on ourselves in our professional roles are there to be questioned and challenged. This volume is powerful, not only because of the stories it tells, but because it illuminates the path for all of us in the world of psychotherapy who are wondering how we can make a difference in the larger world." - Laura S. Brown, PhD, ABPP, Founder and Director, Fremont Community Therapy Project, Seattle WA

"Beautifully written, covering a wide range of important and moving projects, this book speaks to the place of hope in all of us…hope that we can make a difference in the world, bringing forth the best in all peopled and lessening the suffering which robs people of their dignity and wellbeing. This book is essential reading for anyone dedicated to creating real change in the world." - Judith V. Jordan, PhD, Director, Jean Baker Miller Training Institute, Wellesley Centers for Women; Assistant Professor, Harvard Medical School

About the Author

Jeffrey A. Kottler, PhD, is Professor of Counseling at California State University, Fullerton, and the author of over 80 books. He is the founder and CEO of the Empower Nepali Girls foundation.

Matt Englar-Carlson, PhD, is Professor of Counseling and the Co-Director of the Center for Boys and Men at California State University, Fullerton.

Jon Carlson, PsyD, EdD, is Distinguished Professor of Psychology and Counseling at Governors State University, University Park, Illinois and a psychologist with the Wellness Clinic in Lake Geneva, Wisconsin.

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Making Gender, Making War is a unique interdisciplinary edited collection which explores the social construction of gender, war-making and peacekeeping. It highlights the institutions and processes involved in the making of gender in terms of both men and women, masculinity and femininity. The "war question for feminism" marks a thematic red thread throughout; it is a call to students and scholars of feminism to take seriously and engage with the task of analyzing war. Contributors analyze how war-making is intertwined with the making of gender in a diversity of empirical case studies, organized around four themes: gender, violence and militarism; how the making of gender is connected to a (re)making of the nation through military practices; UN SCR 1325 and gender mainstreaming in institutional practices; and gender subjectivities in the organization of violence, exploring the notion of violent women and non-violent men.

• Sales Rank: #6075617 in Books
• Published on: 2011-09-23
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x 6.00" w x .75" l, 1.10 pounds
• Binding: Hardcover
• 268 pages

About the Author

Annica Kronsell is Associate Professor of Political Science at Lund University, Sweden.

Erika Svedberg is Assistant Professor in International Relations at Malmö University.

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Should alternatives to evolution be taught in American public schools or rejected as an establishment of religion? Democracy, Intelligent Design, and Evolution argues that accurate science education helps shape a democratic temperament. Rather than defending against Intelligent Design as religion, citizens should defend science education as crucial to three aspects of the democratic person: political citizenship, economic fitness, and moral choice. Through an examination of Tammy Kitzmiller et al. v. Dover Area School District, contemporary political theory, and foundational American texts, this volume provides an alternative jurisprudence and political vocabulary urging American liberalism to embrace science for citizenship.

• Sales Rank: #9294386 in Books
• Published on: 2013-08-02
• Original language: English
• Number of items: 1
• Dimensions: 9.10" h x .60" w x 6.20" l, .79 pounds
• Binding: Hardcover
• 150 pages

Review

"What is the proper balance between religious expression and science education in a liberal democracy? To be ‘free,’ citizens must express their deepest held convictions but also think critically and ascertain facts. Susan P. Liebell, in an unusually probing and utterly fearless fashion, explores this question, thoroughly reshaping our understanding of the relationship of religion and politics in the United States. Democracy, Intelligent Design, and Evolution prioritizes science over religion--but it does so in ways that will surprise ‘secularists,’ and likely will earn the grudging respect of politically active religionists. A must-read for anyone interested in civic education in our supposedly ‘post-secular age.’"

―John P. McCormick, University of Chicago

"Susan Liebell has written a wonderful and extraordinarily timely book. Through an uncommonly rich mix of theory, law, and political analysis, she offers a thoughtful and penetrating analysis of the complex role that science plays in democratic politics and civic life. During a time in which science education is a subject of great political debate, we should pay close attention to Liebell's arguments. As a citizen you will benefit from reading this book."

―Jack Knight, Duke University

About the Author
Susan P. Liebell is an Associate Professor of Political Science at Saint Joseph's University. She worked in New York state government before receiving her PhD from the University of Chicago. Her scholarship employs foundational texts to explore modern political problems.

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Must-read... even if you are NOT a political science academic!
By Dr. DL
Democracy, Intelligent Design, and Evolution: Science for Citizenship is an extremely well-crafted, researched, and written examination of arguably one of our most important subjects. Even if you are NOT a political science academic (which I am not), this book is an important and thought-provoking read. Professor Liebell successfully makes the case for properly positioning evolutionary science in schools, and at the same time minimizing its clash with religious views, for a better, more civil, and more realistic social and political outcome.

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? Free PDF Media Power and Democratization in Brazil: TV Globo and the Dilemmas of Political Accountability (Routledge Advances in Internationalizing

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In this book, Porto analyzes the role of TV Globo in the democratization of Brazil. TV Globo, one of the world's largest media conglomerates, has a dominant position in Brazil's communications landscape. It also exports telenovelas to more than 130 countries and has established joint ventures with transnational media conglomerates. Beginning in the mid-1990s, TV Globo began a process of "opening," replacing its authoritarian model of journalism with a more independent reporting style. Representations of Brazil in prime time telenovelas have also shifted. Given this shift, Porto considers some of the following questions:

•What explains these changes in Brazil's most powerful media company?

•How are they related to processes of political and social democratization?

•How did TV Globo's opening affect Brazil's emerging democracy, especially in terms of the quality of political accountability mechanisms?

Porto uses the Brazilian case of TV Globo to analyze the larger links between democratization, civil society mobilization, and media change in transitional societies.

• Sales Rank: #5069366 in Books
• Published on: 2012-06-18
• Original language: English
• Number of items: 1
• Dimensions: 9.50" h x 6.50" w x .50" l, 1.00 pounds
• Binding: Hardcover
• 240 pages

About the Author
Mauro Porto is Assistant Professor in the Department of Communication at Tulane University.

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