Englewood, Chicago. Inverno 2001. La pioggia ha smesso da poco di cadere e dentro Murray Park, il playground del quartiere, c' un ragazzino che gioca a basket. Da queste parti tutti lo chiamano Pooh. Il suo ball handling davvero incantevole. La palla gli passa dietro la schiena e in mezzo alle gambe con una facilit incredibile. Il suo vero nome Derrick Rose, ha compiuto da poco tredici anni e abita a due isolati dal parco. Non un ragazzino qualsiasi. Derrick, probabilmente, il pi straordinario talento cestistico che la citt di Chicago abbia mai conosciuto. Questa la sua storia.
Collins Key Stage 3 History is an exciting, accessible new series focussed on ensuring that all pupils make clear, measurable progression at Key Stage 3 â?? whether it is a 2 or a 3 year course.
As part of the Syngress Basics series, The Basics of Cloud Computing provides readers with an overview of the cloud and how to implement cloud computing in their organizations. Cloud computing continues to grow in popularity, and while many people hear the term and use it in conversation, many are confused by it or unaware of what it really means. This book helps readers understand what the cloud is and how to work with it, even if it isn’t a part of their day-to-day responsibility. Authors Derrick Rountree and Ileana Castrillo explains the concepts of cloud computing in practical terms, helping readers understand how to leverage cloud services and provide value to their businesses through moving information to the cloud. The book will be presented as an introduction to the cloud, and reference will be made in the introduction to other Syngress cloud titles for readers who want to delve more deeply into the topic. This book gives readers a conceptual understanding and a framework for moving forward with cloud computing, as opposed to competing and related titles, which seek to be comprehensive guides to the cloud.
Identity authentication and authorization are integral tasks in today's digital world. As businesses become more technologically integrated and consumers use more web services, the questions of identity security and accessibility are becoming more prevalent. Federated identity links user credentials across multiple systems and services, altering both the utility and security landscape of both. In Federated Identity Primer, Derrick Rountree.
Thiamine Deficiency Disease, Dysautonomia, and High Calorie Malnutrition explores thiamine and how its deficiency affects the functions of the brainstem and autonomic nervous system by way of metabolic changes at the level of the mitochondria. Thiamine deficiency derails mitochondrial oxidative metabolism and gives rise to the classic disease of beriberi that, in its early stages, can be considered the prototype for a set of disorders that we now recognize as dysautonomia. This book represents the life’s work of the senior author, Dr. Derrick Lonsdale, and a recent collaboration with his co-author Dr. Chandler Marrs.
The field of nutritional assessment has been an active one over the last 20 years. This book - a sequel to the 1966 WHO monograph 'Assessment of Nutritional Status in the Community' - covers recent developments and techniques, as well as long-established practices. Innovations include the influence of epidemiology, anthropology, and economics; emphasis on materno-foetal nutritional surveillance and programme evaluation; description of appropriate technology for primary health care workers; and current views on anthropometric and other 'reference levels'. The authors' main aim is to link the more descriptive investigations of the past to the mathematical criteria of the present. They assemble information from a wide range of scientific disciplines, and suggest practical methods for assessment at varying levels of sophistication. The overriding concern is practicality and usefulness for those working to improve community nutrition in less technically developed countries.
Our lives take shape around identities. Race, religion, sexual orientation, and other collective identities impose scripts that dictate how we should think, act, and associate. African Americans should support reparations and affirmative action. Evangelical Christians should associate with true believers and feel outraged by same sex-marriage. Gays and lesbians should come out and engage in LBGTQ+ activism. When identities are scripted too tightly, we get boxed in and democracy suffers. In Boxed In, philosophers Derrick Darby and Eduardo J. Martinez diagnose the profound challenge that inflexible identities pose for democracy and offer a novel prescription that involves taking up civic responsibilities to search for, make visible, and attend to group differences in background, perspective, and empowerment. Collective action to pursue common projects under an identity--an abiding feature of democratic life--requires that we break free from tight scripts. Skeptics worry that the pervasive influence of identities on political reasoning and action make them unsafe for democracy. Optimists find identities too valuable in mobilizing political action to do without. Taking lessons from both sides, Darby and Martinez contend that optimists must qualify their acceptance of identity by mitigating the dangers that tightly-scripted collective identities pose for democratic collective action when group heterogeneity is disregarded. Using a wide range of examples from fútbol fans to Jay-Z's beef with Oprah, to literal box-checking on the U. S. Census, Darby and Martinez illustrate how scripting identities too tightly can box us in and they tell us what we can do to mitigate it. Weaving philosophical analysis with empirical research on identities, coalitions, and social movements, Boxed In prescribes making identities safe for democracy by undertaking responsibilities that help us break free from tight scripts that box us in and work together while taking our differences seriously.
The United States is dogged by racism and racial disparities in income, wealth, health, education, and criminal justice. Philosophers disagree on what kind of politics is needed to address this problem. Do we pursue race-specific remedies to undo racism or do we assume the permanence of racism and opt for non-race-specific remedies in pursuit of a more egalitarian society? Paradoxically, the way to make racial progress in racist America is to downplay race. In A Realistic Blacktopia, political philosopher Derrick Darby challenges the "small tent" approach by examining U.S. Supreme Court cases on education and voting rights arguing that they hold general lessons about the limits of racial politics. Securing racial justice in racist America calls for "big tent" remedies, and Darby argues that pursuing non-race-specific remedies with maximal democratic inclusion is a necessary strategy for mitigating racial inequality and achieving racial justice. A Realistic Blacktopia offers clarity on how racism persists, contrary to claims that America is a postracial society. Explaining why the myth of postracialism cannot be ignored in crafting remedies for racial inequality, Darby supplies a principled pragmatic proposal for achieving racial justice. Drawing on the political thought of Martin Luther King Jr., W. E. B. Du Bois, and the black radical tradition, Darby also explains why achieving racial justice requires inclusive democracy.
Africa throughout its postcolonial history has been plagued by human rights abuses ranging from intolerance of political dissent to heinous crimes such as genocide. Some observers consequently have gone so far as to suggest that human rights are a concept alien to African cultures. The International Criminal Court (ICC)'s focus on Africa in recent years has reinforced the region's reputation as a hotspot for human rights violations. But despite Africa's notoriety concerning human rights, Africa and the Shaping of International Human Rights argues that the continent has been pivotal in helping to shape contemporary human rights norms and practices. Challenging prevailing Eurocentric interpretations of human rights' origins and evolution, it demonstrates that from the colonial era to the present Africa's peoples have drawn attention to and prompted novel ways of thinking about human rights through their encounters with the world at large. Beginning with the depredations of King Leopold II in the Congo Free State in the 1880s and ending with the ICC's current activities in Africa, it reveals how African events, personalities, groups, and nations have influenced the trajectory of human rights history in intriguing and critical ways, in the end enlarging and universalizing a major discourse of our time.
American students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind--the idea that there are racial differences in intelligence, character, and behavior--they show how philosophers such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W. E. B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we cannot expect schools alone to solve these vexing social problems, we must demand that they address the dignitary injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.
American students vary in educational achievement, but white students in general typically have better test scores and grades than black students. Why is this the case, and what can school leaders do about it? In The Color of Mind, Derrick Darby and John L. Rury answer these pressing questions and show that we cannot make further progress in closing the achievement gap until we understand its racist origins. Telling the story of what they call the Color of Mind--the idea that there are racial differences in intelligence, character, and behavior--they show how philosophers such as David Hume and Immanuel Kant, and American statesman Thomas Jefferson, contributed to the construction of this pernicious idea, how it influenced the nature of schooling and student achievement, and how voices of dissent such as Frederick Douglass, Frances Ellen Watkins Harper, and W. E. B. Du Bois debunked the Color of Mind and worked to undo its adverse impacts. Rejecting the view that racial differences in educational achievement are a product of innate or cultural differences, Darby and Rury uncover the historical interplay between ideas about race and American schooling, to show clearly that the racial achievement gap has been socially and institutionally constructed. School leaders striving to bring justice and dignity to American schools today must work to root out the systemic manifestations of these ideas within schools, while still doing what they can to mitigate the negative effects of poverty, segregation, inequality, and other external factors that adversely affect student achievement. While we cannot expect schools alone to solve these vexing social problems, we must demand that they address the dignitary injustices associated with how we track, discipline, and deal with special education that reinforce long-standing racist ideas. That is the only way to expel the Color of Mind from schools, close the racial achievement gap, and afford all children the dignity they deserve.
Focusing on world regions where human rights abuses are the most serious, extensive and sustained; this book fills a crucial gap in our knowledge of the difficulties and promise of promoting human rights in our global age.
Q. What does a woman do with her arsehole before making love?A. Drops him off at the club.Is this sexist? Who decides whether it should or should not be?It is just one of a random collection of quips, poems, paraprosdokians, anecdotes, philosophies and rants selected from the compiler's email inbox over a period of years. A collection of fun, filth and philosophy!Remember that he didn't send these emails, he received them. He hopes you will find this eclectic collection amusing, interesting and thought provoking.You may laugh at some and cringe at others.If you think you might be offended by some of the corny, tasteless, tacky, allegedly racist, sexist, ageist, politically incorrect content, then please -DON'T BUY THIS BOOKBut remember, too ,that the two most obdurate, intolerantbooks ever written were the Bible and the Quoran.WARNINGPolitical correctness can seriously damage your sense of humour"I laughed so hard, the tears ran down my legs."
This work examines the practical impact of economics and economic ideology on the Third World. Gondwe argues that the scientific and technical veil covering economics reduces its capacity to affect current and future economic problems. Further, by attempting to shed itself of its ideological underpinnings, economics--particularly neoclassical economics--is running the risk of becoming socially irrelevant. The author concludes that economics as it is now being practiced is inadequate to deal with real-world problems because its assumptions and methods bias it toward intellectual games and away from solutions to social problems. Economics, he argues, should return to the political economy it was before it was reduced to a mere study of markets, and the reintegration of economics into political economy should focus upon people, not wealth, as the subject and object of all economic activity.This important work flies in the face of conventional economic wisdom and will be of interest to scholars in economics, political economy, political science, and economic history.
