William Foster

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The advent of globally networked information is a historic change. Educational, commercial and industrial institutions depend on its effective exploitation for their success, but cultural and human factors are the biggest obstacles. This book looks at the roots of these problems and how they may be overcome, through understanding recent developments in technical services, the difference between service and technical orientation, organizational culture, the role of subject expertise and the cultural heritage of the information profession. The book provides guidance and outlines best practice in: managing converging technologies; supporting change with organizational models; using cultural audits; the role of focus groups in implementing change; characterizing a learning organization; succeeding as a change agent, and managing change through technical services. Several chapters discuss the Electronic Libraries programme and the TAPin (Training and Awareness Programme in networks) model as examples of how cultural change takes place, particularly in the academic environment; one chapter concentrates exclusively on the characteristics of special libraries. This illuminating insight into the evolution of information cultures and how they do or don’t adapt to networked services will help information and library managers to achieve change with deeper understanding, and will provide useful advice for senior managers restructuring IT and information departments. The book is core reading for students of Information Studies.

William's affections and love for the game was as early as 8 years old. Growing up in a neighborhood that bred professional thieves and con men. When friends dreamed of becoming pro-athletes, William pursued his dream as a hustler. The lavish lifestyle of a professional thief had become his strength and demise. As the age old saying goes "Game is to be sold and not told". Everything he acquired came by way of deception. Pledging his legions to the game. Words like loyalty and honor had gained him respect with the legends before him. Could one be loyal in sin? Is there any deception without debts? William questions his honor and loyalty for the game. A 14 year prison term eventually turned him to his creator. Kingdom reality, a realization that proved him "too heavy for the game".

Gender, family and sexual relations defined human slavery from its classical origins in Europe to the rise and fall of race-based slavery in the Americas. Gender, Mastery and Slavery is one of the first books to explore the importance of men and women to slaveholding across these eras. Foster argues that at the heart of the successive European institutions of slavery at home and in the New World was the volatile question of women's ability to exert mastery. Facing the challenge to play the 'good mother' in public and private, free women from Rome to Muslim North Africa, to the indigenous tribes of North America, to the antebellum plantations of the southern United States found themselves having to economically manage slaves, servants and captives. At the same time, they had to protect their reputations from various forms of attack and themselves from vilification on a number of fronts. With the recurrent cultural wars over the maternal role within slavery touching the worlds of politics, warfare, religion, and colonial and imperial rivalries, this lively comparative survey is essential reading for anyone studying, or simply interested in, this key topic in global and gender history.

This book evaluates the contribution of rural development and policies to growth, poverty alleviation, and environmental degradation in Latin America and the Caribbean.

The advent of globally networked information is a historic change. Educational, commercial and industrial institutions depend on its effective exploitation for their success, but cultural and human factors are the biggest obstacles. This book looks at the roots of these problems and how they may be overcome, through understanding recent developments in technical services, the difference between service and technical orientation, organizational culture, the role of subject expertise and the cultural heritage of the information profession. The book provides guidance and outlines best practice in: managing converging technologies; supporting change with organizational models; using cultural audits; the role of focus groups in implementing change; characterizing a learning organization; succeeding as a change agent, and managing change through technical services. Several chapters discuss the Electronic Libraries programme and the TAPin (Training and Awareness Programme in networks) model as examples of how cultural change takes place, particularly in the academic environment; one chapter concentrates exclusively on the characteristics of special libraries. This illuminating insight into the evolution of information cultures and how they do or don’t adapt to networked services will help information and library managers to achieve change with deeper understanding, and will provide useful advice for senior managers restructuring IT and information departments. The book is core reading for students of Information Studies.

In the field of educational administration there have been several years of active debate over how America's school systems are run. Contemporary educational administrators have been forced to reflect not only on educational policy and practice, but on the very nature of their position. How does administration contribute to the type of society we have? In what ways does it impede or enhance our cultural ideals and values? Paradigms and Promises offers an unorthodox solution by presenting administration as an arena for critical reflection and humanistic action, rather than a more technically-oriented style of management. Foster's critical analysis is premised on an understanding of the relationship of theory to practice, and as he provides alternative theories, he sheds new light on educational administration. Orthodox administrative theory receives heavy criticism in this text. Foster employs progressive critical theory as well as conventional analyses in critical appraisal, and advocates a dialectical concept, through which administrators, teachers and students are encouraged to challenge and question each other - the eventual result being a more responsive, democratically-run system.