“At the time it was first published in 1962, it framed such an urgent appeal to the American conscience that it actually prompted the creation of the Appalachian Regional Commission, an agency that has pumped millions of dollars into Appalachia. Caudill’s study begins in the violence of the Indian wars and ends in the economic despair of the 1950s and 1960s. Two hundred years ago, the Cumberland Plateau was a land of great promise. Its deep, twisting valleys contained rich bottomlands. The surrounding mountains were teeming with game and covered with valuable timber. The people who came into this land scratched out a living by farming, hunting, and making all the things they need-including whiskey. The quality of life in Appalachia declined during the Civil War and Appalachia remained “in a bad way” for the next century. By the 1940s, 50s, and 60s, Appalachia had become an island of poverty in a national sea of plenty and prosperity. Caudill’s book alerted the mainstream world to our problems and their causes. Since then the ARC has provided millions of dollars to strengthen the brick and mortar infrastructure of Appalachia and to help us recover from a century of economic problems that had greatly undermined our quality of life.”-Print ed.

Extreme weather and climate events, interacting with exposed and vulnerable human and natural systems, can lead to disasters. This Special Report explores the social as well as physical dimensions of weather- and climate-related disasters, considering opportunities for managing risks at local to international scales. SREX was approved and accepted by the Intergovernmental Panel on Climate Change (IPCC) on 18 November 2011 in Kampala, Uganda.

"As a benchmark book should, this one will stimulate the imagination and industry of future researchers as well as wrapping up the results of the last two decades of research... Eller's greatest achievement results from his successful fusion of scholarly virtues with literary ones. The book is comprehensive, but not overlong. It is readable but not superficial. The reader who reads only one book in a lifetime on Appalachia cannot do better than to choose this one... No one will be able to ignore it except those who refuse to confront the uncomfortable truths about American society and culture that Appalachia's history conveys." -- John A. Williams, Appalachian Journal.

Results from national and international assessments indicate that school children in the United States are not learning mathematics well enough. Many students cannot correctly apply computational algorithms to solve problems. Their understanding and use of decimals and fractions are especially weak. Indeed, helping all children succeed in mathematics is an imperative national goal. However, for our youth to succeed, we need to change how we're teaching this discipline. Helping Children Learn Mathematics provides comprehensive and reliable information that will guide efforts to improve school mathematics from pre-kindergarten through eighth grade. The authors explain the five strands of mathematical proficiency and discuss the major changes that need to be made in mathematics instruction, instructional materials, assessments, teacher education, and the broader educational system and answers some of the frequently asked questions when it comes to mathematics instruction. The book concludes by providing recommended actions for parents and caregivers, teachers, administrators, and policy makers, stressing the importance that everyone work together to ensure a mathematically literate society.

Sometimes called "The Chivington Massacre" by those who would emphasize his responsibility for the attack and "The Battle of Sand Creek" by those who would imply that it was not a massacre, this event has become one of our nation’s most controversial Indian conflicts. The subject of army and Congressional investigations and inquiries, a matter of vigorous newspaper debates, the object of much oratory and writing biased in both directions, the Sand Creek Massacre very likely will never be completely and satisfactorily resolved. This account of the massacre investigates the historical events leading to the battle, tracing the growth of the Indian-white conflict in Colorado Territory. The author has shown the way in which the discontent stemming from the treaty of Fort Wise, the depredations committed by the Cheyennes and Arapahoes prior to the massacre, and the desire of some of the commanding officers for a bloody victory against the Indians laid the groundwork for the battle at Sand Creek.

"This multi-authored volume draws on the collective experiences of a team of researcher-practitioners, from three Oceanic universities, in an aid-funded intervention program for enhancing literacy learning in Pacific Islands primary education schools. The interventions explored here-in Solomon Islands and Tonga-were implemented via a four-year collaboration which adopted a design-based research approach to bringing about sustainable improvements in teacher and student learning, and in the delivery and evaluation of educational aid. This approach demanded that learning from the context of practice should be determining of both content and process; that all involved in the interventions should see themselves as learners. Essential to the trusting and respectful relationships required for this approach was the program's acknowledgement of relationality as central to indigenous Oceanic societies, and of education as a relational activity. Relationality and Learning in Oceania: Contextualizing Education for Development addresses debates current in both comparative education and international aid. Argued strongly is that relational research-practice approaches (south-south, south-north) which center the importance of context and culture, and the significance of indigenous epistemologies, are required to strengthen education within the post-colonial relational space of Oceania, and to inform the various agencies and actors involved in 'education for development' in Oceania and globally. Maintained is that the development of education structures and processes within the contexts explored through the chapters comprising this volume, continues to be a negotiation between the complexity of historically developed local 'traditions' and understandings and the 'global' imperatives shaped by dominant development discourses"--