This volume presents the personal accounts of African American, Asian American, and Latino faculty who describe in their 'narratives of struggles' the challenges they faced in order to become bona fide members of the United States Academy. These narratives show how survival and success require a sophisticated knowledge of the politics of academia, insider knowledge of the requirements of legitimacy in scholarly efforts, and a resourceful approach to facing dilemmas between cultural values, traditional racist practices, and academic resilience. The book also explores the empowerment process of these individuals who have created a new self without rejecting their 'enduring' self; the self strongly connected to their ethno/racial cultures and groups. Within the process of self -redefinition, this new faculty confronted racism, sexism, rejection, the clash of cultural values, and structural indifference to cultural diversity. The faculty recounts how they ultimately learned the skillful accommodation to all of these issues. It is through the analysis of survival and self-definition that faculty of color and women will establish a powerful foothold in the new academy of the twenty-first century.

The authors of this ambitious book address a fundamental political question: why are leaders who produce peace and prosperity turned out of office while those who preside over corruption, war, and misery endure? Considering this political puzzle, they also answer the related economic question of why some countries experience successful economic development and others do not. The authors construct a provocative theory on the selection of leaders and present specific formal models from which their central claims can be deduced. They show how political leaders allocate resources and how institutions for selecting leaders create incentives for leaders to pursue good and bad public policy. They also extend the model to explain the consequences of war on political survival. Throughout the book, they provide illustrations from history, ranging from ancient Sparta to Vichy France, and test the model against statistics gathered from cross-national data. The authors explain the political intuition underlying their theory in nontechnical language, reserving formal proofs for chapter appendixes. They conclude by presenting policy prescriptions based on what has been demonstrated theoretically and empirically.

Strategic choices allow small parties to balance their interests and achieve success

Published each year since 1959, The Military Balance is an indispensable reference to the capabilities of armed forces across the globe. It is used by academia, the media, armed forces, the private sector and government. It is an open-source assessment of the military forces and equipment inventories of 171 countries, with accompanying defence economics and procurement data. Alongside detailed country data, The Military Balance assesses important defence issues, by region, as well as key global trends, such as in defence technology and equipment modernisation. This analysis is accompanied by full-colour graphics, including maps and illustrations. With extensive explanatory notes and reference information, The Military Balance is as straightforward to use as it is extensive. The 2022 edition is accompanied by a fullcolour wall chart illustrating security dynamics in the Arctic.

Marxist thought pervades American academic discourse, particularly in the humanities and the social sciences. Fernández-Morera shows why the survival of these ideas is unjustified in the face of their theoretical and practical problems and their historical record. Fernández-Morera provides a comprehensive critique of Marxist/materialist discourse as it pervades contemporary American scholarship. He examines the rhetorical and ideological underpinnings of the discourse, the socioeconomic circumstances and personality type of its academic practitioners, and its impact on other forms of academic speech. He also exposes the epistemological and ethical consequences of the discourse in light of the history of the 20th century and explains its remarkable success in the academic world. Being multidisciplinary, the book should challenge many and appeal to those interested in criticism, politics, epistemology, ethics, history, sociology, and even economics. Certainly all those interested in the condition of higher education will find it provocative.

Analysing rankings in diverse higher education settings, this book draws on discourse analysis, theory, ethnography, and case studies, to consider the question of how knowledge is produced and shared.