This book compares two challenges made to American public school curricula in the 1980s and 1990s. It identifies striking similarities between proponents of Afrocentrism and creationism, accounts for their differential outcomes, and draws important conclusions for the study of culture, organizations, and social movements. Amy Binder gives a brief history of both movements and then describes how their challenges played out in seven school districts. Despite their very different constituencies--inner-city African American cultural essentialists and predominately white suburban Christian conservatives--Afrocentrists and creationists had much in common. Both made similar arguments about oppression and their children's well-being, both faced skepticism from educators about their factual claims, and both mounted their challenges through bureaucratic channels. In each case, challenged school systems were ultimately able to minimize or reject challengers' demands, but the process varied by case and type of challenge. Binder finds that Afrocentrists were more successful in advancing their cause than were creationists because they appeared to offer a solution to the real problem of urban school failure, met with more administrative sympathy toward their complaints of historic exclusion, sought to alter lower-prestige curricula (history, not science), and faced opponents who lacked a legal remedy comparable to the rule of church-state separation invoked by creationism's opponents. Binder's analysis yields several lessons for social movements research, suggesting that researchers need to pay greater attention to how movements seek to influence bureaucratic decision making, often from within. It also demonstrates the benefits of examining discursive, structural, and institutional factors in concert.

In studying physiological systems bioscientists are continually faced with the problem of providing descriptions of cause-effect relationships. This task is usually carried out through the performance of stimulus-response experiments. In the past, the design of such experiments has been ad hoc, incomplete, and certainly inefficient. Worse yet, bioscientists have failed to take advantage of advances in fields directly related to their problems (specifically, advances in the area of systems analysis). The raison d'etre of this book is to rectify this deficiency by providing the physiologist with methodological tools that will be useful to him or her in everyday labora tory encounters with physiological systems. The book was written so that it would be practical, useful, and up-to date. With this in mind, parts of it give step-by-step descriptions of in the laboratory. It is hoped that this systematic procedures to be followed will increase the usefulness of the book to the average research physiologist and, perhaps, reduce the need for in-depth knowledge of some of the associated mathematics. Even though the material deals with state-of-the art techniques in systems and signal analysis, the mathematical level has been kept low so as to be comprehensible to the average physiologist with no extensive training in mathematics. To this end, mathematical rigor is often sacrificed readily to intuitive simple arguments.

This 4th edition is an essential scientific & clinical building block for understanding the etiology & treatment of teeth with pulpal & periapical diseases. You'll easily understand & learn procedures through step-by-step explanations accompanied by illustrations, as well as video clips included on CD.

IAP Textbook of Pediatrics is the latest edition of this extensive textbook, which highlights the substantial advances in preventive and therapeutic care in paediatrics since the last edition. This edition has been thoroughly revised and reorganised into a single volume, enhanced by nearly 1200 full colour images and illustrations which allow for quick and easy reference. New content and topics in this edition include new IAP growth charts, human milk banking, and survival of childhood cancer.