Agent Orange, the 9/11 Victim Compensation Fund, the Virginia Tech massacre, the 2008 financial crisis, and the Deep Horizon gulf oil spill: each was a disaster in its own right. What they had in common was their aftermath -- each required compensation for lives lost, bodies maimed, livelihoods wrecked, economies and ecosystems upended. In each instance, an objective third party had to step up and dole out allocated funds: in each instance, Presidents, Attorneys General, and other public officials have asked Kenneth R. Feinberg to get the job done. In Who Gets What?, Feinberg reveals the deep thought that must go into each decision, not to mention the most important question that arises after a tragedy: why compensate at all? The result is a remarkably accessible discussion of the practical and philosophical problems of using money as a way to address wrongs and reflect individual worth.

The purpose of this volume is to help jump-start an urgently needed conversation about fairness and justice in access to higher education to counteract the ubiquitous mantras of neoliberal globalization and managerialism. The book seeks to carve out a strong moral and normative basis for opposing mainstream developments that engender increasing inequality and market-dependency in higher education. The book’s chapters consider how different national communities channel access to higher education, what their “implicit social contracts” are, and what outcomes are produced by different policies and methods. The book is essential reading for scholars of higher education and students concerned with increasing inequality in a globalizing educational marketplace.

The school finance debate has profoundly shaped the educational reform landscape over the past four decades. Most conspicuously, judges level billion dollar decrees based on scant and conflicting findings. This book sought to explore whether school funding practices satisfy the equity and adequacy standards delineated by policymakers and judges, and demanded by the broader public. A funding formula myopia, the book argues, has left student engagement largely overlooked. It comes as no surprise, therefore, that vast funding enhancements have introduced disappointing outcomes results. The book argues the front of the classroom must become and remain the epicenter of reform activity: and that transforming instructional and engagement behaviors are effort-intensive endeavors that very little in pecuniary terms. In the end, an eye on the student engagement/pedagogical ball over the long run will deliver the results that cash infusions simply cannot. The book concludes by documenting how educational leaders can go about driving such desirable learning/instructional behaviors, and the quantified test score gains that can be expected to follow.

My Sociology reconceptualizes intro sociology for the changing demographics in today’s higher education environment. Concise and student-focused, My Sociology captures students' attention with engaging stories and a focus on non-dominant populations. Rather than introducing students to theory and history at the beginning of the text, the book integrates the necessary information throughout to keep students engaged.

As demand for natural resources increases due to the rise in world population and living standards, conflicts over their access and control are becoming more prevalent. This book critically assesses different approaches to and conceptualizations of resource fairness and justice and applies them to the analysis of resource conflicts. Approaches addressed include cosmopolitan liberalism, political economy and political ecology. These are applied at various scales (local, national, international) and to initiatives and instruments in public and private resource governance, such as corporate social responsibility instruments, certification schemes, international law and commodity markets. In doing so, the contributions contrast existing approaches to fairness and justice and extend them by taking into account the interplay between political scales, regions, resources, and power structures in "glocalized" resource politics. Various case studies are included concerning agriculture, agrofuels, land grabbing, water resources, mining and biodiversity. The volume adds to the academic and policy debate by bringing together a variety of disciplines and perspectives in order to advance both a research and policy agenda that puts notions of resource fairness and justice center-stage.

First Published in 2004. Routledge is an imprint of Taylor & Francis, an informa company.