This book examines how the use of the “at-risk” category and label creates problems for students and teachers. Drawing from research across various education sites, the author illustrates how educators recognize the label’s potential to redress issues of equity, but warns that it can also stigmatize the students so labeled. Brown explores how the labeling and subsequent practices by teachers and schools actually affect students, such as classifying many individuals as deficient. The text provides a historical overview, discusses the role of federal education policy and teaching, and includes tools to help readers acquire more complex, critical understandings of risk in educational practice. After the “At-Risk” Label not only challenges the education community to reorient itself to a more equitable discourse, it provides a framework for changing the structural conditions of schooling to better serve all students. Book Features: Offers a critical appraisal of how schools, policy, and teachers may be complicit in exacerbating conditions that lead to risk. Shows how race and class biases might be manifested in the “at-risk” identification process.Outlines a framework for making sense of, and acting in response to, risk that attends to both the individual and the institution. Provides a set of key questions, terms, and a list of extended activities in each chapter. “In this book, Keffrelyn Brown takes the common notion of ‘at-risk’ and turns it on its head. It is imperative that people who deal with children and teens grapple with the centrality of her notions. This is a must read!” —Gloria Ladson-Billings, University of Wisconsin–Madison “In this important and timely book, Keffrelyn Brown provides a much-needed basis for radically rethinking whether risk can be part of a critical social justice project in education.” —David Gillborn, University of Birmingham, UK “This book represents an audaciously genuine call to know more about, to see more in, and do more for students who have somehow amassed the label ‘at-risk!’” —H. Richard Milner IV, University of Pittsburgh

Their set of original studies of household chemicals, energy audits, and food risk labeling establishes guidelines for the design and evaluation of these informational regulations. How does risk labeling information on hazardous household chemicals and pesticides influence consumer behavior? While many studies speculate on the effects of risk information, Magat and Viscusi draw on a series of extensive surveys to assess the likely response. Their set of original studies of household chemicals, energy audits, and food risk labeling establishes guidelines for the design and evaluation of these informational regulations. Their findings also include new estimates of the valuation of nonfatal health risks, the first estimates in the literature of the role of altruism, and an assessment of the influence of irrational responses to risk. Although economists suggest that giving consumers information about potentially hazardous goods is preferable to direct regulation of product content, implementation of information regulation raises a host of issues that need to be addressed. Magat and Viscusi document the cognitive limitations that consumers have in processing information and break new ground by showing how, given this behavior, the informational regulations should be designed.Case studies assess the degree to which different kinds of consumers notice, remember, and heed printed warnings in a range of wordings and formats. They then examine risk valuation, showing how much consumers are willing to pay for increased product safety under various conditions. A concluding chapter synthesizes the results and discusses their implications for regulatory policy.

Record Label Marketing provides clear, in-depth information on corporate marketing processes, combining marketing theory with the real world "how to" practiced in marketing war rooms. This industry-defining book is clearly illustrated throughout with figures, tables, graphs, and glossaries. Record Label Marketing is essential reading for current and aspiring professionals and students, and also offers a valuable overview of the music industry. Record Label Marketing... * Builds your knowledge base by introducing the basics of the marketing mix, market segmentation and consumer behavior * Gives you the tools necessary to understand and use SoundScan data, and to successfully manage the budget of a recorded music project * Presents vital information on label publicity, advertising, retail distribution and marketing research * Introduces you to industry resources like NARM, RIAA, and the IFPI * Offers essential marketing strategies including grassroots promotion and Internet/new media, as well as highlighting international marketing opportunities * Reveals how successful labels use video production, promotional touring and special products to build revenue * Looks to the future of the music business-how online developments, technological diffusion, and convergence and new markets are continually reshaping the industry This guide is accompanied by a website, www.recordlabelmarketing.com, which offers interactive assignments to strengthen your knowledge as well as updates on the latest news, industry figures and developments.

A technical discussion that includes theory, research, and application, this book describes warning design standards and guidelines; aspects of law relevant to warnings such as government regulations, case/trial litigation, and the role of expert testimony in these cases; and international, health/medical, and marketing issues. Broken into thirteen

Or would some labeling strategies actually distort consumers' perceptions of relative risks and impair their ability to make informed choices?

A Brill | Sense Bestseller! What if everything you thought you knew about Black people generally, and educating Black children specifically, was based on BS (bad stats)? We often hear things like, “Black boys are a dying breed,” “There are more Black men in prison than college,” “Black children fail because single mothers raise them,” and “Black students don’t read.” In No BS, Ivory A. Toldson uses data analysis, anecdotes, and powerful commentary to dispel common myths and challenge conventional beliefs about educating Black children. With provocative, engaging, and at times humorous prose, Toldson teaches educators, parents, advocates, and students how to avoid BS, raise expectations, and create an educational agenda for Black children that is based on good data, thoughtful analysis, and compassion. No BS helps people understand why Black people need people who believe in Black people enough not to believe every bad thing they hear about Black people.

Publisher’s Note: Products purchased from 3rd Party sellers are not guaranteed by the Publisher for quality, authenticity, or access to any online entitlements included with the product. Lippincott Nursing Procedures, 8e, is a start-to-finish guide to more than 400 nursing procedures--from basic to advanced. This reference outlines every procedure, lists equipment, details each step, and includes rationales and cautions to ensure patient safety and positive outcomes. Concise, clear content targets key information needed to perform nursing procedures safely and accurately at the bedside. Tips, alerts, checklists, illustrations, and tables provide clarity and quick access to key procedural information. Organized alphabetically for easy accessibility, the book includes basic and advanced procedures on key topics, including infection control, specimen collection, physical treatments, drug administration, IV therapy, and hemodynamic monitoring, as well as procedures related to body systems such as chest tubes, peripheral nerve stimulation, and intra-abdominal pressure monitoring.

Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.

This is a collection of papers presented at the 1985 annual meeting of the Society for Risk Analysis. As always seems to occur at these meetings, the discussion was lively, the sessions were filled, and people complained about not being able to hear all the papers they wanted to because of concurrent sessions. If ever someone is in charge of a meeting, I wish them the good luck to have it be one for the Society for Risk Analysis. While I was responsible for the meeting, it could not have taken place without the efforts of the general chairman, Alan Moshissi. The program committee was chaired by Janice Longstreth, and included Lee Abramson and Vincent Covello. Together we assembled disparate papers into reasonably coherent sessions, prodded authors into getting us manuscrLpts on time, and dealt with all the last minute changes that are required for a major meeting. The Washington chapter of the Society for Risk Analysis hosted the meeting. Dr. Longstreth was president of the chapter during this fateful year and deserves a great deal of thanks for her organizational skills and efforts. Rick Cothern, Jerry Chandler, Kathleen Knox, Sue Perlin, and Paul Price played major roles in organ1z1ng the meeting and making it run smoothly. Special thanks go to Richard J. Burk, Jr. , Executive Secretary of the Society, and his staff for handling the logistics.