01459nam 2200397Ka 450 991069673950332120080715095515.0(CKB)5470000002381478(OCoLC)233970635(EXLCZ)99547000000238147820080715d2005 ua 0engtxtrdacontentcrdamediacrrdacarrierIssues and challenges in the application of geostatistics and spatial-data analysis to the characterization of sand-and-gravel resources[electronic resource] /by Daniel R. HackVersion 1.0.[Reston, Va.] :U.S. Dept. of the Interior, U.S. Geological Survey,2005.iii, 14 pages digital, PDF fileBulletin ;2209-JChapter J of Contributions to industrial-minerals researchTitle from title screen (viewed July 14, 2008).Edited by Craig J. Wandrey.Includes bibliographical references (page 14).SandGravelSand.Gravel.Hack Daniel R1415191Geological Survey (U.S.)GPOGPOBOOK9910696739503321Issues and challenges in the application of geostatistics and spatial-data analysis to the characterization of sand-and-gravel resources3516506UNINA04114nam 2200769Ia 450 991097460220332120200520144314.0978067426364206742636429780674030091067403009510.4159/9780674030091(CKB)1000000000786948(OCoLC)607655729(CaPaEBR)ebrary10314294(SSID)ssj0000483033(PQKBManifestationID)11325489(PQKBTitleCode)TC0000483033(PQKBWorkID)10529044(PQKB)10340276(SSID)ssj0000412969(PQKBManifestationID)12137322(PQKBTitleCode)TC0000412969(PQKBWorkID)10369289(PQKB)11291910(Au-PeEL)EBL3300282(CaPaEBR)ebr10314294(OCoLC)923110314(DE-B1597)584949(DE-B1597)9780674030091(OCoLC)1322125294(MiAaPQ)EBC3300282(Perlego)2597925(EXLCZ)99100000000078694820040602d2004 uy 0engurcn|||||||||txtccrThe blackboard and the bottom line why schools can't be businesses /Larry Cuban1st ed.Cambridge, MA Harvard University Press20041 online resource (264 p.)Bibliographic Level Mode of Issuance: Monograph9780674025387 0674025385 9780674015234 0674015231 Includes bibliographical references (p. [195]-242) and index.Frontmatter -- CONTENTS -- Introduction: Business and School Reform -- 1 The Logic of the Reforms -- 2 How the Reforms Have Changed Schools -- 3 Why Schools Have Adopted the Reforms -- 4 Limits to Business Influence -- 5 Are Public Schools like Businesses? -- 6 Has Business Influence Improved Schools? -- Notes -- Acknowledgments -- Index"Ford Motor Company would not have survived the competition had it not been for an emphasis on results. We must view education the same way," the U.S. Secretary of Education declared in 2003. But is he right? In this provocative new book, Larry Cuban takes aim at the alluring cliché that schools should be more businesslike, and shows that in its long history in business-minded America, no one has shown that a business model can be successfully applied to education. In this straight-talking book, one of the most distinguished scholars in education charts the Gilded Age beginnings of the influential view that American schools should be organized to meet the needs of American businesses, and run according to principles of cost-efficiency, bottom-line thinking, and customer satisfaction. Not only are schools by their nature not businesslike, Cuban argues, but the attempt to run them along business lines leads to dangerous over-standardization--of tests, and of goals for our children. Why should we think that there is such a thing as one best school? Is "college for all" achievable--or even desirable? Even if it were possible, do we really want schools to operate as bootcamps for a workforce? Cuban suggests that the best business-inspired improvement for American education would be more consistent and sustained on-the-job worker training, tailored for the job to be done, and business leaders' encouragement--and adoption--of an ethic of civic engagement and public service.Business and educationUnited StatesPublic schoolsUnited StatesEducational changeUnited StatesBusiness and educationPublic schoolsEducational change371.19/5Cuban Larry1807593MiAaPQMiAaPQMiAaPQBOOK9910974602203321The blackboard and the bottom line4357409UNINA