LEADER 05026nam 2200685 450 001 9910790926203321 005 20230803221258.0 010 $a0-8135-6363-1 024 7 $a10.36019/9780813563633 035 $a(CKB)2550000001279473 035 $a(EBL)1680084 035 $a(SSID)ssj0001193850 035 $a(PQKBManifestationID)11731477 035 $a(PQKBTitleCode)TC0001193850 035 $a(PQKBWorkID)11147036 035 $a(PQKB)10181096 035 $a(MiAaPQ)EBC1680084 035 $a(OCoLC)878923602 035 $a(MdBmJHUP)muse31593 035 $a(DE-B1597)526240 035 $a(DE-B1597)9780813563633 035 $a(Au-PeEL)EBL1680084 035 $a(CaPaEBR)ebr10864843 035 $a(CaONFJC)MIL600679 035 $a(EXLCZ)992550000001279473 100 $a20140511h20142014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDefining student success $ethe role of school and culture /$fLisa M. Nunn 210 1$aNew Brunswick, New Jersey :$cRutgers University Press,$d2014. 210 4$dİ2014 215 $a1 online resource (188 p.) 225 1 $aRutgers Series in Childhood Studies 300 $aDescription based upon print version of record. 311 $a0-8135-6362-3 311 $a1-306-69428-0 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tAcknowledgments -- $tIntroduction: Three High Schools with Three Distinct Ideas about School Success -- $t1. Alternative High: Effort Explains School Success -- $t2. Fearing Failure at Alternative High -- $t3. Comprehensive High: Effort Is Helpful, but Intelligence Limits School Success -- $t4. Separate Worlds, Separate Concerns: AP versus College- Prep Track at Comprehensive High -- $t5. Elite Charter High: Intelligence plus Initiative Bring School Success -- $t6. Competitive Classmates at Elite Charter High -- $t7. Beyond Identity: Consequences of School Beliefs on Students' Futures -- $tAfterword -- $tAppendix A: Identity Theory and Inhabited Institutionalism -- $tAppendix B: Methodology -- $tNotes -- $tBibliography -- $tIndex -- $tAbout the Author 330 $aThe key to success, our culture tells us, is a combination of talent and hard work. Why then, do high schools that supposedly subscribe to this view send students to college at such dramatically different rates? Why do students from one school succeed while students from another struggle? To the usual answer-an imbalance in resources-this book adds a far more subtle and complicated explanation. Defining Student Success shows how different schools foster dissimilar and sometimes conflicting ideas about what it takes to succeed-ideas that do more to preserve the status quo than to promote upward mobility. Lisa Nunn's study of three public high schools reveals how students' beliefs about their own success are shaped by their particular school environment and reinforced by curriculum and teaching practices. While American culture broadly defines success as a product of hard work or talent (at school, intelligence is the talent that matters most), Nunn shows that each school refines and adapts this American cultural wisdom in its own distinct way-reflecting the sensibilities and concerns of the people who inhabit each school. While one school fosters the belief that effort is all it takes to succeed, another fosters the belief that hard work will only get you so far because you have to be smart enough to master course concepts. Ultimately, Nunn argues that these school-level adaptations of cultural ideas about success become invisible advantages and disadvantages for students' college-going futures. Some schools' definitions of success match seamlessly with elite college admissions' definition of the ideal college applicant, while others more closely align with the expectations of middle or low-tier institutions of higher education. With its insights into the transmission of ideas of success from society to school to student, this provocative work should prompt a reevaluation of the culture of secondary education. Only with a thorough understanding of this process will we ever find more consistent means of inculcating success, by any measure. 410 0$aRutgers series in childhood studies. 606 $aHigh school environment$zUnited States$vCase studies 606 $aHigh school students$zUnited States$vCase studies 606 $aPrediction of scholastic success$zUnited States$vCase studies 610 $aStudent success in high school. 615 0$aHigh school environment 615 0$aHigh school students 615 0$aPrediction of scholastic success 676 $a373.18 686 $aSOC047000$aEDU000000$2bisacsh 700 $aNunn$b Lisa M.$f1975-$01472894 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910790926203321 996 $aDefining student success$93772950 997 $aUNINA LEADER 04248oam 2200685I 450 001 9910792075903321 005 20230808210912.0 010 $a1-4724-0452-1 010 $a1-317-17260-4 010 $a1-315-56991-4 010 $a1-317-17259-0 010 $a1-299-26363-1 010 $a1-4094-5358-8 024 7 $a10.4324/9781315569918 035 $a(CKB)2560000000098742 035 $a(EBL)1139932 035 $a(OCoLC)830163013 035 $a(SSID)ssj0000832789 035 $a(PQKBManifestationID)12410570 035 $a(PQKBTitleCode)TC0000832789 035 $a(PQKBWorkID)10918972 035 $a(PQKB)10837896 035 $a(MiAaPQ)EBC1139932 035 $a(MiAaPQ)EBC4513172 035 $a(Au-PeEL)EBL4513172 035 $a(CaPaEBR)ebr11414232 035 $a(OCoLC)995776288 035 $a(OCoLC)948603814 035 $a(EXLCZ)992560000000098742 100 $a20180706e20162013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBribery and corruption $ehow to be an impeccable and profitable corporate citizen /$fMichael J. Comer and Timothy E. Stephens 210 1$aLondon ;$aNew York :$cRoutledge,$d2016. 215 $a1 online resource (911 p.) 300 $a"A Gower book"--cover. 300 $a"First published 2013 by Gower Publishing"--t.p. verso. 311 $a1-4094-5357-X 320 $aIncludes bibliographical references and index. 327 $aForeword: the honourable Kenneth Mutt KC -- Noble cause corruption -- Background on corruption laws -- A bit of dodgy history -- The main conventions -- UK and US regulatory agencies -- The Bribery Act 2010 and friends -- Objectives and limitations -- Main sections of the act -- Enforcement, penalties and sentencing -- Other relevant UK legislation and guidelines -- US and worldwide legislation and guidelines -- The taxonomy of corruption -- Introduction to a universal problem -- Sectoral corruption -- The mechanics of corruption -- Examples of high risk processes and contexts -- Risk assessment -- Introduction and the nature of risk -- Preparation and catalogues -- Common pre-conditional factors -- Evaluation tools and techniques -- Exposing corruption -- Introduction and background -- Critical point auditing -- Manual tests -- Effective baseline controls -- Introduction on the nature of controls -- Control tools and misconceptions -- Ownership and the tone from the top -- Budgets, policies and procedures -- Due diligence, integrity reporting and contingency planning -- Contractual controls and personnel procedures -- Accounting procedures, fidelity and insurance -- Additional controls -- Introduction, principles and policies -- Additional anti-corruption strategies -- Dealing with corruption -- Facilitation payments, gifts and third party agents -- Join ventures, acquisitions and ipos -- Other projects and controls -- Internal and regulatory investigations -- Background and strategy to internal investigations -- Key elements and case handling -- Regulatory investigations -- Negotiating settlements and going to court. 330 $aBribery and Corruption is written by the world's leading practitioners in the fields of fraud prevention, detection and investigation, they have massive practical experience in commercial and governmental sectors. The book exposes the misconceptions, myths and, indeed, corruption of the word bribery and suggests effective solutions that go well beyond simple compliance. It commits to assertive managerial rather than timorous legal solutions to anti-bribery and related laws. It explains how processes can be tested - using automated fraud detection software - to expose current cases of fraud and 606 $aCorruption 606 $aCorruption$xPrevention 606 $aBribery$xPrevention 615 0$aCorruption. 615 0$aCorruption$xPrevention. 615 0$aBribery$xPrevention. 676 $a658.4/73 700 $aComer$b Michael J.$01502003 701 $aStephens$b Timothy E$01502004 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910792075903321 996 $aBribery and corruption$93775763 997 $aUNINA