LEADER 03219nam 2200781Ia 450 001 9911089221203321 005 20250913221417.0 010 $a9786613133861 010 $a9781439906668 010 $a1439906661 010 $a9781283133869 010 $a1283133865 035 $a(CKB)2670000000083279 035 $a(EBL)686222 035 $a(OCoLC)722864230 035 $a(SSID)ssj0000516318 035 $a(PQKBManifestationID)11314023 035 $a(PQKBTitleCode)TC0000516318 035 $a(PQKBWorkID)10567918 035 $a(PQKB)10848532 035 $a(OCoLC)826452244 035 $a(MdBmJHUP)muse13376 035 $a(Au-PeEL)EBL686222 035 $a(CaPaEBR)ebr10466251 035 $a(CaONFJC)MIL313386 035 $a(MiAaPQ)EBC686222 035 $a(Perlego)2034549 035 $a(ODN)ODN0000535434 035 $a(EXLCZ)992670000000083279 100 $a20101004d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAbuse of power $ehow Cold War surveillance and secrecy policy shaped the response to 9/11 /$fAthan G. Theoharis 205 $a1st ed. 210 $aPhiladelphia $cTemple University Press$dc2011 215 $a1 online resource (232 p.) 300 $aIncludes bibliographical references and index. 311 08$a9781439906651 311 08$a1439906653 311 08$a9781439906644 311 08$a1439906645 320 $aIncludes bibliographical references and index. 327 $aContents; Acknowledgments; Introduction; 1. A New Intelligence Paradigm: Surveillance and Preventive Detention; 2. A History of FBI Wiretapping Authority; 3. The Politics of Wiretapping; 4. A Commitment to Secrecy; 5. The Limits of Counterintelligence; 6. The Politics of Counterintelligence; 7. Ignoring the Lessons of the Cold War; Notes; Index 330 $aAthan Theoharis, long a respected authority on surveillance and secrecy, established his reputation for meticulous scholarship with his work on the loyalty security program developed under Truman and McCarthy. In Abuse of Power, Theoharis continues his investigation of U.S. government surveillance and historicizes the 9/11 response.Criticizing the U.S. government's secret activities and policies during periods of ""unprecedented crisis,"" he recounts how presidents and FBI officials exploited concerns about foreign-based internal security threats.Drawing on infor 517 3 $aHow Cold War surveillance and secrecy policy shaped the response to 9/11 606 $aElectronic surveillance 606 $aWiretapping 606 $aIntelligence service 606 $aCold War 606 $aSeptember 11 Terrorist Attacks, 2001 615 0$aElectronic surveillance. 615 0$aWiretapping. 615 0$aIntelligence service. 615 0$aCold War. 615 0$aSeptember 11 Terrorist Attacks, 2001. 676 $a363.325/16 686 $aHIS000000$aHIS036060$aPOL036000$2bisacsh 700 $aTheoharis$b Athan G$0484334 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911089221203321 996 $aAbuse of power$94694076 997 $aUNINA LEADER 06700nam 22007094a 450 001 9911107624403321 005 20260415133245.0 010 $a9780313005169 010 $a0313005168 010 $a9780585391427 010 $a0585391424 035 $a(CKB)111056485489500 035 $a(EBL)3000261 035 $a(OCoLC)49569795 035 $a(SSID)ssj0000137786 035 $a(PQKBManifestationID)11134664 035 $a(PQKBTitleCode)TC0000137786 035 $a(PQKBWorkID)10096481 035 $a(PQKB)11208721 035 $a(Au-PeEL)EBL3000261 035 $a(CaPaEBR)ebr5005138 035 $a(MiAaPQ)EBC3000261 035 $a(Perlego)4202377 035 $a(EXLCZ)99111056485489500 100 $a20000225d2001 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aDeveloping non-hierarchical leadership on campus $ecase studies and best practices in higher education /$fedited by Charles L. Outcalt, Shannon K. Faris, and Kathleen N. McMahon ; foreword by Alexander W. Astin 205 $a1st ed. 210 $aWestport, Conn. $cGreenwood Press$d2001 215 $a1 online resource (269 p.) 225 1 $aThe Greenwood educators' reference collection,$x1056-2192 300 $aDescription based upon print version of record. 311 08$a9780313311789 311 08$a0313311781 320 $aIncludes bibliographical references and index. 327 $aContents; Foreword; Introduction; Thinking about Non-Hierarchical Leadership Development; An Interview with Helen S. Astin; The Emergence of Inclusive, Process- Oriented Leadership; A Multiple-Level Approach for Understanding the Nature of Leadership Studies; Developing Social Change Agents: Leadership Development for the 1990's and Beyond; New Ways of Leading in a Networked World; Using Postmodern Feminism to Reconceptualize "Citizenship" and "Community"; Putting Theory into Action: Successful Campus Programs; Developing an Interdisciplinary Doctoral Program in Leadership Studies 327 $aMiami's Leadership Commitment Spheres of Confluence: Non- Hierarchical Leadership in Action; The Peer-to-Peer Context; Common Cause: Different Routes; Learning and Leading: A Class Project Provides Context; Service, Spirituality, and Social Change; Designing Experiential Training Sessions for the Social Change Model of Leadership Development; Emerging Leaders: Leadership Development from a Community College Perspective; Non-Hierarchical Leadership in Action: Creating Change on Our College Campus; Overcoming Resistance to Change in Higher Education 327 $aThe Advent of Leadership Development in the UCLA International Student Orientation Program The Complex Intersections of Leadership and Identity; Intercultural Leadership: A Program Model for Students in Higher Education; Transforming Communities: Students Dialoguing across Racial and Ethnic Boundaries; The Lavender Leader: An Inqueery into Lesbian, Gay, Bisexual, and Transgender Student Leadership; How We Define and Measure Success: Assessing Leadership Development; Developing Citizenship through Assessment: A Participatory Model for Guiding Learning and Leadership 327 $aAssessing Non-Hierarchical Leadership Index; About the Contributors 330 8 $aMany problems that plague modern American society, including disappearance of community, decaying inner cities, racial tensions, environmental degradation, declining civic engagement, and the increasing ineffectiveness of government, to name a few, are in many respects problems of leadership. Leadership means not only what elected and appointed public officials do, but also the critically important civic work performed by those individual citizens who are actively engaged in making a positive difference in society. Clearly, one of the major problems with contemporary civic life in America is that too few of our citizens are actively engaged in efforts to effect positive social change. Educators seldom acknowledge higher education's possible contribution to these problems or the role that it might play in alleviating them. Colleges and universities provide rich opportunities for developing leaders through the curriculum and co-curriculum. Co-curricular experiences not only support and augment the students' formal classroom and curricular experience, but can also create powerful learning opportunities for leadership development through collaborative group projects that serve the institution or the community. These projects can be implemented through service learning, residential living, community work, and student organizations. In the first section, Alexander W. Astin and Helen S. Astin, two of the most influential authors in education and co-principal investigators for the research team that devised Social Change Model of Leadership Development, share their insights on the model they helped create. Also in this section, other leading theoreticians offer provocative and challenging insights into non-hierarchical leadership. The second section features case studies and other examples from the practical realm. Contributions come from a wide array of programs and institutions, from community colleges to Ivy League institutions to urban public universities. Because campuses are increasingly diverse, leadership programs must not only acknowledge but embrace the multiplicity of identities personified in their students. Accordingly, the next section offers essays and case studies on complex issues of intersection of leadership and identity. The book concludes with two chapters essential for those seeking to access leadership development: one focusing on the need for assessment, the other containing an account of the first-ever instrument designed specifically to access non-hierarchical leadership, written by the creator of this instrument. 410 0$aGreenwood educators' reference collection. 606 $aEducational leadership$zUnited States$vCase studies 606 $aLeadership$xStudy and teaching (Higher)$zUnited States$vCase studies 606 $aCivic leaders$xTraining of$zUnited States$vCase studies 615 0$aEducational leadership 615 0$aLeadership$xStudy and teaching (Higher) 615 0$aCivic leaders$xTraining of 676 $a378/.01 701 $aOutcalt$b Charles L.$f1964-$01993216 701 $aFaris$b Shannon K.$f1973-$01993217 701 $aMcMahon$b Kathleen N.$f1964-$01993218 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9911107624403321 996 $aDeveloping non-hierarchical leadership on campus$94771760 997 $aUNINA LEADER 02603oam 22004332 450 001 9911129194203321 005 20260824082410.2 010 $a9781003702986 024 8 $aCIPO000399093 035 $a(CKB)50508047100041 035 $a(OCoLC)1599579671 035 $a(OCoLC-P)1599579671 035 $a(FlBoTFG)9781003702986 035 $a(EXLCZ)9950508047100041 100 $a20260529d2026 uy 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aRethinking the mother tongue in contemporary Italy $efrom Gramsci to postcolonial literature /$fSaskia Kroonenberg 210 1$aLondon :$cRoutledge,$d2026. 215 $a1 online resource (160 pages) 225 0 $aLanguages and culture in history 311 08$a9789048563913 330 $aTaking Italy's linguistic landscape as an example of how a national language is multiple in and of itself, Rethinking the Mother Tongue in Contemporary Italy: From Gramsci to Postcolonial Literature offers an innovative postcolonial, non-monolingual approach to the notion of the mother tongue.After Italy's unification in 1861, the government tried to linguistically turn the culturally varying inhabitants into one people, seemingly trying to create a national mother tongue. However, it was only in the twentieth century, when mass media entered the family sphere, that Italians started to speak Italian as a mother tongue. Departing from the understanding that the notion of the mother tongue caught in monolingual thinking, the book analyses its relation to gender, race and its territorial colonial expansion. At present, according to the ius sanguinis (law of blood) Italianness is still based on blood, not on mother tongue.By combining Gramsci's notion of immanent grammar, contemporary Italian postcolonial literature, and new materialism, this book offers an innovative postcolonial and new materialist analysis of the notion of the mother tongue. It will be of interest to researchers in the fields of intellectual history, Italian studies, postcolonial theory and postcolonial and comparative literature as well as transnational humanities. 606 $aLanguage and culture$zItaly 606 $aLanguage planning$zItaly 606 $aLanguage policy$zItaly 615 0$aLanguage and culture 615 0$aLanguage planning 615 0$aLanguage policy 676 $a306.44945 700 $aKroonenberg$b Saskia 801 0$bOCoLC-P 801 1$bOCoLC-P 906 $aBOOK 912 $a9911129194203321 997 $aUNINA