Killers on Campus

2020 ◽  
pp. 156-174
Author(s):  
Michele W. Covington ◽  
Tracey L. Woodard
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
School Shootings ◽  
Mass Shootings ◽  
Mass Public ◽  
The World ◽  
K 12 ◽  
Type Of School

More mass public shootings occur in the United States than anywhere else in the world, and these incidents occur in a variety of locations, including educational facilities. There is strong reason to separate elementary, middle, and high schools from institutes of higher education (such as colleges and universities) when studying mass school shootings. These incidents vary based on the type of school by the characteristics and motivations of the shooter as well as locational characteristics and appropriate prevention strategies. This chapter provides an overview of the differences between mass shootings at K-12 schools and those at IHEs. The authors also discuss the prevalence and characteristics of mass shootings at IHEs and introduce several prevention policies, along with relevant proposed and current legislation.

scholarly journals Counseling International Students: Clients from Around the World

2013 ◽  
Vol 3 (2) ◽  
pp. 190-192
Author(s):  
Raul A. Leon ◽  
Jamie Chmiel
Keyword(s):  
Higher Education ◽  
United States ◽  
International Students ◽  
International Education ◽  
Critical Role ◽  
The United States ◽  
Colleges And Universities ◽  
Student Population ◽  
Institutions Of Higher Education ◽  
The World

International students have emerged as a student population that plays a critical role in the internationalization efforts of institutions of higher education across the world. Currently, the United States leads the world in the number of international students on local campuses. In 2000, a total of 547,867 international students were enrolled in U.S. colleges and universities. According to the Open Doors report, the number of international students reached 764,495 in 2011 (Institute of International Education, 2012).

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

Winning the Argument and Moving the Fight: The Legacy of a Grassroots Humanitarian

Public Voices ◽  
2016 ◽  
Vol 14 (1) ◽  
pp. 115
Author(s):  
Mary Coleman
Keyword(s):  
Higher Education ◽  
United States ◽  
Winning Strategy ◽  
Supreme Court Decision ◽  
The United States ◽  
Colleges And Universities ◽  
Lessons Learned ◽  
The Political ◽  
Political Actors ◽  
Trade Offs

The author of this article argues that the two-decades-long litigation struggle was necessary to push the political actors in Mississippi into a more virtuous than vicious legal/political negotiation. The second and related argument, however, is that neither the 1992 United States Supreme Court decision in Fordice nor the negotiation provided an adequate riposte to plaintiffs’ claims. The author shows that their chief counsel for the first phase of the litigation wanted equality of opportunity for historically black colleges and universities (HBCUs), as did the plaintiffs. In the course of explicating the role of a legal grass-roots humanitarian, Coleman suggests lessons learned and trade-offs from that case/negotiation, describing the tradeoffs as part of the political vestiges of legal racism in black public higher education and the need to move HBCUs to a higher level of opportunity at a critical juncture in the life of tuition-dependent colleges and universities in the United States. Throughout the essay the following questions pose themselves: In thinking about the Road to Fordice and to political settlement, would the Justice Department lawyers and the plaintiffs’ lawyers connect at the point of their shared strength? Would the timing of the settlement benefit the plaintiffs and/or the State? Could plaintiffs’ lawyers hold together for the length of the case and move each piece of the case forward in a winning strategy? Who were plaintiffs’ opponents and what was their strategy? With these questions in mind, the author offers an analysis of how the campaign— political/legal arguments and political/legal remedies to remove the vestiges of de jure segregation in higher education—unfolded in Mississippi, with special emphasis on the initiating lawyer in Ayers v. Waller and Fordice, Isaiah Madison

Mass School Shootings in the United States: A Novel Root Cause Analysis Using Lay Press Reports

2019 ◽  
Vol 58 (13) ◽  
pp. 1423-1428 ◽  
Author(s):  
Chris A. Rees ◽  
Lois K. Lee ◽  
Eric W. Fleegler ◽  
Rebekah Mannix
Keyword(s):  
United States ◽  
Environmental Factors ◽  
Root Cause Analysis ◽  
The United States ◽  
School Shootings ◽  
Contributing Factors ◽  
Mass Shootings ◽  
Cause Analysis ◽  
Factors Associated ◽  
Root Cause

School shootings comprise a small proportion of childhood deaths from firearms; however, these shootings receive a disproportionately large share of media attention. We conducted a root cause analysis of 2 recent school shootings in the United States using lay press reports. We reviewed 1760 and analyzed 282 articles from the 10 most trusted news sources. We identified 356 factors associated with the school shootings. Policy-level factors, including a paucity of adequate legislation controlling firearm purchase and ownership, were the most common contributing factors to school shootings. Mental illness was a commonly cited person-level factor, and access to firearms in the home and availability of large-capacity firearms were commonly cited environmental factors. Novel approaches, including root cause analyses using lay media, can identify factors contributing to mass shootings. The policy, person, and environmental factors associated with these school shootings should be addressed as part of a multipronged effort to prevent future mass shootings.

Politics

2020 ◽  
pp. 84-121
Author(s):  
David Damrosch
Keyword(s):  
Higher Education ◽  
United States ◽  
Comparative Literature ◽  
Western Europe ◽  
The United States ◽  
Rapid Expansion ◽  
Institutional Politics ◽  
The World ◽  
International Comparative ◽  
Political Scene

This chapter discusses the comparatists who reshaped the comparative literature in the United States during the 1950s and 1960s. It mentions Anna Balakian, who became a leading figure in both the American and International Comparative Literature Associations. It also describes Anna and her family's emigration in 1921 from Turkey to western Europe and eventually to the United States. The chapter analyzes how comparatists sought to change the world in the postwar years, a time of rapid expansion in higher education and optimism about America's role in fostering international cooperation and understanding. It also focuses on the need of politics of comparative studies to have a dual focus on institutional politics, a wider political scene, and a postcolonial perspective.

Toward Exclusion through Inclusion: Engendering Reputation with Gender-Inclusive Facilities at Colleges and Universities in the United States, 2001-2013

2018 ◽  
Vol 32 (3) ◽  
pp. 321-347 ◽  
Author(s):  
Alexander K. Davis
Keyword(s):  
Higher Education ◽  
United States ◽  
Social Institutions ◽  
The United States ◽  
Colleges And Universities ◽  
Original Sample ◽  
Gender Ideologies ◽  
Wide Range ◽  
Formal Organizations ◽  
Campus Newspaper

Ample sociological evidence demonstrates that binary gender ideologies are an intractable part of formal organizations and that transgender issues tend to be marginalized by a wide range of social institutions. Yet, in the last 15 years, more than 200 colleges and universities have attempted to ameliorate such realities by adopting gender-inclusive facilities in which students of any gender can share residential and restroom spaces. What cultural logics motivate these transformations? How can their emergence be reconciled with the difficulty of altering the gender order? Using an original sample of 2,036 campus newspaper articles, I find that support for inclusive facilities frames such spaces as a resource through which an institution can claim improved standing in the field of higher education. This process of engendering reputation allows traditional gender separation in residential arrangements to be overcome, but it also situates institutional responsiveness to transgender issues as a means of enhancing a college or university’s public prestige. This, in turn, produces novel status systems in the field of higher education—albeit ones that perpetuate familiar forms of institutional and cultural exclusion.

scholarly journals Is the United States the Best in the World? Not in Internationalization

2015 ◽  
pp. 7-9 ◽  
Author(s):  
Madeleine F. Green
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
The Other ◽  
Recent Survey ◽  
The Us ◽  
The World ◽  
Student Exchanges ◽  
Higher Education Internationalization

The United States is not a world leader in higher education internationalization. A recent survey shows that many other countries are much more active than the US in student exchanges and the other elements of internationalization.

Henry Carter Adams: A Case Study in the Emergence of the Social Sciences in the United States, 1850–1900

1968 ◽  
Vol 2 (2) ◽  
pp. 177-197 ◽  
Author(s):  
A. W. Coats
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
United States ◽  
Intellectual History ◽  
The United States ◽  
Academic Profession ◽  
The Social ◽  
The World ◽  
European Counterpart

Few scholars would nowadays question the importance of the United States in the world of learning; but the process whereby that nation attained its present eminence still remains obscure. Among the cognoscenti, it is generally acknowledged that American scholarship had come of age by the early 1900s, whereas fifty years earlier there had been only a handful of American scholars and scientists of international repute, and the country's higher education lagged far behind its European counterpart. Yet despite the recent popularity of intellectual history and research in higher education, which has produced a veritable flood of publications touching on various aspects of this theme, the heart of the process—the emergence of the academic profession—is still inadequately documented and imperfectly understood.

Bringing finance inside the state: How income-contingent loans blur the boundaries between debt and tax

2018 ◽  
Vol 52 (1) ◽  
pp. 111-129 ◽  
Author(s):  
Gareth Bryant ◽  
Ben Spies-Butcher
Keyword(s):  
Higher Education ◽  
United States ◽  
Financial Markets ◽  
Policy Instruments ◽  
Education Finance ◽  
The United States ◽  
Higher Education Finance ◽  
The State ◽  
The World ◽  
Hybrid Construction

Income-contingent loans are increasingly used by governments around the world to finance the costs of higher education. We use the case of income-contingent loans to explore how states are bringing the architecture of financial markets inside the state, disrupting conventional understandings of marketisation that are linked to concepts of commodification. We argue that income-contingent loans are hybrid policy instruments that combine elements of a state-instituted tax and a market-negotiated debt. We understand this hybrid construction in terms of the actors and mechanisms characteristic of what Polanyi identified in patterns of ‘redistribution’ and ‘exchange’. We then follow the contested mutations of income-contingent loans in Australia, England and the United States along three axes of hybridity that produce a variegated landscape of higher education finance: determining debt, charging interest and enforcing repayment. Our analysis reveals how, as processes of marketisation internalise financial ways of calculating and organising, states are blurring the boundaries between debts and taxes, redirecting political contestation over commodification.

scholarly journals Global competence of employees in Hispanic Enterprises in the south of United States

2017 ◽  
Vol 8 (15) ◽  
Author(s):  
Mónica Blanco Jiménez ◽  
Juan Rositas Martínez ◽  
Francisco Javier Jardines Garza
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Global Market ◽  
Global Competence ◽  
Institutions Of Higher Education ◽  
Global Competency ◽  
Common Assumption ◽  
High Level

Abstract. Developing interculturally competent students who can compete successfully in the global market is one of the challenges for institutions of higher education in the United States. Some researchers think that Colleges and universities must make a deeper commitment to prepare globally competent graduates. A common assumption is that the processes by which people are educated need to be broadly consistent with the way in which organizationsoperate in a globalizing environment. With this in mind, we turned to managers of Hispanic enterprises to report whether they believed their employees possess the knowledge, skills, attitudes, and experiences deemed necessary for attaining global competency. We developed a questionnaire based on one created by Hunter (2004) to measure global competencies. We sent them to managers of some Hispanic enterprises who are members of the Tucson Hispanic Chamber of Commerce. In our results we found that employees of the Hispanic enterprises that were targeted do not generally have a high level of global competenceaccording to our indicators.Keywords: education, global competence, Hispanic enterprisesResumen. Desarrollar competencias inter-culturales en los estudiantes que tienen que competir con éxito en el mercado global es uno de los retos para las instituciones de educación superior en los Estados Unidos. Algunos investigadores señalan que las universidades deben asumir un compromiso más profundo para preparar de una manera competente a los graduados a nivel mundial. Una propuesta común es que los procesos por  los cuales las personas son educadas deben ser ampliamente consistentes con la manera en que las organizaciones operan en un entorno globalizado. Basado en estas suposiciones en este proyecto de investigación se pregunto a los gerentes de empresas hispanas si consideraban que sus empleados tenían los conocimientos, habilidades, actitudes y experiencias suficientes para considerarlos globalmente competentes. Para esto se desarrollo un cuestionario creado por Hunter (2004) para medir las competencias globales. Se enviaron a los gerentes de algunas empresas hispanas que son miembros de la Cámara de Comercio Hispana e la Cd. De Tucson, Arizona. En los resultados se encontró que los empleados de la gran parte de estas empresas no presentaban un alto nivel de competencias globales de acuerdo a los indicadores mundiales.Palabras clave: competencias globales, educación, empresas hispanas 

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