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Reading the political and the familial in The Americans illuminates central features of the New Right. In particular, The Americans provides an opportunity to reconsider the significance of the ‘pro-family’ label to New Right organising, the importance of mothering to the ‘pro-family’ narrative offered by the New Right, and the relationship between this account of mothering and democratic citizenship more broadly. This paper argues: first, the ‘pro-family’ label served to weaponise American families against equality and egalitarian public institutions; second, that this weaponisation of the family was accomplished through a rhetorical and real elevation of the moralised work of mothers in the home; and third, this account of mothering is incompatible with democratic citizenship not only because it reproduces inequality but also because it presents families, particularly mothers, as surrounded by enemies. Surrounded by enemies, their children appear endangered or dangerous should they become products of enemy forces. The pro-family rhetoric of the New Right – with its emphasis on the labour of women, particularly mothers – concealed an insurgent factional bid for power just as the Jennings family concealed an insurgent operation inside the United States. The displacement of law in The Americans mirrors the displacement of law in American conservative politics in the 1980s and law’s replacement by the ideal of sanctified families that the guard republic. The Americans both recognises this reversal in American conservative politics and parodies the reversal of the idea that law protects the family.

This piece argues that television families’ shift away from the traditional nuclear family form is crucial to understand the relatively rapid acceptance of same-sex marriage in mainstream politics. Released in the early 2010s, The Americans focusses on a KGB-created family composed of two Soviet spies, total strangers who ultimately have two children to further their cover as an innocent American family running a DuPont Circle travel agency and living in a Virginia suburb of Washington D.C. Rather than being idealised or sought after, The Americans reveals that the nuclear family is legally, socially, and politically constructed, and, in the end, doomed to failure. Sex and love and even children are instrumentally manipulated on a regular basis to further political goals, transforming basic assumptions about how marriage and family life really work beyond the façade of suburban America. This opens space for consideration and acceptance of alternative family forms, including same-sex marriage.

We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?

We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.

We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.

These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.

Seldom is a book relevant to the entire spectrum of libraries we encounter. However Axelrod’s Elizabeth ICEO is one such work. Highly readable his examination of Elizabeth I from the perspective of a business leader and manager contains several strategic lessons that librarians and especially financial managers can apply to stay viable in our current political and financial climate. Whether from the public or private library viewpoint the two reviewers of this work remark that there is much to be gleaned from Elizabeth I’s aggressive leadership style and political acumen which is relevant in managing today’s libraries. While there is nothing new in the information presented the fresh approach interesting reading and use of a historical figure to examine today’s issues drive home important tenets which the head of any successful organization not only needs to know but also must practice.

This paper aims to contribute to the project of recognising the contribution of female scholars to the development of marketing thought. The paper presents a biography of Elizabeth Ellis Hoyt, a home economist, who contributed to the shaping of contemporary ideas about consumption and the consumer.

Source material used includes the Elizabeth Ellis Hoyt Papers (1884‐2009) in the Iowa State University Archives. The collection contains a variety of materials, of which the most important for this paper were news clippings, personal diaries (1907‐1918), and published and unpublished manuscripts (1953, 1964, n.d.). Also important for this study were two sources published by Alison Comish Thorne, Elizabeth Hoyt's PhD student. These include Thorne's autobiography Leave the Dishes in the Sink and her entry on Elizabeth Hoyt in the Biographical Dictionary of Women Economists.

The paper documents Elizabeth Hoyt's development of marketing thought, focusing on her early work on the cost of living index and subsequent contributions to an expanded theory of consumption and consumer learning.

Elizabeth Hoyt is one of a group of female home economists who pioneered consumption economics in America in the 1920s and 1930s yet who have been neglected in published accounts. Notwithstanding a short biographical note in the Biographical Dictionary of Women Economists, Hoyt's life and work are not yet documented.

In this chapter, we present a case study that explicates the work that two Black boys undergo to write their narratives despite the low expectations of their academic abilities espoused by their White teacher. Orienting ourselves within a critical race theory framework, we relied upon storytelling to tell the stories of John and Seth, two young Black boys whose science interests fueled their engagement across school subjects despite the semantic deficit-oriented positioning of their academic abilities by the White teachers and staff within their school. Throughout this chapter, we center their experiences to argue that understanding the inherent underrepresentation of Black men in science-based professions requires an examination of the pivotal educational moments preceding this disparity. Rich and culturally responsive science teaching may support equity for Black boys, but John and Seth's stories illustrate that these practices alone will only perpetuate the status quo unless teachers challenge their dispositions regarding who their students are and what they are capable of. We conclude by offering suggestions for practitioners to consider when designing and implementing equitable student-centered science instruction.

In her article in the September 1983 issue of ICT Elizabeth Gibson discussed whether external training was having a total collapse. In this article she describes something of what is entailed in finding and evaluating external training provision as a specialist service to company training personnel. The article, in addition to its specific merit in providing advice on how to assess external training provision, is a good illustration of our theme of networking—finding out who knows what you need to know.

Purpose – Our purpose in this chapter is to argue for the importance of integrating reading and writing in classrooms and to provide examples of what integration of this nature looks like in classrooms across content areas and grade levels.Design/methodology/approach – In this chapter we provide an overview of the argument for reading–writing integration, highlight four common tools (skill decomposition, skill decontextualization, scaffolding, and authenticity) that teachers use to cope with complexity in literacy classrooms, and describe four classrooms in which teachers strive to integrate reading and writing in support of learning.Findings – We provide detailed examples and analyses of what the integration of reading and writing in the service of learning looks like in four different classroom contexts and focus particularly on how the four teachers use scaffolding and authenticity to cope with complexity and support their students’ literacy learning.Research limitations/implications – We intentionally highlight four noteworthy approaches to literacy instruction, but our examples are relevant to specific contexts and are not meant to encompass the range of promising practices in which teachers and students engage on a daily basis.Practical implications – In this chapter we provide classroom teachers with four concrete tools for coping with the complexities of literacy instruction in classroom settings and highlight what instruction of this nature – with an emphasis on scaffolding and authenticity – looks like in four different classroom contexts.Originality/value of chapter – Teachers and other educational stakeholders must acknowledge and embrace the complexities of learning to read and write, so that students have opportunities to engage in rich and authentic literacy practices in their classrooms.