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The purpose of this study was to examine the impact of a sport-leadership program on minority incarcerated young adults’ health-related fitness markers.

This study occurred at an all-male juvenile detention center. A total of 41 participants in this study were obtained from a sample of 103 incarcerated young adults. Data collection entailed body mass index (BMI) evaluation, cardiovascular endurance tests and 1-min pushups and situps at two different time periods (before and after three months). A 2 × 2 mixed factorial analysis of variances was used to test for differences among the within subjects’ factors (time [pre × post]) and between subjects’ factors (groups [flex × control]) for the above-mentioned dependent variables.

Over the course of three consecutive months of engagement, preliminary indications demonstrated participants had a slight reduction in BMI and significant increases in cardiovascular endurance and muscle strength. Contrarily, during this same time period, non-participating young adults exhibited significant increases in BMI and decreases in cardiovascular endurance and muscle strength.

Integration of sport-leadership programs is generally not free but can be a low-cost alternative for combatting many issues surrounding physical activity, weight gain and recreational time for those incarcerated.

Teacher education reform in the United States has been an ongoing theme over the past 100 years, particularly since A Nation at Risk in the 1980s, when education became increasingly politicized and less of a public good with which the American public did not tinker. These reforms have four different themes: (1) strengthening the clinical component of teacher education, (2) preparing educators with the tools needed for equity and social justice, (3) participating in heightened accountability demands, and (4) expanding alternative certification. This chapter explores these four strands of reform and concludes they are colliding forces in which the country pours time, resources, and energy. Ongoing collisions on the reform landscape produce increasingly negative consequences for teacher education, teacher recruitment, and retention and America's public schools.

The purpose of this paper is to provide preliminary results of the 2011 survey on international interlending conducted by the ALA RUSA STARS International Interlibrary Loan Committee.

An international survey was deployed using SurveyMonkey, an online survey tool, and distributed through various electronic resource sharing discussion lists and personal contacts with international libraries.

The 2011 survey aimed toward international libraries revealed similar results to those of the Committee's 2007 survey of US libraries. Most international interlending participants both borrow and lend materials internationally. Further analysis will be done focusing on barriers to as well as identification of common practices in international interlending.

This research provides the most recent survey of international interlending practices and will yield potential methods and activities for improving resource sharing globally.

The National Association for Professional Development Schools (NAPDS) recognizes that there is a tendency for the term “PDS” (Professional Development School) to be used as a catch-all for various relationships that constitute school–university partnership work. The intent of this NAPDS statement is to assert the essentials, or fundamental qualities, of a PDS. NAPDS encourages all those working in school–university relationships to embrace the Nine Essentials of PDSs communicated in this statement. The Essentials are written in tangible, rather than abstract, language and represent practical goals toward which work in a PDS should be directed.

Policy statement.

NAPDS maintains that these Nine Essentials need to be present for a school-university relationship to be called a PDS. Without having all nine, the relationship that exists between a school/district and college/university, albeit however strong, would not be a PDS. How individual PDSs meet these essentials will vary from location to location, but they all need to be in place to justify the use of the term “PDS.”

For those in established PDSs, some aspects of this document will be confirmed, while other aspects may be identified as needing attention. For those aspiring to establish PDSs, the authors offer this statement as a useful guide for their work. NAPDS invites individuals involved in school–university partnerships to share this statement with colleagues in the spirit of continuous improvement. By coming to terms with the challenges and opportunities inherent in this statement, the study can collectively fulfill the vision of this remarkable and distinct partnership called PDS.

This policy statement articulates how the Nine Essentials are the foundation of PDS work.

In 1920 Margaret Sanger called voluntary motherhood “the key to the temple of liberty” and noted that women were “rising in fundamental revolt” to claim their right to determine their own reproductive fate (Rothman, 2000, p. 73). Decades later Barbara Katz Rothman reflected on the social, political and legal changes produced by reproductive-rights feminists since that time. She wrote: So the reproductive-rights feminists of the 1970s won, and abortion is available – just as the reproductive-rights feminists of the 1920s won, and contraception is available. But in another sense, we did not win. We did not win, could not win, because Sanger was right. What we really wanted was the fundamental revolt, the “key to the temple of liberty.” A doctor’s fitting for a diaphragm, or a clinic appointment for an abortion, is not the revolution. It is not even a woman-centered approach to reproduction (2000, p. 79).

Deborah L. Balk is a social demographer at Columbia University’s Center for International Earth Science Information Network (CIESIN). Her prior work has focused on fertility, marriage, health and gender in Asia and north Africa. Her current work integrates demography with geography, applying both geospatial and demographic data and techniques to one another. Her current research includes a study of climate, health and migration interactions in sub-Saharan Africa, and analysis of the global spatial distribution of population with particular attention to estimates of urban extents.Alejandro Cervantes-Carson is assistant professor of sociology at Mary Washington College. Born in Mexico City, he studied both in Mexico and the United States, obtaining a Ph.D. in sociology from the University of Texas, at Austin. His primary areas of interest and research are political sociology, social inequality, and Latin America. He has written articles on gender, human rights, population policies and reproductive rights in Mexico. He is currently part of a research team studying a transnational community that connects northern Virginia, U.S., and southern Puebla, Mexico, and developing a project on deliberative democracy in the Zapatista movement.Denise A. Copelton is visiting assistant professor of sociology at Franklin and Marshall College in Lancaster, Pennsylvania where she teaches courses on women’s health, medical sociology, and sociology of families. She received her Ph.D. in sociology from Binghamton University (SUNY) in 2003. Her dissertation examined the social experience of pregnancy in the U.S., focusing both on the social construction of prenatal norms in popular pregnancy advice books and on the ways in which pregnant women accommodate and resist these norms in their daily lives.Vasilikie Demos is professor emeritus of sociology at the University of Minnesota-Morris. She has studied ethnicity and gender in the United States and is currently completing a monograph on her study of Kytherian Greek women based on interviews in Greece and among immigrants in the United States and Australia. With Marcia Texler Segal, she is co-editor of the Advances in Gender Research series and Ethnic Women: A Multiple Status Reality (General Hall, 1994). She is a past president of Sociologists for Women in Society and of the North Central Sociological Association, and has been an Honorary Visiting Professor at the University of New South Wales.Lara Foley is assistant professor of sociology and governing board member of the women’s studies program at the University of Tulsa. Among the courses she teaches are Sociology of Medicine and Sociology of Reproduction and Birth. Her work in this volume is based on her dissertation research examining the work narratives of midwives. Another article from this project, co-authored with Christopher Faircloth, entitled “Medicine as a Discursive Resource: Legitimation in the Work Narratives of Midwives” appears in Sociology of Health and Illness, 2003, 25, 165–184. She is currently working on a book project examining the experiences and roles of male partners in pregnancy and childbirth.Jennie Jacobs Kronenfeld is professor in the Department of Sociology, Arizona State University. She conducts research in the areas of health policy, health across the life course, health behavior including preventive health behavior, and research into AIDS in geographically mobile populations. She has recently authored Health Care Policy: Issues and Trends (Praeger, 2002). She has conducted research in a variety of topics related to child health, including recruitment into CHIP (child health insurance program) and has published a book on the impact of school-based health clinics, Schools and the Health of Children (Sage, 2000). She is a past president of Sociologists for Women in Society and past chair of the Medical Sociology Section of the American Sociological Association.Marcia Texler Segal is Associate Vice Chancellor for Academic Affairs, Dean for Research and professor of sociology at Indiana University Southeast. Her research and consulting focus on education and on women in Sub-Saharan Africa and on ethnic women in the United States. With Vasilikie Demos, she is co-editor of the Advances in Gender Research series and Ethnic Women: A Multiple Status Reality (General Hall, 1994). She is a past president of the North Central Sociological Association and past chair of the American Sociological Association Sections on Sex and Gender and Race, Gender and Class.Chikako Takeshita is a Ph.D. candidate in the Graduate Program in Science and Technology Studies at Virginia Tech University. Her research interests include socio-cultural and political aspects of biodiversity prospecting and indigenous rights. She is the author of the article “Bioprospecting and its Discontents: Indigenous Resistances as Legitimate Politics” (Alternatives, 2001, 26, 259–282). More recently, she has been researching the social and scientific development of intrauterine devices, politics of medical representations of female bodies, and reproductive rights and population policies from a gender perspective. She has a M.S. degree from the Science and Technology Studies at Virginia Tech, an M.B.A. from INSEAD in Fontainebleau, France, and a B.A. from Keio University in Tokyo.Carol A. B. Warren is Professor Emerita and former chair of sociology at the University of Kansas. Her former appointment was as associate to full professor of sociology at the University of Southern California. Among her recent publications are Gender Issues in Ethnography with Jennifer K. Hackney (Sage, 2000), “Qualitative Interviewing” in the Handbook of Interview Research (J. Gubrium & J. Holstein (Eds), Sage, 2002), Pushbutton Psychiatry: A History of Electroshock in America with Timothy Kneeland (Praeger, 2002) and “Sex and Gender in the 1970s,” in Qualitative Sociology (Winter 2003). She is working on a book, Discovering Qualitative Methods: Field Research, Interviews, and Images, with Tracy X. Karneer, to be published by Roxbury, and on articles (with Timothy Kneeland) on “Mineral Magnetism in Psychiatric Treatment” and “Natural Electricity in Psychiatric Treatment: Amber, Fish and Eels.”Terri A. Winnick earned a B.S. in psychology at Indiana University-Purdue University, Indianapolis (IUPUI), and an M.A. and Ph.D. in sociology at Indiana University, Bloomington. She is an Assistant Professor at The Ohio State University, Mansfield. Her area of interest is medical sociology, with a focus on professions; she is currently doing research on the reaction of the established medical profession to alternative medicine.Kathryn M. Yount is a social demographer specializing in the measurement of morbidity and mortality in less developed settings and in the integration of qualitative and quantitative data in sociodemographic analysis. She is currently an Assistant Professor in the Departments of International Health and Sociology and Affiliated Faculty of the Department of Women’s Studies at Emory University. Her research focuses primarily on multi-method case studies and comparative analyses of the determinants of disparities by gender in survival, health, and access to care over the life course. Yount has received grants from the National Science Foundation, the University Research Committee at Emory, and the National Institute on Aging to study these issues in the Middle East.

This chapter describes the experience of a tenured, senior professional leader (chief executive officer [CEO]) of a nonprofit human service organization. Although strongly supported by the board, she was harassed by a small group of board members and a couple of their friends (nonboard members), who insisted she take actions that would circumvent legitimate board process. Their actions would have resulted in “underground communications” and unilateral decisions. By speaking up and calling them out, the board became divided and conflicted, culminating in the resignation of the CEO. The scholarly commentary that follows the story adds a framework for explaining how important it is to maintain a moral compass, to hold fast to personal integrity, and to refuse to keep silent in the face of adversity. By sounding the alarm, the chaos and disruption exposed the plan to take power and control from the board. Being courageous may not be intentional or include actions of choice; it stems from the belief that it is the right thing to do… therefore, acting on moral courage can mitigate remorse. You don’t develop courage by being happy in your relationships everyday. You develop it by surviving difficult times and challenging adversity (Epicurus).

Due to the diversity of academics engaging with research into higher education, there is no single methodological approach or method that would embody higher education research. In this chapter, we put forward the case that this is a good thing and argue that higher education research can benefit from fusing existing methodological and theoretical paradigms with more creative, playful and artistic approaches, more commonly associated with sociological or anthropological research and performance-based disciplines. In order to frame this attitude of creativity, playfulness and openness, we start by providing a brief delineation of the research field and methods of higher education research. In this context we introduce the Deleuzoguattarian concept of rhizomes and assemblages to provide the grounding for what we mean by creativity and playfulness, which leads to our proposal of a renewed approach to research into higher education. We draw upon our own work on embodied academic identity and trainee teachers’ perceptions of their placement experiences in order to critically explore the benefits and potential pitfalls of incorporating this creativity and playfulness into higher education research.