In the second edition of Labor-Based Grading Contracts, Asao B. Inoue refines his exploration of labor-based grading contracts in the writing classroom. Drawing on antiracist teaching practices, he argues that labor-based grading contracts offer a compassionate approach that is strongly grounded in social justice work. Updated with a new foreword and revised chapters, the book offers a meditation on how Inoue’s use of Freirean problem-posing led him to experiment with grading contracts. The result is a robust Marxian theory of labor that considers Hannah Arendt’s theory of labor-work-action and Barbara Adam’s concept of “timescapes.” The heart of the book details the theoretical and practical ways labor-based grading contracts can be used and assessed for effectiveness in classrooms and programs. Inoue concludes his exploration of labor-based grading by moving outside the classroom, considering how assessing writing in the socially just ways he offers in the book may provide a way to address the violence and discord seen in the world today.
 

Today's emphasis on metrics and personalization make evidence-based instruction an imperative. In this practice-based handbook, the authors draw on the research of the humanistic psychologist and educator Carl Rogers to present an empathetic approach to information literacy sessions, reference service, and outreach.  With an eye on everyday library work, they offer concrete, empirically-based strategies to connect with learners at all levels. Offering plentiful examples of pedagogy in action, this book covers:

• 6 cognitive principles for organizing information literacy instruction, with sample worksheets and organization tools for instruction planning;
• how to establish rapport and kindle learners' motivation;
• tactics for transcending "cite 5 sources" and other uninspiring research assignments;
• educational evidence debunking the mythical perception that because students are skilled at computers and mobile technology, they already know how to do research;
• questions to keep in mind for inspiring autonomous learning;
• the power of story, as described by Joan Didion, Brené Brown's Ted Talk, and educational psychology research;
• the science behind information overload; and
• a balanced framework for evaluating specific educational technology tools.

Fusing theory with practice, this handbook is a valuable resource to help every practitioner connect with learners more effectively.

Colonel Pat Proctor’s long overdue critique of the Army’s preparation and outlook in the all-volunteer era focuses on a national security issue that continues to vex in the twenty-first century: Has the Army lost its ability to win strategically by focusing on fighting conventional battles against peer enemies? Or can it adapt to deal with the greater complexity of counterinsurgent and information-age warfare?
 
In this blunt critique of the senior leadership of the U.S. Army, Proctor contends that after the fall of the Soviet Union, the U.S. Army stubbornly refused to reshape itself in response to the new strategic reality, a decision that saw it struggle through one low-intensity conflict after another—some inconclusive, some tragic—in the 1980s and 1990s, and leaving it largely unprepared when it found itself engaged—seemingly forever—in wars in Afghanistan and Iraq. The first book-length study to connect the failures of these wars to America’s disastrous performance in the war on terror, Proctor’s work serves as an attempt to convince Army leaders to avoid repeating the same mistakes.
 

The 2011 overthrow of Libyan dictator Muammar Qaddafi by internationally backed rebel groups has left Libya’s new leaders with a number of post-conflict challenges, including establishing security, building political and administrative institutions, and restarting the economy. This report assesses these challenges, the impact of the limited international role in efforts to overcome them, and possible future roles for the international community.