Ed Garvey (1940–2017) was one of the most influential and colorful progressive politicians in Wisconsin's history. Growing up in what was a conservative rural town, he got his first taste of liberal activism at the University of Wisconsin in the 1960s, became the first executive director of the National Football League Players' Union, led two spirited campaigns against Bob Kasten and Tommy Thompson, and eventually cofounded the Fighting Bob Fest.

Shortly before he died, Garvey expressed his views on everything in a series of detailed, no-holds-barred interviews with journalist Rob Zaleski. In his trademark witty, blunt, and often abrasive style, he offered his impressions of the political climate, worries about the environment, and Act 10 protests on Capitol Square. Garvey's candor during these conversations provides deeper insight into the personal highs and lows he experienced over his rich life. Diehard followers will fondly remember his energetic campaigns, but they may be surprised to learn of his long-simmering disappointment after those losses. Ever timely and meaningful, Garvey's words offer a path for how the Democratic Party, both within Wisconsin and nationally, can regain its soul.

In an increasingly diverse United States, minority and low-income students of all ages struggle to fit into mainstream colleges and universities that cater predominantly to middle-income and affluent white students fresh out of high school. Anchored in a study conducted at twelve minority-serving institutions (MSIs), Educating a Diverse Nation turns a spotlight on the challenges facing nontraditional college students and highlights innovative programs and practices that are advancing students’ persistence and learning.

Clifton Conrad and Marybeth Gasman offer an on-the-ground perspective of life at MSIs. Speaking for themselves, some students describe the stress of balancing tuition with the need to support families. Others express their concerns about not being adequately prepared for college-level work. And more than a few reveal doubts about the relevance of college for their future. The authors visited the four main types of MSIs—historically black colleges and universities, tribal colleges and universities, Hispanic-serving institutions, and Asian American and Native American Pacific Islander–serving institutions—to identify strategies for empowering nontraditional students to succeed in college despite these obstacles.

Educating a Diverse Nation illuminates such initiatives as collaborative learning, culturally relevant educational programs, blurring the roles of faculty, staff, and students, peer-led team learning, and real-world problem solving. It shows how these innovations engage students and foster the knowledge, skills, and habits they need to become self-sustaining in college and beyond, as well as valuable contributors to society.

What makes civil society organizations effective performers? What are key practices for businesses creating social value activities as a part of their overall operations? Business leaders have long analyzed corporate practices; this book represents an innovative analysis of how one does good in an effective and strategic manner. This book aims to enable social and business leaders to gain a greater understanding of how to achieve high performance in terms of social value creation.

Social Enterprise Knowledge Network is a research partnership encompassing eleven leading management schools—nine in Latin America, one in Spain, and Harvard Business School—with a demonstrated capacity to produce high-quality, original, field-based research in Latin America.

Based on the results of a two-year research process on how social and business organizations in Iberoamerica achieve superior social performance, Effective Management of Social Enterprises presents the most comprehensive and in-depth analysis of such practices ever undertaken in this region. This practitioner-oriented book also enriches the literature on organizational performance, social enterprise, and corporate social responsibility, and on Iberoamerica more generally.

"Globalization" is here. Signified by an increasingly close economic interconnection that has led to profound political and social change around the world, the process seems irreversible. In this book, however, Harold James provides a sobering historical perspective, exploring the circumstances in which the globally integrated world of an earlier era broke down under the pressure of unexpected events.

James examines one of the great historical nightmares of the twentieth century: the collapse of globalism in the Great Depression. Analyzing this collapse in terms of three main components of global economics--capital flows, trade, and international migration--James argues that it was not simply a consequence of the strains of World War I but resulted from the interplay of resentments against all these elements of mobility, as well as from the policies and institutions designed to assuage the threats of globalism. Could it happen again? There are significant parallels today: highly integrated systems are inherently vulnerable to collapse, and world financial markets are vulnerable and unstable. While James does not foresee another Great Depression, his book provides a cautionary tale in which institutions meant to save the world from the consequences of globalization--think WTO and IMF, in our own time--ended by destroying both prosperity and peace.

Endangered Species Recovery presents case studies of prominent species recovery programs in an attempt to explore and analyze their successes, failures, and problems, and to begin to find ways of improving the process. It is the first effort to engage social scientists as well as biologists in a wide-ranging analysis and discussion of endangered species conservation, and provides valuable insight into the policy and implementation framework of species recovery programs. The book features a unique integration of case studies with theory, and provides sound, practical ideas for improving endangered species policy implementation.

What can teachers in British and American inner-city schools learn from each other about literacy training? To explore this question, Sarah Warshauer Freedman and her British colleagues set up a writing exchange that matched classes from four middle and high schools in the San Francisco Bay area with their London equivalents.

Exchanging Writing, Exchanging Cultures offers concrete lessons to school reformers, policymakers, and classroom teachers about the value and effectiveness of different approaches to teaching writing. Freedman goes beyond the specific subject matter of this study, looking anew at Vygotsky's and Bakhtin's theories of social interaction and addressing the larger questions of the relationship between culture and education.