Search results

The Department of Homeland Security (DHS) states in 2018 that safeguarding “civil liberties is critical” to their official duties. The Office for Civil Rights and Civil Liberties within DHS, as its website explains,

reviews and assesses complaints from the public in areas such as: physical or other abuse; discrimination based on race, ethnicity, national origin, religion, gender, sexual orientation, or disability; inappropriate conditions of confinement; infringements of free speech; violation of right to due process … and any other civil rights or civil liberties violation related to a Department program or activity.

My chapter tracks the centrality of deportability in shaping the civil liberties and rights that DHS is tasked with enforcing. Over the course of the twentieth century, people on US soil saw an expanding list of civil liberties and civil rights. Important scholarship concentrates on the role of the courts, state and federal governments, advocacy groups, social movements, and foreign policy driving these constitutional and cultural changes. For instance, the scholarship illustrates that coming out of World War I, the US Supreme Court ruled that the First Amendment did not protect something the Justices labeled “irresponsible speech.” The Supreme Court soon changed course, opening up an era ever since of more robust First Amendment rights. What has not been undertaken in the literature is an examination of the relationship of deportability to the sweep of civil liberties and civil rights. Starting in the second decade of the twentieth century, federal immigration policymakers began multiplying types of immigration statuses. A century later, among many others, there is the H2A status for temporary low-wage workers, the H2B for skilled labor, and permanent residents with green cards. The deportability of each status constrains access to certain liberties and rights. Thus, in 2016, when people from the Office for Civil Rights and Civil Liberties within DHS act, they are not enforcing a uniform body of rights and liberties that applies equally to citizens and immigrants, or even within the large category of immigrants. Instead, they do so within a complicated matrix of liberties and rights attenuated by deportability, which has been shaped by the history of the twentieth century.

This chapter presents a description of a pilot course for 12th-grade students in research methods and writing, using Guided Inquiry Design to develop students’ critical literacy and information literacy skills.

Using a practitioner inquiry methodology, this teacher research study makes use of qualitative data to examine student perspectives and experiences, teaching artifacts and student work samples. The research seeks to identify ways students practice critical literacies when engaged with inquiry learning, as well as the characteristics of a classroom learning community designed to support students’ experiences in inquiry learning.

Teachers of research-based writing are encouraged to adopt a guided inquiry approach to their instruction in which they flip the script on the thesis statement, allow for an almost uncomfortable amount of exploratory reading, put the focus on the process instead of the product, and form a guided inquiry team with the school librarian.

This chapter serves as a resource for practicing teachers, teacher researchers, and teacher educators assisting new teachers in embedding critical inquiry skill development in student writing.

The purpose of this paper is to present a case study about how academic librarians can contribute to the interdisciplinary research endeavors of professors and students, especially doctoral candidates, through an intellectualized approach to collection development.

In the wake of protest movements such as the Tea Party and Occupy Wall Street, colleges and universities have begun to develop courses about these events, and it is anticipated that there will be much research conducted about their respective histories. Academic librarians can participate in those research efforts by developing interdisciplinary collections about protest movements and by referring researchers to those collections.

Through a case‐study approach, this paper provides a narrative bibliography about Southern Agrarianism that can help professors and students interested in the Tea Party or Occupy Wall Street movements to see their research endeavors from a new interdisciplinary perspective.

The value of this paper lies in presenting a concrete example of the way in which academic librarians can become active research partners through the work of building collections and recommending sources in areas that professors and students may not have previously considered.

Aim of the present monograph is the economic analysis of the role of MNEs regarding globalisation and digital economy and in parallel there is a reference and examination of some legal aspects concerning MNEs, cyberspace and e‐commerce as the means of expression of the digital economy. The whole effort of the author is focused on the examination of various aspects of MNEs and their impact upon globalisation and vice versa and how and if we are moving towards a global digital economy.

The purpose of this paper is to review selected literature on e‐government service orientation and highlight differences between academic theory and empirical findings. To date, there has been little support for predictions made in the e‐government conceptual literature.

The paper is a conceptual framework for a literature review of e‐government and service orientation is presented. A systematic database search is then undertaken to identify the literature related to e‐government and service orientation. Suitable papers are selected, carefully read, and systematically analysed according to the conceptual framework. A discussion and relevant conclusions are then presented.

The paper finds that a gap appears to exist between conceptual literature and empirical findings. For example, conceptual research claims that e‐government will result in a reduction of staff, yet no empirical findings have proven this. The present study applies institutional theory for understanding the fundamental reasons to this gap.

The paper is based on a literature review of 27 articles, three monographs and one edited volume focusing on service orientation and e‐government. It does not attempt to examine the full range of the literature available within the field of e‐government.

This review paper uniquely considers the gaps between the theory and practice of e‐government service orientation, and identifies where they exist. Some possible explanations for the gaps are explored which can be of interest to both academics and practitioners working in the field.

Although studies have shown that electronic media exposure can negatively affect infants’ and young children’s language development, exposure to these forms of media is increasing in North America. To better understand the types of electronic media exposure and their potential effects, we utilized naturalistic daylong recordings collected in the homes of bilingual Spanish–English infants of Latinx descent (n = 37). The present study examines contextual aspects of electronic media exposure, and the effects of electronic media on two types of parent–infant social interactions associated with child language development: parentese (a style of infant-directed speech distinguished by its higher pitch, slower tempo, and exaggerated intonation) and parent–infant turn-taking. Using Language ENvironment Analysis (LENA), two daylong audio recordings were collected from each family. These recordings were manually annotated for electronic media type, directedness, language, parental support, parentese, and turn-taking. Our results showed that the infants in our study experienced exposure to many different forms of electronic media, in both English and Spanish, and that the programming was predominantly adult-directed rather than child-directed. While both parentese and turn-taking were reduced in the presence of electronic media, the strength of these effects was modulated by electronic media sources, demonstrating that various devices differentially affect parental language input. These results provide a glimpse into what types of media young bilingual Spanish–English learning infants are experiencing and can help researchers design language interventions that are inclusive and relevant for families from these populations.