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The Globalization of Nothing is back in a revised and completely updated Second Edition. In this reconceptualized volume, author George Ritzer focuses his attention squarely on the processes of globalization and how they relate to McDonaldization. This revision is shorter, more concise, and spends much less space on the Nothing-Something continuum that he introduced in the First Edition.

• Sales Rank: #1094952 in Books
• Brand: Brand: SAGE Publications, Inc
• Published on: 2007-01-18
• Original language: English
• Number of items: 1
• Dimensions: 9.66" h x .49" w x 5.26" l, .75 pounds
• Binding: Paperback
• 264 pages

Features

• Used Book in Good Condition

Review
"This edition is a shorter, tighter, and more focused book that deals focally and directly with globalization, at least as it relates to nothing and something. Readers will come away from this revision with not only a new way of looking at globalization but also a sense of the problems posed by the globalization of nothing and the need to find ways to deal with its pernicious aspects." (Savannah Jones 2007-04-12)

About the Author

George Ritzer is Distinguished University Professor at the University of Maryland, where he has also been a Distinguished Scholar-Teacher and won a Teaching Excellence Award. He was awarded the Distinguished Contributions to Teaching Award by the American Sociological Association, an honorary doctorate from LaTrobe University in Australia, and the Robin Williams Lectureship from the Eastern Sociological Society. His best-known work, The McDonaldization of Society (8th ed.), has been read by hundreds of thousands of students over two decades and translated into over a dozen languages. Ritzer is also the editor of McDonaldization: The Reader; and author of other works of critical sociology related to the McDonaldization thesis, including Enchanting a Disenchanted World, The Globalization of Nothing, Expressing America: A Critique of the Global Credit Card Society, as well as a series best-selling social theory textbooks and Globalization: A Basic Text. He is the Editor of the Encyclopedia of Social Theory (2 vols.), the Encyclopedia of Sociology (11 vols.; 2nd edition forthcoming), the Encyclopedia of Globalization (5 vols.), and is Founding Editor of the Journal of Consumer Culture. In 2016 he will publish the second edition of Essentials of Sociology with SAGE.

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22 of 24 people found the following review helpful.
Ritzer's Best, by far
By A Customer
This is a thoughtful, rich, critical, engaging analysis. I was pleasantly surprised. I had major problems with his famous McDonalization of Society -- I thought it was pretty thin, extremely redundant, and gave short-shrift to the profit motive. Furthermore, Ritzer kept re-packing the same ideas in various publications. I was jealous of all the money he was making, but not impressed in terms of scholarly innovation. When I saw this book, I thought: oh, no, here we go again: slick title, slick cover....another money maker for Ritzer and shallow analysis for us. WRONG. Even picking this book up with enormous skepticism, I was totally engaged. This is great stuff. He not only explains his observations carefully, but his analysis of WHY the trend under scrunity is happening is solid. And he gives credit where credit is due -- to Marx, in this case. Good for Ritzer.
Ritzer's argument is that products, places, and services that are locally constructed, locally controlled, and full of distinct and special qualities are vanishing. What are proliferating and ever-increasing are products, places, and services that are centrally constructed, centrally controlled, and lacking distinct or special qualities. But he goes beyond this observation and really tries to EXAPLIN it. His critiques of the profit-motive are strong and right on the mark. Sure, there were many things I disagreed with in this book, and things I would take exception to. But ultimately this was solid scholarship, piercing and profound social theory, and a great leap forward for one of sociology's most productive scholars.

16 of 18 people found the following review helpful.
A philosophical and clarion warning
By Midwest Book Review
The Globalization Of Nothing is an articulate economic thesis by Professor George Ritzer (University of Maryland) that articulately postulates the short and long-term effects of globalization. Claiming that societies worldwide are moving away from "something" (defined as unique and distinctive indigenous social forms), toward the "nothing" (globalized products that are centrally controlled and blandly the same worldwide), The Globalization Of Nothing warns that societies all over the world today are rapidly losing unique customs, local businesses, gathering places, even the hallmark of personal interaction. The Globalization Of Nothing is a philosophical and clarion warning regarding the creeping and homogenizing impersonality of severe economic forces.

1 of 1 people found the following review helpful.
An essay expanded into a text
By Owen Brown
Read the introduction, read the appendix, and you have it. The rest is filler. Ritzer's style is readable, but the over-elucidation of uncomplicated ideas, whose evidence itself is largely subjective (how, after all, can one define "magical," or "enchanted" places for any audience that numbers more than one?) makes one question the value of this book.

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Bringing together the expertise of top evaluation leaders from around the world, The SAGE International Handbook of Educational Evaluation addresses methods and applications in the field, particularly as they relate to policy- and decision-making in an era of globalization. The comprehensive collection of articles in the Handbook compels readers to consider globalization influences on educational evaluation within distinct genres or families of evaluation approaches.

Key Features

• Discusses substantive issues surrounding globalization, and its implication for educational policy and practice and ultimately evaluation;
• Includes state-of-the-art theory chapters and method chapters within scientific, accountability-oriented, learning-oriented, and political genres of evaluation approaches;
• Provides real-world case exemplar chapters to illustrate core concepts within genres;
• Extends dialogue on controversial topics and contemporary educational evaluation tensions in the context of globalization;
• Summarizes, by means of an integration chapter, the issues, tensions and dilemmas confronting educational evaluators in an era of globalization.

Serving as a state-of-the-art resource on educational evaluation, this volume is designed for graduate students, evaluation scholars and researchers and professional evaluation practitioners with an interest in educational program and policy evaluation.

• Sales Rank: #3517053 in Books
• Published on: 2009-07-15
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x 1.40" w x 7.10" l, 2.70 pounds
• Binding: Hardcover
• 608 pages

About the Author
Katherine Ryan (B.S., Psychology, M.Ed., Special Education, Ph.D., Educational Psychology, University of Illinois - Urbana) is Associate Professor of Educational Psychology in the College of Education at UIUC. Her areas of specialization include Educational Measurement, Program Evaluation, and Applied Statistics, and she is currently Head of Measurement and Evaluation in the College of Education. Her research interests include assessment validation issues, particularly the evaluation of validity evidence based on response processes and consequences of assessments. Other interests include differential item/test functioning, and issues in program evaluation theory and practice. She teaches Descriptive and Inferential Statistics, Classroom Assessment, Introduction to Measurement, Introduction to Program Evaluation Theory, and Introduction to Evaluation Methods. She has edited two volumes of New Directions in Evaluation for the American Evaluation Association (AEA), one on evaluation as a democratic process, and the other on teaching evaluation in higher education.

J. Bradley Cousins is professor of Evaluation at the Faculty of Education, University of Ottawa. Cousins’ main interests are in program evaluation including participatory and collaborative approaches, use, and capacity building. He received his PhD in Educational Measurement and Evaluation from the University of Toronto in 1988. Throughout his career he has received several awards for his work in evaluation including the Contribution to Evaluation in Canada award (CES, 1999), the Paul F. Lazarsfeld Award for Theory in Evaluation (AEA, 2008) and the AERA Research on Evaluation Distinguished Scholar Award (2011). He has published many articles and books on evaluation and was editor of the Canadian Journal of Program Evaluation from 2002 to 2010. Throughout his career, Cousins has had considerable experience planning, delivering, and evaluating evaluation training and capacity building in Canada and abroad. Internationally he led evaluation capacity building in Central and West Africa and a major three and one-half year project in India. He is currently leading a nation-wide evaluation of teacher in-service training in that country in collaboration with several of the people he had previously trained. Cousins completed a three and one-half year term as director of the Centre for Research on Educational and Community Services at the University of Ottawa in July 2015. He continues to be an active member of CRECS, which has a strong mandate for research and evaluation capacity building. For more information, visit www.crecs.uottawa.ca.

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Discover how to implement the Programwide/Schoolwide Positive Behavioral Support (PW/SW-PBS) system, a prevention-based approach for teaching and supporting appropriate behavior in preschool and elementary school children.

• Sales Rank: #485336 in Books
• Brand: Corwin
• Published on: 2007-11-28
• Original language: English
• Number of items: 1
• Dimensions: 10.25" h x 7.25" w x .50" l, .70 pounds
• Binding: Paperback
• 152 pages

Features

• Differing levels of intervention to meet individual student needs
• Clearly stated behavioral expectations
• Consistent acknowledgment of students" mastery of expectations
• Systematic use of consequences for problem behaviorFeatures
• Title - Implementing Positive Behavior Support Systems in Early Childhood and Elementary Settings

Review
"Provides plentiful research and breaks down the processes for effectively implementing positive behavior supports in schools. Step-by-step directions, sample forms, and examples make the processes easy to incorporate and understand." (Julia DeGarmo, Special Education Specialist 2007-04-20)

"The most comprehensive book to date in the area of schoolwide and programwide positive behavior support for the early years." (Lee Kern, Professor 2007-05-01)

"An important and very timely book from leading authorities in positive behavior support. The extension of their approach to preschool programs is a vital contribution in preventing adverse trajectories of problem behavior. I recommended the book highly as a guide for programs serving children of all ages." (Glen Dunlap, Research Professor 2007-05-01)

"The book’s major strengths are its practical information and the specific ways of looking at expectations and developing a common language. The forms included will be of great benefit to school teams." (Susan Safarik, Supervisor, Department of Special Education 2007-06-12)

About the Author

Dr. Melissa Stormont has been involved in special education and psychology for over 15 years. Dr. Stormont has worked to support children with behavioral problems as a teacher, behavioral consultant, and through teaching teachers and conducting research in higher education. Currently, Dr. Stormont is an Associate Professor in Special Education at the University of Missouri. Dr. Stormont has published extensive research related to the educational and social needs of young children who are vulnerable for failure including children with behavior problems, Attention Deficit Hyperactivity Disorder, and children who have limited resources due to poverty. Dr. Stormont’s research has included a focus on family and school factors that contribute to risk and resiliency. She has published over 30 articles and book chapters in these areas.

Dr. Timothy J. Lewis has been involved in special education for over 20 years. Dr. Lewis has taught students with emotional and behavioral disorders in high school, elementary, and self-contained psychiatric settings. At present, Dr. Lewis is Professor and Associate Dean for Research, Development, and Graduate Studies at the University of Missouri. Dr. Lewis has been involved with developing school-wide systems of behavioral support for over 15 years. He has worked directly with school teams around the world, secured several federal grants to support his research and demonstration efforts, and is a frequent contributor to the professional literature examining various aspects of Positive Behavior Support. His specialty areas include social skill instruction, functional assessment, and proactive school-wide discipline systems.

Rebecca S. Beckner is an early childhood behavior consultant with the public schools in Columbia, Missouri. She has been a family and individual counselor and owned a childcare center for ten years, specializing in the care of children with behavioral concerns. Becky currently participates in the evaluation of young children in the area of social/emotional/behavioral functioning and serves children with severe behavior problems and their families. She also facilitates several local Program-wide Positive Behavior Support teams in the public schools, Head Start, and community day cares. Becky has twenty years of experience consulting with teachers on behavior management and providing workshop and in-service training to teaching staff and parents on subjects such as Positive Behavior Supports, social skills, strategies for supporting children with significant behavioral difficulties, resiliency, and communicating with parents. Becky is a certified trainer of Program-wide Positive Behavior Support and has traveled throughout the country supporting teams as they implement the approach. She is also working on her dissertation at the University of Missouri (Special Education-Behavior Disorders) on implementing the PBS approach to improve at-risk behavior of preschool children, and is teaching courses on early childhood assessment and working with families.

Nanci Johnson is currently a Positive Behavior Support Facilitator for the Columbia Public Schools. She previously worked as part of the Missouri Positive Behavior Support initiative, collaborating to develop state training materials, conducting school based research and providing

consultation both in and out of the state. Nanci has taught parenting education, pre-school, kindergarten, first grade, as well as college level coursework. She has special interest in systems based school change, development of communities of practice to support effective instructional practices, and instructional leadership.

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1 of 1 people found the following review helpful.
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Give students the tools to make effective choices in and out of the classroom!

This streamlined, teacher-friendly resource provides educators with fresh and engaging techniques to help learners increase self-awareness, manage emotions, build self-control, and develop positive relationships. The author provides a generous collection of fully developed lesson plans with role plays, ready-to-use reproducibles, and suggestions for adapting the activities to individual learning levels. This revised edition features:

• Expanded coverage of relevant research
• New lessons on topics such as bullying and violence prevention
• Lesson modifications for middle school students
• Guidelines for positive classroom management

• Sales Rank: #2878923 in Books
• Brand: Corwin
• Published on: 2006-12-13
• Original language: English
• Number of items: 1
• Dimensions: 10.86" h x .47" w x 8.40" l, 1.15 pounds
• Binding: Paperback
• 224 pages

Features

• Expanded coverage of relevant research
• New lessons on topics such as bullying and violence prevention
• Lesson modifications for middle school students
• Guidelines for positive classroom managementDesigned to help students learn to make informed and positive
• Title - Teaching Emotional Intelligence

Review
"The sanest and safest kids on the planet are the ones who know who they are and how to make choices. The author has condensed this complex and critical process into one fantastic classroom manual." (Michael Bradley, Psychologist and Author 2006-11-29)

"Well organized and comprehensive. A great resource for teachers and counselors who want to focus more on emotional intelligence. Practitioners can choose the topics most relevant to their students." (Jennifer Betters, School Counselor 2006-11-29)

About the Author
Adina Bloom Lewkowicz has an extensive background in prevention, education, expressive arts, and therapy. Most recently, Lewkowicz consulted with the Agnon School, in Ohio, providing programming and training in the area of social-emotional learning. For the past 20 years, Lewkowicz has been developing prevention curricula for schools throughout Ohio. She was the coordinator of the SAY (Social Advocates for Youth) Coalition of Bellefaire JCB in Cleveland, Ohio, providing prevention programs and materials for adolescents. Lewkowicz is the author of Teaching Emotional Intelligence: Strategies and Activities for Helping Students Make Effective Choices (Corwin Press). It is a stream-lined, teacher-friendly manual that thousands of teachers have used to help promote students’ personal and academic success through the transmission of emotional, social, and life skills. Lewkowicz speaks and consults nationally on the book and related topics.

As an arts educator, Lewkowicz developed a curriculum for an afterschool day care program, using the expressive arts to complement the standard school curriculum. Lewkowicz was the founder and director of The Jewish Ensemble Theater, combining values clarification and theatrical exercises in original dramatic productions for community and school audiences. For seven years, Lewkowicz was an artist-in-residence with the Ohio Arts Council, National Endowment for the Arts, providing theatrical residencies for youth and adolescents in elementary schools throughout Ohio. Lewkowicz continues to coach acting and voice privately, and provides workshops and inservice training to theaters, agencies, universities, and national organizations on the uses of drama in education, prevention, and therapy.

As a therapist, Lewkowicz has worked with adolescents, providing prevention and early intervention services, individual and group counseling, and psychosocial drama groups. She has worked with adults with mental illness and dual diagnoses, using the arts in individual and group sessions, and she has also provided concrete and supportive services to senior adults in assisted living and senior residences.

In addition, Lewkowicz is a professional actress and singer. As a speaker, Lewkowicz brings with her all her areas of experience and expertise as well as her theatrical background, offering presentations that are not only full of useful information, but highly enjoyable as well!

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2 of 2 people found the following review helpful.
It's a teacher's guide that shouldn't be left out of any teaching college's library.
By Midwest Book Review
Adina Bloom Lewkowicz's TEACHING EMOTIONAL INTELLIGENCE offers up strategies and activities for helping students make effective choices and appears in its second updated edition for elementary to middle school teachers. This revised edition expands research coverage, offers up new lessons on bullying and violence prevention, and modifies lessons for middle school students, pairing lesson plans with reproducibles and activities at all levels. It's a teacher's guide that shouldn't be left out of any teaching college's library.

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This updated edition provides information on stages of teacher development, professional growth, assessment of student work, mentors within teacher induction programs, and components of successful mentoring initiatives.

• Sales Rank: #1345305 in Books
• Brand: Corwin
• Published on: 2008-04-17
• Original language: English
• Number of items: 1
• Dimensions: 10.00" h x .47" w x 7.01" l, 1.04 pounds
• Binding: Paperback
• 224 pages

Features

• The stages of teacher needs and development
• Professional growth for long-term teaching success
• Assessment of student work
• Working with difficult mentees
• The role of mentors within teacher induction programsThis straightforward resource helps mentors guide

Review
"From establishing a new career path as a mentor to revitalizing an existing one, this book covers many basics and is a fine survey for any college-level education collection." (The Bookwatch, July 2008 2008-11-20)

About the Author
In her 40 years as an educator, Kathleen Feeney Jonson, Professor Emeritus, has been a teacher, taught director of staff development, principal, director of curriculum and instruction, and university faculty. She conducted numerous workshops for teachers and administrators on such topics as reading comprehension strategies, writing process, portfolio assessment, peer coaching, and beginning teacher assistance programs. Until her retirement in summer 2009, Jonson was professor of education and coordinator of the Master in Arts in Teaching Reading program at the University of San Francisco's School of Education. She published three books with Corwin Press, including The New Elementary Teacher's Handbook (1st edition 1997, 2nd edition 2001), Being an Effective Mentor: How to Help Beginning Teachers Succeed (1st edition 2002, 2nd edition 2007), and 60 Strategies for Improving Reading Comprehension in Grades K–8 (2006).

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4 of 5 people found the following review helpful.
Comes from an educator and mentoring expert who identifies the skills that nurture beginning teachers
By Midwest Book Review
Kathleen Feeney Jonson's second edition of BEING AN EFFECTIVE MENTOR: HOW TO HELP BEGINNING TEACHERS SUCCEED comes from an educator and mentoring expert who identifies the skills that nurture beginning teachers, providing techniques for mentors which use feedback, role modeling, and a combination of teacher methods and assessment options. From establishing a new career path as a mentor to revitalizing an existing one, this covers many basics and is a fine survey for any college-level education collection.

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Combining theory with classroom research, this research-based handbook clearly illustrates how teachers can effectively use six critical strategies to enhance students' reading comprehension.

• Brand: Corwin
• Published on: 2007-03-27
• Original language: English
• Number of items: 1
• Dimensions: 10.17" h x .66" w x 7.27" l, 1.17 pounds
• Binding: Hardcover
• 176 pages

Features

• Offers step-by-step direction, guiding teachers through sample lessons
• Includes ready-to-use lessons that are easily adaptable and aligned with NCLB and NCTE standards
• Provides real-life case studies illustrating classroom application
• Uses hands-on activities and visual aids such as anchor charts, sketches, treasure chests and
• Title - Comprehension Strategies for Your K-6 Literacy Classroom

Review
"The authors demonstrate excellent pragmatic examples for new and veteran teachers as they guide students through six stages of comprehension strategies. Definitely raises the bar for student comprehension strategies." (Sue Morgan, Special Education Coordinator 2006-02-11)

"This book provides teachers with specific instructional strategies designed to make students independent, thoughtful readers. Using these well-defined techniques will help students 'pack, repack, and reorganize' information in an efficient and meaningful way that will surely bring students to an optimal level of comprehension." (Marcia M. Talkovich, Program Specialist 2006-02-13)

"A resource unlike any I have encountered in my career.  Both novice and experienced teachers will use this book to aid instruction and maximize their students' reading comprehension." (Jonathan Hart, Third-Grade Teacher 2006-01-01)

"Focused and practical. The authors present a solid instructional model based on years of research. This book provides teaching tactics to help teachers, particularly those new to the profession, imagine how comprehension strategy instruction might actually look and sound in the elementary classroom." (From the Afterword by Ellin Keene 2006-09-18)

"Invites readers on a meaningful adventure into classrooms where children actively think. Successfully brings comprehension strategy instruction to life through explicit frameworks for literacy instruction, authentic classroom examples, and high-quality instructional resources for K–6 teachers."
(From the Foreword by Debra A. Miller 2006-09-29)

About the Author
Divonna M. Stebick, M.S. Reading, is an instructor of Reading and Language Arts methods and assessment at Gettysburg College. She also provides staff development and consultation to school districts and universities. Previously, Divonna spent a number of years in the Carroll County Public School System in Carroll County, Maryland. She served as a classroom teacher and an Integrated Language Arts Specialist / Staff Developer. Contact information is available at her web site: http://www.divonnastebick.com.

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