Written from the perspective of the user of financial statements, as opposed to the preparer of statements. Robinson/Munter/Grant take a global perspective in their presentation of financial statement analysis. This book is designed to assist readers on how to understand and use an enterprise's financial statements and other reports in making investment and credit decisions, or in support of others making such decisions. Presents both International Accounting Standards and U.S. GAAP. A step-by-step presentation: Part 1 provides the concepts necessary to understand and interpret financial statements; Part 2 provides analysis techniques that enable the analyst to further understand the relative position and performance of a company; Part 3 provides more detailed information on advanced topics. Appropriate for anyone interested in learning more about the financial statements analysis process from understanding the financial statements to valuation.

Financial Statement Analysis: A Global Perspective

Business & Money

Robinson, Thomas R.

Grant, Julia

Munter, Paul

Economics

PRENTICE/HALL

This survey of the education of American mothers describes how twentieth-century women were persuaded to substitute scientific advice for their own common sense in the rearing of children. Julia Grant reviews a wide range of child-rearing literature and shows how mothers from different backgrounds and eras have responded to this trend.

Raising Baby by the Book: The Education of American Mothers

History

Americas

Yale University Press

Although most nineteenth-century American parents relied staunchly on common sense in raising their children, by the 1920s parents were being urged to adopt a scientific approach to child rearing. Today, American parents are besieged with medical and psychological advice about bringing up "normal" children. In this survey of the education of American mothers, Julia Grant shows how the tides of opinion about proper child care have shifted from the early 1800s, when maternal associations discussed biblical and secular theories of child rearing, through the 1950s, when books like Spock’s Baby and Child Care were widely consulted, to today’s television advice-givers. Drawing on a wide range of historical sources—from letters written to child-rearing experts to the minutes of mothers’ study clubs—Grant provides access to the voices of mothers from diverse class and ethnic backgrounds, revealing the impact of "expert" advice on maternal thinking and practices. Grant’s review of child-rearing literature extends from Locke and Rousseau to Gesell, Ilg and Ames, Spock, Brazelton, Leach, and Elkind. She describes the "medicalization" of mothering, ongoing negotiations between mothers and professionals, and women’s reactions to the experts’ recommendations. As mothers have increasingly sought assistance in the complex enterprise of raising children, Grant finds, they have become discriminating consumers of professional advice—choosing to follow it, ignore it, or adapt it to their individual circumstances.

Politics & Social Sciences

Women's Studies

A historical perspective on the factors affecting boys’ relationships with school and the criminal justice system.
Outstanding Academic Title, Choice
America’s educational system has a problem with boys, and it’s nothing new.
The question of what to do with boys―the "boy problem"―has vexed educators and social commentators for more than a century. Contemporary debates about poor academic performance of boys, especially those of color, point to a myriad of reasons: inadequate and punitive schools, broken families, poverty, and cultural conflicts. Julia Grant offers a historical perspective on these debates and reveals that it is a perennial issue in American schooling that says much about gender and education today.
Since the birth of compulsory schooling, educators have contended with what exactly to do with boys of immigrant, poor, minority backgrounds. Initially, public schools developed vocational education and organized athletics and technical schools as well as evening and summer continuation schools in response to the concern that the American culture of masculinity devalued academic success in school. 
Urban educators sought ways to deal with the "bad boys"―almost exclusively poor, immigrant, or migrant―who skipped school, exhibited behavioral problems when they attended, and sometimes landed in special education classes and reformatory institutions. The problems these boys posed led to accommodations in public education and juvenile justice system.
This historical study sheds light on contemporary concerns over the academic performance of boys of color who now flounder in school or languish in the juvenile justice system. Grant's cogent analysis will interest education policy-makers and educators, as well as scholars of the history of education, childhood, gender studies, American studies, and urban history.

The Boy Problem: Educating Boys in Urban America, 1870–1970

Johns Hopkins University Press

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Books by Grant, Julia