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Books > Children's & Educational > Life skills & personal awareness, general studies > Personal, health & social education (PHSE) > Citizenship
This book examines the processes of economic and political reform in Tunisia, placing the current policies of Zine el Abidine Ben Ali within their historical context. Emma Murphy develops a theoretical understanding of the relationship between economic liberalization and political change in the Arab world, developing the concept of the disarticulation of the corporatist state and concluding that, despite efforts at democratization, an authoritarian political system is a more likely successor in the era of economic transformation.
In the seventies, countries lauded American education as one of the
best systems in the world. Then came the accountability movement.
What was measured was what counted. Those who measured low were
punished. Those who measured high were rewarded. With measurements
came the loss of emphasis on the critical thought so necessary to
the preservation of American democracy and improving the American
way of life. Where do children learn the skills, practice and
habits of democracy? Sharron Goldman Walker s second volume on
democracy in education asks educators, especially teachers and
principals, to contemplate their roles in education and its
connections with the preservation of American democracy. Do we send
children to school to learn only how to achieve high scores on high
stakes tests? If democracy is not learned by practice in the
schoolhouse, how will children recognize it when they leave it?
Will they be able to critically reflect upon the issues presented
to them? Today s politics have descended into mutual shouting
matches, name-calling, hate and fear. Without the ability to
critically reflect upon divergent views through reasoned discourse
what will be the quality of the democracy? If democracy in
education is not practiced in the schoolhouse, democracy in America
will vanish.
"This major new contribution to the study of consumption examines
how dominant groups express and display their sense of superiority
through material and aesthetic attributes, demonstrating that
differences from one society to another, and across historical
periods, challenge current understandings of elite
distinction"--Provided by publisher.
The No Outsiders programme promotes an ethos of inclusion and
tolerance, and aims to prepare children for life in modern Britain.
Expanding the scheme published in the 2015 book, No Outsiders in
Our Schools, this book is designed to further support educators as
they make the No Outsiders ethos part of their school culture at a
time when messages of fear and division are rife. Written by a
practising teacher whose work to promote equality has been globally
celebrated, this book provides lesson plans for use in classes from
EYFS to Year 6. Key features of the resource include: * plans for
delivering the No Outsiders message through assemblies and classes,
allowing for a flexible approach * recommendations for picture
books that can be used to support messages of diversity and
inclusion * a scheme of work designed to meet the requirements of
the Equalities Act (2010) and support teachers as they prepare to
implement the new Relationships Education curriculum (2020). It is
the responsibility of primary schools to promote equality and
diversity. This is a vital resource for all teachers and trainee
teachers as they prepare children for a life where diversity is
embraced and there is no fear of difference.
Throughout history, people have often expressed controversial and
conflicting interpretations of current events. In this unique
resource, Joan Brodsky Schur reveals how compelling and engaging
the study of history becomes when students use documents to imagine
living through events in American history.
"Eyewitness to the Past" examines six types of primary sources:
diaries, travelogues, letters, news articles, speeches, and
scrapbooks. Teachers will find interactive strategies to help
students analyze the unique properties of each, and apply to them
their own written work and oral argument. Students learn to express
opposing viewpoints in documents, classroom interactions, and
simulations such as staging congressional hearings, elections, or
protests. They build crucial analytical thinking and presentation
skills. Used together, the six strategies offer a varied and
cohesive structure for studying the American past that reinforces
material in the textbook, encourages creativity, activates
different learning styles, and strengthens cognitive skills.
Each chapter provides detailed instructions for implementing an
eyewitness strategy set in a specific era of American history, and
includes extensions for adapting the strategy to other time
periods. In addition to the primary sources included in the book,
examples of student work are presented throughout to aid teachers
in evaluating the work of their own students. Rubrics and a list of
resources are offered for each eyewitness strategy.
This fourth volume in the series discusses such topics as building
a sense of history in a first-grade classroom, teaching for
understanding in a third-grade geography lesson, and social studies
education in an urban fourth-grade classroom.
Run a safe and successful crisis negotiationfrom start to finish!
The Elements of Police Hostage and Crisis Negotiations: Critical
Incidents and How to Respond to Them reduces the negotiation
procedures for hostage, barricaded, and suicide incidents to their
basic elements, providing quick and easy access to the information
you need-from the initial call-out to the final debriefing. Based
on field-tested principles proven to work, the book also includes
newly developed and highly specialized techniques for more
experienced negotiators. Author James L. Greenstone provides a
user-friendly, step-by-step guide to the intervention and
negotiation process that will help you get the job doneright.
Designed for day-to-day, on-the-scene use, The Elements of Police
Hostage and Crisis Negotiations is a practical handbook for
experienced professionals and novices that can also be used as a
supplementary textbook for criminal justice, crisis intervention,
and psychology coursework. Each chapter contains useful checklists,
procedural notes, tables, strategy worksheets, and forms, and the
book includes special indices for quick reference in addition to a
traditional index. Dr. Greenstone, a police mental health
consultant and psychologist who served as Director of the
Psychological Services Unit of the Fort Worth Police Department in
Texas, uses a simple and direct format that emphasizes procedures,
action and results, leaving theoretical discussions for another
time and place. The book examines the negotiation process from
start to finish, including preincident preparations, first response
responsibilities, responding to the call-out, arriving at the
scene, preparing to negotiate, making contact, preparing for the
surrender, post-incident tasks, preparing equipment, and more.
Topics covered in The Elements of Police Hostage and Crisis
Negotiations include: legal considerations telephone surveillance
guidelines the Stockholm Syndrome working with S.W.A.T. and
Tactical Emergency Medical Support dealing with the media
recognizing red flags the issues of suicide debriefing the hostage
team the 150 laws of hostage and crisis negotiation and the 10 most
serious errors a negotiator can make The Elements of Police Hostage
and Crisis Negotiations: Critical Incidents and How to Respond to
Them is a practical guide that's equally effective in the field, in
training, and in the office.
Run a safe and successful crisis negotiationfrom start to finish!
The Elements of Police Hostage and Crisis Negotiations: Critical
Incidents and How to Respond to Them reduces the negotiation
procedures for hostage, barricaded, and suicide incidents to their
basic elements, providing quick and easy access to the information
you need-from the initial call-out to the final debriefing. Based
on field-tested principles proven to work, the book also includes
newly developed and highly specialized techniques for more
experienced negotiators. Author James L. Greenstone provides a
user-friendly, step-by-step guide to the intervention and
negotiation process that will help you get the job doneright.
Designed for day-to-day, on-the-scene use, The Elements of Police
Hostage and Crisis Negotiations is a practical handbook for
experienced professionals and novices that can also be used as a
supplementary textbook for criminal justice, crisis intervention,
and psychology coursework. Each chapter contains useful checklists,
procedural notes, tables, strategy worksheets, and forms, and the
book includes special indices for quick reference in addition to a
traditional index. Dr. Greenstone, a police mental health
consultant and psychologist who served as Director of the
Psychological Services Unit of the Fort Worth Police Department in
Texas, uses a simple and direct format that emphasizes procedures,
action and results, leaving theoretical discussions for another
time and place. The book examines the negotiation process from
start to finish, including preincident preparations, first response
responsibilities, responding to the call-out, arriving at the
scene, preparing to negotiate, making contact, preparing for the
surrender, post-incident tasks, preparing equipment, and more.
Topics covered in The Elements of Police Hostage and Crisis
Negotiations include: legal considerations telephone surveillance
guidelines the Stockholm Syndrome working with S.W.A.T. and
Tactical Emergency Medical Support dealing with the media
recognizing red flags the issues of suicide debriefing the hostage
team the 150 laws of hostage and crisis negotiation and the 10 most
serious errors a negotiator can make The Elements of Police Hostage
and Crisis Negotiations: Critical Incidents and How to Respond to
Them is a practical guide that's equally effective in the field, in
training, and in the office.
Learn the skills you need to work with geriatric populations in
rural areas! Gerontological Social Work in Rural Towns and
Communities provides a range of intervention and community skills
aimed precisely at the needs of rural elders. This book fills a gap
in the literature by focusing on the specific practice concerns for
social workers assisting older adults in rural areas, including the
aging experience, social worker skills, professional functions,
working with special populations, and health and long-term care
concerns. This valuable resource will benefit social workers,
gerontologists, allied health professionals in rural areas, health
and human services administrators and managers. Gerontological
Social Work in Rural Towns and Communities explores the challenges
social workers need to overcome when working with the elder
community in rural areas. This book's significance to social
workers will only increase as more adults choose to live and grow
old away from the cities. Experts in the field suggest strategies
to overcome barriers in planning and providing services such as: a
longer distance for the elderly to travel to use social service
centers a narrower range of available services in the local area
increased poverty levels for the elderly a stronger dependency by
elderly on family rather than public assistance This book is
divided into five sections: Rurality and Agingintroduces the
concept of rurality and examines the demographics of aging from a
rural perspective Practice Dimensions of Social Work with Rural
Eldersincludes clinical practice models, intervention and advocacy
techniques, program planning, and marketing approaches Special
Populationsgives attention to four special population groups:
indigenous elders, African-American older adults, elderly Latinos,
and disabled elders Special Issues Pertaining to Rural Elderscovers
five essential issues for rural gerontological social workers:
health promotion, older workers and retirement preparation, aging
in place, specialized housing, and ethical practice Training and
Policy Recommendationsfuture training and education recommendations
for social workers are explored, as well as service capacity
building, the aging network, and the future of long-term care While
a variety of theoretical perspectives are explored in
Gerontological Social Work in Rural Towns and Communities, the
book's empowerment orientation and strengths-based approach will
enhance your abilities to improve quality of life for elderly
individuals in rural communities. Each chapter contains a
comprehensive review of the literature on the subject it addresses,
and several chapters include tables and graphs to further establish
their revealing empirical findings. An appendix provides additional
sources to turn to for more information.
Container transportation is the predominant mode of
inter-continental cargo traffic. Since container ships and port
terminals involve a huge capital investment and significant daily
operating costs, it is of crucial importance to efficiently utilize
the internal resources of container terminals and transportation
systems. Today there is an ongoing trend to use automated container
handling and transportation technology, in particular, in countries
with high labour costs. This in turn requires highly sophisticated
control strategies in order to meet the desired performance
measures. The primary objective of this book is to reflect these
recent developments and to present new insights and successful
solutions to operational problems of automated container terminals
and transportation systems. It comprises reports on the state of
the art, applications of quantitative methods, as well as case
studies and simulation results. Its contributions are written by
leading experts from academia and business. The book addresses
practitioners as well as academic researchers in logistics,
transportation, and management.
A volume in International Social Studies Forum: The Series Series
Editors Richard Diem, University of Texas at San Antonio and Jeff
Passe, Towson University A team of researchers from 35 states
across the country developed a survey designed to create a snapshot
of social studies teaching and learning in the United States. With
over 12,000 responses, it is the largest survey of social studies
teachers in over three decades. We asked teachers about their
curricular goals, their methods of instruction, their use of
technology, and the way they address the needs of English language
learners and students with disabilities. We gathered demographic
data too, along with inquiries about the teachers' training, their
professional development experiences, and even whether they serve
as coaches. The enormous data set from this project was analyzed by
multiple research teams, each with its own chapter. This volume
would be a valuable resource for any professor, doctoral student,
or Master's student examining the field of social studies
education. It is hard to imagine a research study, topical article,
or professional development session concerning social studies that
would not quote findings from this book about the current status of
social studies. With chapters on such key issues as the teaching of
history, how teachers address religion, social studies teachers'
use of technology, and how teachers adapt their instruction for
students with disabilities or for English language learners, the
book's content will immediately be relevant and useful.
Written by a practising teacher, this lively and motivating text
will guide and support all students to success in their
examinations. Carefully structured, Active Sociology for GCSE will
help improve students' grades.
A biography emphasizing the childhood of the man who became the first African-American to sit on the United States Supreme Court.
The United States' social and economic inequities stood in high
relief during the COVID-19 pandemic, spotlighting the glaringly
disproportionate systemic injustices related to public health and
the economic impact on minoritized communities. Realities of
structural and institutionalized racism and classism were exposed
to greater degrees as we sought to understand and investigate the
inequitable impact regarding health and income disparities for
African American, Latinx, and Native American communities, as well
as racial violence explicitly targeting Asian American communities.
Further exacerbating the polarized sociopolitical landscape amidst
the pandemic, the murder of George Floyd in May 2020, witnessed by
countless people around the world, resulted in anguish and drew
heightened attention to the insidious racial injustice and ongoing
racial violence that continues to plague the nation. As many
advocates took to the streets in an attempt to have their voices
heard in the continued struggle for racial equality, the federal
government tried to further silence those who have been
historically placed on the margins, including the attack of
critical race theory, antiracism work in education, and training
for diversity and inclusion. Consequently, it is imperative social
science educators are equipped with the knowledge, tools, and
dispositions to facilitate learning that explores the implications
of power, privilege, and oppression and ask important questions to
ensure voices that have been muffled, or silenced altogether, are
strategically unsilenced, voiced, and valued. Given the
perpetuation of inequities, existing educational disparities, and
the continued need for reconciliation, this volume explores how the
social sciences can be examined and reimagined to combat injustices
and support further diversity, equity, and inclusion. Authors
explore how educators can (a) understand how knowledge is
constructed, shaped, and influences how students see the world, (b)
problematize current curricular approaches and reframe
instructional practices, (c) employ a critical lens to attend to
and proactively address existing challenges and inequities related
to race, (d) infuse their teaching with greater attention to
diversity and inclusion for all students; and (e) promote increased
awareness, advocacy, and educational justice. Through the
examination of research, theory, and practitioner-oriented
strategies, the authors encourage reflection, inspire calls for
action, and explore how to teach about, proactively challenge, and
encourage continued examination of society to support progress
through increased critical consciousness, cultural competence, and
critical multiculturalism.
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