By the end of the 1960s the process of decolonization had practically run its course in Southeast Asia. One exception, however, was tiny Portuguese Timor, where notions of self-determination and independence had yet to be generated. In 1974, the Carnation Revolution in Portugal brought about the end of fifty years of dictatorship, and halfway around the world, presented a new opportunity to a small, ambitious proportion of the Timorese population, eager to shape the future of their country. This book presents a compelling and original perspective on the critical period of 1974-1975 in the history of East Timor. It describes how the language of politics helped to shape the events that brought about the decolonization of Portuguese Timor, its brief independence as The Democratic Republic of East Timor, and its recolonization by an Asian neighbour. Further, it challenges the idea that this period of history was infused by the spirit of nationalism in which the majority Timorese partook, and which contended with other competing western -isms, including colonialism, communism, neo-colonialism, and fascism. In contrast, the book argues that the Timorese majority had little understanding of any of these alien political abstractions and that the period can be most effectively explained and understood in terms of the contrast between the political culture of Dili, the capital, and the political culture of the rest of the country. In turn, David Hicks highlights how the period of 1974-1975 can offer lessons to government and international policy-makers alike who are trying to bring about a transformation in governance from the traditional to the legal and convert individuals from peasants to citizens. The result of extensive fieldwork and interviews, this book will be of interest to students and scholars of Southeast Asian studies, international relations, post-conflict studies and post-colonial studies.

One of the central roles of education is to prepare students for the future and yet its study is often a neglected issue. This work focuses on the futures field as an educational resource using case studies from around the world, and on the nature of education for sustainability.

Teaching the Global Dimension specifically responds to concerns such as inequality, justice, environment and conflict in chapters written by leading educationalists in the field. It explores both the theory and practice of 'global education' today and provides:

• 
  
• a framework for understanding global issues
• 
  
• a model identifying the key elements of good practice
• 
  
• insight into young people's concerns for the world and the future
• 
  
• tried and tested strategies for handling controversial global issues more confidently in the classroom
• 
  
• key concepts for planning appropriate learning experiences
• 
  
• a range of case studies which demonstrate the different ways in which a global dimension can be developed.

Inspiring, thought-provoking and highly practical, this book shows how teachers at any stage in their career can effectively and successfully bring a global dimension to the taught curriculum.

Drawing on the latest research in futures studies, this book provides new insights into ways of helping both students and teachers think more critically and creatively about their own future and that of wider society. It acknowledges the crucial role of education in helping young people understand the nature of local and global change and the social and environmental impacts such change will have on their future. Setting out a clear educational rationale for promoting global and futures perspective in education, it provides helpful and stimulating examples of futures-orientated classroom activities. It also includes fascinating research into children's views of the future.

eBook available with sample pages: 0203219333

Teaching Difficult History through Film explores the potential of film to engage young people in controversial or contested histories and how they are represented, ranging from gender and sexuality, to colonialism and slavery. Adding to the education literature of how to teach and learn difficult histories, contributors apply their theoretical and pedagogical expertise and experiences to a variety of historical topics to show the ways that film can create opportunities for challenging conversations in the classroom and attempts to recognize the perspectives of historically marginalized groups. Chapters focus on translating research into practice by applying theoretical frameworks such as critical race theory, auto-ethnography or cultural studies, as well as more practical pedagogical models with film. Each chapter also includes applicable pedagogical considerations, such as how to help students approach difficult topics, model questions or strategies for engaging students, and examples from the authors' own experiences in teaching with film or in leading students to develop counter-narratives through filmmaking. These discussions of the real considerations facing classroom teachers and professors are sure to appeal to experienced secondary teachers, pre-service teacher education programs, graduate students, and academic audiences within education, history, and film studies. Part and chapter discussion guides, full references of the films included in the book, and resources for teachers are available on the book's companion website www.teachingdifficulthistory.com.

Teaching Difficult History through Film explores the potential of film to engage young people in controversial or contested histories and how they are represented, ranging from gender and sexuality, to colonialism and slavery. Adding to the education literature of how to teach and learn difficult histories, contributors apply their theoretical and pedagogical expertise and experiences to a variety of historical topics to show the ways that film can create opportunities for challenging conversations in the classroom and attempts to recognize the perspectives of historically marginalized groups. Chapters focus on translating research into practice by applying theoretical frameworks such as critical race theory, auto-ethnography or cultural studies, as well as more practical pedagogical models with film. Each chapter also includes applicable pedagogical considerations, such as how to help students approach difficult topics, model questions or strategies for engaging students, and examples from the authors' own experiences in teaching with film or in leading students to develop counter-narratives through filmmaking. These discussions of the real considerations facing classroom teachers and professors are sure to appeal to experienced secondary teachers, pre-service teacher education programs, graduate students, and academic audiences within education, history, and film studies. Part and chapter discussion guides, full references of the films included in the book, and resources for teachers are available on the book's companion website www.teachingdifficulthistory.com.

By the end of the 1960s the process of decolonization had practically run its course in Southeast Asia. One exception, however, was tiny Portuguese Timor, where notions of self-determination and independence had yet to be generated. In 1974, the Carnation Revolution in Portugal brought about the end of fifty years of dictatorship, and halfway around the world, presented a new opportunity to a small, ambitious proportion of the Timorese population, eager to shape the future of their country. This book presents a compelling and original perspective on the critical period of 1974-1975 in the history of East Timor. It describes how the language of politics helped to shape the events that brought about the decolonization of Portuguese Timor, its brief independence as The Democratic Republic of East Timor, and its recolonization by an Asian neighbour. Further, it challenges the idea that this period of history was infused by the spirit of nationalism in which the majority Timorese partook, and which contended with other competing western -isms, including colonialism, communism, neo-colonialism, and fascism. In contrast, the book argues that the Timorese majority had little understanding of any of these alien political abstractions and that the period can be most effectively explained and understood in terms of the contrast between the political culture of Dili, the capital, and the political culture of the rest of the country. In turn, David Hicks highlights how the period of 1974-1975 can offer lessons to government and international policy-makers alike who are trying to bring about a transformation in governance from the traditional to the legal and convert individuals from peasants to citizens. The result of extensive fieldwork and interviews, this book will be of interest to students and scholars of Southeast Asian studies, international relations, post-conflict studies and post-colonial studies.

Teaching the Global Dimension specifically responds to concerns such as inequality, justice, environment and conflict in chapters written by leading educationalists in the field. It explores both the theory and practice of global education today and provides:

• a framework for understanding global issues
• a model identifying the key elements of good practice
• insight into young people 's concerns for the world and the future
• tried and tested strategies for handling controversial global issues more confidently in the classroom
• key concepts for planning appropriate learning experiences
• a range of case studies which demonstrate the different ways in which a global dimension can be developed.

Inspiring, thought-provoking and highly practical, this book shows how teachers at any stage in their career can effectively and successfully bring a global dimension to the taught curriculum.

Drawing on the latest research in futures studies, this book provides new insights into ways of helping both students and teachers think more critically and creatively about their own future and that of wider society. It acknowledges the crucial role of education in helping young people understand the nature of local and global change and the social and environmental impacts such change will have on their future. Setting out a clear educational rationale for promoting global and futures perspective in education, it provides helpful and stimulating examples of futures-orientated classroom activities. It also includes fascinating research into children's views of the future.

Real-life solutions to help you now

Watching a loved one immersed in an intense battle with alcohol and drug abuse may be the most difficult, complex and harrowing experience you'll ever have. This book offers a message of hope to families and friends, giving practical solutions so they can help anyone struggling with addiction to begin the road to recovery.

You'll discover:
-Why a person doesn't have to hit rock-bottom before getting help. (page 111)
-When helping is actually hurting. (page 57)
-Why quitting is not the same as recovering. (page 5)
-How to deal with a relapse. (page 187)
-How to receive 50 percent or more off the cost of treatment. (page 97)
-Why a parent would leave their child due to their addiction. (page 245)
-Why effective intervention doesn't have to be a surprise attack. (page 49)

Answers to over 30 common, and not so common questions.

Inspiring first-hand recovery stories from real people

Praise for Why Don't They Just Quit?

This book was a God send I have struggled as a parent of an addict for years, and now I am finally able to see that it is not in my ability to heal him This book was life changing, LIFE CHANGING I can now begin to recover myself, even if my child doesn't Thank you Joe, for writing this book --Shelley K. (parent)

Joe's book helps us to understand the addiction and recovery process. He combines a lifetime of personal and professional experience dealing with this issue in a practical and highly personal overview. The book is excellent. I wish I had read it a year ago. --Sheriff Joe Pelle, Boulder County, Colorado

As a Mother, I found this book to be full of empathy, tough-love and practical information. I especially appreciate that Joe included the spiritual part of recovery, which other resources often avoid. Most importantly, the underlying message that I learned was that anyone can recover. --Vicki Beatty, Celebrate Recovery Leader/Covenant Chapel, Leawood, Kansas

This book will be valued by many, many people. A very meaningful gift of God's grace to families who need sanity in the middle of their runaway insanity. --Mike Richards Jr., Director of Recovery Ministries/International Bible Society, Houston, Texas

Your story has encouraged me and helped me to deal with my son's problems and has given me great peace as a parent. I can put away the guilt and the shame, pick up my own pieces and move forward, helping him to do the same. --Kathy Cowley, Parent, Longmont, Colorado

. . . stayed up late last night reading various parts of it; inspiring This book is for people like me; someone with chemically addicted people in their life-- a must read for the addicted and those who care about them. --Donna Schwartz, MFT, CAC III Valley Hope Treatment Services in Colorado, former Family Program Therapist of Parker Valley Hope Treatment Center

Many of you reading this book are facing the battle of your life. Alcohol and drugs consumed my daughter's life. I can't put into words the anguish of attending my daughter's funeral. I wish I would have had this book long ago. Maybe Mia would still be here. I didn't know how to help her. This book is full of answers I could have used. --Pam M. (Mia's Mom), Niwot, Colorado

This book is a must read . . . I consider Why Don't They Just Quit? to be one of the top five recovery books for families. --Nicholas Taylor, Ph.D., Licensed Clinical Psychologist, National Expert on the Treatment of Methamphetamine Addiction

New Revised/Updated Edition (contains valuable new insights, resource info and first-person accounts from parents who have struggled and won )

David Nightingale Hicks was an English interior decorator and designer, noted for using bold colors, mixing antique and modern furnishings, and contemporary art for his famous clientele. The David Hicks La Fiorentina Journal features a famous Hicks geometric pattern with gold foil stamping.

Ritual and Belief: Readings in the Anthropology of Religion is a collection of 41 readings in religion, magic, and witchcraft. The choice of readings is eclectic: no single anthropological approach or theoretical perspective dominates the text. Theoretical significance, scholarly eminence of the author, and inherent interest provide the principal criteria, and each reading complements its companion chapters, which are pedagogically coherent rather than ad hoc assemblages. Included among the theoretical perspectives are structural-functionalism, structuralism, Malinowskian functionalism, cultural materialism, and cultural evolutionism; also included are the synchronic and diachronic approaches. The book offers a mixture of classic readings and more recent contributions, and the "world religions" are included along with examples from the religions of traditionally non-literate cultures. As diverse a range of religious traditions as possible has been embraced, from various ethnic groups, traditions, and places.

Ritual and Belief: Readings in the Anthropology of Religion is a collection of 41 readings in religion, magic, and witchcraft. The choice of readings is eclectic: no single anthropological approach or theoretical perspective dominates the text. Theoretical significance, scholarly eminence of the author, and inherent interest provide the principal criteria, and each reading complements its companion chapters, which are pedagogically coherent rather than ad hoc assemblages. Included among the theoretical perspectives are structural-functionalism, structuralism, Malinowskian functionalism, cultural materialism, and cultural evolutionism; also included are the synchronic and diachronic approaches. The book offers a mixture of classic readings and more recent contributions, and the 'world religions' are included along with examples from the religions of traditionally non-literate cultures. As diverse a range of religious traditions as possible has been embraced, from various ethnic groups, traditions, and places.