Latin America sits at the centre of the third wave of democratisation beginning in the early 1980s. It has advanced farther than any other region of the world in its accountability processes for past human rights violations perpetrated during authoritarian regimes and armed conflicts. Despite these human rights achievements, Latin America is known as the most violent global region. In the last two decades since the transitions, serious human rights violations, especially disappearances, have increased exponentially in several countries in the region. This volume seeks to understand these post-transition disappearances. It does so by examining four different countries and the dynamics that play out there. It considers a variety of voices and points of view: those expressing the experiences from the perspectives of victims and relatives; those of activists, advocates, and public officials seeking truth and justice; and those from scholars attempting to draw out the specificities in each case and the patterns across cases. The underlying objective behind the project to gain knowledge and to draw on deep commitment to change within the region is to overcome this tragedy. After reading this volume, readers will not only have an overview of the practice of disappearances in the region, but will also be able to gauge how, despite the differences, the social and political logics that make disappearances possible are similar. The disappearances of the past and those of present are not the same, and it would be a mistake to consider them that way, but the social practices that make them possible are similar. These practices are what we call the logics of disappearance.

Distinctive Distance Learning Education Design: Models for Differentiated Instruction attempts to gather the traditional models of teaching and learning and present them in a way that is useful to both new and experienced online teachers in a manner that can assist in increasing the overall effectiveness of online courses and training sessions and provide a greater impact for both the teacher and the learner.

“The collective depth and tenure of experience of the authors in advancing accessibility practice is truly exceptional. In practical terms, the organization of the book makes clear the work to be done and the imperative for doing it. It is about understanding the context for accessibility and making change happen in policy, practice, and professional development. At QM, our position is straightforward. A course is not quality unless it is accessible for all. This book represents the many ways our community is walking that talk. -- from the foreword by Deb Adair, Executive Director of Quality Matters Approximately 8.5% of the general population of the United States has a disability affecting their computer and Internet use, which translates to over 28 million people in the U.S. alone whose disability impacts their access to digital content. Recent data indicates that around 19% of undergraduate students have a disability, yielding consequential implications for institutions of higher education. Regardless of disabilities or environmental constraints, educators have a legal and ethical responsibility to create online learning experiences that are accessible and usable by all learners. Addressed to higher education administrators, instructional designers, faculty developers, and faculy. This edited volume showcases the experiences and practices of Quality Matters institutions around the core tenets of digital accessibility, offering examples of policy, processes, practices, tools, and professional development. The contributors represent a carefully curated body of institution types and classifications to ensure that all readers can transfer concepts into the contexts of their respective institutions. The book situates the digital accessibility movement within the context of major federal legislation, such as the Americans with Disabilties Act of 1990. It traces the evolution of Web Content Accessibility Guidelines for online course design and professional development based on the Quality Matters framework. Subsequent chapters describe the evolution of accessibility policy development as a driver of organizational culture, as well as a continuum of course design practices that can be implemented to proactively develop inclusive instructional materials. The Guide concludes by identifying a myriad of professional development formats for fostering accessibility knowledge and skill acquisition, including asynchronous workshops, micro credentials, and train-the-trainer models, sharing evaluation protocols that foster continuous improvement. Written for practitioners by practitioners, this book addresses vital compliance issues and maps a range of proven practices that will enrich the learning experience of all learners in digital environments.

Co-published with Quality Matters "The collective depth and tenure of experience of the authors in advancing accessibility practice is trulyexceptional. In practical terms, the organization of the book makes clear the work to be done and the imperative for doing it. It is about understanding the context for accessibility and making change happen in policy, practice, and professional development. At QM, our position is straightforward. A course is not quality unless it is accessible for all. This book represents the many ways our community is walking that talk. -- from the Foreword by Deb Adair, Executive Director of Quality Matters Approximately 8.5% of the general population of the United States has a disability affecting their computer and Internet use, which translates to over 28 million people in the U.S. alone whose disability impacts their access to digital content. Recent data indicates that around 19% of undergraduate students have a disability, yielding consequential implications for institutions of higher education. Regardless ofdisabilities or environmental constraints, educators have a legal and ethical responsibility to create online learning experiences that are accessible and usable by all learners. Addressed to higher education administrators, instructional designers, faculty developers, and faculty, this edited volume showcases the experiences and practices of Quality Matters institutions around the core tenets of digital accessibility, offering examples of policy, processes, practices, tools, and professional development. The contributors represent a carefully curated body of institution types and classifications to ensure that all readers can transfer concepts into the contexts of their respective institutions. The book situates the digital accessibility movement within the context of major federal legislation, such as the Americans with Disabilties Act of 1990. It traces the evolution of Web Content Accessibility Guidelines for online course design and professional development based on the Quality Matters framework. Subsequent chapters describe the evolution of accessibility policy development as a driver of organizational culture, as well as a continuum of course design practices that can be implemented to proactively develop inclusive instructional materials. The Guide concludes by identifying a myriad of professional development formats for fostering accessibility knowledge and skill acquisition, including asynchronous workshops, micro credentials, and train-the-trainer models, sharing evaluation protocols that foster continuous improvement. Written for practitioners by practitioners, this book addresses vital compliance issues and maps a range of proven practices that will enrich the learning experience of all learners in digital environments.