This book serves as a platform for educators and researchers to unite educational technology and social justice. While educational technology is a rapidly changing and progressive field of research and practice, it remains largely separate from education for social justice. Current literature about educational technology is often approached from a technical, how-to perspective that emphasizes ways to implement technology into the classroom. Technology is often viewed as inevitable, yet neutral and value-free. Educational technology, however, is anything but neutral. The contributors collectively advance a hopeful discourse by exploring the potential of technology as a vehicle to transform and emancipate, while not forgoing a critically reflective measure of self-conscious critique of our own role as educators, students, or scholars in oppressive silences, constraints and conditions. This edited collection makes an important and unique contribution to the field, as it will be the first published volume to detail research, theory, and practice regarding student use of technology in achieving liberatory aims since IAP's 2009 publication, ICT for Education, Development and Social Justice. The fields of educational technology and social justice are vast and applicable in many domains, including teacher education, graduate programs, and K-12 education. This work is intended to appeal to a diverse academic and professional audience of K-12 teachers, teacher educators, educational technology and social justice scholars, and policy makers. Scholars and academics instructing graduate-level educational technology courses can reference this edited collection as the most current text on socially just educational technology. Educational practitioners from teacher education programs and the K-12 sector may use this book as a source of ideas and inspiration to incorporate student use of technology toward emancipatory aims. This title could be adopted as a course text for both undergraduate and graduate education courses in: media literacy, digital literacy, distance education, education for social justice, and teacher preparation, and educational technology courses. Readers will also be able to use the book as a guide when critically analyzing their own professional practice, whether it is in research, working with K-12 students, or preparing future educators or scholars.

Field stations and marine laboratories (FSMLs) are sentinels of Earth's climate, providing scientists with the infrastructure to collect data in otherwise inaccessible areas of the globe. Many FSMLs were built around and continue to perpetuate male-dominated institutional ideologies, making it difficult for women, BIPOC, and those with intersecting identities to progress, succeed, and thrive. In a collaborative effort across field ecologists and communication scholars working with women navigating these spaces, this book's priorities are to: 1) document the gender history of FSMLs; 2) provide a context for the current organizational culture and understand the current communication climate dynamics; 3) explore current barriers to leadership, success, and factors that contribute to positive communication climates in FSMLs, and 4) explore strategies, programs, and interventions for supporting women's leadership roles, as well as, to develop best practices for policy, resource allocation, and field station design to better support and increase women's leadership roles in FSMLs.

Buried deep in rural France, little remains of the isolated hamlet of the Three Lone Girls, save a few houses and a curiously assembled quartet: Patrice Bergogne, inheritor of his family’s farm; his wife, Marion; their daughter, Ida; and their neighbour, Christine, an artist. While Patrice plans a surprise for his wife’s fortieth birthday, inexplicable events start to disrupt the hamlet’s quiet existence: anonymous, menacing letters, an unfamiliar car rolling up the driveway. And as night falls, strangers stalk the houses, unleashing a nightmarish chain of events.   Told in rhythmic, propulsive prose that weaves seamlessly from one consciousness to the next over the course of a day, Laurent Mauvignier’s The Birthday Party is a deft unravelling of the stories we hide from others and from ourselves, a gripping tale of the violent irruptions of the past into the present, written by a major contemporary French writer.

In the first book written by the child of someone who died from an eating disorder, Daniel Becker shows us the heartbreaking details of his mother's anorexia nervosa—her unrelenting obsession with food and her inability to nourish herself. His earliest memory of her is watching as she packs her suitcase for the first of numerous hospitalizations. From the observations of that confused child to his realization of helplessness as an adult, Daniel conveys the inner world of an anorectic and her family. He provides an intimate portrayal of how he, his father and his two brothers each struggled to balance their loyalty to Mom against the increasing awareness that only by separating from her could they ensure their own survival. In the end, Daniel must come to terms with his mother’s slow demise and begin to lead a life out from under the shadow of her illness. Part cautionary tale and fully descriptive of how eating disorder effects family members.

Das Gesetz zur Verhutung erbkranken Nachwuchses vom 14. Juli 1933 war bereits Gegenstand von Arbeiten unterschiedlicher wissenschaftlicher Disziplinen. Dieses Buch nahert sich dem Thema aus rechtshistorischer Perspektive. Im Zentrum der Untersuchung steht die Frage, ob "Asoziale" und "Gemeinschaftsfremde" im Sinne der nationalsozialistischen Terminologie der Zwangssterilisierung nach dem Gesetz zur Verhutung erbkranken Nachwuchses unterlagen. Grundlage der Untersuchung sind neben der zeitgenoessischen Fachliteratur insbesondere die veroeffentlichten Entscheidungen der Erbgesundheits- und Erbgesundheitsobergerichte.

This book serves as a platform for educators and researchers to unite educational technology and social justice. While educational technology is a rapidly changing and progressive field of research and practice, it remains largely separate from education for social justice. Current literature about educational technology is often approached from a technical, how-to perspective that emphasizes ways to implement technology into the classroom. Technology is often viewed as inevitable, yet neutral and value-free. Educational technology, however, is anything but neutral. The contributors collectively advance a hopeful discourse by exploring the potential of technology as a vehicle to transform and emancipate, while not forgoing a critically reflective measure of self-conscious critique of our own role as educators, students, or scholars in oppressive silences, constraints and conditions. This edited collection makes an important and unique contribution to the field, as it will be the first published volume to detail research, theory, and practice regarding student use of technology in achieving liberatory aims since IAP's 2009 publication, ICT for Education, Development and Social Justice. The fields of educational technology and social justice are vast and applicable in many domains, including teacher education, graduate programs, and K-12 education. This work is intended to appeal to a diverse academic and professional audience of K-12 teachers, teacher educators, educational technology and social justice scholars, and policy makers. Scholars and academics instructing graduate-level educational technology courses can reference this edited collection as the most current text on socially just educational technology. Educational practitioners from teacher education programs and the K-12 sector may use this book as a source of ideas and inspiration to incorporate student use of technology toward emancipatory aims. This title could be adopted as a course text for both undergraduate and graduate education courses in: media literacy, digital literacy, distance education, education for social justice, and teacher preparation, and educational technology courses. Readers will also be able to use the book as a guide when critically analyzing their own professional practice, whether it is in research, working with K-12 students, or preparing future educators or scholars.

"History will one day look upon the movement to affirm the personhood of unborn children in the same way we now look upon the abolition of slavery and the end of the Holocaust. Dan Becker has been a reliable and principled voice for the unborn. His book advancing personhood for the most vulnerable among us is like a sound of the trumpet that will reverberate throughout time. The Holocaust of the unborn is the darkest chapter in American history and Dan Becker's book is a call to turn the page and restore a culture of life. It is a must read." Mathew D. Staver Dean and Professor of Law Liberty University School of Law

Diplomarbeit aus dem Jahr 2000 im Fachbereich BWL - Investition und Finanzierung, Note: 1,3, Universitat zu Koln (Wirtschafts- und Sozialwissenschaften), Sprache: Deutsch, Abstract: Inhaltsangabe: Einleitung: Tracking Stocks stellen ein innovatives Restrukturierungsinstrument im Eigenkapitalbereich dar, das die separate Abbildung von Vermogensrechten bestimmter Geschaftsbereiche eines Unternehmens am Kapitalmarkt ermoglicht. Dabei wird fur jede Geschaftseinheit, deren wirtschaftliche Entwicklung am Kapitalmarkt abgebildet werden soll, eine separate Aktiengattung (Tracking Stock-Gattung) an der Borse eingefuhrt und gehandelt. Als Tracking Stocks werden demnach die Aktien auf eine Geschaftseinheit (tracked unit) eines Unternehmens bezeichnet. Im Gegensatz zu den herkommlichen Restrukturierungsinstrumenten wie z.B. Equity Carve-Out oder Spin-Off bilden die einzelnen Tracking Stock-Gattungen mit den jeweils reprasentierten Geschaftseinheiten jedoch weiterhin eine rechtliche Einheit. In den letzten funf Jahren ist die Anzahl der realisierten und angekundigten Tracking Stock-Transaktionen sprunghaft angestiegen. Wahrend bis 1992 jeweils hochstens 2 Tracking Stock-Emissionen pro Jahr durchgefuhrt wurden, sind alleine im Jahr 1999 ganze 20 Emissionen durchgefuhrt oder angekundigt worden. Dies belegt eindrucksvoll das gegenwartige und zukunftige Anwendungspotential von Tracking Stocks. Zu der wachsenden Bedeutung von Tracking Stocks hat insbesondere eine allgemeine Entwicklung der Organisationsstrategie von zahlreichen Konzernunternehmungen beigetragen, die nach dem Ausbleiben der erhofften Vorteile grosser diversifizierter Konglomerate seit Mitte der achtziger Jahre ihren Grad der Diversifikation verringern, um Investoren unter anderem die Moglichkeit zu geben, in einzelne Geschaftsbereiche investieren zu konnen. Nicht nur operative Potentiale sondern auch Potentiale durch organisatorische Restrukturierung sollten ausgeschopft werden. Wahrend in der Vergangenheit hauptsa