The COVID-19 pandemic has introduced a new paradigm in education that has forced school management teams to re-imagine their curricula delivery functions and obligations during and post COVID-19. Now there are concerns about the state to which curriculum delivery in schools is likely to become planned, implemented, and managed. Investigating the Roles of School Management Teams in Curriculum Delivery improves the quality of planning, implementation, and management of curriculum delivery to advance the quality of teaching and learning in schools. Particularly, it envisages innovative strategies, best practices, and addresses problems in the planning, implementation, and delivery of curricula by school management teams. Covering topics such as curriculum delivery theory, curriculum delivery in planning, implementation, and management during and post COVID-19; curriculum delivery in assessment and alternative assessment; and reimagining inclusivity in curriculum delivery, this edited book is essential for departmental heads, deputy principals, education district officials, department of basic education curriculum designers, instructional designers, administrators, academicians, university teachers, researchers, and post-graduate students.

If one tries to imagine the amounts of money that have been spent by federal and state governments, coupled with what has been spent by private citizens in battling substance abuse over the last thirty years, it would amount to an almost unimaginable figure.

There have been many books written that offer criticism regarding the traditional twelve-step treatment approaches to addiction. The problem has been that most of these efforts have failed to offer a viable alternative to traditional treatment. Those that have attempted to do so have merely suggested that singular treatment strategies, such as Cognitive Behavioral Therapy, Psychodynamic Therapy, Gestalt Therapy, etc., should be implemented in conjunction with traditional treatment. "Misunderstanding Addiction" outlines a more holistic treatment method that can be implemented in a variety of environmental contexts that do not require patients to be institutionalized for them to be effective.

"Misunderstanding Addiction" has the potential to radically alter the way that addictions are treated in this country. At a time when healthcare is foremost in the thoughts of our nation's citizens, "Misunderstanding Addiction" offers a timely and important look at how addiction treatment should be undertaken now and in the future to ensure an effective outcome for the patient.

Globally, universities are challenged to deliver quality learning programs and are forced to respond in a meaningful way. These challenges have led to universities experiencing an increase in self-directed learning by using technologies in teaching and learning modes of delivery for open and distributed environments. Student Support Toward Self-Directed Learning in Open and Distributed Environments is a comprehensive scholarly book that combines theory and practice, reflecting on the dimensions of pedagogical strategies and programs that support student success at primary, secondary, and higher education institutions. It covers the current debates pertaining to student support academically, emotionally, financially, and administratively, along with new kinds of strategies to support the learner through digital technologies. Featuring a wide array of topics including digitalized citizenship, e-learning, and special education, this book is essential for professionals, researchers, educators, administrators, teacher educators, academicians, and instructional designers.

The COVID-19 pandemic has introduced a new paradigm in education that has forced school management teams to re-imagine their curricula delivery functions and obligations during and post COVID-19. Now there are concerns about the state to which curriculum delivery in schools is likely to become planned, implemented, and managed. Investigating the Roles of School Management Teams in Curriculum Delivery improves the quality of planning, implementation, and management of curriculum delivery to advance the quality of teaching and learning in schools. Particularly, it envisages innovative strategies, best practices, and addresses problems in the planning, implementation, and delivery of curricula by school management teams. Covering topics such as curriculum delivery theory, curriculum delivery in planning, implementation, and management during and post COVID-19; curriculum delivery in assessment and alternative assessment; and reimagining inclusivity in curriculum delivery, this edited book is essential for departmental heads, deputy principals, education district officials, department of basic education curriculum designers, instructional designers, administrators, academicians, university teachers, researchers, and post-graduate students.

Globally, universities are challenged to deliver quality learning programs and are forced to respond in a meaningful way. These challenges have led to universities experiencing an increase in self-directed learning by using technologies in teaching and learning modes of delivery for open and distributed environments. Student Support Toward Self-Directed Learning in Open and Distributed Environments is a comprehensive scholarly book that combines theory and practice, reflecting on the dimensions of pedagogical strategies and programs that support student success at primary, secondary, and higher education institutions. It covers the current debates pertaining to student support academically, emotionally, financially, and administratively, along with new kinds of strategies to support the learner through digital technologies. Featuring a wide array of topics including digitalized citizenship, e-learning, and special education, this book is essential for professionals, researchers, educators, administrators, teacher educators, academicians, and instructional designers.

If one tries to imagine the amounts of money that have been spent by federal and state governments, coupled with what has been spent by private citizens in battling substance abuse over the last thirty years, it would amount to an almost unimaginable figure.

There have been many books written that offer criticism regarding the traditional twelve-step treatment approaches to addiction. The problem has been that most of these efforts have failed to offer a viable alternative to traditional treatment. Those that have attempted to do so have merely suggested that singular treatment strategies, such as Cognitive Behavioral Therapy, Psychodynamic Therapy, Gestalt Therapy, etc., should be implemented in conjunction with traditional treatment. "Misunderstanding Addiction" outlines a more holistic treatment method that can be implemented in a variety of environmental contexts that do not require patients to be institutionalized for them to be effective.

"Misunderstanding Addiction" has the potential to radically alter the way that addictions are treated in this country. At a time when healthcare is foremost in the thoughts of our nation's citizens, "Misunderstanding Addiction" offers a timely and important look at how addiction treatment should be undertaken now and in the future to ensure an effective outcome for the patient.

The White Paper on Higher Education (1997), urged Higher Education Institutions (HEIs) in South Africa to avail their expertise and infrastructure for community engagement initiatives in the interests of demonstrating social responsibility and a commitment to the development of communities (Council on Higher Education, 2006). This research monograph is based on a response from the University of the Free State (UFS) in enhancing community engagement via a specific support initiative in previously disadvantaged schools in the Free State province of South Africa. Furthermore, the quality of teaching and learning at the UFS-Volksblad Spring school in which 244 learners participated are discussed whilst the UFS Chief Directorate Community Service's "value-added" intervention in which 130 sponsored learners participated, is also highlighted. The research findings and recommendations of this community research monograph give impetus in supporting lecturers, educators, teacher unions and curriculum planners in structuring future school-based support initiatives.