There is a need in the current educational field to develop classroom strategies and environments that support deaf learners. It is critical for educators to understand the best practices and challenges within deaf education in order to provide these learners with a thorough education. Strategies for Promoting Independence and Literacy for Deaf Learners With Disabilities provides teachers with information and strategies to support deaf learners with disabilities. It also discusses background information on special education law and topics related to transition. Covering key topics such as social skills, technology, communication, and classroom environments, this premier reference source is ideal for policymakers, administrators, researchers, academicians, scholars, practitioners, instructors, preservice teachers, teacher educators, and students.

In order to maintain inclusive classrooms within both K-12 and higher education, it is essential that pre-service teachers and current educators are aware of the strategies and techniques involved in deaf education. Educators must be knowledgeable of practical situations that occur in deaf education classrooms and mainstream environments while using different strategies with students across the curriculum and modifying those to meet individual learners' needs. Cases on Teacher Preparation in Deaf Education supports instruction in a variety of deaf education courses providing sample cases and examples for students to work through and discuss. The case studies encourage critical thinking and thoughtful reflection related to a variety of deaf education environments and situations. Covering topics such as dual-modality collaborations, machine learning techniques, and reading instruction, this case book is an essential resource for educators and administrators of both K-12 and higher education, librarians, pre-service teachers, teacher educators, researchers, and academicians.

This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized. Further, it strives to capture teachers' readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students' learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers' autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.

Europe is ageing. However, in many European countries, and in almost all fields of life, older persons experience discrimination, social exclusion, and negative stereotypes that portray them as different or a burden to society. This pivotal book is the first of its kind, providing a rich and diverse analysis of the inter-relationships between ageing, ageism and law within Europe. Throughout the book - which builds on a European Cooperation in Science & Technology (COST) action - leading scholars offer theoretical and empirical analysis in order to discern the role European law plays in perpetuating and combating ageism. Including specific examples of how stereotypes and prejudices influence and shape the European legal system, the book contributes to the broader current global social movement towards advancing a new international human rights convention for older persons. Timely and engaging, this book will appeal to students and scholars of law, sociology, public policy and a wide range of related fields including gerontology, human rights, and health-studies. Practitioners, policy-makers, civil society organizations and senior citizens activists will also benefit from the insights into the socio-legal aspects of social policies and human rights of older persons. Contributors include: P. de Hert, M. De Pauw, I. Doron, N. Georgantzi, A. Gur, R. Harding, E. Mantovani, T. Mattsson, B. Mikolajczyk, A. Numhauser-Henning, G. Quinn, P. Quinn, B. Spanier, B. Sleap, J. Watson

Women have made significant strides in the sports world over the past 30 years, one of which has been moving into the ranks of coaching on both the collegiate and professional levels. Readers will meet 42 of these outstanding women, contemporary coaches in the world of sports today, some of whom had to overcome major obstacles to get where they are today in this male-dominated profession. Entries, uniquely based on interviews with the coaches themselves, bring to life the commitment to excellence, hard work, and service which these women have portrayed in wide-ranging sports from basketball to soccer to lacrosse.

Each entry in this unique reference resource provides the following information: Personal Data, Formative Years, Sports History, Playing Career, Decision to Coach, Coaching, Philosophy of Coaching, Changes in Athletes, Memorable Moments, Role Models, Favorite Books and Authors, Hobbies, Favorite Movies, Future Plans, and Recognitions and Achievement, Photographs of the coaches round out the entries to provide complete portraits of these women and their successes.

This book provides case-studies of how teachers and practitioners have attempted to develop more effective 'experiential learning' strategies in order to better equip students for their voluntary engagements in communities, working for sustainable peace and a tolerant society free of discrimination. All chapters revolve around this central theme, testing and trying various paradigms and experimenting with different practices, in a wide range of geographical and historical arenas. They demonstrate the innovative potentials of connecting know-how from different disciplines and combining experiences from various practitioners in this field of shaping historical memory, including non-formal and formal sectors of education, non-governmental workers, professionals from memorial sites and museums, local and global activists, artists, and engaged individuals. In so doing, they address the topic of collective historical traumas in ways that go beyond conventional classroom methods. Interdisciplinary in approach, the book provides a combination of theoretical reflections and concrete pedagogical suggestions that will appeal to educators working across history, sociology, political science, peace education and civil awareness education, as well as memory activists and remembrance practitioners.

This book grapples with the potential impacts of collective trauma in war-rape survivors' families. Drawing on inter-ethnic and inter-generational participatory action research on reconciliation processes in post-conflict Bosnia-Herzegovina, the author examines the risk that female survivors of war-related sexual crimes, now-mothers, will breed hatred and further division in the post-conflict context. Showing how the historical trauma of sexual abuse among survivors affects the ideas, perceptions, behavioural patterns and understandings of the ethnic and religious 'Other' or perpetrator, the book also considers the influence of such trauma on other attitudes rarely addressed in peacebuilding programmes, such as notions of naturalised gender-based violence, cultural scripts of sexuality and support for dangerous or violent aspects of the patriarchal social order. It thus seeks to sketch proposals for a curriculum of peacebuilding that takes account of the legacy of war rape in survivors' families and the impact of trauma transmission. As such, Trauma Transmission and Sexual Violence will appeal to scholars of politics, sociology and gender studies with interests in peace and reconciliation processes and war-related sexual violence.

This book provides case-studies of how teachers and practitioners have attempted to develop more effective 'experiential learning' strategies in order to better equip students for their voluntary engagements in communities, working for sustainable peace and a tolerant society free of discrimination. All chapters revolve around this central theme, testing and trying various paradigms and experimenting with different practices, in a wide range of geographical and historical arenas. They demonstrate the innovative potentials of connecting know-how from different disciplines and combining experiences from various practitioners in this field of shaping historical memory, including non-formal and formal sectors of education, non-governmental workers, professionals from memorial sites and museums, local and global activists, artists, and engaged individuals. In so doing, they address the topic of collective historical traumas in ways that go beyond conventional classroom methods. Interdisciplinary in approach, the book provides a combination of theoretical reflections and concrete pedagogical suggestions that will appeal to educators working across history, sociology, political science, peace education and civil awareness education, as well as memory activists and remembrance practitioners.

This book grapples with the potential impacts of collective trauma in war-rape survivors' families. Drawing on inter-ethnic and inter-generational participatory action research on reconciliation processes in post-conflict Bosnia-Herzegovina, the author examines the risk that female survivors of war-related sexual crimes, now-mothers, will breed hatred and further division in the post-conflict context. Showing how the historical trauma of sexual abuse among survivors affects the ideas, perceptions, behavioural patterns and understandings of the ethnic and religious 'Other' or perpetrator, the book also considers the influence of such trauma on other attitudes rarely addressed in peacebuilding programmes, such as notions of naturalised gender-based violence, cultural scripts of sexuality and support for dangerous or violent aspects of the patriarchal social order. It thus seeks to sketch proposals for a curriculum of peacebuilding that takes account of the legacy of war rape in survivors' families and the impact of trauma transmission. As such, Trauma Transmission and Sexual Violence will appeal to scholars of politics, sociology and gender studies with interests in peace and reconciliation processes and war-related sexual violence.

This book examines the potential impact of rape survivors' traumatic experiences in post-conflict zones. With specific attention given to the experiences of women who were sexually abused during the breakup of the former Yugoslavia, it addresses the sexuality of survivors, which has so far been inadequately researched, and challenges the stereotypical and victimized images and narrations that have so far prevailed in academic and public discourse about women survivors while exploring the effects of those narratives on the political, social and economic status of the survivors themselves. Methodologically innovative, the book questions the processes of re-victimization that can follow fieldwork with survivors and introduces the theoretical and practical foundations of applied drama and community theater as a research approach in this field, revealing its potential as a means of expressing a range of ethnographic, anthropological and case-study research findings. Based on the narratives of advocates, scholars and different social stakeholders, together with new drama-based methodologies employed directly with survivors, Sexuality after War Rape: From Narrative to Embodied Research offers a sensitive and ethically-responsible research approach to contesting assumptions about the sexualities of survivors of sexual violence and revealing the emancipatory potential of testifying. This book will appeal to scholars of sociology and gender studies, victimology and sexuality.

This book examines the potential impact of rape survivors' traumatic experiences in post-conflict zones. With specific attention given to the experiences of women who were sexually abused during the breakup of the former Yugoslavia, it addresses the sexuality of survivors, which has so far been inadequately researched, and challenges the stereotypical and victimized images and narrations that have so far prevailed in academic and public discourse about women survivors while exploring the effects of those narratives on the political, social and economic status of the survivors themselves. Methodologically innovative, the book questions the processes of re-victimization that can follow fieldwork with survivors and introduces the theoretical and practical foundations of applied drama and community theater as a research approach in this field, revealing its potential as a means of expressing a range of ethnographic, anthropological and case-study research findings. Based on the narratives of advocates, scholars and different social stakeholders, together with new drama-based methodologies employed directly with survivors, Sexuality after War Rape: From Narrative to Embodied Research offers a sensitive and ethically-responsible research approach to contesting assumptions about the sexualities of survivors of sexual violence and revealing the emancipatory potential of testifying. This book will appeal to scholars of sociology and gender studies, victimology and sexuality.

This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. The first part of the book provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also discusses how teacher professional development can be enhanced for reflective teaching practice. The second part of the book deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy. A reflective inclusive teacher is likely to anticipate the multiple needs of diverse learners in pluralistic settings, thus ensuring student success. This book will enhance the efforts of teacher educators and teaching professionals in building a culture of reflective and inclusive teaching practice in the classroom.

This book gathers a range of contributions from researchers and practitioners across borders with an emphasis on theoretical arguments and empirical data concerning teacher empowerment. It propels readers to explore powerful teaching practices that can further advance the profession as a continuing priority in the system when appropriately utilized. Further, it strives to capture teachers' readiness to improve their professional skills and responsive practices as a form of accountability for their teaching and students' learning, two aspects that are increasingly being judged by various stakeholders. The book argues that teachers' autonomous participation and engagement in relevant decision-making activities and equitable access to continuing professional development opportunities are and should remain major priorities.

This book brings together the practice of reflective teaching and the knowledge of inclusive practices in the context of teacher education and continuing professional development. It is a call to leverage reflective teaching for inclusive practices. The first part of the book provides an overview of what constitutes reflective practice in the 21st century and how teachers can become reflective practitioners. It also discusses how teacher professional development can be enhanced for reflective teaching practice. The second part of the book deals with teachers' knowledge development in order to create inclusive teaching and learning environments. It highlights the need for a responsive teaching climate, intercultural competency, pedagogical change and professional literacy. A reflective inclusive teacher is likely to anticipate the multiple needs of diverse learners in pluralistic settings, thus ensuring student success. This book will enhance the efforts of teacher educators and teaching professionals in building a culture of reflective and inclusive teaching practice in the classroom.

The classic that revolutionized the way Americans see marriage. Sold more than 35 million copies and translated into 14 languages.

This book brings together archeologists, historians, psychologists, and educators from different countries and academic traditions to address the many ways that we tell children about the (distant) past. Knowing the past is fundamentally important for human societies, as well as for individual development. The authors expose many unquestioned assumptions and preformed images in narratives of the past that are routinely presented to children. The contributors both examine the ways in which children come to grips with the past and critically assess the many ways in which contemporary societies and an increasing number of commercial agents construct and use the past.

OCEB 2 Certification Guide, Second Edition has been updated to cover the new version 2 of the BPMN standard and delivers expert insight into BPM from one of the developers of the OCEB Fundamental exam, offering full coverage of the fundamental exam material for both the business and technical tracks to further certification. The first study guide prepares candidates to take-and pass-the OCEB Fundamental exam, explaining and building on basic concepts, focusing on key areas, and testing knowledge of all critical topics with sample questions and detailed answers. Suitable for practitioners, and those newer to the field, this book provides a solid grounding in business process management based on the authors' own extensive BPM consulting experiences.

We are running a collective chemical fever that we cannot break. Everyone everywhere now carries a dizzying array of chemical contaminants, the by-products of modern industry and innovation, that contribute to a host of developmental deficits and health problems in ways just now being understood. These toxic substances, unknown to our grandparents, accumulate in our fat, bones, blood, and organs as a consequence of womb-to-tomb exposure to industrial substances as common as the products that contain them. Almost everything we encounter--from soap to soup cans, computers to clothing--contributes to a chemical load unique to each of us. Scientists studying the phenomenon refer to it as "chemical body burden," and in "The Body Toxic," the investigative journalist Nena Baker explores the many factors that have given rise to this condition.

In order to maintain inclusive classrooms within both K-12 and higher education, it is essential that pre-service teachers and current educators are aware of the strategies and techniques involved in deaf education. Educators must be knowledgeable of practical situations that occur in deaf education classrooms and mainstream environments while using different strategies with students across the curriculum and modifying those to meet individual learners' needs. Cases on Teacher Preparation in Deaf Education supports instruction in a variety of deaf education courses providing sample cases and examples for students to work through and discuss. The case studies encourage critical thinking and thoughtful reflection related to a variety of deaf education environments and situations. Covering topics such as dual-modality collaborations, machine learning techniques, and reading instruction, this case book is an essential resource for educators and administrators of both K-12 and higher education, librarians, pre-service teachers, teacher educators, researchers, and academicians.