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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
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 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.
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.
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.
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.
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