As the importance of environmental security increases worldwide, colleges and universities are evaluating how well they are preparing the next generation of environmental scientists and managers and developing new educational approaches. In this volume, we examine: (1) current educational practices and the need for change, (2) educational needs from the perspective of employers and professionals, and (3) new practices in higher education in environmental fields.

The contributors were carefully selected by an international coordinating team based on their international reputations in the field of progressive educational approaches and understanding of the global employment market in environmental science. Although the focal geographic areas are North America, Europe and the former Soviet republics, the ideas and strategies discussed are universal to all institutions of higher education.

We highlight specific non-traditional approaches such as using the university as a curricular tool, developing permaculture programs, and applying sustainability pedagogy, and document their success from both a student and employer perspective. We also include case studies on risk assessment and eco-efficiency education to illustrate why and how transdisciplinary education can be accomplished. We conclude that it is imperative that our educational systems teach environmental security at the university level within a transdisciplinary context; and that opportunities, such as internships and other methods of applied learning, are included in the curriculum.

This first-of-a-kind collection brings together in one volume the strongest available evidence of successful transfer effects from unofficial third-party work to official peacemaking. Using comparative case analysis from several real-world interventions, Paving the Way offers insights into the conditions and qualities of successful programs of interactive conflict resolution from experts in the field. Editor Ronald J. Fisher has assembled a collection of seminal case studies that illustrate interactive approaches to conflict resolution from the Malaysia-Indonesia conflict in the 1960s to the Peru-Equador peace process of the late 1990s. Integrating theory, research, and practice, the cases posit that interactive conflict resolution can make a significant, and sometimes essential, contribution to the resolution of protracted and violent identity conflicts. The methods and solutions offered in Paving the Way will serve as best practices for those in the field and as training tools and resources for scholars and policymakers.

This first-of-a-kind collection brings together in one volume the strongest available evidence of successful transfer effects from unofficial third-party work to official peacemaking. Using comparative case analysis from several real-world interventions, Paving the Way offers insights into the conditions and qualities of successful programs of interactive conflict resolution from experts in the field. Editor Ronald J. Fisher has assembled a collection of seminal case studies that illustrate interactive approaches to conflict resolution from the Malaysia-Indonesia conflict in the 1960s to the Peru-Equador peace process of the late 1990s. Integrating theory, research, and practice, the cases posit that interactive conflict resolution can make a significant, and sometimes essential, contribution to the resolution of protracted and violent identity conflicts. The methods and solutions offered in Paving the Way will serve as best practices for those in the field and as training tools and resources for scholars and policymakers.

The polemic excited by Batouala's controversial Preface has conditioned an enduring, near-universal acceptance of a disjunction of Preface and novel. This is the first book to challenge that premise. The fallacious underpinnings of the origin persistence of this view are shown to lie in Western, dichotomously structured thinking. Through offshoots of the civilised-versus-savage dichotomy, namely oral-versus-written, form-versus-content and music-versus-narrative, Batouala's Signifyin(g) discourse spills beyond the novel's borders to reveal the sterility of dichotomy as a conceptualising structure. Dichotomy's anachronism is thrust upon it through the work's faithful representation of African ontology, whose water-inspired philosophy precludes it. Batouala's structural basis is compared with that of jazz, which similarly bridges European and African civilisations, and whose African philosophical stance also acts as a provocation to the dichotomous thinking model. As Batouala "Fixed" transmutes to Batouala "Free", the pejorative implications of its widely touted ambiguity evaporate to expose a novel that is both lucid and coherent when viewed as jazz-text and jazz performance.

Service providers are increasingly called upon to serve clients at home, a setting even a seasoned professional can find difficult to negotiate. From monitoring the health of older populations to managing paroled offenders, preventing child abuse, and reunifying families, home-based services require models that ensure positive outcomes and address the ethical dilemmas that might arise in such sensitive contexts.

The contributors to this volume are national experts in diverse fields of social work practice, policy, and research. Treating the home as an ecological setting that guides human development and family interaction, they present rationales for and overviews of evidence-based models across an array of populations and fields of practice. Part 1 provides historical background and contemporary applications for home-based services, highlighting ethical, administrative, and supervision issues and summarizing the social policies that shape service delivery. Part 2 addresses home-based practice in such fields as child and adult mental health, school social work, and hospice care, detailing the particular population being treated, the policy and agency context, theories and empirical data, and practice guidelines. Part 3, the editors present a unifying framework and suggest future directions for home-based social work.

Conflict Resolution holds the promise of freeing approaches and policies with regard to politics of identity from the fatalistic grip of realism. While the conceptual literature on identity and conflicts has moved in this alternative direction, conflict resolution practice continues to rely on realist frames and acts as an unwanted auxiliary to traditional International Relations (IR). Perpetuation of conflict discourses, marginalization, and exclusion of affected populations are widespread. They are caused by the over-reliance of conflict resolution practice on the binary frames of classic IR paradigms and also by the competitive and hierarchical relationships within the field itself.Philip Gamaghelyan relies on participatory action research (PAR) and collective auto-ethnography to expose patterns of exclusion and marginalization as well as the paradoxical reproduction of conflict-promoting frames in current conflict-resolution practice applied to the Nagorno-Karabakh and Syrian crises. He builds on the work of post-modernist scholars, on reflective practice, and on discourse analysis to explore alternative and inclusive strategies with a transformative potential through reflections and actions customary for PAR.The IR discipline, that has dominated policy-making, is only one possible lens, and often a deficient one, for defining, preventing, or resolving contemporary conflicts wrapped in identity politics. Other conceptual frameworks can help to rethink our understanding of identity and conflicts and reconstruct them as performative and not static phenomena. These transformative frameworks are increasingly influential in the conflict resolution field and can be applied to policy-making.

Good communication is central to all relationships, yet the unpredictability of interpersonal exchanges can cause significant anxiety for autistic people and create a barrier to successful communication. Understanding Me, Understanding You is a guide for anyone working with and supporting autistic people. The aim is to encourage the reader to consider how they can create ‘autistic spaces’ where there is predictability and trust, enabling autistic people to engage, contribute and grow. It seeks to promote mutual understanding, starting by encouraging the reader to understand themselves, their own beliefs and attitudes and the way that this can influence their behaviour; and then to understand another and, in turn, help them to understand. At its foundation is the ‘Triad of Understanding’, a beautifully simple model for successful communication conceived together by social work practitioner, Dr Jackie Robinson, and three autistic co-researchers over a three year period. Jackie successfully created an autistic space that allowed the autistic co-researchers to flourish and achieve. This communication model underpins all three sections of the guide, which includes specific guidance for professionals in different fields and tools to facilitate the move towards mutual understanding. CPD accredited: ‘This well-written and informative book has learning value for the target audience. It has clear content and progress.’

As the importance of environmental security increases worldwide, colleges and universities are evaluating how well they are preparing the next generation of environmental scientists and managers and developing new educational approaches. In this volume, we examine: (1) current educational practices and the need for change, (2) educational needs from the perspective of employers and professionals, and (3) new practices in higher education in environmental fields.

The contributors were carefully selected by an international coordinating team based on their international reputations in the field of progressive educational approaches and understanding of the global employment market in environmental science. Although the focal geographic areas are North America, Europe and the former Soviet republics, the ideas and strategies discussed are universal to all institutions of higher education.

We highlight specific non-traditional approaches such as using the university as a curricular tool, developing permaculture programs, and applying sustainability pedagogy, and document their success from both a student and employer perspective. We also include case studies on risk assessment and eco-efficiency education to illustrate why and how transdisciplinary education can be accomplished. We conclude that it is imperative that our educational systems teach environmental security at the university level within a transdisciplinary context; and that opportunities, such as internships and other methods of applied learning, are included in the curriculum.

Even after seventy-five years, the UN Security Council meets nearly every day. They respond to a range of threats to international peace and security, but not all threats. Why does the Security Council take up some issues for discussion and not others? What factors shape the Council's actions, if they take any action at all? Adapting insights from legislative bargaining, this book demonstrates that the agenda-setting powers granted in the institutional rules offer less powerful Council members the opportunity to influence the content of a resolution without jeopardizing its passage. The Council also decides when to conduct public or private diplomacy. The analysis shows how external factors like international and domestic public reactions motivate grandstanding behaviors and shape resolutions. New quantitative data on meetings and outside options provide support for these claims. The book also explores the dynamics of the formal analysis in three cases: North Korean nuclear proliferation, the negotiations leading up to NATO bombing in Serbia over Kosovo, and the elected member-led process to codify the principles of the Responsibility to Protect doctrine. The book argues that while the powerful veto members do have great influence over the Council, the rules of the most consequential security institution influence its policy outcomes, just as they do in any other international institution.

Midwesterners love to talk about the weather, approaching the vagaries and challenges of extreme temperatures, deep snow, and oppressive humidity with good-natured complaining, peculiar pride, and communal spirit. Such a temperamental climate can at once terrify and disturb, yet offer unparalleled solace and peace. Leaning into the Wind is a series of ten intimate essays in which Susan Allen Toth, who has spent most of her life in Iowa, Minnesota, and Wisconsin, reveals the ways in which weather has challenged and changed her perceptions about herself and the world around her. She describes her ever-growing awareness of and appreciation for how the weather marks the major milestones of her life. Toth explores issues as large as weather and spirituality in "Who Speaks in the Pillar of Cloud?" and topics as small as a mosquito in "Things That Go Buzz in the Night." In "Storms," a severe thunderstorm becomes a continuing metaphor for the author's troubled first marriage. Two essays, one from the perspective of childhood and one from late middle age, ponder how the weather seems different at various stages of life but always provides unexpected opportunities for self-discovery, change, and renewal. The perfect entertainment for anyone who loved Toth's previous books on travel and memoir, Leaning into the Wind offers engaging and personal insights on the delights and difficulties of Midwest weather. Susan Allen Toth is the author of several books, including Blooming: A Small-Town Girlhood (1981), My Love Affair with England (1992), England As You Like It (1995), and England for All Seasons (1997). She has contributed to the New York Times, the Washington Post, Harper's, and Vogue. She livesin Minneapolis.