This collection demonstrates how feminist pedagogy can be implemented in a variety of institutional and disciplinary settings. Unlike most of the current literature, it provides a vast array of examples of feminist pedagogy in action. It suggests practical ways of creating classroom environments open to feminist and anti-racist teaching, way feminists at universities can intervene in community programs and how to apply feminist pedagogy to new challenges such as distance education, cyberspace, fiscal constraints, and the changing political climate. Meeting the Challenge also looks to other nations for examples of how to successfully implement feminist pedagogy.
In Meet the First Ladies, your students will find a biographical sketch with detailed information, followed by questions for discussion and research. A page focusing on some aspect of life in the time is also included. Students will learn that not every First Lady was a wife (daughters and relatives also filled the role), how Martha Jefferson made soap, the identity of the first baby born in the White House, who rode down the White House stairs on a cookie sheet and much, much more!
Meeting the Challenges of Existential Threats through Educational Innovation is the first book of its kind to provide an educational and systematic analysis of problems and solutions regarding the most pressing threats that humankind is facing. The book makes a case for the importance of education responding to significant threats; including climate change, pandemics, decline in global biodiversity, overpopulation, egoism, ideologies, nuclear, biological and chemical warfare, inequality, artificial intelligence, and ignorance and the distortion of truth. Written by leading experts in their field based on cutting-edge research, the chapters explore these issues and offer suggestions for how education can address these problems in the future. This groundbreaking and highly topical book will be an essential reading for academics, researchers and post-graduate students in the fields of education research, environmental studies, educational politics and organizational management.
This is the 1st edition of the book Handbook on Managing Infertility (Meeting the Challenges in Low-Resource Settings). The text is comprehensive, updated as per the present day requirements in the subject of infertility. In this edition of the book an effort is made to highlight the special problems and hurdles to provide infertility treatment in low resource setups. The book has 26 chapters. The first chapter deals with history of human assisted reproductive technology. Chapter two provides a comprehensive description of infertility in developing world. Next four chapters are dedicated to ART unit in low resource setting. Chapters from 9 to 12 deal with different conditions associated with infertility. Subsequent chapters describe setting up of ART unit, assisted reproductive technology and law and ethics related to ART. A comprehensive index is given at last.
Based on case studies, this book presents lessons and good practices on a range of governance mechanisms used for international co-operation in STI to address global challenges.
The American Psychological Association published a revision of the Ethical Principles of Psychologists and Code of Conduct in 2002.This text, a companion to the 2002 text Ethical Issues in Clinical Neuropsychology by Bush and Drexler, presents the reader with common ethical challenges in neuropsychology. This text examines the differences between the 1992 and 2002 APA Ethics Codes as they relate to neuropsychological activities. The authors present cases and discuss ethical issues related to neuropsychological practice with a variety of patient populations and in a variety of clinical settings. In addition, ethical issues in neuropsychological research and test development are examined. The text also includes chapters on emerging and particularly challenging aspects of neuropsychological practice, such as the assessment of response validity, and the use of information technology and telecommunications. Through the use of case illustrations, the authors examine ethical issues in neuropsychology and the new Ethics Code, offering a practical approach for understanding and promoting ethical neuropsychological practice.
From being on the margins of scholarly debate for much of the past century and a half, religion is being recognized once again as an area of concern for scholars, politicians, and public policy makers, and thus, the role of religious and spiritual education has taken on a new importance. Apart from its socio-political ramifications, the place of religiousness and spirituality in the make-up of individuals has been given renewed prominence through updated brain science, and neuroscientists regularly refer to elements of this brain science in terms such as spiritual intelligence and even mystical consciousness. This book explores many of the new directions being taken in the field of religious and spiritual education, as new developments challenge the priorities of formal education, and open up new avenues for incorporating religion and spirituality into the modern curriculum. It asks whether the educational aims of teachers should be focused on specifically personal development, or whether religious education should be used to develop understanding of more global and social issues such as citizenship, conflict, and ethics. The book also addresses neuroscientific insights, which suggest a need to engage with cognition and emotion in order to create a rich learning environment, something to which a particularly contested subject area like religion and spirituality is well-placed to contribute. This book was originally published as a special issue of the Journal of Beliefs & Values.
