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Author: James Kent Donlevy
Publisher: BRILL
ISBN: 9087908075
Category : Education
Languages : en
Pages : 157
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Book Description
This book draws upon the authors understanding and findings from four qualitative studies conducted within two Canadian provinces as well as an amalgam of relevant documents of the Catholic Church, the academic writings of others, and media reports. It is from those sources that the authors attempts to shed some light on the phenomenon of the inclusion of non-Catholic students within 10 dimensions: social/ cultural, political, financial, legal, racial, administrative, pedagogical, psychological, spiritual, and philosophical. The data from these four studies is from constitutionally protected and funded Catholic high schools. The other sources of data are both national (Canadian) and international. Dr. Donlevy is the Associate Dean (Interim): Graduate Division of Educational Research in the Faculty of Education at the University of Calgary and the Vice-Chair of the University of Calgary’s Conjoint Faculties Research Ethics Board. He has taught grades 4-12 (inclusive), been a school principal, and is permanently certified as a teacher in both Alberta and Saskatchewan. He has negotiated on local levels for both the Alberta Teachers’ Association and the Saskatchewan Teachers’ Federation. He is also a member of the Saskatchewan Law Society, having become a barrister & solicitor in 1985.
Author: James Kent Donlevy
Publisher: BRILL
ISBN: 9087908075
Category : Education
Languages : en
Pages : 157
Get Book Here
Book Description
This book draws upon the authors understanding and findings from four qualitative studies conducted within two Canadian provinces as well as an amalgam of relevant documents of the Catholic Church, the academic writings of others, and media reports. It is from those sources that the authors attempts to shed some light on the phenomenon of the inclusion of non-Catholic students within 10 dimensions: social/ cultural, political, financial, legal, racial, administrative, pedagogical, psychological, spiritual, and philosophical. The data from these four studies is from constitutionally protected and funded Catholic high schools. The other sources of data are both national (Canadian) and international. Dr. Donlevy is the Associate Dean (Interim): Graduate Division of Educational Research in the Faculty of Education at the University of Calgary and the Vice-Chair of the University of Calgary’s Conjoint Faculties Research Ethics Board. He has taught grades 4-12 (inclusive), been a school principal, and is permanently certified as a teacher in both Alberta and Saskatchewan. He has negotiated on local levels for both the Alberta Teachers’ Association and the Saskatchewan Teachers’ Federation. He is also a member of the Saskatchewan Law Society, having become a barrister & solicitor in 1985.
Author: Amasa P. Ndofirepi
Publisher: BRILL
ISBN: 9004434488
Category : Education
Languages : en
Pages : 433
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Book Description
Inclusion as Social Justice: Theory and Practice in African Higher Education discusses the extent to which education enables equitable social access for diverse student populations in the context of historical sidelining of indigenous knowledge systems and epistemic injustice of colonial epistemologies in Africa. The goal is to theoretically unpack the social differentials and micro-inequities that practically disempower diverse students in African higher education. To this end, the book features aspects of diversity such as gender, rurality, refugee status and disability in general, with hearing and visual impairment as prime illustrations. It is argued that despite the ethically defensible and socially just policy and structural interventions for transforming higher education meant to redress the legacy of colonial injustices, urban universities present epistemological equity challenges for students from rural communities. Similarly, the opaque fate of students displaced from their home countries and currently studying in universities in host countries is analyzed. The book illustrates the access case for gender and disability in higher education using empirical studies and examples from Tanzania, Kenya, Ethiopia, Zimbabwe and South Africa. Challenges facing students in higher education in these countries and the strategies the students devise to succeed in the institutions are analyzed.
Author: LIT Verlag
Publisher: LIT Verlag
ISBN: 3643961731
Category : Political Science
Languages : en
Pages : 582
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Book Description
The volume analyses major strategic and policy issues. How to make Science, Technology and Innovation (STI) Policies relevant for inclusive growth strategies in Africa so that socio-economic transformation strategies will take off. The first part discusses the issues of human skills development as part of STI policies, based on visions, strategic plans and country cases (for Cameroon, Nigeria and Mauritania). The second part looks at STI Policies for Economic Transformation, focussing on country case studies (for Egypt and Tunisia). A third part presents book reviews and book notes.
Author: N.N. Ganihar
Publisher: Discovery Publishing House
ISBN: 9788171419739
Category : Educational leadership
Languages : en
Pages : 300
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Book Description
Contents: The Problem, Theoretical Background, Review of Related Literature, Research Procedure, Data Analyses and Results, Retrospects and Prospects.
Author: Associate Professor in Conflict Resolution and Reconciliation David Mitchell
Publisher: Routledge
ISBN: 1134203322
Category : Education
Languages : en
Pages : 253
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Book Description
First Published in 2007. Routledge is an imprint of Taylor & Francis, an informa company.
Author: David Mitchell
Publisher: Routledge
ISBN: 0429687354
Category : Education
Languages : en
Pages : 446
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Book Description
This fully revised and updated third edition presents teachers with a range of up-to-date evidence-based strategies they can use to tackle the challenges of inclusive education. An essential resource for the busy educator, each of the twenty-nine strategies explored in this book has a substantial research base drawn from a range of countries, a strong theoretical rationale and clear guidelines on their implementation, as well as cautionary advice where necessary. Key features of the third edition include: An easy to follow structure divided into four categories: behavioural approaches, social strategies, cognitive strategies and mixed strategies Eight new chapters, focusing on topical areas such as neuroscience, social and emotional education, visual learning and communication and the transition from school to post-school environments Updated chapters that consider the most diverse and up-to-date research in education, psychology, health and technology Whilst the focus of this book is on children with special educational needs, the strategies are universally applicable, making this essential reading for all classroom teachers, school leaders, teacher educators and students, educational psychologists, special needs coordinators and consultants and educational researchers.
Author: Graham P. McDonough
Publisher: Wilfrid Laurier Univ. Press
ISBN: 1554588693
Category : Religion
Languages : en
Pages : 350
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Book Description
The education provided by Canada’s faith-based schools is a subject of public, political, and scholarly controversy. As the population becomes more religiously diverse, the continued establishment and support of faith-based schools has reignited debates about whether they should be funded publicly and to what extent they threaten social cohesion. These discussions tend to occur without considering a fundamental question: How do faith-based schools envision and enact their educational missions? Discipline, Devotion, and Dissent offers responses to that question by examining a selection of Canada’s Jewish, Catholic, and Islamic schools. The daily reality of these schools is illuminated through essays that address the aims and practices that characterize these schools, how they prepare their students to become citizens of a multicultural Canada, and how they respond to dissent in the classroom. The essays in this book reveal that Canada’s faith-based schools sometimes succeed and sometimes struggle in bridging the demands of the faith and the need to create participating citizens of a multicultural society. Discussion surrounding faith-based schools in Canada would be enriched by a better understanding of the aims and practices of these schools, and this book provides a gateway to the subject.
Author: Jennifer L. Jones
Publisher: Springer Nature
ISBN: 3030812774
Category : Psychology
Languages : en
Pages : 159
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Book Description
This book examines belonging as a key protective factor for enhancing resilience for individuals with intellectual and developmental disabilities and their families. It focuses on understanding intellectual and developmental disabilities and resilience from systemic and social-ecological perspectives, emphasizing the roles of professionals, families, and communities in combating long-standing segregation and health disparities experienced by individuals and families. The volume explores the dimensions of belonging across diverse professional fields using a person-centered approach that acknowledges the significant lifelong role of family members and emphasizes reflective practice for professionals. Chapters present research and innovative strategies to facilitate belonging when working alongside individuals and families. Key areas of coverage include: Family-professional partnerships in working with individuals with intellectual and developmental disabilities across lifespan and community contexts. Spirituality, mental health, and identity in persons with intellectual and developmental disabilities. Research ethics and design in working with individuals with intellectual and developmental disabilities. The diverse needs, desires, and preferences of individuals with intellectual and developmental disabilities. The importance of individualized planning and approaches in fostering belonging for individuals with intellectual and developmental disabilities. Belonging and Resilience in Individuals with Developmental Disabilities is a valuable resource for researchers, professors, and graduate students as well as clinicians, therapists, and related professionals in developmental psychology, family studies, public health, and social work as well as related disciplines, including education policy and politics, behavioral health, and psychiatry.
Author: Sean Whittle
Publisher: Springer Nature
ISBN: 9819703239
Category :
Languages : en
Pages : 160
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Book Description
Author: Vipin Gupta
Publisher: Vipin Gupta
ISBN: 1087935504
Category : Science
Languages : en
Pages : 775
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Book Description
"What is present reality" is an incredibly profound but straightforward exposition of the "limits of science." Every scientist wishes that someone will falsify the world crafted using the present body of scientific methods one day. One such world comprises the manifold versions of relativity theories, measuring E = mc2. Suppose one deified scientist had not mathematically derived the value of energy in this way. In that case, today's scientists will not bind their understanding to the light serviced by the deified leader scientist, traded and squared by them as a devoted follower. Evidently, when one conceives energy as mc2, its value—without the presence of the leader deity—is zero. This landmark work, grounded in India’s ancient cultural metaphysics, challenges the present reality of what we know and believe to be true, whether about divinity, or spirituality, or the universe of objects or subjects, or us as a person. A unique feature is the precise quantification of the lightless energies, of both the present reality as well as the varying paradigms and doctrines working on modifying that. It is a part of a series of twelve books that democratizes the ability to understand our present reality, beyond those who are experts in modern science, and use this understanding for personal as well as societal well-being. The beta reviewers note “This is unbelievable work that would change the way life is seen and lived” and “Looking forward to this being a massive success!” Dr. Vipin Gupta has a Ph.D. in managerial science and applied economics from the Wharton School of the University of Pennsylvania. He is a gold medalist from the Post-graduate Program of the Indian Institute of Management, Ahmedabad, India. He is a Professor of sensible management and appropriate science at the Jack H. Brown College of Business and Public Administration, California State University San Bernardino, USA.
