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Book Synopsis

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Book SynopsisThis comprehensive and authoritative one-stop resource examines the issue of food insecurity in the United States, including the various economic, social, political, and cultural factors that drive the problem.Social welfare agencies, schools, food banks, and other organizations have all put forth efforts to combat food insecurity, but it remains a serious risk for millions of poor Americans today. Food Insecurity: A Reference Handbook examines the reasons why food insecurity remains such a longstanding problem in American society.Beginning with a history of food insecurity from the country''s origins to the present day, the book also delves into the problems and controversies related to food insecurity, such as urban food deserts, substance abuse impacts, nutrition education, and income inequality. One of the most valuable aspects of the book is that it surveys the history of food insecurity in a manner that helps the reader identify key issues in an easy-to-understand fTable of ContentsPreface 1. Background and History Introduction The Narrative We Tell about Food History Origins of Food Insecurity in the Colonial Period (1600- 1775) - The Transatlantic Slave Trade and Origins of Black Food Insecurity Revolutionary War to the Civil War (1776- 1865) - Westward Expansion, Treaties, Removal Policies, and Land as Food Security - Native American Women in Westward Expansion - The Civil War Era (1861- 1865) Reconstruction Era (1865- 1877) Progressive Era (1890s- 1920s) The Great Depression and New Deal Era (1920- 1940) Post War Era (1945- 1960) - Women in the Industrial Food System The Civil Rights Era (1960- 1980) End of the Century (1980- 2000s) - Food Processing - Globalization and Expansion of the Food Industry - Food Marketing - Dietary Guidelines and Recommendations The Social Safety Net: Responses to Food Insecurity - USDA Food and Nutrition Assistance Programs Conclusion: Food Insecurity Today References 2. Problems, Controversies, and Solutions Framing the Discussion for Problems, Controversies, and Solutions Defining and Measuring Food Insecurity - Globally Recognized Definition of Food Insecurity - United States Definition - Other Key Terms - Levels of Food Insecurity - Tools for Assessing Food Security Status Inequity in the Food System - Inequitable Access to Land - Geographical Disparities: Access to Food - Impact of Health Inequities Sustainability of the Food System - A Sustainable, Closed- Loop Food System Agricultural Development and Food Production - The Green Revolution - Genetically Modified Foods - Seeds Corporate Control of Food System The Debate: Food as a Human Right Solutions - New Food Movements - Building Capacity of U.S. Farmers: Rural and Urban - Food, Agriculture, and Grocery Cooperatives - Food Policy Councils - Food Justice - Women in the Food System - Food Sovereignty - Implementing Food Sovereignty and Food Security - Toward a Secure Future References 3. Perspectives From an Anti- hunger Activist: My Perspective on Ending Hunger in America, Minerva Delgado Food Sovereignty in Rural Appalachia, Nicole Rasul Moving the Charitable Food System from Transactions to Transformations, Katie S. Martin A Plan to Shorten Food Bank Lines, Andy Fisher Stories Matter: Narrative Change as a Strategy for Exposing the Root Causes of Hunger and Spurring Collective Action, Alison Meares Cohen and Debbie DePoala Focusing on Racial Equity to End Hunger, Marlysa D. Gamblin Native American Food Security and Food Sovereignty, Elizabeth Hoover Food Policy Councils and the Challenge of Incorporating Justice, Equity, Diversity, and Inclusion, Erica Hall Food and Nutrition Education for Food Sovereignty, Pamela Koch Advancing Nutrition Security with Sustainability Research, Sarah Reinhardt 4. Profiles Introduction People - George Washington Carver (1864- 1943) - Cesar Chavez (1927- 1993) - W.E.B. Du Bois (1868- 1963) - Fannie Lou Hamer (1917- 1977) - Vandana Shiva (1952- ) - Booker T. Washington (1856- 1915) Organizations - Black Panther Party - Bread for the World - Coalition of Immokalee Workers - College and University Food Bank Alliance - Feeding America - Food and Agriculture Organization of the United Nations - Food and Resource Action Center - Food Chain Workers Alliance - Food Policy Networks - Food Recovery Network - La Via Campesina - National Farm to School Network - Share Our Strength - Slow Food Movement - United States Department of Agriculture 5. Data and Documents Data - Figure 5.1: Trends in Food Insecurity Rates in U.S. Households from 1995 to 2021 - Figure 5.2: Prevalence of Food Insecurity (Three- year Averages from 2019- 2021) by State in the United States - Figure 5.3: Characteristics of Households Experiencing Very Low Food Security in 2021 - Figure 5.4: Trends in Food Insecurity Prevalence in the United States by Race and Ethnicity from 2001 to 2021 - Table 5.1: Food Insecurity Rates in the United States by Race and Other Characteristics in 2017 - Table 5.2: Food Insecurity Rates in the United States among Southeast Asians by Ethnicity - Figure 5.5: Spending on Federal Food Assistance Programs from 1980 to 2021 - Table 5.3: National Annual and Monthly Data on the Supplemental Nutrition Assistance Program - Figure 5.6: Map of Farmers Markets in the United States That Accept SNAP in 2018 - Table 5.4: Comparison of U.S. Agricultural Characteristics in 1860 and 2010 - Table 5.5: Carbon Impact of Select Food Products by Kilogram of Greenhouse Gas Emission - Table 5.6: Environmental Impacts of Food and Agriculture Documents - United Nations Declaration of Human Rights (UNDHR) - United Nation’s Covenant on Social, Economic and Cultural Rights (ICESCR) - H.R. 2- Agriculture Improvement Act of 2018, Public Law 115- 334 - General Allotment or Dawes Act (1887) - Lone Wolf v. Hitchcock - Treaty of New Echota - Pigford et al. v. Glickman - Monsanto v. Percey Schmeiser - Coalition of Immokalee Workers Fair Food Code of Conduct - Equal Opportunity in Farm Programs: An Appraisal of Services Rendered by Agencies of the United States Department of Agriculture - Declaration of Nyéléni 6. Resources Books Journals and Articles Reports Online Resources 7. Chronology Glossary Index

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Trade Review'The book is a profound work of research in which Pigrum systematically leads the reader through the covert and overt stages of the creative process, looking deep into its philosophical, psychological, cultural, and circumstantial aspects. [...] Teaching Creativity is a scholarly, reflective book that is rich, intense, condensed, and at the same time seems to be written with a remarkably free hand and spirit.' - Studies in Gestalt Therapy, 2009Table of ContentsIntroduction; 1. The Sign Modes; 2. The Operational Modes; 3. The Modes of Place; 4. But Can We Teach It.

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Book SynopsisDraws attention to the education system. This book peers into the hollowness of the education debates and, drawing on thinkers from the ancient Greeks to modern critics, it sets out what we need from our schools.Trade Review"Well researched... Interesting content, persuasive arguments... Good to get the cogs in the brain ticking over The Bookbag Furedi build his case methodically and argues it carefully, if not elegantly. He supports it with quotes from politicians and educationalists... the analysis rings true, as does Furedi's defence of a subject-based curriculum and a philosophy of education that recognises the duty of one generation to impart a canon of knowledge to the next. The Observer A thought provoking read. Morning Star"Table of Contents1. What's Wrong with Education; 2. Education without Meaning; 3. Fiddling with the Curriculum; 4. What's Unique about 21st Century Philistinism.

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Book SynopsisGerard Lum is Lecturer in Philosophy and Education Management at King's College, London, UK. He is a longstanding member of the Philosophy of Education Society of Great Britain.Table of ContentsIntroduction; 1: The Orthodox Conception of the Vocational; 2: Philosophical foundations of the orthodoxy; 3: Knowing how and Knowing that; 4: The Competence Problem; 5: Towards an ontology of occupational capability; 6: An alternative conception of vocational and professional capability; 7: Working to Rules; 8: Constitutive Rules and the Problem of Structure; 9: The Trouble with Competence-based Education and Training; 10: Rethinking Vocational and Professional Education References.

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Book SynopsisDavid W. Jardine is a full professor of education at the University of Calgary, Calgary,Alberta, Canada. He is the author and co-author of seven other books in education, over 80 articles in refereed scholarly journals, and dozens of book chapters.Trade ReviewThis wise, challenging book is strongly recommended for readers searching beyond the worn-out language of school reform. Summing Up: Highly recommended. Upper-division undergraduate, graduate, research, and professional collections. -- T.R. Glander, Nazareth College * CHOICE *Table of ContentsINTRODUCTION: "Left in Peace"; 1: "A Zone of Deep Shadow"; David W. Jardine, Rahat Naqvi, Eric Jardine, & Ahmad Zaidi.; 2: "I AM Hath Sent Me Unto You"; David W. Jardine; 3: "The Savage Childhood of the Human Race"; David W. Jardine; 4: "Sickness is now 'Out There'"; David W. Jardine; 5: "A Hitherto Concealed Experience That Transcends Thinking From The Position Of Subjectivity" David W. Jardine; 6: "Figures in Hell" David W. Jardine; 7: Filling This Empty Chair; David W. Jardine & Jennifer Batycky; 8: "Youth need images for Their Imaginations and for the Formation of their Memory" David W. Jardine; 9: On the While of Things David W. Jardine; 10: Learning Not To Speak In Tongues David W. Jardine & Rahat Naqvi; 11: "Take the Feeling of Letting Go as Your Refuge" David W. Jardine; REFERENCES.

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Trade Review"Avis' vigorous mapping out of the contradictions between the social justice claims of Post-compulsory Education and Training (PCET) and its ambivalent relationship to the oppressive structures of value creation is an excellent resource to academics, postgraduate students and PCET practitioners." Dr Paul Warmington University of Birmingham, UK -- Dr Paul Warmington‘Stimulating and readable... a detailed and insightful commentary on education policy and research over several decades, this book makes its own distinct analytical contribution to this project, and as such deserves to be read by all interested in the purpose and nature of education within wider society.' Professor Jeremy Higham University of Leeds, UK -- Professor Jeremy Higham"What makes this book especially attractive is its appeal to those who might not necessarily consider themselves educators of adults or those who can form the next generation of adult educators. There is a constant need to re-introduce such ideas in a language and a context that is meaningful to them. So, Avis' work could serve as an excellent foundational textbook for any postgraduate course on work and learning, adult education and social justice, or the policies of lifelong learning." Tom Nesbit, Simon Fraser University Studies in the Education of Adults Vol. 41, No. 1, Spring 2009"A very valuable resource not only for teachers, teacher educators, managers, policy makers and researchers in the learning and skills sector, but also for those working in the 14-19 schools sector. ... This relatively small volume marshals a breathtaking sweep of ideas in considerable depth yet, at the same time, with great succinctness. ... A sharp and authoritative critique of policy, practice and research in the PCET sector and thereby makes a very important contribution to thinking in this field."Higher Education ReviewTable of ContentsAcknowledgements \ 1. Introduction \ 2. Fordism, post-Fordism and Beyond \ 3. Work-based Learning and Social Justice: 'Learning to Labour' and the New Vocationalism \ 4. Learner Dispositions: Continuity and Change \ 5. Teachers and the Transformation of Practice \ 6. Knowledge, Curriculum and Power \ 7. Social Justice, Post-compusory Education and Practice \ 8. Conclusion \ 9. Postscript \ References \ Index

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Book SynopsisSuitable for research students in education embarking upon their PhD, EdD or MPhil, this book encourages students to contextualise their understanding of quantitative and qualitative research methods by drawing links between the research question and its theoretical framework with the choice of the quantitative/qualitative methodology.Trade Review'Educational Research and Inquiry is an excellent resource that explains, challenges and exemplifies. A key feature is that it helpfully weaves together research methodological and substantive aspects so for example the challenges of researching children are discussed in the context of such questions as ‘what is a child'? Quantitative methods are given considerable coverage, yet newer areas like visual methodologies are helpfully addressed.'Kathy Hall, Professor of Education and Head of Department, University College Cork, Ireland'This book provides a comprehensive review of issues related to educational research and enquiry. It serves as a valuable guide for students and as a reference for more experienced researchers. Its wide coverage of methodologies and strategies give it a broad appeal and it deserves to become a standard text on educational research methodology.' Graeme Hutcheson, Lecturer in Quantitative Methods and Statistical Modelling, Manchester University, UKThis book is a helpful resource on how to start the 'journey of research' keeping in mind that it is for a broader, not specific purpose. The book is a useful tool for initial student researchers who have some background in social science investigation. -- Evaluation and ResearchTable of ContentsIntroduction; Part 1: Education Research and Inquiry Foundations; 1. Research in Education: Current issues and debates; 2. Educational Research and Inquiry; 3. Qualitative Research as a Method of Inquiry in Education; 4. Quantitative Research as a Method of Inquiry in Education; Part 2: Conceptualizing and Planning Research in Education; 5. Research Questions and Research Design; 6. Doing a Literature Review; 7. Ethical Considerations and Legal Issues in Educational Research; Part 3. Methodology and Research Designs in Education: Strategies of Inquiry; 8. Action Research; 9. Ethnographic Encounters with Children; 10. Children's and Young People's Participation within Educational and Civic Settings: A comparative case study; 11. Researching Classroom Interaction and Talk; 12. Documentary Research; 13. The Application of Visual Methodology in the Exploration of the Visual Culture of Schools; 14. Interviewing as Educational Research Methods; 15. Experimental and Quasi-experimental Designs in Educational Research; 16. Survey Research in Education; 17. Evaluation Research in Education; Part 4. Making Sense of Research in Education: Analyzing Data; 18. Qualitative Research Analysis in Education; 19. Key Concepts in Quantitative Research; Bibliography; Index.

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Book SynopsisMichael Anderson is Professor of Education at the University of Sydney, Australia.Trade ReviewMasterClass in Drama Education weaves history, practice and research in drama education in a comprehensive, reader friendly and sophisticated manner. Anderson brings breadth as well as depth to drama research and practice, creating a timely book that speaks to scholars and educators. A must-read for all involved in drama/theatre education. * George Belliveau, Associate Professor of Theatre Education, University of British Columbia, Canada *This volume will provide an invaluable guide and overview to those new to, and experienced in, the practice of drama teaching, and particularly those beginning research in the area. Anderson successfully manages to weave a narrative that is always engaging and accessible, and he skilfully contextualises both the positioning and key issues of drama education. He directly addresses some of the important challenges facing the community, and seamlessly mainstreams some of the heretofore somewhat peripheral discussions around aesthetics, drama knowledge, creativity and technology. In identifying five guiding principles for the future of drama education at the outset, Anderson puts his own stamp on this work and makes clear his views for the future of drama education. However, he doesn't burden the reader with solely his own philosophy and is generous in acknowledging the contribution of others as well as the lacunae in our collective knowledge and wisdom. * Michael Finneran, Senior Lecturer in Drama, Mary Immaculate College, University of Limerick, Ireland *MasterClass in Drama Education provides an excellent insight into teaching drama in the twenty-first century. It considers the challenges and offers pragmatic solutions for educating the young people of today who face an unknown and unimaginable future. This text looks back over the history of drama education with a superb summary of the field to date, comprehensively covering the development of the field with references to practitioners and academics in Australia, America, Canada and the UK. In part two, Anderson discusses drama as a productive pedagogy for democratic learning in a long overdue reconsideration of both the aesthetics and power of drama in the classroom. This text is a significant addition to the literature of drama education both for experienced teachers and those new to the field. * Selina Busby, Course Leader, Central School of Speech and Drama, University of London, UK *Anderson wears his teacher/learner credentials on his sleeve, often recounting his own student and teacher experiences. He communicates with an accessible written style, informed and engaging. -- Paul Bunyan, Chair, NATE Drama Committee * English Drama Media, NATE Journal *Table of ContentsAcknowledgements; Series Editor's Preface; Introduction; Part I: Drama Education for Generation Next: Foundations for Effective Pedagogy; 1. Teaching Drama in the 21st Century; 2. The Challenge of Technology; 3. A History of Drama Education; 4. Drama and Aesthetic Education; 5. Collaborative Understanding: Ensemble Approaches in Drama Education; Part II: Teaching Drama with Generation Next: Pedagogy in Practice; 6. Planned Drama Learning; Teaching Knowledge and Skills in Drama Education; 8. Assessed Drama Learning; 9. Researching Drama Education; Conclusions; References; Notes; Index.

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Book SynopsisBrian Tomlinson is a Visiting Professor at Leeds Metropolitan University and a TESOL Professor at Anaheim University. He has worked in Japan, Indonesia, Nigeria, Oman, Singapore, the UK, Vanuatu and Zambia and has given presentations in over sixty countries. He is Founder and President of MATSDA and has published many articles and books on materials development and on aspects of language teaching and language acquisition.Trade ReviewBecause of its stress on practical applications of theory and research . . . [this book] will be of great value to materials writers, publishers, and teachers interested in designing their own materials. A welcome contribution to the field -- Edie Furniss, Pennsylvania State University, USA * LinguistList *Table of ContentsList of Contributors Preface, Brian Tomlinson Introduction: Are Materials Developing?, Brian Tomlinson PART A – EVALUATION AND ADAPTATION OF MATERIALS Chapter 1) Materials Evaluation, Brian Tomlinson Chapter 2) Adapting Courses: A Personal View, Claudia Saraceni Chapter 3) The Instructional Design Of A Course Book Is As It Is Because Of What It Has To Do - An Application of Systemic Functional Theory, Duria Aziz Singapore Wala Comments on Part A, Brian Tomlinson PART B – PRINCIPLES AND PROCEDURES OF MATERIALS DEVELOPMENT Chapter 4) Developing Principled Frameworks for Materials Development, Brian Tomlinson Chapter 5) Publishing a Course Book: The Role of Feedback, Duria Aziz Singapore Wala Chapter 6) Humanizing the Coursebook, Brian Tomlinson Chapter 7) The Visual Elements in EFL Coursebooks, David A. Hill Chapter 8) Creative Approaches to Materials Writing, Alan Maley Chapter 9) Developing Digital Language Learning Materials, Thom Kiddle Chapter 10) Demystifying Blended Learning, Freda Mishan Comments on Part B, Brian Tomlinson PART C – DEVELOPING MATERIALS FOR TARGET GROUPS Chapter 11) Authors’ Knowledge, Rationales and Principles – Steady Flow-Through or Stuck in the Publishing Pipeline? The Case of Early Reading with Young Learners, Shelagh Rixon Chapter 12) Developing Motivating Materials for Refugee Children: From Theory to Practice, Irma-Kaarina Ghosn Chapter 13) Materials for Adults: ‘I am No Good at Languages!’– Inspiring and Motivating L2 Adult Learners of Beginner’s Spanish, Rosa-Maria Cives-Enriquez Chapter 14) Materials for Adult Beginners from a Users’ Perspective, Vivian Cook Chapter 15) Mining the L2 Environment: ESOL Learners and Strategies Outside the Classroom, Naeema Haan Comments on Part C, Brian Tomlinson PART D – DEVELOPING SPECIFIC TYPES OF MATERIALS Chapter 16) Materials for the Teaching of Grammar, Jeff Stranks Chapter 17) Materials for Teaching Vocabulary, Paul Nation Chapter 18) Materials for Developing Reading Skills, Hitomi Masuhara Chapter 19) Materials for Developing Writing Skills, Ken Hyland Chapter 20) Developing Materials for Speaking Skills, Dat Bao Chapter 21) Coursebook Listening Activities, David A. Hill and Brian Tomlinson Chapter 22) Materials for Cultural Awareness, Alan Pulverness and Brian Tomlinson Chapter 23) Corpora and Materials: Towards a Working Relationship, Ivor Timmis Comments on Part D, Brian Tomlinson PART E – MATERIALS DEVELOPMENT AND TEACHER TRAINING Chapter 24) Materials Development Courses, Brian Tomlinson Chapter 25) Simulations in Materials Development, Brian Tomlinson and Hitomi Masuhara Chapter 26) Working with Student-Teachers to Design Materials for Language Support within the School Curriculum, Helen Emery Comments on Part E, Brian Tomlinson Conclusion, Brian Tomlinson Index

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