Education / Educational sciences / Pedagogy Books

Book SynopsisThis publication presents findings on students'' perceptions of their teaching experience in New Zealand science classrooms. It highlights some important issues associated with underachievement of students in science education in New Zealand schools and the possible reasons for declining science enrollment rates in high schools. Furthermore, it attempts to identify the best ways of teaching the sciences to students in New Zealand for the benefit of all learners, including diverse learners. Research to date is limited in explaining diverse students'' perceptions of their teaching experiences in secondary science. Therefore, this book aims at expanding and understanding the issues affecting achievement in science education by particularly identifying pedagogies of teaching that helped and hindered students learning of science in New Zealand schools. In doing so, this book offers examples of the "best practices" in science teaching to teachers of science, preferred by diverse learners in current New Zealand secondary science classrooms. It is evident from the findings that students'' learning in science was assessment-centered and knowledge-centered, and instructions and tasks were designed according to curriculum, content and assessment goals, which is problematic. The empirical findings in this book strongly support the need for situating students'' learning within the community of learning when considering quality science teaching for all students. This publication is a practical guide for professionals such as university academics involved in science teacher training programmes, ministry of education for policy-making and funding, university students becoming science teachers, current primary and secondary science teachers, school principals and emergent researchers.

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Book SynopsisWith English becoming the world''s foremost lingua franca, the pressure to improve English language education (ELE) has been steadily increasing. Consequently, the nature of ELE has changed drastically in the last decade. This has not only brought about a number of changes in the way English is taught and learnt, but it has also led to various innovative practices around the world. As a result, this edited book aims to shed light on the new theoretical and methodological developments in the field of ELE as well as the major issues and difficulties faced by practitioners in different parts of the globe. One very important variable that the book takes into account is the role that English already plays in a particular society since this may affect the views that teachers and students hold of the language. This in turn can significantly influence the way English is taught and learnt in given political, economic and socio-cultural settings. The purpose of this book is therefore to provide a comprehensive overview of the pedagogical methods, policies and problems that underlie English language education in ten different regions across the world, including: the USA, Canada, the UK, Australia, New Zealand, India, Singapore, Japan, China and Hong Kong. In doing so, the different chapters in the book emphasise the importance of responding to linguistic and other forms of diversity in order to develop English language education in a globalised world. This book will be useful for teachers and students of English language, for English language curriculum and materials developers, and for those involved in educational policy-making and language acquisition research. Written by experts in the field, the range of content covered in the book''s chapters will also help policy-makers, researchers and practitioners develop effective English language education practices and policies, and propose solutions to emerging issues in English language teaching and learning in different environments around the world. The newly-developed arguments and concerns pertaining to English language education will serve as future reference for professionals interested in this area of expertise.

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Book SynopsisThe Black College and University Act defined a historically black college and university (HBCU) as one that existed before 1964 with a historic and contemporary mission of educating blacks while being open to all. An HBCU must either have earned accreditation from a nationally recognised accrediting agency or association or be making reasonable progress toward accreditation. The U.S. Commission on Civil Rights conducted a briefing on May 5, 2006, to assess the educational effectiveness of HBCUs. This book discusses HBCUs and examines why minority college students who begin their college studies intending to major in science, technology, engineering or math (STEM) leave these disciplines in disproportionate numbers before graduation.

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Book SynopsisBook & CD-ROM. The Commission held a briefing entitled, "School Discipline and Disparate Impact" on 11 February 2011 to examine the effect of the U.S. Department of Education''s disparate impact initiative announced in the fall of 2010 for schools and school districts across the country. The Commission asked teachers and administrators from racially diverse public school districts how they have responded to the new initiative; specifically, whether their teachers and administrators have changed their policies and practices as a result, and what those changes were. The book discusses whether the districts kept statistics to track the effectiveness of policies; how they train their teachers in implementing discipline policies; and what other means the districts used to evaluate whether their policies worked.

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Book SynopsisDropping out of high school is related to a number of negative outcomes. Among adults age 25 and older, a lower percentage of dropouts are in the labor force than are adults who earned a high school credential. Similarly, among adults in the labor force, a higher percentage of dropouts are unemployed than are adults who earned a high school credential. In addition, dropouts age 25 and older reported being in worse health than adults who are not dropouts, regardless of income. Dropouts also make up disproportionately higher percentages of the nation''s institutionalised population. This book builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2012, provides data about trends in dropout and completion rates over the last four decades (19722012), and examines the characteristics of high school dropouts and high school completers in 2012. This book also discusses federal policy, programs, and issues related to high school graduation, completion, and dropouts. The discussion covers the provisions enacted in federal law that govern the definition, calculation, and reporting requirements of these critical high school outcomes. The book then looks at historical data as well as the most recent indicators of these outcomes. That analysis is followed by a description of the federal programs designed to help youth who have dropped out, or who are at risk of dropping out, in completing high school or an equivalency certificate program. Finally, the book discusses issues that may arise as Congress considers reauthorising the laws that pertain to this topic.

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Book SynopsisEvery 26 seconds in the United States, a teenager drops out of school. A well implemented early warning system can help educators and others identify students at risk of dropping out and assign and monitor interventions to keep them on track for graduation. This book summarises what is known about early warning system implementation and describes how states, districts, and schools can draw on the research to inform their work locally. It provides evidence-based recommendations for use by educators addressing the challenge of reducing student dropouts.

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Book SynopsisEducation is foundational to human development and critical to broad-based economic growth. Few societies have achieved high and sustained rates of growth or significantly reduced poverty without first investing in expanding access to quality education. Further, education has proven essential for developing an informed and active citizenry, required for healthy democratic practice and for enabling individuals to make smarter choices affecting health and household welfare. Education remains the key for unlocking the individual''s intellectual and creative potential. In late 2010, USAID Administrator Rajiv Shah commissioned a new Agency-wide Education Strategy to ensure that USAID''s global education investments would be informed by recent Presidential policy guidance; grounded in the most current evidence-based analysis of educational effectiveness; and aimed at maximizing the impact and sustainability of development results. The 2011-2015 Education Strategy was created to reflect core principles. The Education Strategy Implementation guidance serves as the primary reference tool for Missions and other operating units to address questions that may arise during the implementation of the strategy. This book examines five USAID missions'' implementation, monitoring, and evaluation of reading programs and assesses USAID''s efforts to estimate progress toward its reading goal.

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Book SynopsisIn western countries there is a long tradition studying the academic performance of students. Today there is enough empirical evidence showing the link between social origin and educational performance. The first chapter of this book shows how the social class, socio-economic status of family and parents'' expectations about the academic development of their children influence in the educational performance. Chapter two focuses on the empirical literature regarding the relationship of the 65% instructional expenditure ratio, education production function, student achievement, and school district wealth. Chapter three dives into the aspects of executive functioning and its relation to academic achievement, as well as analyses the connection between the academic achievement and the perception the children have of their own executive functioning. Chapter four analyses in detail, in accordance with previous theoretical and empirical data, self-protective mechanisms, self-handicapping and defensive pessimism. Chapter five examines the interrelations between academic striving, effective functioning, personal resolve, and school experience of secondary school students. Chapter six examines the influence of shared and non-shared environmental influences on math-based reaction time/chronometric tasks, as well as their influence on the relationship between chronometric and standardised paper-and-pencil tasks. Chapter seven examines the historical framework underlying postsecondary education in the United States and in Texas, current issues of student attrition, retention, and college success, and ethnicity as it relates to student performance, attrition, and persistence. Chapter eight discusses the role of executive functions on academic performance in Mexican at-risk adolescents. Chapter nine analyses Hispanic student achievement in reading and mathematics as a function of grade span configuration. The final chapter is an overview of the transformation in education through ubiquitous access to the digital universe.

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Book SynopsisBasic library skills and Information Technology skills are foundations of information literacy competences. Information literacy is also essential for everybody to continue lifelong learning independently. In this sophisticated information society, it becomes more serious that an information gap between library users with information literacy and those without information literacy is increasingly expanded by the spread of the Internet in recent years. Library use education, in all kinds of libraries, is necessary for every library user to improve one''s own information literacy and make use of information resources. Many different kinds of libraries, such as school libraries, public libraries and academic libraries, carry out information literacy education and library use education for library users to perform their own lifelong learning in Japan. This book "Information Literacy Education in Japanese Libraries for Lifelong Learning" clarifies the issues of information literacy education in school libraries, public libraries and academic libraries from a viewpoint of lifelong learning for every library user. For example, the main issues in school libraries in Japan are to create their own school library websites, to provide meaningful and appropriate contents for library users, and to provide user-friendly Web-OPAC for children in their own school library websites. On the other hand, in public libraries in Japan, the main issues concerning children''s web pages and young adult web pages in public library websites are: to provide adequate web content especially for library use education toward children and young adults; to improve the usability of web contents; and to provide Web-OPAC for children, which is different from Web-OPAC for adults. Meanwhile, the main issues in Japanese academic libraries are to have a variety of educational content, as well as to execute more advanced library use education far beyond library orientations. Also, it is important for academic libraries to make use of Computer-Assisted Instruction for library use education in order for every library user with to learn different content at their own pace. This book describes unique and important studies of information literacy education concerning school libraries, public libraries, and academic libraries in both Japan and the USA. Also, this book is of great significance in regards to finding the essential guidelines for library use education and information literacy education. This book will be of great interest to undergraduate students, graduate students, researchers, and librarians in Library and Information Science.

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Book SynopsisIn this unique, innovative, and visionary book, Latin@ Voices in Multicultural Education: From Invisibility to Visibility in Higher Education, Obiakor and Martinez highlight the visible voices of Latin@ teacher-scholars, professionals, and leaders. The authors agree with many Chican@ / Latin@ scholars (Cantú & Fránquiz, 2010) by using the term "Latin@" for the book as an all-inclusive label instead of "Latina/o" to de-emphasise the cisgendered "o/a" and uneven "Hispanic" terminology regarding individuals of Latin American heritage. These voices come from personal narratives of Latin@s in the United States (US) higher education. While their narratives expose different viewpoints and come from different personalities, institutions, and geographical locations, the complexities of their journeys have similar elements of true survival in unfamiliar Eurocentric terrains. In their respective chapters, they share their stories with veracity, acknowledge their remarkable contributions to their profession, and demonstrate that it is possible to be seen and heard in academic environments that have historically tried to silence their voices. Because of their pride, dedication, energy, resiliency, and courage, they are worthy of emulation; and all individuals, in spite of their culture, race, and national origin, can learn from them. Clearly, Latin@ Voices in Multicultural Education is a book for this day and age. It is intended for use by both undergraduate and graduate students, multicultural education scholars, faculty and staff in teacher preparation programs, higher education administrators, policy makers, and internal and external stakeholders in higher education. Hopefully, this book will motivate its readers to think and act differently, and to a large measure, shift their paradigms on how they treat and interact with individuals who appear different and atypical. Finally, this book will help everyone to value human differences; nurture multicultural dispositions and contexts; and navigate successfully through the mazes of bilingualism, multilingualism, multiculturalism, nationalism, and globalism.

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Book SynopsisEducational culture continues to languish due to edification''s inability to provide student-based technology-enhanced strategies that encourage and nurture students while embracing a student-centric approach to learning. Providing student-based technology-enhanced educational stratagems shows promise as a means to shift educational practices and augment student performance outcomes. Advocacy for Change in Educational Culture intends to provide a compilation of conceptual frameworks, research in the field of educational technologies, available educational technologies, implications for career and leadership, and developmental architectures for pedagogical practices, whether face-to-face, hybrid, or virtual that is evolving educational culture. Combining technology and the creativity of students, providing remote access, and designing curricular presentations that make use of student-centric architectures, may promote enhanced performance outcomes academically as the student enjoys non-stereotypical educational culture. Offering virtual and technology-enhanced educational culture many times tasks students with their own edifying progress. This shift in responsibility nurtures critical thinking and seems to develop intellectual maturity as the student navigates curriculum via technology-enhanced means. Advocacy for Change in Educational Culture reports and proposes alternatives to traditional educational practices, offering stakeholders options for an educational culture not widely present in modern education. By exploring educational technologies and focusing on what works in disseminating curriculum, Advocacy for Change in Educational Culture introduces educators to skill-set opportunities that evolve current educational culture.

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Book SynopsisTeacher education has undergone numerous reviews in many countries in recent decades. These reviews have suggested changes to the structure, content and approaches in teacher education. However, little change seems to occur as a result of these reviews. Chapter one examines why it is that these reviews have not met with success, and, focusing in particular on the most recent teacher education review in Australia, investigates whether its call for change is feasible or whether it will suffer the same fate as earlier reviews. The following chapter draws on theoretical frameworks relating to the studies surrounding teaching knowledge, the importance of knowledge in curricula, and the use of recontextualisation processes to gain a better understanding of the uses of teaching knowledge in the training of teacher of occupational courses. Chapter three demonstrates how the notion of Technology Enabled Mathematics Pedagogy (TEMP) can be used as a sociocultural learning framework of modern day mathematics teacher education programs. Chapter four discusses facilitating students'' understanding of science through teacher education. The last chapter provides a study of rural teachers in Northwestern China and examines different perspectives of online professional development.

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Book SynopsisThe ongoing Progress in Education series presents substantial results from around the globe in selected areas of educational research. Schools are institutions that sail in the tempest of educational issues, reforms, strategies, data and tools, as well as reflect changes in society. Embedded in all of these are technology, diversity, and innovation - their inevitability has been demonstrated in our schools and communities. The first chapter of this volume focuses on the importance of social and emotional learning (SEL) during the preschool period. The following chapters examine emotions in prospective secondary teachers'' first teaching experiences; examine a series of events that took place in West Germany at a specialised school for students with emotional and social needs; review entrepreneurial education in Europe today, the requirements of these programs and issues with how these programs are currently being delivered and explores the use of mentoring in supporting such programs and methods and best practices in the area of VET entrepreneurial education; discusses supervision as a personnel development device; examines how the multi-tiered educational system influenced teachers'' implementation of the ELA CCSS; and discusses common core state standards and teacher preparation for teaching complex texts with close reading strategy.

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Book SynopsisThis series provides an overview on education in America today, with a focus on the current issues, analyses, policies and programs being implemented and challenged. This volume provides an overview of the mechanics of Coverdells; studies the amount of money invested in education by different race and ethnic groups and examines different factors that could contribute to the differences in expenditures; discusses the price of attending a college; addresses possible sources of federal support for schools and local educational agencies that have enrolled unaccompanied alien children; discusses gender differences in science, technology, engineering, and mathematics (STEM) interest, credits earned, and National Assessment of Educational Progress (NAEP) in the 12th grade; reviews teacher staffing and pay differences in public and private schools; studies law enforcement on campuses; and discusses characteristics of the investing in innovation fund.

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Book SynopsisSince the second half of the twentieth century, Lifelong Learning (LLL) has become a fashionable mantra, a political slogan, and an active tool to stimulate economic growth and foster social cohesion. However, where does its dominance lie? According to Rogers (2006) LLLs main success is that it has predominantly achieved to become mainstream, as it provided a convincing rationale for embracing the natural learning process which continues unifying education into a common process, challenging the distinctiveness of educational sectors, and acknowledging that learning takes place in different contexts, thus relocating learning in both formal and informal settings. Thence, recent conceptualisations of LLL, under the universally rising awareness that learning is but an integral part of our everyday lives, and tends to continually expand, accommodating the multitude of types, sites, practices or modes of learning, both intentional and incidental. On these grounds, this book has been conceived to explore contemporary concepts, practices, benefits and challenges associated with LLL at formal, non-formal and informal levels. How LLL is currently perceived? What are the "regimes of truth" LLL is informed by? What are the influences, constraints and impact of the diverse LLL sites and practices? What are the effects on learning and learning outcomes? What are the implications for policy making, as well as for the development and implementation of LLL initiatives? These are some indicative inquiries which guided the structure and the selection of themes in the present volume. Furthermore there has also been an effort to reach for multiple perspectives from different nations around the globe. The book is structured around two principal axes (theory-based and research-based studies) so as to provide in depth insights into debates and challenges that revolve around LLL, whilst combining theory and empirical research in a dialectical fashion. It may thus be of particular interest to a wide range of audiences -- such as researchers, policy makers and practitioners -- who wish to get an international perspective in LLL. This occurs through chapters that prompt reflection, showcase innovative professional practices and provide impressive scopes of field research.

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Book SynopsisWorldwide, universities are considered assets for empowering local communities, hence making community engagement or third mission of universities popular. Community-university engagement has thus become a strategy for universities to generate, apply, use knowledge and other university resources outside academic environments. While arguments in this book indicate that universities have great potential to empower communities, it also remains largely true that communities also empower universities in many respects. The potential for each partner to contribute can be compromised when conditions necessary for success are not considered. Communities, for example, lose trust and resent exploitation of their resources when universities alone gain from these exchanges. Both parties should participate actively to contribute to national development agendas such as poverty reduction, illiteracy and youth unemployment, just to mention a few. An emphasis on social impact through community-university engagements exists as well. This is particularly needed where engagement agendas are traditionally underrepresented or marginalized in development activities. This book was inspired by the authors experiences as community development experts with special interest in development agendas that address social exclusion. When properly conceived, community-university engagements can offer unlimited benefits in respect to community empowerment. Different chapters of this book map out essential characteristics and conditions for effective engagements.

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Book SynopsisThis book introduces the most significant studies and practices developed by scholars and researchers in school psychology in Brazil. The chapters discuss a critical, historical and cultural perspective of how psychology as a science and psychologists as professionals are able to contribute with schooling and education. Its goal is to provide an overview about the main discussions of school psychology in Brazil for an international audience, without losing the necessary depth to present delicate and important topics. Models of psychology based on natural sciences and traditional practices are criticised for concealing a wide array of causes for school failure, related to poverty, educational culture, class oppression and low budget for public education. Marxist perspectives, Foucaultian analysis and psychoanalysis help to provide psychologists with theoretical bases for practices of school psychology in different contexts. Experiences of criticism of public policies, as well as an understanding of the psychologist as part of social movements and policy making are briefly addressed. These features become "Psychology, Society and Education: Critical Perspectives in Brazil, a unique publication in its gender. From the point of view of teaching and researching in the fields of psychology, education and social sciences, this volume stands out by presenting theoretical and methodological contributions to qualitative approaches. This book will also be useful to international scholars and researchers interested in expanding knowledge of Brazilian society through education.

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Book SynopsisThe environment in which the process of learning and teaching is conducted, is one of the key elements of the effectiveness of the entire educational process. This environment arises in the context of formal and non-formal education. The ability to create individual student''s personal learning environment (PLE) is particularly important from the point of view of lifelong learning. Both personal learning goals, preferred forms and methods of learning as well as the necessary resources and educational tools should be taken into account in PLE. Today, in the era of electronic media, learning environments are being built in both the traditional and digital space. The authors of this book provide recent research updates on emerging theories, applications and future directions of different learning environments.

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Book SynopsisLeadership training is beneficial for the development of every human being, but few leadership models have focused on leadership qualities under service economies. In view of the lack of leadership models designed for service economies, the service leadership model was proposed by the Hong Kong Institute of Service Leadership and Management. To promote service leadership in the growing service economies, there is an obvious need to develop service leadership education for young people, particularly university students who are pillars of society in the future. In this book, the core beliefs and basic assertions of the service leadership model are highlighted, and integration of Western notions of leadership and Chinese philosophies (e.g., Confucian virtues) is attempted. Students are expected to integrate the academic content of the subject with their real life experiences. Finally, several evaluation mechanisms have been used to evaluate the subject. The authors'' hope to generate more interest, discussion, and further development of service leadership education within and outside of Hong Kong.

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Book SynopsisIn this book, some other attributes of service leadership and the related curriculum materials are introduced. The first one is moral character. While generic leadership competences are important, they are simply not enough. The reason is simple. Without moral character, greed and lust for power will dominate leadership and the related work. Therefore, moral character such as integrity, self-sacrifice, honesty and authenticity are emphasised. Although there are different models of character strengths, some universal commonalities can be found across different approaches, such as integrity in leaders. The second attribute is caring disposition which refers to valuing the needs and experiences of the service recipients and the habitat. In contrast to mere customer service or industrialisation of service, caring disposition means concern and empathy for other people. Besides the two attributes, other service leadership attributes including self-leadership, relationship development and maintenance and mentorship are discussed, and it is our modest hope that other colleagues can have more understanding of the service leadership model proposed by the Hong Kong Institute of Service Leadership and Management, as well as the related curriculum so that more university students will benefit from service leadership education locally and globally.

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Book SynopsisThe ongoing Progress in Education series presents substantial results from around the globe in selected areas of educational research. Schools are institutions that sail in the tempest of educational issues, reforms, strategies, data and tools, as well as reflect changes in society. Embedded in all of these are technology, diversity, and innovation - their inevitability has been demonstrated in our schools and communities. The first chapter of this volume reviews several assessment techniques for students'' mathematics knowledge, and discusses the advantages and disadvantages of each. The following chapters include topics on interprofessional education in the healthcare setting; adaptive learning systems for developing and improving reading comprehension skills; shared cultural identity in group work activities of adult learners; value-added effect of credit-based transition programs after controlling for preexisting student characteristics; a multiyear, statewide analysis of high school size and attendance rate differences for Texas Hispanic students, as well as dropout rate differences; and factors affecting Taiwanese adolescents'' academic burnout and work engagement.

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Book SynopsisThe secondary education system has proven to be a fundamental pillar to the education of people in majority of contemporary societies worldwide. Educated people are equally considered as qualified and cultured personalities, who foster the global economic growth, support the solidarity of their local communities, and strengthen the family relations among the family members. Nevertheless, the secondary education system encounters numerous, diversified, even competitive, roles that has to be reconciled with. This book reviews perspectives, global issues and challenges of a secondary education.

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Book SynopsisWith the rapid expansion of new technologies over the past decades, teachers in Higher Education now face a challenge to adopt them into their courses in order to create an effective, flexible, motivating and interesting learning environment for their students. Experts in technology stress that teaching and learning should follow pedagogical and psychological aspects and use technology as a means towards this end. This book discusses the assessment, perceptions and strategies of student learning. The first chapter aims to demonstrate all the stages of designing and applying a Virtual Learning Environment (VLE) template for all the modules of a University School, following the analysis of teachers and students views about different eLearning tools and blended learning in a UK University. Chapter Two explains the conceptual development of the Authentic Assessment for Sustainable Learning (AASL) and Authentic Self & Peer Assessment for Learning (ASPAL) models and provides justification for their implementation. Chapter Three presents and elucidates current knowledge about assessment in group work. Chapter Four aims at integrating the direct assessment such as quiz or standardized tests and indirect assessment like student self-reported survey in order to measure learning outcomes on general education. Chapter Five evaluates the effect of Virtual Human Project videos on students knowledge retention in a team-based learning (TBL) session about leprosy, compared with a standard TBL session.

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Book SynopsisProblem-based learning (PBL) is a learner-centred approach that was conceptualised for graduate-entry medicine to prepare students for patient encounters in clinical practice. In PBL, under the guidance of a skilled tutor, small groups of students engage with ill-structured problems to identify gaps in their knowledge and understanding which they then research during the week and return to discuss their findings and to address any inconsistencies. With PBL designed for graduate students in a Western context in the 1960s, it has been adapted and customised, sometimes to such an extent that the approach is no longer recognisable as PBL. This excessive adaptation has clouded measurement of its educational effectiveness. Notwithstanding, PBL has been widely implemented in many disciplines and is now firmly entrenched as a small group, collaborative and active learning approach. This book discusses the perspectives, methods and challenges of problem-based learning.

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Book SynopsisThis book discusses principles, approaches and impact assessments of teaching and learning. Chapter One explores the importance of distance education, focusing on a number of contemporary issues that require continuing conceptualizations and research development. Chapter Two discusses the relational approach to teaching, which encourages educators to think of education in an innovative way. Chapter Three presents the results of some recent works where the affective dimension is involved in order to enhance the effectiveness of the teaching-learning process, particularly inside the specific area of science education. Chapter Four examines the heuristics and strategies of undergraduate student teachers in the roles of peer-assessor and peer-assessee in a web-based peer-assessment context as part of a science course. Chapter Five specifically elucidates student algebraic errors and misconceptions in variables, expressions, equations, and word problems. It further illustrates through examples that diagnostic teaching, which greatly emphasizes students misconceptions and the role of cognitive conflict in the teaching and learning process, can be used as an effective teaching intervention to promote conceptual changes in learning algebra. Chapter Six establishes how different levels of Regulatory Teaching produce differences in test anxiety and the types of coping strategies used by university students. Chapter Seven analyzes inverse modeling first from a theoretical viewpoint followed by several detailed examples. Chapter Eight analyses the research on formative feedback in online or blended environments carried out between 2008 and 2012.

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Book SynopsisThe ongoing Progress in Education series presents substantial results from around the globe in selected areas of educational research. Schools are institutions that sail in the tempest of educational issues, reforms, strategies, data and tools, as well as reflect changes in society. Embedded in all of these are technology, diversity, and innovation - their inevitability has been demonstrated in our schools and communities. The first chapter of this volume discusses the phenomenon of joy and peace in teaching. Chapter Two provides the reader with an understanding of the challenges that medical education in the workplace can present, along with the benefits of education within this setting to benefit the learning journey of a doctor. Chapter Three presents the main aspects of the analysis of the online training courses offered by the Center for Basque Studies at the University of Nevada (Reno, UNR) after carrying out a longitudinal study based on the students evaluation. Chapter Four describes a collaborative STEM education project aimed at enhancing primary school teachers‟ and students‟ experiences of STEM. Chapter Five examines differences in postsecondary enrollment status of Texas high school graduates from schools based on their enrollment of students who were at-risk. Chapter Six studies the extent to which differences were present in mathematics skills of Grade 6, 7, and 8 Black boys in Texas as a function of their economic status. Chapter Seven addresses the extent to which differences were present in graduation and persistence rates as a function of developmental education enrollment in Texas community colleges.

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Book SynopsisCollege affordability is an issue that has received considerable attention from federal policy makers in recent years as concerns have arisen that a college education may be out of reach for an increasing number of students and families. While there is little disagreement that escalating college prices pose a problem, there is not a consensus about the precise causes for these increases. Among the possible explanations for price increases, one that has surfaced with some frequency in recent years is the notion that the availability of or increases in federal student aid may help to fuel price increases, as institutions seek to capture additional aid rather than stabilize or lower prices. This hypothesized relationship has received a good deal of attention and raised some concerns about the efficacy of federal student aid policies that aim to enhance access and affordability. This book has been undertaken in response to numerous congressional requests to explain what is actually known about the relationship between student aid and prices. In this book, this task is approached first through analysis of trends in prices, examining different measures and concepts of price. This is followed by a brief examination of trends in student aid, and an examination of many of the competing explanations for why prices are increasing. Finally, the book explores what is known about the possible causal relationship between student aid and price increases, principally through a survey of primary studies that attempt to isolate the effects of student aid on college prices.

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Book SynopsisThis peer-reviewed book adopts a multidisciplinary perspective to re-examine the complicated nature of societal challenges, resulting from mans quest for an increasingly reduced world. Chapter One discusses methodological innovations in teaching in Rwanda to postulate how culturally-adapted resources liberate learners from the top-bottom colonial pedagogy. Chapter Two derives from Virginia Woolfs To the Lighthouse to establish that human beings, as replicated by Woofs characters, seem to be much more defined by biochemical factors than by socioeconomic and cultural factors. Chapter Three posits the centrality of environmental factors in language learning in examining the effectives of instruction. Chapter Four exposes the double-edged international diplomacy, which victimised Sudan, and suggests solutions that anticipate the preventive diplomacy of the United Nations in the 20th and 21st centuries, with reference to D.H Lawrences The Rainbow. Chapter Five examines political discourses in Taylors The Land of the Saracen to show how a redefinition of orientalism experienced by early Americans leads to an ambivalent Americanised orientalism. Chapter Six reviews principle axioms of postcolonial theory asserts that literature teaching in Africa has shifted from exclusive literary dogmas to a multifactorial approach, which enhances human construction. Chapter Seven sees elderly people in Africa as mediators and socio-political mentors necessary for cross generational fertilization needed for sustainable development. Chapter Eight analyses ways through which both Nigerian and Cameroon English maintain their norm developing status according to Kachrus concentric circle. Chapter Nine argues that the Book of Genesis in the Bible venerates women, contrary to Christian attributes of betrayal. It argues that God is not wholly potent and must learn from the failings of his creation to perfect his art. Chapter Ten examines gender roles in Cameroonian myths to argue that new societal trends are offshoots of images constructed by myths. Chapter Eleven explores the bond between the English language and education and challenges linguistic imbalances that undermine 21st Century Africas educational system. Chapter Twelve discusses womens agentive roles in the spread of Islam evidence in Salman Rushdies The Satanic Verses and contends that Rushdie empowers female prophetess as a way of eliminating values of subjugation in which they find themselves. Chapter Thirteen contends that in postcolonial or postmodern contexts, rules on poetic drama may be an empirical farce as there is always a dramatic depiction of events, which portrays the poet dramatists impressions. Chapter Fourteen analyses the structure of negative constructions in a Bantu languageLimbumto propose an outer shell NegP and an inner core NegP contrary to common understanding. Chapter Fifteen argues that, the motives for which Cameroonians were made to learn English in state-run pilot linguistic centres have been submerged by the new global dispensation thereby contesting the relative value of the centres. Chapter Sixteen sees the emergence of a more Francophonised English in Cameron, which sets a new order for the definition of Cameroon English.

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Book SynopsisThe ongoing Progress in Education series presents substantial results from around the globe in selected areas of educational research. Schools are institutions that sail in the tempest of educational issues, reforms, strategies, data and tools, as well as reflect changes in society. Embedded in all of these are technology, diversity, and innovation - their inevitability has been demonstrated in our schools and communities. The first chapter of this volume reviews studies on the associations between childrens temperament dimensions and academic achievement. Chapter Two analyzes the psychometric properties as well as the validity of a newly developed scale for measuring preadolescent students'' self-concept of L2 grammatical competencies. Chapter Three examines differences in reading skills of Texas high school students as a function of gender. Chapter Four presents a longitudinal study of a sample of prospective teachers which analysed the evolution from before to after their teaching practices of their personal metaphors about themselves as teachers and about their pupils'' role, and the emotions associated with those metaphors. Chapter Five explores the perception of Taiwanese secondary teachers on self-regulated learning-based instruction. Chapter Six reviews differences in high school completion rates by high school size for Hispanic students in Texas. Chapter Seven examines the effect of student and family background and student academic preparedness on success in college. Chapter Eight determines the extent to which differences were present in college-ready rates in reading, mathematics, and in both subjects for Asian boys and Asian girls as a function of their economic status in Texas high schools for 2005-2006 through 2011-2012.

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Book SynopsisLearn how to take your classroom curriculum digital using Zoom's unique video conferencing features to connect with students with amazing results.

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Book SynopsisIn order for students to succeed in the academic environment, teachers must be well-equipped to handle a wide variety of challenges. As such, the professional development and personal wellbeing of teachers is of paramount importance. Instead of focusing on students, this book examines the lives of teachers and investigates means by which to improve their skillsets and quality of life, which results in a better experience for students as well. Chapter One investigates pedagogical approaches and curricula used in contemporary popular music courses delivered by Australian higher education institutions, with a specific focus on guitar tuition. Chapter Two explores the opportunities and challenges present in the Cambodian education system in connection with establishing effective teacher education programs, particularly for ongoing professional learning. Chapter Three presents the concept of social-emotional teaching to address the importance of wellbeing of teachers. Chapter Four includes a personal narrative relating to a teacher's experience teaching mathematics education courses remotely to elementary teacher candidates during the pandemic. Chapter Five examines the professional identity of the subject discipline teacher educator.Table of ContentsPreface; Opportunities and Challenges in Culturally Responsible Music Education: A Study of Australian Tertiary Music Education; Reflecting on the Past Exploring Future Opportunities and Challenges: Cambodian Teacher Education since the 1970s; The Importance of Social-Emotional Teaching (SET): Strengthening the Wellbeing of Student Teachers in Times of Crisis; Teaching Mathematics in the Era of COVID-19: Pros and Cons of Online Education through the Voices of Elementary Teacher Candidates; The Professional Identity of Subject Discipline Teacher Educators; Index.

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Book SynopsisStudent evaluation is one of the most important processes in the learning practice of schools, which constitutes a vital part of education. It is considered one of the most important issues which involves the teachers, the students and all the stakeholders who participate in the process of school performance. In this line, it requires the continuous attention and concern of all the engaged stakeholders, since it is a fundamental parameter of the learning process. The evaluation of Modern Greek is imperative within this context. This subject aims to enrich the students' linguistic repertoire on the one hand and promote their knowledge of the structure and function of the language on the other. It should be noted that it is not only considered a subject per se but also as a means of organizing all other school subjects and improving students' linguistic skills in general. Therefore, it constitutes the dominant teaching tool in an educational setting as well as the main communication method of society. The present research aims to empower students to question the quality of their evaluation in the Greek language both in school and in society, so that they will manage to demand equality in evaluation, develop critical thinking and take initiatives to defend not only themselves but also all the people who are oppressed, by seeking to create a fairer society which prioritizes meritocracy.Table of ContentsIntroduction; Research Rationale; Critical Review of the Teaching Methodology and the Evaluation of the Greek Language in High Schools; Critical Pedagogy; Research Design and Process; Conducting the Research; Findings and Suggestions; Conclusion; About the Authors; Appendices; References; Index.

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Book SynopsisThis publication focuses on the situation, opportunities and challenges in providing children an optimal environment for growth and development in India. Issues like early childhood care and education, nutrition opportunities through infancy, and physical and mental health of children are explored. An attempt has also been made to shed light on emerging challenges such as child development amidst pandemics like COVID-19, the increasing influence of media in the child's development, and tackling the triple burden of malnutrition. Implementation of related policies and programs, both by governmental and non-governmental agencies, has been detailed for lessons learnt. The contributors to this edition are experienced researchers, practitioners, and academicians with extensive work in their respective areas of expertise. There is a good representation from different parts of the country which gives the reader a flavour of the regional diversity while dealing with children and their issues. The book provides a comprehensive updated reference for the scientific community. In addition, students and researchers in public health, social work, epidemiology, community medicine, public nutrition, human development, anthropology and sociology are the target audience. Stakeholders involved in policy planning, program implementation and advocacy will also benefit from this publication.Table of ContentsPreface; List of Contributors; List of Abbreviations; Childhoods in India; Child Protection in India: From Silos to Systems; Nurturing Care and Early Child Development in the Integrated Child Development Services; Early Childhood Education and School Readiness: An Indian Perspective; Universalising Elementary Education in India: A Policy Overview of Sarva Shiksha Abhiyaan; Supporting Mental Health in Children and Adolescents: Exploring the Link between Food Intake and Mental Well-Being; Double and Triple Burden of Malnutrition: The Emerging Nutritional Crisis in India; Optimal Infant and Young Child Feeding: Laying the Foundation for the Future of Indian Children; Childhood Obesity in India: A Public Health and Nutrition Menace; Media and Marketing: Iniquitous Influence on Childrens Diets; Poshan Abhiyaan: A Movement to Combat Malnutrition in India; COVID-19 and Its Impact on Children; Index.

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Book SynopsisThis edited volume includes ten chapters, each of which provides a unique perspective on specific topics in the field of education. Chapter One demonstrate how gender subtexts are both communicated and resisted, are relevant for postsecondary systems facing sustained inequity despite anti-discrimination policies. Chapter Two concludes that online music lessons can be of benefit for an enhanced sense of well-being during a global pandemic. Chapter Three findings suggest that direct instruction, modelling, physicalising the meaning of words and unscripted verbal interactions were key to boosting the speaking skills of K-2 ELLs. Chapter Four aims at developing recommendations for promoting the innovation policy of universities in Georgia and other developing countries. Chapter Five highlight the importance of an early intervention programme applied to children with language difficulties in order to improve their academic, social and behavioural difficulties early in life (ie: while they are in kindergarten), and to improve therefore school success later in their life. Chapter Six focusses on Science Education and Sustainability Science and based on an exploratory qualitative methodology, offers an overview of the main reference theories and a case analysis. Chapter Seven discuss both undergraduate and graduate programs in Business Administration from which general management specialists graduate. Lastly, Chapter Eight study modern information systems, within the field of taxation, and an analysis of the advantages and disadvantages, alongside theoretical educational courses in higher educational establishments, appears germane.Table of ContentsPreface; Gender Subtexts in Austrian Universities: Constructions of Gender through Policies and Practices; Sense of Well-Being and Increased Confidence: Perspectives from Online Music Lessons During the Covid-19 Pandemic in Primary School Children in London, UK; Promoting the Language Development of K-2 ELLs through Classroom Drama and Movement; The Role of University Spin-Offs in the Success of Research Programs; The Associations between Childrens Language Skills and School Success: A Scoping Review; The Impact of the 4th Industrial Revolution on the Higher Education System: Rethinking the Role of Universities; Industry 4.0 and the Challenges of Higher Education Programs in the Field of Business Administration; Trends in Teaching Modern Information Systems in the Field of Taxation within Higher Educational Institutions; Index.

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Book SynopsisThis volume presents some of the latest research conducted in the field of education. Chapter One evaluates the efficacy of a sequence developed to teach the concept of the mole, which is important in stoichiometry, to eleventh-grade students. Chapter Two offers lesson ideas for the S.T.E.A.M. teacher that can be completed with students virtually using items that can be found at home or acquired for a minimal cost. Chapter Three includes research on how academic staff development had been implemented in response to reforms in Vietnamese higher education. Chapter Four characterises the latency time to produce handwriting of high frequency words in students with dyslexia. Lastly, Chapter Five reports on a study that focuses on classroom teachers and their bilingual skills in preparation for the challenge of teaching in Spanish and English.Table of ContentsPreface; Teaching the Mole Concept Conceptually: A Teaching Sequence Developed During a Learning Study; An Interdisciplinary Approach to STEAM: A Leadership Perspective; Leadership and Academic Staff Development in a Vietnamese University in the Context of Educational Reforms: How Perspectives Come into Reality; Use of Technology for Characterization of Latency Time of Handwritings Production of High Frequency Words in Schoolchildren with Dyslexia; Spanish English Literacy: Critical Pedagogy, Positive Coping and Transformative Self-Identity; Index.

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Book SynopsisThis volume includes six chapters showcasing recent developments in education research. Chapter One introduces the constructs of dyspraxia, developmental coordination disorders and motor difficulties, and describes the historical background of the "clumsy child" syndrome and what schools can do to prevent bullying. Chapter Two provides an overview of the historical developments surrounding education of children with learning disabilities and emphasises the need to update current mainstream teaching methods. Chapter Three discusses children with reading difficulties, such as dyslexia, in the Persian language. Chapter Four deals with issues related to school management, including insufficient funding and lack of professional training, in Slovakia. Chapter Five includes a study that investigates whether teaching metacomprehension and reading strategies can improve third-grade students'' reading comprehension and differential effects as a function of gender and socioeconomic status. Lastly, Chapter Six illustrates an innovative way of presenting conditional probability and Bayes'' rule through George Polya''s (1954) plausible reasoning pattern and syllogisms, promoting statistical novices'' knowledge to a larger degree by emphasising the underlying logic and rationale behind the mathematical formulas.

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Book SynopsisThis volume includes eight chapters describing recent progress in the field of education research. Chapter One explores contemporary Chinese animation and analyses the current educational aims behind these productions. Chapter Two deals with the needs of special education students in Ukraine. Chapter Three investigates means by which to help students reach their full potential with respect to course enrolment decisions and students'' motivation to read. Chapter Four examines preservice elementary teachers'' depiction of what a diverse classroom looks like to them, what individual assets they bring, and challenges they predict will arise during teaching. Chapter Five presents a literature review with an overview of the speech-language pathologist (SLP) profession for preservice teachers, as well as how and why teachers and SLPs collaborate together in schools, followed by a review of the literature focused on diversity, equity, and inclusion in preservice teacher and SLP preparation programs. Chapter Six explores the role of case studies in changing teacher candidates'' attitudes toward parent involvement across four geographically dispersed universities. Chapter Seven determines how a collaborative curriculum and teaching in a flipped classroom affects the development of university science co-instructors'' technological pedagogical and content knowledge. Finally, Chapter Eight includes the author''s personal opinion on the purpose of education, the current status of the Bhutanese education system, and the way forward.

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Book SynopsisAs the world recovers from the unprecedented outbreak of the COVID-19 pandemic, the field of education continues to cushion the impacts of school closures and teaching disruption through various measures. E-learning, while not new, has taken a greater role in mitigating the effects of the pandemic. This book is not only a collection of chapters shared by researchers and academics but also a manifestation of the dedication of those involved in the pursuit of providing equitable and quality education through the support of e-learning tools and platforms.Table of ContentsPreface; Acknowledgements; List of Contributors; E-Learning and Cross-Border Higher Education: Post-Pandemic Potentials and Challenges; Perspectives on Creative Pedagogy and E-Learning in Science Education; Developing a Framework for Online Collaborative Learning Tools in the Attitude Domain: A Fuzzy Delphi Method; Interactive Digital Storytelling Assignment in Online Teaching and Learning; Online Learning Engagement Among Indonesian University Students During the COVID-19 Pandemic: A Rasch Model Analysis; How Digital Learning Influences Modern Classrooms: A Study on Public Sector Universities of Pakistan; MOOCs for ASEAN Educational Sustainability: Identification of Barriers for the Member States; Index.

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Book SynopsisThe authors of Problem-Solving: Insights, Challenges, and Approaches have done a brilliant job of highlighting how the definition and theorizing of problem-solving is changing and how this seems to inspire the development of research in resolving problems in current and upcoming years. By balancing our theoretical and research assumptions about problem-solving with a better awareness of the significance of plenty of other factors contributing to successfully resolving problems, individuals, teams, and communities of practice might possibly use more refined ways through which they can endorse influential transformations during problem-solving conditions and eventually generate greater shared value. In this excellent new cross-cultural Nova edition that grapples with the challenge of writing about the problem-solving paradigm, the authors have worked hard to blend diverse theoretical and research advances of problem-solving approaches in a balanced and visible way. It does not only integrate inspiring theory and research, but also develops avenues for the future of problem-solving as open science and an open innovation field. It gives insightful and practical associations addressing many of the most challenging topics that our agency and capacity as problem-solvers might entail, now and in the time ahead.

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Book SynopsisThe book is divided into four sections. Section One includes two chapters on history. The opening chapter of the book introduces the subject of continuing engineering education (CEE). There are general sections on continuing education and engineering education and then the subject of CEE is presented. The chapter concludes with some sources for further information including relevant organizations, journals, and workshops. The second chapter in the section is on the 50-year history of engineering distance education at Iowa State University. A timeline with notable events is presented along with the key people involved in the program. Section Two concerns instructional design and contains five chapters. The first is on the learning preferences of working engineers. It presents the results of a study on the learning strategy and verbal-visual preference of engineers working in the oil and gas industry. The results show that the engineers surveyed have statistically significantly different preferences compared to the general population. They prefer problem solving and are highly visually oriented. The second chapter shows how learning styles have been incorporated into a course on process heaters. The learning styles include print, aural, interactive, and visual. The use of multiple learning styles helps training content to match the preferences of most participants. The third chapter in the section provides guidelines for selecting multimedia for CEE. The primary takeaway is that engineers are highly visual so training content should be designed accordingly. Examples include drawings, photos, videos, animations, and virtual reality simulation. The fourth chapter provides recommendations for effective instructional practices for CEE. It discusses hybrid, converged, and hyflex delivery modes. The 60-year curriculum and the growing impacts of alternative credentials and virtual/augmented/extended reality are presented. It concludes with some work and learning models in effective instructional practices. The fifth chapter in the section presents the use of virtual reality (VR) and augmented reality (AR) in CEE. Brief histories of VR and AR are given. The human factors of information overload, verbal and non-verbal communications, sight, sound/auditory, gated response, and touch are discussed. Cognitive psychology subjects of sensory memory, iconic memory, echoic memory, split attention effect, automated behaviors, kinesthetics, chunking, and serial position effects are briefly described. VR/AR integration and extensibility show the power of contextualizing information for users. Section Three focuses on CEE delivery and administration. The first chapter in the section discusses the results of a survey of working engineers to determine their CEE practices and preferences. It includes results such as how many courses engineers take each year, what types of courses they take (technical; management; environment, health, and safety; legal; and other), what fraction of the course is mandatory including what fraction is required by the participant's organization and by outside organizations, the fraction of courses taken that are taken for credit, and how many courses are taken after normal working hours. It also presents data on what those same working engineers preferred regarding their CEE. The second chapter provides detailed information on how to conduct effective virtual (distance) training courses including the instructional design and delivery platforms. The third chapter in the section describes combustion CEE training designed for the oil and gas industry. While it is for a specific industry, the general principles apply universally. It also includes some case studies of classes conducted at clients' sites. The fourth chapter discusses the many types of potential CEE providers categorized by internal, external, and hybrid providers. Providers include the engineer's own organization, universities/community colleges, training organizations, vendors, professional societies, trade organizations, government, and consultants. It is recommended that organizations choose the combination of providers that makes the most sense for their particular situation which usually will include a combination of providers. The fifth and last chapter in the section describes how to build a sustainable administrative organization for delivering CEE. It provides cultural implications, organizational design models, the four-phase natural evolution of an organization delivering online CEE, a matrix organizational design model, the new professional working adult learner, and changing demographics. The fourth and last section concerns the future of CEE and includes three chapters. The first chapter describes a sustainable future through the 60-year curriculum model. It discusses the changing postsecondary landscape, the relevance of the model, adapting to the curriculum, the role of CEE in pioneering the 60-year curriculum, and mapping higher education's future in the context of the 60-year curriculum. The second chapter in the section discusses sustainability education and research in action (SERINA), developed by the International Association on Continuing Engineering Education (IACEE). The executive committee used the United Nations 17 Sustainable Development Goals (SDGs) as a benchmark tool to evaluate SERINA. The purpose of SERINA is to provide practical tools for engineers to help meet the SDGs. The final chapter of the section and of the book suggest some future research areas for CEE. They are broadly categorized under learning preferences, curriculum, VR and AR, and multimedia.Table of ContentsPreface; Continuing Engineering Education; Fifty Years in Engineering Distance Education: Past Trends and Future Directions; Working Engineers Learning Preferences; Incorporating Learning Styles into Continuing Engineering Education: A Process Heater Case Study; Selecting Multimedia for Continuing Engineering Education; Effective Instructional Practices in Continuing Engineering Education; Virtual and Augmented Realities Continuing Engineering Education; Continuing Engineering Education Practices and Preferences; Live-Streamed Curricula in a Virtual-Demand World; Continuing Engineering Education in the Process Industries; Sourcing Continuing Engineering Education; Building a Sustainable Administrative Organization for Delivering Professional Programs to Working Adult Learners; A Sustainable Future Through the 60-Year Curriculum; Sustainability Education and Research in Action (SERINA): An IACEE Perspective for Sustainable Career Pathways in Engineering; Future Research Areas; Index.

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Book SynopsisA 176-page hardcover book that tells the 200-year history of the Academy of the Sacred Heart at Grand Coteau, La. Published in the schools Bicentennial year, the book notes that this all-girls Catholic educational institution, founded in 1821, is the longest continuously running Sacred Heart school in the world. The text takes the reader through the nuns early struggles to establish the school, then the antebellum years, the Civil War, the Great Flood of 1927, and World War II. Also, the Miracle of Grand Coteau, the founding of the College of the Sacred Heart, and the traditions, customs and standards that make the school unique. It includes hymns, prayers, poems, recipes, and a timeline of key events. Illustrated with maps, paintings, and scores of historical and contemporary photos.Table of ContentsMessage from the Head of School; Note on Sources; Foreword; Introduction; Part I - Early History of the Academy of the Sacred Heart (1821-1899) -- The Birth of a Legacy; From Small Beginnings; The Campus Expands; The Jesuits Settle in Grand Coteau; Slavery in Antebellum Times; Civil War and the Academy; The Miracle of Grand Coteau; Educating a Newly Freed People; Mater Admirabilis!; The 19th Century Comes to an End. Part II - The 20th Century (1900-1999) -- A New Century Growth of The House of Grand Coteau; Normal School and College of the Sacred Heart; The World War II Years; The Impact of Vatican II. Part III - Onward to the 21st Century -- Sacred Heart GOALS and CRITERIA; Toward a Noble Future. Part IV - Traditions, Treasures & People of Faith -- Traditions, Customs & Activities; The Saints of Sacred Heart; Women of Faith and Influence; Glossary; Timeline; Appendix 1 - The Great Flood of 1927; Appendix 2 - Hymns, Prayers and Poems of the Schools of the Sacred Heart; Appendix 3 - Treasured Recipes from the Coteau Family; Appendix 4 - Administrative Leaders; Appendix 5 - To Become a Religious of the Sacred Heart; Appendix 6 - Giving Opportunities; Sources; References; Index; Contact Information; Photo and Art Credits; Acknowledgements; About the Author.

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Book SynopsisText in Spanish: Two daughters, who are identical twins, born and raised in Hartford, CT, decided to document the life of their adoptive father (Papi). In Tuesdays with Morrie, author Maribel Santana-Texidor and her sister Marisol Santana-Texidor share some of the great lessons they learned from Papi, which shaped their lives. These lessons were captured during intimate moments where Papi describes his childhood, his move to the United States, his job as a laborer, and moments of love and marriage. The lessons on how to maintain a healthy marriage and raise a family are invaluable. We also explore the importance of meeting challenges with humility. You will be intrigued by his love and level of commitment to his wife who was diagnosed with Alzheimer''s. He kept his promise to never leave her, until his passing in 2021. This included never placing her in a skilled nursing facility. And so, Papi became her caregiver for over 10 years, and when he was forced to undergo back surgery (spinal stenosis), his two daughters quickly moved in to care for Mami. Papi was in a rehab center for many weeks and couldn''t wait to recover so he could be reunited with his wife. You will be inspired by his life, and you will appreciate the many lessons he shares.

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Book SynopsisThe transfer of knowledge is a key issue in the North as Indigenous Peoples meet the ongoing need to adapt to cultural and environmental change. In eight essays, experts survey critical issues surrounding the knowledge practices of the Inuit of northern Canada and Greenland and the Northern Sámi of Scandinavia, and the difficulties of transferring that knowledge from one generation to the next. Reflecting the ongoing work of the Research Group Circumpolar Cultures, these multidisciplinary essays offer fresh understandings through history and across geography as scholars analyze cultural, ecological, and political aspects of peoples in transition. Traditions, Traps and Trends is an important book for students and scholars in anthropology and ethnography and for everyone interested in the Circumpolar North. Contributors: Cunera Buijs, Frédéric Laugrand, Barbara Helen Miller, Thea Olsthoorn, Jarich Oosten, Willem Rasing, Kim van Dam, Nellejet ZorgdragerTrade Review“Traditions, Traps and Trends is exceptional in several ways…. [It] reflects the breadth of Indigenous knowledge systems; as it happens here, those of Inuit and Sami. Each contribution provides insight into the complexity and wholeness of these systems by illuminating the values and beliefs that meaningfully animate livelihood and social life.” -- George W. Wenzel, Journal of Northern Studies, 2020Table of Contents1 | The Transformation and Transfer of Inuit Knowledge Notes on isumaqsajuq, ilisaijuq, and qaujimajatuqangit WILLEM C. E . R ASING 2 | Language and Literacy Exchange between the Moravians and the Inuit A Transfer of Knowledge in the 18th Century THEA OLSTHOORN 3 | Traditions, Traps and Tricks Social Aspects of the Transfer of Inuit qaujimajatuqangit FRÉDÉRIC LAUGRAND and JARICH OOSTEN 4 | Finding New Places to Transfer Inuit Knowledge in Nunavut KIM VAN DAM 5 | Living Objects The Transfer of Knowledge through East Greenlandic Material Culture CUNERA BUIJ S 6 | Transfer of Healing Knowledge A Case Study of the Coastal Sámi BARBARA HELEN MILLER 7 | Two Traditional Sámi Love Songs and the Transfer of Knowledge NELLEJE T ZORGDRAGER 8 | Sámi Storytelling and the Transfer of Knowledge The Kautokeino Rebellion and Its Aftermath NELLEJE T ZORGDRAGER

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Book SynopsisGuaranteed to enrich a toddler's vocabulary, this simple and fun series of bilingual board books is ideal for helping children discover a foreign language. Highlighting more complex concepts that go beyond colors and numbers, titles in the series feature animals, fruit, home, and vegetables. This collection combines photographs, bright illustrations, and dual-language words in clear, bold text. Suitable for both individuals and groups, these books are a child's perfect introduction to exploring other cultures.

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