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Book SynopsisAfrican-Asian interactions contribute to the emergence of a decentred, multi-polar world in which different actors need to redefine themselves and their relations to each other. Afrasian Transformations explores these changes to map out several arenas where these transformations have already produced startling results: development politics, South-South cooperation, cultural memory, mobile lifeworlds and transcultural connectivity. The contributions in this volume neither celebrate these shifting dynamics as felicitous proof of a new age of South-South solidarity, nor do they debunk them as yet another instance of burgeoning geopolitical hegemony. Instead, they seek to come to terms with the ambivalences, contradictions and potential benefits entailed in these transformations – that are also altering our understanding of (trans)area in an increasingly globalized world. Contributors include: Seifudein Adem, Nafeesah Allen, Jan Beek, Tom De Bruyn, Casper Hendrik Claassen, Astrid Erll, Hanna Getachew Amare, John Njenga Karugia, Guive Khan-Mohammad, Vinay Lal, Pavan Kumar Malreddy, Jamie Monson, Diderot Nguepjouo, Satwinder S. Rehal, Ute Röschenthaler, Alexandra Samokhvalova, Darryl C. Thomas, and Sophia Thubauville.Table of Contents Acknowledgements  List of Illustrations  Notes on Contributors  Afrasian Transformations: An Introduction   Ruth Achenbach, Jan Beek, John Njenga Karugia, Rirhandu Mageza-Barthel, and Frank Schulze-Engler Part 1: Translocalizing Memory 1 Futures in the Past of Africa-China Engagement   Jamie Monson 2 Indo-Mozambicans in Maputo: Oral Narratives on Identity and Migration from 1947–1992   Nafeesah Allen 3 Afrasian Sea Memories: Between Competitive and Multidirectional Remembering   John Njenga Karugia and Astrid Erll Part 2: Transregionalizing Development Politics 4 Agricultural Transformation in Africa: Assessing the Role of Southeast Asia, China, and the United States    Seifudein Adem and Darryl C. Thomas 5 The Cultural Politics and Political Sociology of Indian “Land-Grabbing” in Ethiopia   Vinay Lal 6 Dealing with Chinese Investors in Cameroon’s Mines: African Agency and Participation   Diderot Nguepjouo 7 Higher Education and Nation Branding: Malaysia’s Africa-Specific Student Recruitment Strategies   Alexandra Samokhvalova Part 3: Transfiguring South-South Cooperation 8 The Promise of Equal Partnerships in South-South Cooperation? Evidence from Brazil, India, and the PR China in Mozambique   Tom De Bruyn 9 From Poverty to Prosperity: Rural Development in South Africa with Reference to South Korea’s New Village Movement   Casper Hendrik Claassen 10 Migration of Indian Educators to Ethiopia: Between Solidarity and Global Capitalism   Sophia Thubauville and Hanna Getachew Amare Part 4: Shifting Gears in Mobile Lifeworlds and Transcultural Connectivity 11 Cybercrime between Africa and India: Doing Area and Maintaining National Borders Online  Jan Beek 12 Television Soap Operas as the New Frontier in African and Asian (Afrasian) Encounters: The Case of Filipino teleseryes in Africa   Satwinder S. Rehal 13 Original and Fake, Fake Originals, or Multiple Degrees of Quality? Chinese Manufactured Consumer Goods on Cameroonian Markets   Ute Röschenthaler 14 ‘Counterfeiting’ in the African-Asian Trade: ‘Fake,’ ‘Original,’ and Everything In-between   Guive Khan-Mohammad 15 The Late Style of Ngũgĩ wa Thiong’o   Pavan Kumar Malreddy  Index

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These decodable Black and White More Storybooks for Pink are for teachers to send home to help children practise reading stories they have been learning in school. Each book contains the same story as its corresponding colour More Storybook, but includes detailed and clear guidance for parents. The books are designed to go home with children once they have read the colour More Storybook three times in class. Reading a familiar text allows them to build confidence with reading at home. The books include parent-friendly notes to support the activities at the start and end of the books, including practise of the Speed Sounds, Green Words and Red Words before reading. There is also guidance for the questions at the end of the story to develop children's comprehension. The books are part of the Read Write Inc. Phonics programme, developed by Ruth Miskin. The programme is designed to create fluent readers, confident speakers and willing writers. It includes Handbooks, Sounds Cards, Word Cards, Storybooks, Non-fiction, Writing books and an Online resource. Read Write Inc. is fully supported by comprehensive professional development from Ruth Miskin Training.

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Book SynopsisThese decodable Black and White More Storybooks for Purple are for teachers to send home to help children practise reading stories they have been learning in school. Each book contains the same story as its corresponding colour More Storybook, but includes detailed and clear guidance for parents.The books are designed to go home with children once they have read the colour More Storybook three times in class. Reading a familiar text allows them to build confidence with reading at home.The books include parent-friendly notes to support the activities at the start and end of the books, including practise of the Speed Sounds, Green Words and Red Words before reading.There is also guidance for the questions at the end of the story to develop children''s comprehension.The books are part of the Read Write Inc. Phonics programme, developed by Ruth Miskin. The programme is designed to create fluent readers, confident speakers and willing writers. It includes Handbooks, Sounds Cards, Word CardsTrade ReviewRead Write Inc. Phonics has had a massive impact on our phonic results, raising them from 56% to 96%. All of our staff enjoy using the programme, including our teaching assistants, who feel it has empowered them. We are all amazed and delighted at the difference it has made to teaching and learning in our school. * Sacred Heart Catholic Primary School, Luton *Read Write Inc. Phonics is effective because of the speed in which the children are able to make progress. There is a very clear structure and children are empowered to succeed because of the systematic and rigorous approach. * Elmhurst Primary School, Newham *As a Head Teacher, it's wonderful to have such confidence in a programme that you know no child will leave Key Stage 1 as a poor reader. How amazing is that! * Outwood Primary Academy Lofthouse Gate, Wakefield *

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Book SynopsisWith contributions from internationally recognized experts, this edited volume presents original thinking on the theory, research and practice surrounding child neglect.Comprehensive and current, the book takes an expansive look at how we can better address this prevalent issue. It explores the effects of neglect on the developing child and makes recommendations on how to identify neglect at the earliest opportunity. It considers common causal and contributing factors in neglect cases and the impact of these on children. The book details effective intervention techniques alongside case vignettes and shows how change can be achieved. It highlights the importance of supporting parental care and developing parental responsibility in families where children are neglected. Chapters provide in-depth descriptive examples and include a summary of learning points. Including practical suggestions for combating child neglect, this is an essential guide to best practice for students and practitioners working with children and families. The book also contains useful insights relevant to researchers and policy makers.Trade ReviewTackling child neglect is becoming a prominent political concern as its damaging lifelong effects are better evidenced, so this is a very timely book. It offers a comprehensive look at child neglect so there is something for everyone wanting to learn more about this topic. It covers the latest understanding of the incidence, causes and harmfulness of neglect, and it reports on several promising ways of tackling it. A valuable addition to the literature. -- Professor Eileen MunroIn this excellent book, Ruth Gardner has brought together a number of leading international experts in the business of recognising and understanding, assessing and dealing with neglect. We hear of the latest research on what causes and sustains neglect. We are introduced to some imaginative and engaging ways of assessing neglect that actively and therapeutically involve the parents themselves... This is a book full of sound thinking and original ideas. I defy anyone who reads this compilation not to come away feeling even more inspired, enthused and yes, even optimistic as they work with both the parents who neglect and the children who are neglected. -- From the foreword by David HoweTackling Child Neglect is an excellent and thought provoking book which critically re-examines the importance of neglect and its pernicious effect on the well-being and welfare of children and young people. The book comprises three main sections as authors present renewed and challenging commentary for the multi-professional audience in revisiting our understandings of neglect, various perspectives of neglect and international approaches on prevention. There are many salutary messages including a reminder of the significance of the chronic, negative impact of the lack of emotional availability of the child's care giver. The voices of children and young people are amplified in their understandings and experiences of neglect and this important focus should inform further research and improve practice in prevention and early help for children and their families. -- Claire Richards, National Centre for the Study and Prevention of Violence and Abuse and Chair of BASPCANTable of ContentsIntroduction. Ruth Gardner, University of East Anglia and NSPCC, UK. Part 1: The effects of child neglect: Understanding and responding. 1: The effects of emotional neglect in the first two years of life. Jane Barlow, Warwick Medical School, University of Warwick, UK. 2: Child neglect and the development of communication. Jan McAllister, University of East Anglia, UK and Wendy Lee, The Communication Trust, UK. 3: Making a difference to the neglected child's lived experience. Jan Horwath, Sheffield University, UK. Part Two: Perspectives on child neglect. 4: Child neglect, the research landscape. Debra Allnock, University of Bedfordshire, UK. 5: Learning from children and young people about neglect. Sarah Gorin, Consultant Researcher, UK. 6: General Practitioners' responses to child neglect. Jenny Woodman, General Practitioner, UK. 7: Responding to child neglect: Learning from Serious Case Reviews. Marian Brandon and Pippa Belderson,University of East Anglia, UK. Part Three: Preventing and reversing child neglect: An international picture. 8: 'What happens?' and 'what works?' with Sign of Safety. Amanda Bunn, Freelance Research Consultant and Practitioner, UK, Leigh Taylor, Senior Practitioner, Edinburgh, UK, Dan Koziolek, Carver County Community Social Services (CCCSS), Minnesota, USA and Andrew Turnell, Director, Signs of Safety ®, Australia. 9: Practices targeting child neglect: The use of SafeCare® to enhance parenting skills to reduce neglect. Whitney L. Rostad, Mark Chaffin Center for Healthy Development, Georgia State University, USA, John R. Lutzker, Director, Georgia State University, Atlanta, USA and Katelyn M. Guastaferro, The Mark Chaffin Center for Healthy Development, School of Public Health, Georgia State University, USA. With a note on the UK evaluation of SafeCare by Gillian Churchill. 10: Video Interaction Guidance: Providing an effective response for neglected children. Hilary Kennedy, Director, Video Interaction Guidance, UK, Maeve Macdonald, Educational Psychologist and Paul Whalley, NSPCC, UK.

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