Search

Oral Discourse and Education examines spoken language as a field of study, looking at the various ways in which we can both theorise the place of talk in education, and examine the way talk is actually done in educational settings. Given the centrality of literacy-based practices in schools, a book focusing on talk brings quite different and important perspectives to the study of education. Talk is something that has all too often been devalued and taken for granted. What becomes evident throughout the papers included in this volume is that talk is of central importance in establishing identities and the cultures in which those identities are located. However, because we are unused to reflexively examining the way we talk, there is a serious disjuncture between what we believe talk should achieve and what can be seen to be achieved in actual talk in educational settings. Anyone interested in teaching should read this book. Becoming more aware of the centrality of talk and what it achieves is important both for enabling us to find ways to bring our ideals more in line with our practices and for being able to recognise and reflect on the ways our talk can be achieving things quite other than what we intend. This book is relevant to teachers at primary, secondary and tertiary levels and for researchers interested in spoken language in educational contexts.

The evaluation profession has experienced rapid growth in the past five years. Prior to 1995. there were five national evaluation organizations: the American Evnluntion Association (AEA). the Asociacion Centroamericana de Evaluacion (ACE). the Australasian Evaluation Society (AES). the Canadian Evaluation Society (CES). and the European Evaluation Society (EES). In November 1995. AEA and CES cosponsored an international evaluation conference in Vancouver, of the conference was'Evaluation for a New British Columbia. The theme Century-A Global Perspective.'Delegates from 50 countries throughout Europe, Australia. New Zealand, Asia, Africa, and Central and South America attended the conference. The conference combined workshops and lecture fonnats to bring participants the most up-to-date and relevant information in a variety of sectors. Following the Vancouver conference, there was a gestation period, after which several national evaluation organizations in Europe were born (AEA/CES, Evaluation'95, On-Site Program). In 1997, EES held a conference in Stockholm. The theme of the conference was'What Works and for Whom'?'More than 280 evaluation professionals from 30 countries in Europe and throughout the world attended the conference. The conference provided a forum for academic professionals and civil servants to meet and share their experiences. Leaders emerged with goals to increase membership and to create extensive professional networks within the society (EES Newsletter, 2/97).

The pilot boat just moved away and'its lights are already fading towards the coast of Northeastern Queensland over which Saturn is going to set. There is still quite some time to go before dawn. The big ship has now regained her cruise speed following its roughly northwesterly route in the South Coral Sea along the chain of nearby reefs. Few people are around at this time, except a dozen early birds sharing some'shipshaping'exercise on the top deck and taking advantage of the relative coolness of the night. On my way down to the stateroom, I cannot but stop once more in front of that elegant composition by British artist Brigid Collins (1963-) hanging in the monumental staircase between Decks 7 and 8. That piece 2 of art, a 1.8x 1.8m oil on canvas plus collage entitled Berinl in honour of the Danish explorer, gathers together many navigation-related themes of the time: Suns, Moons, planets, sky maps, astrolabes, small telescopes, as well as drawings, diagrams and charts of all kinds. It is somehow a digest of how astronomical information was then collected, made available, and used.

The Sage Handbook of Sociology of Education is an international and comprehensive groundbreaking text that serves as a touchstone for researchers and scholars interested in exploring the intricate relationships between education and society. Leading sociologists from five different continents examine major topics in sociology from a global perspective. This timely, thought-provoking Handbook features contributions from leading and emerging sociology scholars, who provide their own cultural and historical perspectives on diverse—yet universal—topics; these include educational policy, social stratification, and cross-national research. 39 Chapters delve into the pressing issues faced by our global society, such as the effects of residential mobility on educational outcomes, gender and ethnic inequalities, and the impact of COVID-19 on early childhood education. Readers will gain a multifaceted view of the contours of educational inequality, from various international perspectives and focusing on country differences, as well as recommendations for expanding the practices, programs, and policies that could reduce the rising tide of inequities—especially for populations most at risk. This Handbook offers rich, diverse perspectives on the interplay between education, social inequality, and human rights around the world, making it an invaluable resource for students, researchers, and practitioners across a range of fields, including sociology, education, and social policy. PART 1: Education and Persistent Inequality PART 2: Social & Family Contexts PART 3: Schools & Educational Policy PART 4: Neighborhoods & Community PART 5: Education & Innovation in a Global Context

This is an open access book. Welcome to the 3rd International Conference on Education, Humanities, and Social Science – a prestigious gathering of thought leaders, academics, researchers, educators, and practitioners from diverse corners of the globe. With great enthusiasm, we extend our warmest invitation to all participants to join us in this intellectually stimulating event, held with the theme of “Fostering Global Connectivity: Transforming Education, Advancing Humanities, and Embracing Social Sciences.” In an increasingly interconnected world, the significance of education, humanities, and social sciences in shaping the trajectory of societies cannot be overstated. This conference serves as a dynamic platform for exchanging innovative ideas, research findings, and best practices that inspire positive change and sustainable development. Together, we aim to explore cutting-edge approaches in education, delve into the transformative power of humanities, and understand the complexities of the social sciences, all with the common goal of fostering greater global connectivity. By fostering interdisciplinary dialogue and collaboration, we seek to pave the way for impactful initiatives that address pressing challenges and embrace the rich diversity that characterizes our global community. We believe that through shared knowledge and collective efforts, we can collectively drive positive change and make a meaningful impact on the world we live in.

Highly respected ABC anchor, bestselling author and hit podcaster Leigh Sales interviews the cream of Australian journalists about their craft – how (and why) they bring us the stories that inform our lives. Leigh Sales is one of Australia's most accomplished journalists, having anchored the ABC's flagship 7.30 program for twelve years. She has been a foreign correspondent, hosted Lateline and anchored numerous elections for the ABC. In this book, she turns her interviewing skills onto her own profession, those usually asking the questions: the journalists. In ten sections – from News Reporting to Editing, via Investigative, Commentary and of course Interviewing – Sales takes us on a tour of the profession, letting the leaders in their field talk direct to us about how they get their leads, survive in war zones, write a profile, tell a story with pictures, and keep the show on the road. A who's-who of Australian journalism – including Lisa Millar, Kate McClymont, Hedley Thomas, Trent Dalton, Benjamin Law, Tracy Grimshaw, Richard Fidler, David Speers, Stan Grant, Niki Savva, Waleed Aly, Annabel Crabb, Karl Stefanovic and Mia Freedman – talk candidly about their greatest lessons and their trade secrets. A fascinating insight into a vital and much-misunderstood profession, Storytellers is a book for anyone who's ever wanted to be a journalist, or even just wondered how the news gets made.

Wissenschaftskommunikation verändert sich rasant. Zum klassischen Vortrag gesellen sich weitere Präsentations- und Kommunikationsformen. Mit der Zunahme virtueller Formate sind die Sichtbarkeit und die Kommunikationsmöglichkeiten von Wissenschaftlerinnen und Wissenschaftlern gestiegen und damit auch die Anforderungen an Forschende, was die Präsentation ihrer Ergebnisse angeht.Hier setzt dieses Buch an. Sie finden darin in übersichtlicher Form, schnell umsetzbare Strategien und neurowissenschaftliches Knowhow für die effektive und effiziente Vorbereitung, Präsentation und Diskussion Ihres Vortrags in virtuellen und Präsenzveranstaltungen.

Engineers work in an increasingly complex entanglement of ideas, people, cultures, technology, systems and environments. Today, decisions made by engineers often have serious implications for not only their clients but for society as a whole and the natural world. Such decisions may potentially influence cultures, ways of living, as well as alter ecosystems which are in delicate balance. In order to make appropriate decisions and to co-create ideas and innovations within and among the complex networks of communities which currently exist and are shaped by our decisions, we need to regain our place as professionals, to realise the significance of our work and to take responsibility in a much deeper sense. Engineers must develop the'ability to respond'to emerging needs of all people, across all cultures. To do this requires insights and knowledge which are at present largely within the domain of the social and political sciences but which need to be shared with our students in ways which are meaningful and relevant to engineering. This book attempts to do just that. In Part 1 Baillie introduces ideas associated with the ways in which engineers relate to the communities in which they work. Drawing on scholarship from science and technology studies, globalisation and development studies, as well as work in science communication and dialogue, this introductory text sets the scene for an engineering community which engages with the public. In Part 2 Catalano frames the thinking processes necessary to create ethical and just decisions in engineering, to understand the implications of our current decision making processes and think about ways in which we might adapt these to become more socially just in the future. In Part 3 Baillie and Catalano have provided case studies of everyday issues such as water, garbage and alarm clocks, to help us consider how we might see through the lenses of our new knowledge from Parts 1 and 2 and apply this to our everyday existence as engineers. Table of Contents: Introduction / Throwing Away Rubbish / Turning on the Tap / Awakened by an Alarm Clock / Driving the SUV / Travelling to Waikiki Beach

Engineers work in an increasingly complex entanglement of ideas, people, cultures, technology, systems and environments. Today, decisions made by engineers often have serious implications for not only their clients but for society as a whole and the natural world. Such decisions may potentially influence cultures, ways of living, as well as alter ecosystems which are in delicate balance. In order to make appropriate decisions and to co-create ideas and innovations within and among the complex networks of communities which currently exist and are shaped by our decisions, we need to regain our place as professionals, to realise the significance of our work and to take responsibility in a much deeper sense. Engineers must develop the'ability to respond'to emerging needs of all people, across all cultures. To do this requires insights and knowledge which are at present largely within the domain of the social and political sciences but which need to be shared with our students in ways which are meaningful and relevant to engineering. This book attempts to do just that. In Part 1 Baillie introduces ideas associated with the ways in which engineers relate to the communities in which they work. Drawing on scholarship from science and technology studies, globalisation and development studies, as well as work in science communication and dialogue, this introductory text sets the scene for an engineering community which engages with the public. In Part 2 Catalano frames the thinking processes necessary to create ethical and just decisions in engineering, to understand the implications of our current decision making processes and think about ways in which we might adapt these to become more socially just in the future. In Part 3 Baillie and Catalano have provided case studies of everyday issues such as water, garbage and alarm clocks, to help us consider how we might see through the lenses of our new knowledge from Parts 1 and 2 and apply this to our every day existence as engineers. Table of Contents: Introduction / Engineering and Society / Engineering and the Public / Globalisation, Development, and Technology

Engineers work in an increasingly complex entanglement of ideas, people, cultures, technology, systems and environments. Today, decisions made by engineers often have serious implications for not only their clients but for society as a whole and the natural world. Such decisions may potentially influence cultures, ways of living, as well as alter ecosystems which are in delicate balance. In order to make appropriate decisions and to co-create ideas and innovations within and among the complex networks of communities which currently exist and are shaped by our decisions, we need to regain our place as professionals, to realise the significance of our work and to take responsibility in a much deeper sense. Engineers must develop the'ability to respond'to emerging needs of all people, across all cultures. To do this requires insights and knowledge which are at present largely within the domain of the social and political sciences but which need to be shared with our students in ways which are meaningful and relevant to engineering. This book attempts to do just that. In Part 1 Baillie introduces ideas associated with the ways in which engineers relate to the communities in which they work. Drawing on scholarship from science and technology studies, globalisation and development studies, as well as work in science communication and dialogue, this introductory text sets the scene for an engineering community which engages with the public. In Part 2 Catalano frames the thinking processes necessary to create ethical and just decisions in engineering, to understand the implications of our current decision making processes and think about ways in which we might adapt these to become more socially just in the future. In Part 3 Baillie and Catalano have provided case studies of everyday issues such as water, garbage and alarm clocks, to help us consider how we might see through the lenses of our new knowledge from Parts 1 and 2 and apply this to our everyday existence as engineers. Table of Contents: Introduction / Throwing Away Rubbish / Turning on the Tap / Awakened by an Alarm Clock / Driving the SUV / Travelling to Waikiki Beach

Water and energy are fundamental elements of community well-being and economic development, and a key focus of engineering efforts the world over. As such, they offer outstanding opportunities for the development of socially just engineering practices. This work examines the engineering of water and energy systems with a focus on issues of social justice and sustainability. A key theme running through the work is engaging community on water and energy engineering projects: How is this achieved in diverse contexts? And, what can we learn from past failures and successes in water and energy engineering? The book includes a detailed case study of issues involved in the provision of water and energy, among other needs, in a developing and newly independent nation, East Timor.

The recent tragedy in the Gulf of Mexico and resultant ethical consequences for the engineering profession are introduced and discussed. The need for a new engineering ethic is identified and introduced based upon advancements in science, complex systems and eco-philosophy. Motivations for introducing a new ethic rather than modifying existing ethics are also discussed. Table of Contents: Tragedy in the Gulf / Tragedy Unfolding / Engineering Ethics / Complex Systems / Quantum Mechanics / Evolving Principles of the Universe / A New Engineering Ethic / Epilogue

Humanitarian Engineering reviews the development of engineering as a distinct profession and of the humanitarian movement as a special socio-political practice. Having noted that the two developments were situated in the same geographical and historical space -- that is, in Europe and North America beginning in the 1700s -- the book argues for a mutual influence and synthesis that has previously been lacking. In this spirit, the first of two central chapters describes humanitarian engineering as the artful drawing on science to direct the resources of nature with active compassion to meet the basic needs of all -- especially the powerless, poor, or otherwise marginalized. A second central chapter then considers strategies for education in humanitarian engineering so conceived. Two final chapters consider challenges and implications. Table of Contents: Engineering / Humanitarianism / Humanitarian Engineering / Humanitarian Engineering Education / Challenges / Conclusion: Humanizing Technology

The text addresses the impact of globalization within engineering, particularly on working practices and prospects for creativity. It suggests that accepted norms of economic activity create enclosures and thresholds within the profession, which—as engineers increase their awareness (reflexivity)—will shape the future of engineering, and the values which underpin it. It is aimed at practicing engineers and those in training and is an introduction to the social and political context currently setting new challenges for the profession.

This book, Engineering and Sustainable Community Development, presents an overview of engineering as it relates to humanitarian engineering, service learning engineering, or engineering for community development, often called sustainable community development (SCD). The topics covered include a history of engineers and development, the problems of using industry-based practices when designing for communities, how engineers can prepare to work with communities, and listening in community development. It also includes two case studies -- one of engineers developing a windmill for a community in India, and a second of an engineer'mapping communities'in Honduras to empower people to use water effectively -- and student perspectives and experiences on one curricular model dealing with community development. Table of Contents: Introduction / Engineers and Development: From Empires to Sustainable Development / Why Design for Industry Will Not Work as Design for Community / Engineering with Community / Listening to Community / ESCD Case Study 1: Sika Dhari's Windmill / ESCD Case Study 2: Building Organizations and Mapping Communities in Honduras / Students'Perspectives on ESCD: A Course Model / Beyond Engineers and Community: A Path Forward

Needs and Feasibility: A Guide for Engineers in Community Projects -- The Case of Waste for Life is the story of Waste for Life (WFL). WFL is a not-for-profit organization that works to promote poverty-reducing solutions to environmental problems, and its educational branch is an international consortium of universities in six countries, involving students in support of community development projects. WFL currently works in Lesotho and Argentina. We present the story of the development of WFL in each country as a case-based guide to engineers, professors and students interested in community development work, particularly in contexts very different from their own. We focus mainly on the set-up stages, framing the projects to ensure that community needs are adequately articulated and acted upon. We begin with needs assessment, what is it that needs to be done -- for whom and why? How feasible is this, technically, economically, and can we guarantee sustainability? Before we can decide any of this, we need to understand and map the territory -- who are the key players, who have the most influence, and who will be most impacted by what we are doing? What is the role of the local government? If the groups are working as cooperatives, what does this mean, and what are these groups looking for? What is the technical solution going to look like? If it is a product, how will it be marketed? What other social, environmental, and economic impacts will it have and on whom? Once these have all been negotiated, and it is clear that all parties are working towards a mutually acceptable goal, how do we move forward so that any dependence on external partners is removed? When do we bring students into the work? What role can they play? Should they stay at home and support the project from there or is it better to do work in the field? This guide will be useful for the student engineer or the experienced engineer or professor who is interested in moving towards socially just engineering development work but has no idea where to begin. The real difficulties and on the ground issues encountered by the Waste for Life team are presented honestly and with the knowledge that we must learn from our mistakes. Only then can we hope to gain a better understanding of our potential role in supporting community development and move towards a better future. Table of Contents: An Introduction / Assessing the Need in Lesotho / Feasibility of WFL Lesotho / Mapping the Territory in Buenos Aires / Stakeholder Focus: The Local Government / Stakeholder Focus: Cooperatives / Sustainability: Economic, Environmental, and Social / Student Involvement / Summary Thoughts

In this book we explore a sea change occurring in leadership for academic women in the sciences and engineering. Our approach is a two-pronged one: On the one hand, we outline the nature of the changes and their sources, both in various literatures and from program research results. On the other hand, we specify and provide detail about the persistent problems and obstacles that remain as barriers to women's full participation in academic science and engineering, their career advancement and success, and, most important, their role as leaders in making change. At the heart of this book is our goal to give some shape to the research, practice, and programs developed by women academic leaders making institutional change in the sciences and engineering. Table of Contents: Women in a New Era of Academic Leadership / Background: Academic Leadership for Women in Science and Engineering / Gender and Leadership: Theories and Applications / Women in Engineering Leadership Institute: Critical Issues for Women Academic Engineers as Leaders / From Success Stories to Success Strategies: Leadership for Promoting Diversity in Academic Science and Engineering / Conclusion

Engineers, Technology and Society presents topics intended to aid the practicing engineer in reflecting upon the nature and purpose of their own practice within the engineering profession and how that is related to and implicated in social, economic and political issues. The series will include external relations between engineering, economic systems and social and political practices, as well as power structures and working conditions within the organisation. In an increasingly competitive and hostile environment in which practicing engineers are forced to spend their lives fighting for higher profit margins, many engineers become despondent and often leave the profession just a few years after graduation. They do not feel they are engineering for those in need in the world but for a small minority who can pay. There are an increasing number of engineers in the workplace who feel dissatisfied with these issues but do not know where to begin to address them. It is hoped that these books will start a conversation in many parts of the world where diverse engineers are working. This introductory book of the series presents an overview of the key issues at stake. I consider how, as engineers, we might decide what is the right thing to do by exploring rights and notions of freedom and what these might mean in a world where we are, according to some, ‘training for compliance'. I consider engineering in the past and how it has been used to contribute to social contexts in the Western world as well as in developing countries. I look at our responsibility as engineers to learn from the past to enhance our understanding and take appropriate action related to contemporary industrial development and globalization. Finally, I present a case study of my own engineering for others to critique. Practicing what you preach is never easy and living as a just engineer presents many challenges. As Ursula Franklin states clearly in her Massey lectures which I discuss in chapter 1, engineers have choices; it is up to us to ensure that we are aware of the way in which our engineering practice contributes to global social, economic and political issues so that we are able to make response – able choices.

The profession of engineering in the United States has historically served the status quo, feeding an ever-expanding materialistic and militaristic culture, remaining relatively unresponsive to public concerns, and without significant pressure for change from within. This book calls upon engineers to cultivate a passion for social justice and peace and to develop the skill and knowledge set needed to take practical action for change within the profession. Because many engineers do not receive education and training that support the kinds of critical thinking, reflective decision-making, and effective action necessary to achieve social change, engineers concerned with social justice can feel powerless and isolated as they remain complicit. Utilizing techniques from radical pedagogies of liberation and other movements for social justice, this book presents a roadmap for engineers to become empowered and engage one another in a process of learning and action for social justice and peace. Table of contents: What Do we Mean by Social Justice? / Mindsets in Engineering / Engineering and Social Injustice / Toward a More Socially Just Engineering / Turning Knowledge into Action: Strategies for Change / Parting Lessons for the Continuing Struggle

Sustainable development is one of the key challenges of the twenty-first century. The engineering profession is central to achieving sustainable development. To date, engineering contributions to sustainability have focused on reducing the environmental impacts of development and improving the efficiency of resource use. This approach is consistent with dominant policy responses to environmental problems, which have been characterised as ecological modernisation. Ecological modernisation assumes that sustainability can be addressed by reforming modern society and developing environmental technologies. Environmental philosophers have questioned these assumptions and call into question the very nature of modern society as underlying the destruction of nature and the persistence of social inequality. Central to the crises of ecology and human development are patterns of domination and the separation of nature and culture. Engineering has a clear role to play in ecological modernisation, but its role in more radical visions of sustainability is uncertain. Actor-network theory provides an analysis of socio-technical systems which does not require the separation of nature and culture, and it provides a way of thinking about how engineers are involved in shaping society and its relationship to the environment. It describes the world in terms of relationships between human and non-human actors. It shows that social relationships are mediated by technologies and non-human nature, and that assumptions about society and behaviour are''baked-in''to technological systems. Modern infrastructure systems are particularly important in shaping society and have significant environmental impacts. Modern infrastructure has allowed the consumption of resources far beyond basic human needs in developed countries. Failure to deliver infrastructure services has resulted in billions of the world's poorest people missing out on the benefits of modern development. Engineers have an important role to play in developing new infrastructure systems which acknowledge the relationships between technology and society in shaping demand for resources and environmental impacts, as well as alleviating poverty. Engineers have an important role in mediating between the values of society, clients, the environment and the possibilities of technology. Constructive Technology Assessment and Value Sensitive Design are two methodologies which engineers are using to better account for the social and ethical implications of their work. Understanding engineering as a hybrid, socio-technical profession can help develop new ways of working that acknowledge the importance of technology and infrastructure in shaping social relationships that are central to achieving sustainability. Table of Contents: The Origins of Sustainability / Ecological Modernisation / Environmental Ethics / Society and Technology / Engineering Consumption / Sustainable Urban Water Systems / Engineering, Technology and Ethics / Conclusion

In this book we consider ways in which mining companies do and can/should respect the human rights of communities affected by mining operations. We examine what'can and should'means and to whom, in a variety of mostly Peruvian contexts, and how engineers engage in'normative'practices that may interfere with the communities'best interests. We hope to raise awareness of the complexity of issues at stake and begin the necessary process of critique—of self and of the industry in which an engineer chooses to work. This book aims to alert engineering students to the price paid not only by vulnerable communities but also by the natural environment when mining companies engage in irresponsible and, often, illegal mining practices. If mining is to be in our future, and if we are to have a future which is sustainable, engineering students must learn to mine and support mining, in new ways—ways which are fairer, more equitable, and cleaner than today.

A response of the engineering profession to the challenges of security, poverty and underdevelopment, environmental sustainability, and native cultures is described. Ethical codes, which govern the behavior of engineers, are examined from a historical perspective linking the prevailing codes to models of the natural world. A new ethical code based on a recently introduced model of Nature as an integral community is provided and discussed. Applications of the new code are described using a case study approach. With the ethical code based on an integral community in place, new design algorithms are developed and also explored using case studies. Implications of the proposed changes in ethics and design on engineering education are considered. Table of Contents: Preface / Acknowledgments / Introduction / Engineering Ethics / Models of the Earth / Engineering in a Morally Deep World / Engineering Design in a Morally Deep World / Implications for Engineering Education / Final Thoughts / References / Author's Biography

This book will focus on'Waste Management,'a serious global issue and engineers'responsibility towards finding better solutions for its sustainable management. Solid waste management is one of the major environmental burdens in both developed and developing countries alike. An alarming rate of solid waste generation trends can be seen as a result of globalization, industrialization, and rapid economic development. However, low-income and marginalized sectors in society suffer most from the unfavorable conditions deriving from poor waste management. Solid waste management is not a mere technical challenge. The environmental impact, socio-economic, cultural, institutional, legal, and political aspects are fundamental in planning, designing, and maintaining a sustainable waste management system in any country. Engineers have a major role to play in designing proper systems that integrate stakeholders, waste system elements, and sustainability aspects of waste management. This book is part of a focused collection from a project on Engineering and Education for Social and Environmental Justice. It takes an explicitly social and environmental justice stance on waste and attempts to assess the social impact of waste management on those who are also the most economically vulnerable and least powerful in the society. We hope that this book will assist our readers to think critically and understand the framework of socially and environmentally just waste management. Table of Contents: Introduction / Towards a Just Politics of Waste Management / Expertise, Indigenous People, and the Site 41 Landfill / Waste Management in the Global North / Waste Management in the Global South: A Sri Lankan Case Study / Assessing the Feasibility of Waste for Life in the Western Province of Sri Lanka

Mining has been entangled with the development of communities in all continents since the beginning of large-scale resource extraction. It has brought great wealth and prosperity, as well as great misery and environmental destruction. Today, there is a greater awareness of the urgent need for engineers to meet the challenge of extracting declining mineral resources more efficiently, with positive and equitable social impact and minimal environmental impact. Many engineering disciplines—from software to civil engineering—play a role in the life of a mine, from its inception and planning to its operation and final closure. The companies that employ these engineers are expected to uphold human rights, address community needs, and be socially responsible. While many believe it is possible for mines to make a profit and achieve these goals simultaneously, others believe that these are contradictory aims. This book narrates the social experience of mining in two very different settings—Papua New Guinea and Western Australia—to illustrate how political, economic, and cultural contexts can complicate the simple idea of'community engagement.'Table of Contents: Preface / Mining in History / The Ok Tedi Mine in Papua New Guinea / Mining and Society in Western Australia / Acting on Knowledge / References / Author Biographies

The recent tragedy in the Gulf of Mexico and resultant ethical consequences for the engineering profession are introduced and discussed. The need for a new engineering ethic is identified and introduced based upon advancements in science, complex systems and eco-philosophy. Motivations for introducing a new ethic rather than modifying existing ethics are also discussed. Table of Contents: Tragedy in the Gulf / Tragedy Unfolding / Engineering Ethics / Complex Systems / Quantum Mechanics / Evolving Principles of the Universe / A New Engineering Ethic / Epilogue

This book presents selected case studies from the Arab world on the universities responses to the pandemic. This book will look in detail at the priorities of the higher education sector in the post-COVID-19 era and the changes that must be adopted by universities and governments. These changes will allow the higher education sector to emerge from the crisis and build short- and long-term resilience.The onset of the COVID-19 pandemic has induced sudden changes worldwide by setting a global lockdown that has impacted all industries and sectors, affecting our daily lives and forcing us to adapt to a new normal. This book is the first major account of how the pandemic has shaken universities and higher education institutions in the Arab world today and tomorrow. Crucially, it examines the responses of universities to COVID-19, highlights their current position, and addresses the negative and positive outcomes. Has this crisis become an adversity or an opportunity forhigher education institutions? What are the pillars that will ensure the success of the Arab higher education sector post COVID-19?

David Yuzva Clement untersucht das Handeln pädagogischer Fachkräfte in der Offenen Kinder- und Jugendarbeit in der Auseinandersetzung mit Radikalisierungsprozessen Jugendlicher zum Salafismus. Der Autor weist nach, dass ein Verstehen von Gründen und Kontexten von Radikalisierungsprozessen durch Essentialisierungen verhindert und Jugendlichen die objektivierte Position „des Anderen“ zugeschrieben wird. Hingegen führen verstehensorientierte Beobachtungs- und Handlungsformen zu unterschiedlichen pädagogischen Anschlussmöglichkeiten und schaffen die Voraussetzung, Differenzkonstruktionen zu hinterfragen. Dieses Buch liefert wesentliche Empfehlungen für die pädagogische Praxis sowie für Fort- und Weiterbildungen.

Das Buch zeigt aus einer psychologisch-pädagogischen Perspektive auf, wie sich Lernen in Bildungseinrichtungen in Deutschland in den letzten Jahren verändert hat, welche neuen Angebote bereits entwickelt wurden und welcher Bedarf weiterhin noch besteht. Hierzu wurden Expertinnen und Experten um ihre Einschätzungen gebeten. Ihre Ideen und Konzepte zu Veränderungen, Entstehungskontexten und Auswirkungen aktueller Bildungsrichtungen werden dokumentiert. Zudem werden Organisationen und Initiativen in Deutschland vorgestellt, die Formen veränderten Lernens offline und online anbieten. Insofern ist das Buch auch ein Beitrag zur politischen Debatte.

Das Buch widmet sich in systematischer Weise der Bedeutung von Emotionen für Bildungsverläufe und Bildungslaufbahnentscheidungen. Im Anschluss an einen fundierten theoretischen Überblick historischer und aktueller Perspektiven auf Bildung und Emotion wird auf der Grundlage einer multimethodischen und partizipativen Studie der zentrale Stellenwert von Emotionen im Bildungsverlauf veranschaulicht. Dabei wird erstmals deutlich, welche emotional konnotierten Vorstellungsbilder Schülerinnen und Schüler in ihrer Bildungslaufbahn maßgeblich leiten und was die zentralen Einflussfaktoren für die Entstehung jener Vorstellungsbilder sind. Überdies wird gezeigt, welche Emotionen und emotionalen Qualitäten im Bildungskontext aus subjektiver Perspektive die Bedeutendsten sind und welche Funktionen und Wirkungen Emotionen in der eigenen Bildungsbiografie zeitigen.

Die Praxis Sozialer Arbeit muss sich mit der Forderung nach Wirkungsnachweisen sozialer Interventionen im Allgemeinen und spezifisch auch im Kontext von Quartiersentwicklung auseinandersetzen. Anknüpfend an den wissenschaftlichen Diskurs zu Wirkungen in der Sozialen Arbeit, die Auseinandersetzung mit wirkungsorientierten Steuerungsmodellen auf kommunaler Ebene und den zunehmenden Anforderungen im Kontext jüngerer Gesetzgebungen stellen die Autorinnen und Autoren eine kritische Diskussion zu Wirkung und Wirkungsorientierung in der Sozialen Arbeit vor. Mehrere Beiträge befassen sich zudem mit der Erfassung monetärer Zusatznutzen von Quartiersentwicklung.

Der vorliegende Band widmet sich der Frage, wie Auf-, Ab- und Umstiege im Bildungssystem organisiert sind, in verschiedenen Entwicklungsphasen und Sozialisationsräumen zustande kommen und von den Akteuren gedeutet werden. Diese Bildungsverläufe sind erst ansatzweise erforscht und diskutiert worden. In der Schul- und Bildungsforschung orientiert man sich nach wie vor stark an Normal(bildungs)laufbahnen und fokussiert die institutionell normierten Übergänge, um Bildungsbeteiligung, Bildungserfolg und soziale Bildungsungleichheiten zu untersuchen. Die Beiträge dieses Buches stellen demgegenüber unterschiedliche Theoriepositionen und aktuelle Ergebnisse zu den Dynamiken und Prozessen der Aneignung und Bewältigung individualisierter Übergänge dar. In diesem Zusammenhang werden Herausforderungen für die Bildungsforschung und Fragen zur pädagogischen Gestaltung dieser Übergangsformen formuliert.

Im Zentrum des Bandes stehen monetäre und nicht-monetäre Erträge von Weiterbildung, die sich auf dem Arbeitsmarkt, im Einkommen oder auch im zivilgesellschaftlichen Engagement zeigen. Trotz der thematischen und institutionellen Vielfalt der Weiterbildung und der Unterschiedlichkeit der damit einhergehenden Erwartungen stellen sich die Autorinnen und Autoren der Herausforderung, kausale Wirkungszusammenhänge zu identifizieren. Impulse dafür bietet der Vergleich der vorgestellten internationalen Analysen.

Katharina Wehking beschäftigt sich in ihrer Studie mit den Berufsvorstellungen, Handlungsstrategien und Einflüssen auf die Berufswahlentscheidung junger Geflüchteter in Berufsvorbereitungsklassen. Die mit dem Forschungsstil der Grounded Theory rekonstruierten Daten zeigen, dass aufgrund restriktiver Bedingungen des Migrations- und Übergangsregimes sowie eines Zeit- und Handlungsdrucks bei jungen Geflüchteten kaum von einer Berufswahl, als vielmehr von einem Berufspragmatismus gesprochen werden kann. Sie schreiben der Ausbildung jedoch hohe Funktionalität zu, um Passung zum Ankunftskontext herzustellen und Berufswünsche in der Zukunft realisieren zu können. Die Studie leistet einen Beitrag zu einer bisher vernachlässigten Zielgruppe von Berufswählenden, die unter den Bedingungen von Fluchtmigration ihr Verhältnis zu Arbeit und Beruf gestalten müssen.​

Deborah Luise Lutz explores support work relationships, the relationships between people with intellectual disabilities in receipt of a personal budget and their support workers. Through the methodology of Institutional Ethnography, she specifically investigates how personal budget policies that organize support work in Germany and Australia influence support work relationships. She found that the policies of personal budgets are connected to people's views and expectations about the support work relationship and the support work context that influence the relationship. The author argues that disability research, policy and practice need to be cognisant of this interconnection to improve the quality of support work relationships.

Die Forderung nach evidenzbasiertem Wissen über die Wirksamkeit von Sprachförderkonzepten im Elementarbereich wird immer größer. Oft fehlt jedoch eine kritische Auseinandersetzung mit der Belastbarkeit und Aussagekraft von gewonnenen Forschungsergebnissen. Wie ist der Status Quo bei Wirkungsevaluationen von Sprachfördermaßnahmen? Welche methodischen Ansätze tragen zu einer hohen Qualität dieser Wirkungsevaluationen bei? Welche Rahmenbedingungen können die Wirksamkeit von Sprachförderkonzepten beeinflussen? Diesen Fragen wird im vorliegenden Band nachgegangen.

Der Herausgeberband bietet einen Überblick zum Status Quo und jüngeren Entwicklungen der Zusammenarbeit von Schulleitungen und Schulaufsicht im Rahmen von Schulentwicklungsprozessen. Die Beiträge erörtern das Verhältnis zwischen Schulleitung und Schulaufsicht aus historischer, theoretischer und rechtlicher Perspektive, veranschaulichen es mit empirischen Befunden und eröffnen auf dieser Basis einerseits Entwicklungsperspektiven für die Praxis, zeigen andererseits aber auch Desiderata für Theorie und empirische Forschung auf.Der Inhalt•Rechtliche Perspektiven auf Schulaufsicht•Theorien und Bezugsdisziplinen•Erhöhte Eigenverantwortlichkeit von Schulen•Schulleitung und Schulaufsicht zwischen Kontrolle und Unterstützung•Kooperation und Beratung in Entwicklungsprozessen•Diskussion und Einordung aus bildungswissenschaftlicher und bildungsadministrativer PerspektiveDie HerausgeberinnenDr. Esther Dominique Klein ist akademische Rätin a.Z. an der Fakultät für Bildungswissenschaften der Universität Duisburg-Essen.Dr. Nina Bremm ist Professorin für Schulentwicklung in der Abteilung für Weiterbildung und Beratung an der Pädagogischen Hochschule Zürich.

In diesem Band werden erstmals auf wissenschaftlicher Basis die Möglichkeiten tiergestützter Interventionen im Strafvollzug ausgeleuchtet. Verschiedene Forschungsprojekte und Best-Practice-Beispiele aus Deutschland, Österreich, Frankreich, Italien, Luxemburg und der Schweiz geben Auskunft über Gelingensbedingungen und erfolgreiche Strategien wie auch Hindernisse und Grenzen tiergestützter Arbeit im Jugendarrest, in Justizvollzuganstalten oder in forensischen Kliniken. Die verschiedenen Beiträge zeigen eindrücklich, wie der Einbezug von Hunden, Pferden, Eseln oder Hühnern die Resozialisierung von jugendlichen wie erwachsenen Inhaftierten befördern kann.

Die Einstellungen von Grundschulkindern gegenüber Peers mit Förderbedarf stellen eine wichtige Voraussetzung für die soziale Partizipation von Kindern mit emotional-sozialem Förderbedarf im inklusiven Grundschulunterricht dar. Vor diesem Hintergrund geht Marwin Felix Löper in diesem Buch der Frage nach, ob und inwiefern sich die Einstellungen von Grundschulkindern gegenüber Peers mit emotional-sozialem Förderbedarf durch ihre Empathie, ihren bisherigen Kontakt zu Menschen mit Förderbedarf und ihr soziales Selbstkonzept erklären lassen. Hierbei konnte er nachweisen, dass die Fürsorglichkeit – als Teil der Empathie – und der Kontakt zu Menschen mit Förderbedarf prädiktiv für die Einstellungen von Grundschulkindern zu Peers mit emotional-sozialem Förderbedarf sind.

Universitäre Lehrerbildung steht in einer grundsätzlichen Spannung: Einerseits ist sie in die institutionelle und wissenschaftliche Logik der Universität eingebunden; andererseits weist sie über diese hinaus, sofern es ihre Zielperspektive ist, Lehrpersonen auf ihre zukünftige Berufspraxis vorzubereiten, die einer eigenen, praktischen Logik folgt. Das Dilemma verweist auf zwei für die Lehrerbildung relevante Diskurse: Im Professionsdiskurs wird das berufliche Handeln von Lehrpersonen als ein besonderer, zu professionalisierender Handlungstyp reflektiert. Im fachwissenschaftlichen Diskurs wird das in den Fachwissenschaften gelehrte Fachwissen als reflektierte Fachlichkeit verstanden und entsprechend rekonstruiert. Beide Diskursstränge werden in dem vorliegenden Band zusammengeführt.

Der im ersten Studienjahr entwickelte „Studienstil“ bestimmt dominant den weiteren Verlauf eines Studiums. Es ist deshalb unumgänglich, sich um den Studieneingang verstärkt zu bemühen. Diese Studie analysiert, wie sich am Anfang des Studiums die Interessen und Erwartungen der Studierenden entwickeln. Dabei zeigt sich, dass der Studieneingang in den einzelne Fachdisziplinen sehr unterschiedlich ist, dass aber „Bildung durch Wissenschaft“ auch in der Wissenschaftsdidaktik das einende Element sein kann.

Dieser Band bringt Beiträge zusammen, die sich aus unterschiedlichen fachlichen Perspektiven mit der Einbeziehung von Schüler•innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen beschäftigen. Hierbei werden insbesondere Spannungsverhältnisse zwischen standardisierten Erhebungsverfahren und individualisierten Herangehensweisen reflektiert und Empfehlungen zur Qualitätssicherung in zukünftigen Studien abgeleitet.Der InhaltKonzeptionelle Aspekte der Diagnose von sonderpädagogischem Förderbedarf • Herausforderungen bei der Sicherstellung internationaler Anschlussfähigkeit von Forschung zur Situation von Schüler•innen mit sonderpädagogischem Förderbedarf in Deutschland • Methodische Aspekte der Einbeziehung von Schüler•innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen • Erkenntnisse zu ausgewählten Bedingungen und Erträgen schulischer InklusionDie Herausgeber•innenDr. Cornelia Gresch ist wissenschaftliche Mitarbeiterin und Co-Leiterin des Projekts „INSIDE- Inklusion in der Sekundarstufe I in Deutschland” am Institut zur Qualitätsentwicklung im Bildungswesen (IQB) an der Humboldt-Universität zu Berlin.Dr. Poldi Kuhl ist Juniorprofessorin für Bildungswissenschaft an der Leuphana Universität Lüneburg.Dr. Michael Grosche ist Professor für Rehabilitationswissenschaften mit dem Förderschwerpunkt Lernen am Institut für Bildungsforschung an der Bergischen Universität Wuppertal.Dr. Christine Sälzer ist Professorin für Erziehungswissenschaft an der Universität Stuttgart.Dr. Petra Stanat ist wissenschaftlicher Vorstand des Instituts zur Qualitätsentwicklung im Bildungswesen (IQB) an der Humboldt-Universität zu Berlin und Professorin an der Humboldt-Universität zu Berlin.

Dass in pädagogischen Zusammenhängen nicht nur das Thema Diskriminierung zum Gegenstand werden kann, sondern pädagogische Settings selbst Orte der Diskriminierung sein können, stellt den Bezugspunkt des vorliegenden Bandes dar. Mit Bezug auf diese gewissermaßen Verdopplung des Themas Diskriminierung in pädagogischen Settings werden in dem Sammelband Komplexitäten, Widersprüchlichkeiten und Verstrickungen, welche grundlegende Spannungsverhältnisse der kritischen Thematisierung migrationsgesellschaftlicher Diskriminierung betreffen, analysiert und reflektiert. Die Beiträge wenden sich dabei unterschiedlichen pädagogischen Bereichen zu.

Der Band erörtert umfassend Theorien, Traditionen und Innovationen im Feld Forschenden Lernens (FL). Die Beispiele reichen von der Physik über die Psychiatrie bis hin zur Geschichtswissenschaft, Soziologie oder Psychologie – und vielen anderen Disziplinen sowie interdisziplinären Projekten – und geben Einblicke in originelle, exzellente Lehr-Lernformate sowie konkrete Veranstaltungen, die über wettbewerbliche Ausschreibungen gefördert und implementiert werden. Sie dokumentieren die faszinierende Vielfalt eines höchst dynamischen Feldes.

Der Anspruch, Theorie und Praxis mit Blick auf rassismuskritische Fachdidaktiken zu verzahnen, ist für die Konzeption dieses Bandes handlungsleitend. Die Beiträge bestehen aus jeweils zwei Teilen: Im ersten Teil wird die Rassismusrelevanz eines bestimmten Sachverhalts des jeweiligen Unterrichtsfaches dargestellt, im zweiten Teil wird die rassismuskritische Vermittlung in Form von allgemeinen Erläuterungen zur fachdidaktischen Transformation des Unterrichtsgegenstandes thematisiert.

Der Band widmet sich grundlegenden Themenbereichen der Hochschullehre. Dabei sind die Schwerpunkte so gewählt, dass sie in hochschuldidaktisches Basiswissen theoriebasiert und praxisorientiert einführen, Anwendungsbezüge herstellen und Handlungsempfehlungen für den Einsatz in der Lehre geben. Möglichkeiten studierendenorientierter Gestaltung von Lehr-Lernszenarien und die Weiterentwicklung der eigenen Lehrkompetenz stehen dabei im Vordergrund.

A comprehensive annually-updated guide to higher education offering practical advice on courses and places to study. The book deals with the mechanics of applying to college, and also information on matters from finance and accommodation to a glossary of unfamiliar terms.

A response of the engineering profession to the challenges of security, poverty and underdevelopment, environmental sustainability, and native cultures is described. Ethical codes, which govern the behavior of engineers, are examined from a historical perspective linking the prevailing codes to models of the natural world. A new ethical code based on a recently introduced model of Nature as an integral community is provided and discussed. Applications of the new code are described using a case study approach. With the ethical code based on an integral community in place, new design algorithms are developed and also explored using case studies. Implications of the proposed changes in ethics and design on engineering education are considered. Table of Contents: Preface / Acknowledgments / Introduction / Engineering Ethics / Models of the Earth / Engineering in a Morally Deep World / Engineering Design in a Morally Deep World / Implications for Engineering Education / Final Thoughts / References / Author's Biography

The most important properties of normal and Student t-distributions are presented. A number of applications of these properties are demonstrated. New related results dealing with the distributions of the sum, product and ratio of the independent normal and Student distributions are presented. The materials will be useful to the advanced undergraduate and graduate students and practitioners in the various fields of science and engineering.

Conflicting conservative and radical impulses in English society after WWII were played out in microcosm in education. They particularly shaped English teaching, examined in three post-war London schools in a detailed study that uses oral history—interviews with former teachers and students—and documents including mark books and students'work.

Mining has been entangled with the development of communities in all continents since the beginning of large-scale resource extraction. It has brought great wealth and prosperity, as well as great misery and environmental destruction. Today, there is a greater awareness of the urgent need for engineers to meet the challenge of extracting declining mineral resources more efficiently, with positive and equitable social impact and minimal environmental impact. Many engineering disciplines—from software to civil engineering—play a role in the life of a mine, from its inception and planning to its operation and final closure. The companies that employ these engineers are expected to uphold human rights, address community needs, and be socially responsible. While many believe it is possible for mines to make a profit and achieve these goals simultaneously, others believe that these are contradictory aims. This book narrates the social experience of mining in two very different settings—PapuaNew Guinea and Western Australia—to illustrate how political, economic, and cultural contexts can complicate the simple idea of'community engagement.'Table of Contents: Preface / Mining in History / The Ok Tedi Mine in Papua New Guinea / Mining and Society in Western Australia / Acting on Knowledge / References / Author Biographies