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In recent years Dutch society has faced increasing crime among youngsters from different ethnic backgrounds. Moroccan youths particularly are involved in criminal activities. This book offers a colourful and insightful portrait of a criminal Moroccan gang in the Netherlands. A group of Moroccan youths, who had come To The Netherlands to join their migrant fathers, was closely observed for more than eight years. Hans WerdmÖlder describes and examines the changes and continuities in their process of marginalisation and, For some of them, The difficult return to core institutions of society. To get in touch with the Moroccan gang the author used personal and direct methods. During the research WerdmÖlder became a barkeeper in a youth home, a youth worker and a social worker. He conducted research not only in an old neighborhood of the city of Amsterdam, but also in Morocco. The combination of personal observation, interaction, and ethnographic research into the setting and lives of such a peripheral group in Dutch society makes the study perceptive and highly readable. The book forms a valuable contribution To The discussion on youth gangs, particularly of second generation immigrants, and especially in the European context.
Few books have ever made their presence felt on college campuses—and newspaper opinion pages—as quickly and thoroughly as Richard Arum and Josipa Roksa’s 2011 landmark study of undergraduates’ learning, socialization, and study habits, Academically Adrift: Limited Learning on College Campuses. From the moment it was published, one thing was clear: no university could afford to ignore its well-documented and disturbing findings about the failings of undergraduate education. Now Arum and Roksa are back, and their new book follows the same cohort of undergraduates through the rest of their college careers and out into the working world. Built on interviews and detailed surveys of almost a thousand recent college graduates from a diverse range of colleges and universities, Aspiring Adults Adrift reveals a generation facing a difficult transition to adulthood. Recent graduates report trouble finding decent jobs and developing stable romantic relationships, as well as assuming civic and financial responsibility—yet at the same time, they remain surprisingly hopeful and upbeat about their prospects. Analyzing these findings in light of students’ performance on standardized tests of general collegiate skills, selectivity of institutions attended, and choice of major, Arum and Roksa not only map out the current state of a generation too often adrift, but enable us to examine the relationship between college experiences and tentative transitions to adulthood. Sure to be widely discussed, Aspiring Adults Adrift will compel us once again to re-examine the aims, approaches, and achievements of higher education.
A Generation Abandoned explores the disruptive cultural events especially of the past half century as these have undermined the confidence of the young in themselves and in civil society, and finally in our place in the universe. The overall theme is the contrast between this sense of abandonment and our inborn and neglected orientation toward personal worth and the common good (the natural law). Much of what is peddled as “social evolution” today is shown to be a throwback to darker times. The analysis submits to a refreshingly conversational tone, but also draws incisively from a very broad pallet of history, literature, theater, theology, and simplifying and illuminating anecdotes (some of them first hand). An early chapter outlines the “perfect storm” of the 1960s. Later chapters expose the word games of the cultural elite, the saga of the family through history and now its abrupt erosion, and the difference between any meandering “arc of history” and a more grounded arc of relations—our rationalized “culture of death” versus a flourishing “human ecology.”
In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all.
This study offers a literary history of the war novel in Africa. Coundouriotis argues that this genre, aimed more specifically at African readers than the continent’s better-known bildungsroman tradition, nevertheless makes an important intervention in global understandings of human rights. The African war novel lies at the convergence of two sensibilities it encounters in European traditions: the naturalist aesthetic and the discourse of humanitarianism, whether in the form of sentimentalism or of human rights law. Both these sensibilities are present in culturally hybrid forms in the African war novel, reflecting its syncretism as a narrative practice engaged with the colonial and postcolonial history of the continent. The war novel, Coundouriotis argues, stakes claims to collective rights that contrast with the individualism of the bildungsroman tradition. The genre is a form of people’s history that participates in a political struggle for the rights of the dispossessed.
Educational organizations will continue to deal with a substantial shortage of educational leaders in the near future. The cost of the shortage in human terms could be disruptive to students and costly to community stakeholders. Public school districts attempting to confront the educational leadership shortage might find generational connections advantageous to providing a solution. The ability of Generation X to assist in addressing the expanding educational leadership void should be considered as a means of attracting a generational candidate pool to public school district leadership ascension.This text provides an excellent exploration of the problems and solutions of the educational leadership shortage and the implications involving Generation X. A series of critical thinking questions at the end of each chapter make the text ideal for educational leadership certification and licensure programs.
“Reading and writing float on a sea of talk” declared James Britton – and yet in our current education system, where the pressure is on for students to pass written exams, it is all too easily left adrift. How then, as teachers and educators, can we turn the tide and harness the power of talk in our classrooms? This is not just an educational choice but rather, given students’ vastly different experiences of language, a moral imperative. Amy Gaunt and Alice Stott’s must-read book serves as a detailed and engaging guide to get talking in class. It blends the academic research and evidence, with first-hand classroom experiences and practical strategies to enable you to unlock the power of oracy in your classroom and equip your students with the speaking skills they need to thrive in the twenty first century. Transform Teaching and Learning Through Talk describes how to: Identify and teach good talk (and listening!) Build a classroom culture which values talk Create meaningful and authentic contexts for oracy Support your quietest students to speak up too! This book is a rich resource for teachers, drawing upon key academic research and outlining what this could look like in your classroom. Throughout, the authors share personal insights, engaging anecdotes and tried-and-tested approaches drawn from their experience teaching in primary and secondary classrooms. Whether you teach college-age students or those just starting their journey through school, this book will challenge you to think deeply about what you can do integrate oracy into your practice.
What do I need know about English to teach it effectively in primary schools? How do children learn English? How do I teach it? What does a good primary English lesson look like? This is the ultimate guide for primary trainee teachers grappling with these questions. A comprehensive guide to teaching the National Curriculum for primary English, it covers both subject knowledge and teaching theory and practice. This new edition now includes new chapters on the teaching of phonics and the barriers to learning English in primary schools, making it the complete course textbook.