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International Academic Conference on Social Sciences and Humanities in Prague 2016 (NY'sAC-SSaH 2016 in Prague), December 30 - 31, 2016
Teaching and Learning for a Sustainable Future: Innovative Strategies and Best Practices delves into the critical global challenges of sustainability and the indispensable role of education in forging a sustainable future for generations to come. This interdisciplinary and multi-sectoral endeavor embraces themes ranging from climate change and biodiversity loss to social justice, poverty reduction, and sustainable development. By integrating environmental, social, and economic dimensions, the book offers a holistic approach to teaching and learning for sustainability, presenting innovative strategies and best practices that can be adapted across diverse disciplines, levels of education, and contexts. Drawing upon a rich tapestry of pedagogical approaches, the book illuminates experiential learning, inquiry-based learning, problem-based learning, and project-based learning as powerful tools for addressing sustainability challenges and opportunities. Additionally, it showcases cutting-edge teaching tools and technologies, including online platforms, social media, virtual and augmented reality, and gamification, revolutionizing the dissemination of sustainability education. The book serves as a platform for educators, academics, researchers, policy makers, and students to share experiences, insights, and best practices, propelling the evolution of sustainability education.
"We do not need care!" is a rallying cry for disability movements. It is informed by a recognition that a lack of choice over simple care decisions - like what to eat or what to wear - is a subtle yet pervasive form of violence endured by many disabled people. Disability Politics and Care examines an independent living program to explore what happens when people with disabilities take control of their own care arrangements. Christine Kelly documents responses by a wide range of stakeholders of this program and reflects on some of its broader social and political implications.
This book shows how religions and their internal struggles shape key actors and processes in the international political economy. It highlights how fundamentalist, business-oriented Christians in the United States were instrumental in the neoliberal turn in US hegemony, how Christianity, in the form of prosperity religion, transformed Latin America, and how reactionary religious movements sharpened state competition through illiberal politics in Turkey, India, and elsewhere. But reactionary movements are also confronted by liberationist or more progressive movements, such as Islamic feminism, that seek to build a more inclusive global economy. Religions and their ideas should be seen as a constitutive part of neoliberal globalization and its contestation in IPE.
Twenty-First Century Inequality & Capitalism: Piketty, Marx and Beyond is a collection that begins with economist Thomas Piketty’s 2014 book. Most chapters critique Piketty from the perspective of critical theory, global political economy or public sociology, drawing on the work of Karl Marx or the Marxist tradition. The emphasis focuses on elements that are under-theorized or omitted entirely from the economists’ analysis. This includes the importance of considering class and labor dynamics, the recent rise of finance capitalism, insights from feminism, demography, and conflict studies, the Frankfurt School, the world market and the world-system, the rise of a transnational capitalist class, the coming environmental catastrophe, etc. Our goal is to fully understand and suggest action to address today’s capitalist inequality crisis. Contributors are: Robert J. Antonio, J.I. (Hans) Bakker, Roslyn Wallach Bologh, Alessandro Bonanno, Christopher Chase-Dunn, Harry F. Dahms, Eoin Flaherty, Daniel Krier, Basak Kus, Lauren Langman, Dana Marie Louie, Peter Marcuse, Sandor Nagy, Charles Reitz, William I. Robinson, Saskia Sassen, David A. Smith, David N. Smith, Tony Smith, Michael Thompson, Sylvia Walby, Erik Olin Wright.
"Institutions of higher education and academic libraries are not the traditional organizations they once were. They are subject to a variety of forces, including shifting and changing populations, technological changes, public demands for affordability and accountability, and changing approaches to research and learning. Academic libraries can no longer establish their excellence and ground their missions, visions, and strategic directions using the old means and methods. Leading Change in Academic Libraries is a collection of 20 change stories authored by academic librarians from different types of four-year institutions. Librarians tell the story firsthand of how they managed major change in processes, functions, services, programs, or overall organizations using John Kotter's Eight-Stage Process of Creating Major Change as a framework for examining change at their institutions, measuring their successes and areas for improvement, and determining progress. In five sections--strategic planning, reorganization, culture change, new roles, and technological change--chapters discuss tackling common challenges such as fear, anxiety, change fatigue, complacency, unexpected changes of leadership, vacancies, and resistance; look at the results of their tactics; and provide effective practices they found. Each section ends with a thorough analysis of the stories within and the most effective tips for leading that kind of change. Leading Change in Academic Libraries can help you establish flexible, nimble, and collaborative decision-making processes, and facilitate the transition from legacy collections-based libraries to forward-looking service-based libraries"--from the ALA website.
This timely Research Handbook offers offers a comprehensive examination of the growing field of nudging and its impact on society. The editors, Cass R. Sunstein and Lucia A. Reisch provide readers with a detailed exploration of the theoretical and empirical work on nudging, as well as an understanding of current and likely future developments in the field. Divided into six key thematic parts, the Research Handbook covers everything from the foundations of nudging to its use in government and private organizations.
This comprehensive handbook provides an overview of current trends in computer-assisted language learning (CALL) teacher education and professional development across the globe. It highlights theories and practices in CALL teacher education and professional development in five sections, such as English language teaching, including pre-service teachers, in-service teachers, teacher educators, material developers, course designers and researchers. It explores the role of CALL teacher education and professional development in many underexplored countries such as Africa, Asia, Eastern Europe and the Middle East. It stresses the critical role of professional development programs, from the use of technology in its generic sense. The theoretical and empirical chapters in the book provide a more inclusive and comprehensive picture of various aspects of CALL teacher education and professional development globally. It offers context-specific approaches and strategies to language teachers and teacher educators. It provides pedagogical implications and suggestions for promoting digital literacy and autonomy in online education. This book provides valuable insights for researchers, teacher educators and teacher trainers in applied linguistics.
This document provides facts and figures on immigration. More specifically, topics covered are: cities profile for Montreal, Toronto, and Vancouver; family class; refugees; business class; skilled workers; and others. Each of these groups of tables is detailed by criteria such as immigration category, sex, province of destination, country of origin, education level, language ability, age, marital status, & work plans.