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In this solidly researched book, the authors demonstrate that the knowledge and techniques exist to decrease the incidence of welfare dependency, poor single-parent families and alienated, uneducated youth. In addition to providing a detailed account of the problem, they describe twenty-four programs that have proved successful in changing the lives of seriously disadvantaged children.
Schools, today, are in the midst of the most major, costly educational reform movement in their history as they grapple with the federal mandates to leave no children behind, says author Susan B. Neuman, former Assistant Secretary for Elementary and Secondary Education under President George W. Bush. Although some efforts for investing resources will be substantially more productive than others, there is little evidence that, despite many heroic attempts to beat the odds, any of these efforts will close more than a fraction of the differences in achievement for poor minority children and their middleclass peers. As Neuman explains in this insightful, revealing book, schools will fail, not due to the soft bigotry of low expectations, but because there are multitudes of children growing up in circumstances that make them highly vulnerable. Children who come to school from dramatically unequal circumstances leave school with similarly unequal skills and abilities. In these pages, however, Neuman shows how the odds can be changed, how we can break the cycle of poverty and disadvantage for children at risk After laying the critical groundwork for the need for change—excessive waste with little effect—this book provides a vivid portrait of changing the odds for high-poverty children. Describing how previous reforms have missed the mark, it offers a framework based on seven essential principles for implementing more effective programs and policies. Building on successes while being fiscally responsible is a message that has been shown to have wide bipartisan appeal, embraced by both liberals and conservatives. Following Neuman's essential principles, chapters describe programs for changing the odds for children, when the cognitive gaps are beginning to form, in these earliest years of their lives. In a highly readable style, Neuman highlights programs that are making a difference in children's lives across the country, weaving together narratives that tell a compelling story of hope and promise for our most disadvantaged children.
Strive and thrive through this transformative journey that dissects the very nature of poverty in its economic, social, and psychological dimensions. Each chapter in this book unfolds critical insights, from a deep-rooted analysis of systemic issues perpetuating poverty to success stories that highlight the tangible impacts of empowerment initiatives. The book is not just an exploration; it is a call to action, urging readers to engage actively in initiatives, advocacy, and collaboration to combat poverty. In a world still fighting with the hard-core challenges of poverty and hunger, "Break The Cycle Of Poverty" emerges as a beacon of hope and empowerment. Authored by Dr. Gurudas Bandyopadhyay, this book is a profound exploration into the multidimensional aspects of poverty, backed by actionable strategies for individuals, communities, and policymakers alike. Explore the intersections of economic, social, and political factors contributing to the persistence of poverty, and understand the profound impacts poverty has on health, education, and social inclusion. Dr. Bandyopadhyay navigates through these complex issues, offering readers a comprehensive understanding that forms the foundation for actionable change. Discover the power of collaborative action, advocacy, and engagement in addressing poverty at its core. From showcasing successful empowerment models to emphasizing the importance of environmental considerations and economic innovations, this book is a guide for those committed to breaking the chains of poverty. By going deep into narratives of triumph and resilience, readers will be inspired to search more and contribute to the collective effort of poverty elimination. Readers can improve awareness of vital aspects for meaningful contributions to self-development and social welfare: Comprehensive Understanding of Poverty Actionable Empowerment Strategies Insight into Policy and Systemic Changes Learning from Success Stories Inclusive and Sustainable Solutions Practical Collaboration and Advocacy Insights into Education, Health, and Social Services Challenges, Opportunities, and Solutions "Break The Cycle Of Poverty" is not just a simple book; it is a roadmap for a world where no one should die in hunger. Through education, healthcare access, and social services, the book outlines a vision for a sustainable and inclusive future. As readers absorb the insights, engage in self-reflection, and take actionable steps, they become integral contributors to the global mission of poverty eradication. This book is a valuable resource for individuals, NGOs, government officials, researchers, and anyone passionate about creating positive change in the world.
Negative moral judgements seem to have been a constant fixture in the way societies and cultures have regarded groups displaying deviant behavior. This is particularly true of the mentally ill. Stereotypes are most ingrained for mental pathologies with heightened visibility in society, such as schizophrenia. Preconceived notions about danger, occult powers and mysterious malevolence which hover over the illness, contribute to the total debasement of the patient. Persons suffering from other forms of mental illness are stigmatized to a lesser degree. But the threat is real that labeling will extend to every endeavor linked to mental illness: care facilities, professionals, therapies in general and psychotropic medication in particular. Lay belief in the existence of important side-effects to this medication and public fears about the risk of addiction form the basis of very restricted, or even hostile, attitudes towards it and result in weak compliance. Inversely, psychotherapy now seems widely accepted and different forms of intervention have contributed to de-stigmatizing psychiatric illness and to stop the exclusion of patients. This book is of interest not only to psychiatrists, but also to mental health workers, psychologists, social scientists and social workers who wish to alter common precepts and prejudices regarding psychiatric disorders.
New Labour deployed community as a conceptual framework to rearticulate the state / citizen relationship to be enacted at and through new spaces of governance. An important example of this was how successive New Labour governments sought to renovate the social, political and economic cultures of poor neighbourhoods and generate trajectories of strong, empowered and ordered civic space. This was pursued through programmes such as the New Deal for Communities (NDC) that sought to invigorate and embed socially excluded citizens within localised regeneration projects. In attempting to construct community as a space through which personal and spatial renewal could be achieved, New Labour relied on problematic assumptions about the nature, scope and meaning of community and its relationship with individual social agents. Drawing on original research conducted in an NDC neighbourhood, Remaking Community addresses the interlinking uses of community in government rhetoric and practice. It explores why this concept was so central to the New Labour governing project and what it meant for individuals enveloped in the 'regeneration' of their citizenship and locality. It seeks to understand how community is conceptualised, applied, constructed, misunderstood, exploited, experienced, contested, mobilised and activated by both policy actors and neighbourhood residents and situates this discussion within an examination of the political, emotional and cultural impact of the regeneration experience. Offering a timely analysis of New Labour, regeneration and the politics of community, this book makes an original and important contribution to debates around new spaces of governance, citizen participation and the tackling social exclusion in poor neighbourhoods.
The second edition of Ken Browne’s highly successful Introducing Sociology for AS-level provides in-depth and up-to-date coverage of the complete specification for AQA AS-level sociology. The first edition of this book was widely praised for its comprehensive coverage, and student-friendly style. In this second edition, all of the chapters have been revised to include new studies, reports and statistics. Key sociological terms are now systematically highlighted all the way through the book, and included in a comprehensive glossary, with fresh questions and activities added to develop and test students’ understanding further. Fuller consideration of issues of identity has been given throughout the text. More detailed advice has been provided on coursework, including a top-mark example to show students exactly what they have to do to achieve the highest grades. What’s more, two authentic exam questions are now included on every topic. Pitched at exactly the right level for AS sociology, the book provides all the tools necessary to help students achieve top grades, and a sound basis for progression to A2. A host of cartoons, photographs, graphs, tables, and spider diagrams help to enliven the text, as well as reinforcing key issues. Web sites and web-based activities are included throughout, encouraging students to engage with the most recent social changes, and developments in sociology. Although it assumes no previous knowledge of sociology, its dedicated and in-depth coverage of all the AQA’s AS topics provides a useful reference tool for the synoptic elements at A2. The second edition of Introducing Sociology for AS Level combines sociological rigour and accessibility in a way unrivalled by any other book at this level. It will be an invaluable resource to anyone following the AQA specifications.
Who are those at the bottom of society? There has been much discussion in recent years, on both Left and Right, about the existence of an alleged 'underclass' in both Britain and the USA. It has been claimed this group lives outside the mainstream of society, is characterised by crime, suffers from long-term unemployment and single parenthood, and is alienated from its core values. John Welshman shows that there have always been concerns about an 'underclass', whether constructed as the 'social residuum' of the 1880s, the 'problem family' of the 1950s or the 'cycle of deprivation' of the 1970s. There are marked differences between these concepts, but also striking continuities. Indeed a concern with an 'underclass' has in many ways existed as long as an interest in poverty itself. This book is the first to look systematically at the question, providing new insights into contemporary debates about behaviour, poverty and welfare reform. This new edition of the pioneering text has been updated throughout and includes brand new chapters on 'Problem Families' and New Labour as well as 'Troubled Families' and the Coalition Government. It is a seminal work for anyone interested in the social history of Britain and the Welfare State.
In this groundbreaking theory of justice for children, Harry Adams takes the basic moral and political ideal of autonomy and shows what radical implications it has when applied to children and their development. Adams argues that it makes little sense to try to respect everyone's autonomy if enough attention hasn't been given to the ways that people do and do not develop autonomy in the first place, when they're young. Using the latest empirical research—from developmental psychology to population health and life course studies to primate ethnology and neurobiology—he explores how children develop different degrees of autonomy. Adams also discusses various public policies and programs that he feels any truly just society will have in place, in order to protect disadvantaged children's attainment of a minimal level of autonomy. He analyzes the ethical and practical appeals to, as well as the dangers and limits of, various family intervention programs, compulsory contraception programs, and early education programs, providing both a parental licensing model and an educational justice standard.
In this newly revised edition of Understanding Research in Early Education, Margaret Clark demonstrates the continuing relevance of research in the homes of young children and in preschool units. Through rigorous yet understandable language, the text stresses the importance of research, acknowledging how easy it can be, amidst the change and flood of documents on early education and care, to overlook the insights to be gained from past research. The author draws on her own studies, and those of others, to illustrate how to avoid common pitfalls, ask the right questions to inform students’ research projects, and critically apply findings in the classroom or nursery. The book is one of the few texts for students to bring research alive, analysing key research to consider its limitations and the extent to which results are relevant to policy and practice. Without requiring any prior expertise in research and research methodologies, the third edition will prove invaluable for undergraduate and postgraduate students taking courses in early years’ education, and practitioners undertaking continuing professional development. New content includes: fully revised chapters, an updated reference list, and a new chapter discussing current research on baseline assessment.