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This Training Handbook was produced as part of the Erasmus+ funded project “Glocal”. The data on which the book is based was collected over two years through the GLOCAL project, which aimed to create a training package about the climate change and to gather 10 simple and practical solutions to be followed by each of us as teachers allowing others from across Europe to replicate. No ‘big words’ or complex solutions. We simply intend to use our (students’ and teachers’ alike) common efforts, experience, knowledge and willingness to find out the most efficient 10 ways to fig global warming and try to stop the damage we produce to our own planet. The ebook was co-funded by Erasmus+ and the project was coordinated by Dr. Theo Gavrielides.
This E-book summarizes the current state of art in relation climate change, environmental harm and practical solutions to be followed in UK, France, Switzerland, Romania and Turkey. It highlights the the significance of the issue as well as the gaps in addressing. The e-book is produced as part of the project “Glocal” coordinated by the Restorative Justice for All International Institute and delivered in partnership with Carmen Sylva Art College, İ.ova Youth Art Culture Organisation, Lycée Beauséjour and Eruditus Language School. Co-funded by Erasmus+ and coordinated by Dr. Theo Gavrielides
This E-book was produced as part of the project “Glocal”. The data on which the book is based was collected over two years through the project, which aimed to create a report from the participating European countries about the climate change, environmental harm and practical solutions to be followed across Europe. In this comprehensive report, a comparative analysis has been conducted presenting findings from the 5 partner countries, which is being followed by chapters in partners’ native languages. Following this, an evaluation of the overall project and its activities of implementation is being presented. Policy recommendations are one of the most important part of the report to be shared and implemented in the future. Coordinated by the Restorative Justice for All International Institute and delivered in partnership with Carmen Sylva Art College, İ.ova Youth Art Culture Organisation, Lycée Beauséjour and Eruditus Language School. Co-funded by Erasmus+ and coordinated by Dr. Theo Gavrielides
A study examines the harmful gap between the theory of restorative justice (RJ) and its application in programs in the U.S., Europe, and elsewhere. Data were obtained from four surveys of restorative justice practitioners, using a combination of qualitative methodologies, including questionnaire responses, interviews and focus groups.
This ground-breaking collection dares to take the next step in the advancement of an autonomous, inter-disciplinary restorative justice field of study. It brings together criminology, social psychology, legal theory, neuroscience, affect-script psychology, sociology, forensic mental health, political sciences, psychology and positive psychology to articulate for the first time a psychological concept of restorative justice. To this end, the book studies the power structures of the restorative justice movement, the very psychology, motivations and emotions of the practitioners who implement it as well as the drivers of its theoreticians and researchers. Furthermore, it examines the strengths and weakness of our own societies and the communities that are called to participate as parties in restorative justice. Their own biases, hunger for power and control, fears and hopes are investigated. The psychology and dynamics between those it aims to reach as well as those who are funding it, including policy makers and politicians, are looked into. All these questions lead to creating an understanding of the psychology of restorative justice. The book is essential reading for academics, researchers, policymakers, practitioners and campaigners.
A selection of papers presented at the international conference, Leuven, May 12-14, 1997.
This major new handbook provides the definitive and comprehensive analysis of the UN and will be an essential point of reference for all those working on or in the organization.
A perfect introduction to climate change law, this textbook offers students and scholars an overview of the international law governing this fundamental issue. It demonstrates how to interpret the language used in the applicable instruments and conventions, and sets climate change law in its broader international legal context.
The Educators’ Guide to Whole-school Wellbeing addresses challenges faced by schools wanting to improve wellbeing. While many schools globally now understand the need to promote and protect student wellbeing, they often find themselves stuck – not knowing where to start, what to prioritise, or how to implement whole-school change. This book fills that gap. This book provides companionship through rich stories from schools around the world that have created wellbeing practices that work for their schools. It guides educators through processes that help create individualised, contextualised school wellbeing plans. With chapters addressing ‘why wellbeing?’, ‘what is "whole school?"’, change dynamics, measurement, staff wellbeing, coaching, cultural responsiveness, and how to build buy-in, it is the first of its kind. Balancing research and practice for each topic with expert practitioner and researcher insights, this book gives schools access to best-practice guidance from around the world in a user-friendly format, designed for busy educators. What sets the authors apart from the many school wellbeing practitioners globally is their substantial experience working alongside diverse school groups. While many have experience in one school, few work across a multitude of very different schools and clusters, giving these practising academics a unique appreciation for effective, cross-context processes.
This book presents a structured yet flexible methodology for developing intercultural competence in a variety of contexts, both formal and informal. Piloted around the world by UNESCO, this methodology has proven to be effective in a range of different contexts and focused on a variety of different issues. It, therefore can be considered an important resource for anyone concerned with effectively managing the growing cultural diversity within our societies to ensure inclusive and sustainable development. Intercultural competence refers to the skills, attitudes, and behaviours needed to improve interactions across difference, whether within a society (differences due to age, gender, religion, socio-economic status, political affiliation, ethnicity, and so on) or across borders. The book serves as a tool to develop those competences, presenting an innovative adaptation of what could be considered an ancient tradition of storytelling found in many cultures. Through engaging in the methodology, participants develop key elements of intercultural competence, including greater self-awareness, openness, respect, reflexivity, empathy, increased awareness of others, and in the end, greater cultural humility. This book will be of great interest to intercultural trainers, policy makers, development practitioners, educators, community organizers, civil society leaders, university lecturers and students – all who are interested in developing intercultural competence as a means to understand and appreciate difference, develop relationships with those across difference, engage in intercultural dialogue, and bridge societal divides.