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Seeing yourself, or an Other, and then recognizing them are activities of enormous complexity. From these processes we experience belonging, which in a bureaucratic sense this is analogous with citizenship, and in a broader sense, inclusion or exclusion. As long as identity springs from all kinds of social interactions, there exists a chance to create an inclusive community. This book will make clear, through case studies of migrants, that when peoples are perceived as possessing a radical Otherness, there is a high risk of exclusion if not aggression. In a rejection of the prevalent individualistic perspectives, this book pulls all of the scattered puzzle pieces back together. Through the process of clarifying misrecognition and its subsequent dehumanization, it will be possible to think about a shared and fairer society.
This book offers a lively introduction to the research methods and techniques available to English language teachers who wish to investigate aspects of their own practice. It covers qualitative and quantitative methodology and includes sections on observation, introspection, diary studies, experiments, interviews, questionnaires, numerical techniques and case study research. Each method is illustrated with examples in language teaching contexts, and techniques of data collection and analysis are introduced. The authors focus particularly on research in the classroom, on tests, materials, the effects of innovations, and they discuss methods appropriate to research in various collaborative modes as well as by individuals. A key feature of the book is an introduction to the debate surrounding different approaches to research, with an evaluation of traditional research in relation to the paradigms associated with reflective practice and action research. The book is ideal for teachers on initial training and post-experience courses, students on degree programmes in applied linguistics and TEFL and, of course, practising teachers with an interest in research methods in language teaching.
The island of Sicily was a highly contested area throughout much of its history. Among the first to exert strong influence on its political, cultural, infrastructural, and demographic developments were the two major decentralized civilizations of the first millennium BCE: the Phoenicians and the Greeks. While trade and cultural exchange preceded their permanent presence, it was the colonizing movement that brought territorial competition and political power struggles on the island to a new level. The history of six centuries of colonization is replete with accounts of conflict and warfare that include cross-cultural confrontations, as well as interstate hostilities, domestic conflicts, and government violence. This book is not concerned with realities from the battlefield or questions of military strategy and tactics, but rather offers a broad collection of archaeological case studies and historical essays that analyze how political competition, strategic considerations, and violent encounters substantially affected rural and urban environments, the island’s heterogeneous communities, and their social practices. These contributions, originating from a workshop in 2018, combine expertise from the fields of archaeology, ancient history, and philology. The focus on a specific time period and the limited geographic area of Greek Sicily allows for the thorough investigation and discussion of various forms of organized societal violence and their consequences on the developments in society and landscape.
This book explores the relationship between research, teaching, and tasks, and seeks to clarify the issues raised by recent work in this field. The book shows how research and task-based teaching can mutually inform each other and illuminate the areas of task-based course design, methodology, and assessment. The author brings an accessible style and broad scope to an area of contemporary importance to both SLA and language pedagogy.
The essays that make up this book examine the question of child migration from legal, sociological and anthropological angles, examining the situation in both countries of origin and receiving countries.--Publisher's description.
A groundbreaking exploration of contemporary global inequality by leading scholars from across the world.
There are at least three ways in which a public health program or policy may not reach stated goals for success: 1) Choosing an intervention approach whose effectiveness is not established in the scientific literature; 2) Selecting a potentially effective program or policy yet achieving only weak, incomplete implementation or "reach," thereby failing to attain objectives; 3) Conducting an inadequate or incorrect evaluation that results in a lack of generalizable knowledge on the effectiveness of a program or policy; and 4) Paying inadequate attention to adapting an intervention to the population and context of interest To enhance evidence-based practice, this book addresses all four possibilities and attempts to provide practical guidance on how to choose, carry out, and evaluate evidence-based programs and policies in public health settings. It also begins to address a fifth, overarching need for a highly trained public health workforce. This book deals not only with finding and using scientific evidence, but also with implementation and evaluation of interventions that generate new evidence on effectiveness. Because all these topics are broad and require multi-disciplinary skills and perspectives, each chapter covers the basic issues and provides multiple examples to illustrate important concepts. In addition, each chapter provides links to the diverse literature and selected websites for readers wanting more detailed information. An indispensable volume for professionals, students, and researchers in the public health sciences and preventative medicine, this new and updated edition of Evidence-Based Public Health aims to bridge research and evidence with policies and the practice of public health.