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Are breaktimes really just a time of violence and bullying that could be better used for working? Based on a unique and fascinating longitudinal study of a group of pupils from primary to secondary school, the author of this timely new book proposes an alternative view. He believes that breaktime plays an important part in children's social development, and through his gathering of pupil's own views on breaktimes over a period of ten years, we see how breaktimes offer children time to play; to develop friendships; to build social networks; to develop social skills and competence; to be independent from adults; and to learn to manage conflict, aggression and inter-group relations. Where else will they learn these important skills if not in the playground? What will happen in a society where these skills are not developed?
Taking a brass tacks approach to communication, How to Have Confidence and Power in Dealing With People explains how to interact with others as they really are, not as you would like them to be. The goal is to get what you want from them successfully – be it cooperation, goodwill, love or security. Les Giblin, a recognized expert in the field of human relations, has devised a method for dealing with people that can be used when relating with anyone – parents, teachers, bosses, employees, friends, acquaintances, even strangers. Giblin shows step by step how to get what you want at any time and in ways that leave you feeling good about yourself. Moreover, the people who have given you want you want wind up feeling good about themselves, too. The result? Nobody gets shortchanged. It’s a win-win situation. Each chapter includes a handy summary, so there’s absolutely no chance of missing the book’s key points. You can also use these recaps to refresh your memory after you’ve finished the book. Instead of feeling miserable about your interpersonal skills, read this best-selling guide and learn to succeed with people in every area of your life.
Men, jobs, children, personal crises, irreconcilable social gaps—these are just a few of the strange and confusing reasons which may cause a female friendship to end. No matter the cause, the breakup of a female friendship leaves a woman devastated and asking herself difficult questions. Was someone to blame? Is the friendship worth fighting for? How can I prevent this from ever happening again? Even more upsetting is that women suffering from broken friendships often have no one to confide in; while the loss of a romantic partner garners sympathy among peers, discussing the loss of a platonic friend is often impossible without making other friends jealous or uncomfortable. Written by journalist and psychologist Irene Levine, Ph.D., Best Friends Forever is an uplifting and heroically honest book for abandoned friends seeking solace. Dr. Levine draws from the personal testimonials of thousands of women to provide anecdotes and groundbreaking solutions to these complicated situations. Offering tools for personal assessment, case stories, and actionable advice for saving, ending, or re-evaluating a relationship, Levine shows that breakups are sometimes inevitable. Although the dissolution of female friendships can be difficult, Best Friends Forever teaches women to stop blaming themselves and probing the wounds, and that the sad experience of a broken friendship can make them stronger people, and more able to handle their relationships with wisdom.
What happens when people “achieve”? Why do reactions to “achievement” vary so profoundly? And how might an anthropological study of achievement and its consequences allow us to develop a more nuanced model of the motivated agency that operates in the social world? These questions lie at the heart of this volume. Drawing on research from Southeast Asia, Europe, the United States, and Latin America, this collection develops an innovative framework for explaining achievement’s multiple effects—one which brings together cutting-edge theoretical insights into politics, psychology, ethics, materiality, aurality, embodiment, affect and narrative. In doing so, the volume advances a new agenda for the study of achievement within anthropology, emphasizing the significance of achievement as a moment of cultural invention, and the complexity of “the achiever” as a subject position.
The volume provides new multidisciplinary insights and updated empirical data on the process through which cultures, identities, and knowledge are brought into being through the everyday dialogues that animate children's life at home and school.
A collection of pragmatic social skills lessons for school age children.
This book explores schools and how they can function as social institutions that advance the interests and life chances of all young people, especially those who are already the most marginalized and at an educational disadvantage. Social justice is a key theme as the book examines the needs of youth, the concept of school culture, school/community relations, socially critical pedagogy, curriculum and leadership and a socially critical approach to work. The Socially Just School is based upon four decades of intensive writing and researching of young lives. This work presents an alternative to the damaging school reform in which schools are made to serve the interests of the economy, education systems, the military, corporate or national interests. Readers will discover the hallmarks of socially just schools: - They educationally engage young people regardless of class, race, family or neighbourhood location and they engage them around their own educational aspirations. - They regard all young people as being morally entitled to a rewarding and satisfying experience of school, not only those whose backgrounds happen to fit with the values of schools. - They treat young people as having strengths and being ‘at promise’ rather than being ‘at risk’ and with ‘deficits’ or as ‘bundles of pathologies’ to be remedied or ‘fixed’. - They are ‘active listeners’ to the lives and cultures of their students and communities and they construct learning experiences that are embedded in young lives. This highly readable book will appeal to students and scholars in education and sociology, as well as to teachers and school administrators with an interest in social justice.