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The first volume to focus on the intersections of militarization, corporations, and education, Education as Enforcement exposed the many ways schooling has become the means through which the expansion of global corporate power are enforced. Since publication of the first edition, these trends have increased to disturbing levels as a result of the extensive militarization of civil society, the implosion of the neoconservative movement, and the financial meltdown that radically called into question the basic assumptions undergirding neoliberal ideology. An understanding of the enforcement of these corporate economic imperatives remains imperative to a critical discussion of related militarized trends in schools, whether through accountability and standards, school security, or other discipline based reforms. Education as Enforcement elaborates upon the central arguments of the first edition and updates readers on how recent events have reinforced their continued original relevance. In addition to substantive updates to several original chapters, this second edition includes a new foreword by Henry Giroux, a new introduction, and four new chapters that reveal the most contemporary expressions of the militarization and corporatization of education. New topics covered in this collection include zero-tolerance, foreign and second language instruction in the post-9/11 context, the rise of single-sex classrooms, and the intersection of the militarization and corporatization of schools under the Obama administration.
"This book provides a detailed discussion on the ways in which education and science can be applied to the improvement of security focusing on the necessary blend of education, science, and intelligence activities through the relevant application of educational concepts and scientific approaches"--
Policing in the United States is at a crossroads; decisions made at this juncture are crucial. With the emergence of evidence-based policing, police leaders can draw on research when making choices about how to police their communities. Who will design the path forward and what will be the new standards for policing? This book brings together two qualified groups to lead the discussion: academics and experienced police professionals. The School of Criminology and Criminal Justice at Arizona State University recruited faculty with expertise in policing and police research. This volume draws on that expertise to examine 13 specific areas in policing. Each chapter presents an issue and provides background before reviewing the available research on potential solutions and recommending specific reform measures. Response essays written by a current or former police leader follow each chapter and reflect on the recommendations in the chapter. The 13 chapters and response essays present new thinking about the police, their challenges, and the reforms police agencies should consider adopting. Policy makers, practitioners, educators, researchers, students and anyone interested in the future of policing will find valuable information about: the benefits of adopting evidence-based policing; leading strategic crime-control efforts; instituting procedural justice to enhance police legitimacy; reducing use of force; combatting racially biased policing; establishing civilian oversight; implementing a body-worn camera program; creating sentinel event reviews; developing police-university collaborations; facilitating organizational justice in police departments; improving officer health and wellness; handling protests; and increasing the effectiveness of police responses to sexual assault.
The first volume to focus on the intersections of militarization, corporations, and education, Education as Enforcement exposed the many ways schooling has become the means through which the expansion of global corporate power are enforced. Since publication of the first edition, these trends have increased to disturbing levels as a result of the extensive militarization of civil society, the implosion of the neoconservative movement, and the financial meltdown that radically called into question the basic assumptions undergirding neoliberal ideology. An understanding of the enforcement of these corporate economic imperatives remains imperative to a critical discussion of related militarized trends in schools, whether through accountability and standards, school security, or other discipline based reforms. Education as Enforcement elaborates upon the central arguments of the first edition and updates readers on how recent events have reinforced their continued original relevance. In addition to substantive updates to several original chapters, this second edition includes a new foreword by Henry Giroux, a new introduction, and four new chapters that reveal the most contemporary expressions of the militarization and corporatization of education. New topics covered in this collection include zero-tolerance, foreign and second language instruction in the post-9/11 context, the rise of single-sex classrooms, and the intersection of the militarization and corporatization of schools under the Obama administration.
The data shows 425,652 allegations of NYPD officers' inappropriate use of force, abuse of authority, discourtesy, use of offensive language, implicit and explicit racial bias, discrimination, and social stereotyping; 50.6 to 66 percent of the victims were blacks. Thirty- five percent of first-year college students can't handle the social and academic pressure and drop out of college within the first year. Organizations where employees are perceived to be disposable, and management seems to be careless to prevent employee's dissatisfaction and high turnover. In this book, I explore the history and development of emotional intelligence, where it came from, and how it is being used today. I also explore how we can use emotional intelligence to enhance our professional careers and understanding of others, focusing on the fields of law enforcement, education, management and leadership, and the differences between traditional management systems, contemporaneous generational workplaces, and the implementation of emotional intelligence practices.
The first volume to focus on the intersections of militarization, corporations, and education, Education as Enforcement exposed the many ways schooling has become the means through which the expansion of global corporate power are enforced. Since publication of the first edition, these trends have increased to disturbing levels as a result of the extensive militarization of civil society, the implosion of the neoconservative movement, and the financial meltdown that radically called into question the basic assumptions undergirding neoliberal ideology. An understanding of the enforcement of these corporate economic imperatives remains imperative to a critical discussion of related militarized trends in schools, whether through accountability and standards, school security, or other discipline based reforms. Education as Enforcement elaborates upon the central arguments of the first edition and updates readers on how recent events have reinforced their continued original relevance. In addition to substantive updates to several original chapters, this second edition includes a new foreword by Henry Giroux, a new introduction, and four new chapters that reveal the most contemporary expressions of the militarization and corporatization of education. New topics covered in this collection include zero-tolerance, foreign and second language instruction in the post-9/11 context, the rise of single-sex classrooms, and the intersection of the militarization and corporatization of schools under the Obama administration.
"This book examines the most frightening and challenging form of juvenile violence, the K-12 school violence perpetrator, as separate from all other forms of school and public offenders. It separates school violence perpetrators into a more concise types such as: traditional school violence perpetrators, gang-related school violence perpetrators, and non-school associated mentally ill school violence perpetrators"--
The book, Teaching and Learning for Adult Skill Acquisition: Applying the Dreyfus and Dreyfus Model in Different Fields, will fill a unique niche in the field of adult, higher, and workforce education. It offers a current volume for scholars and practitioners based on both empirical studies and practice-based research on adult skill acquisition and development. Dreyfus and Dreyfus (1980, 1988, 2004, 2008) developed the novice to expert model of skill acquisition that illustrates growth over the course of a person’s career in a particular domain. The skill model highlights a learner’s movement across six levels of skill development: novice, advanced beginner, competent, proficient, expert, and mastery. This book will present examples of the application of the Dreyfus and Dreyfus model in different fields (i.e., health care, education, law enforcement, business, serious gaming, military, ethics training, etc.) providing insight into how practitioners can develop their skills in their particular domains and how educators can promote this development. This collection will be appropriate for a wide variety of professors, researchers, practitioners, and students in the field of adult, higher, and workforce education.