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This book chronicles the conceptual and methodological facets of psychiatry and medical psychology throughout history. There are no recent books covering so wide a time span. Many of the facets covered are pertinent to issues in general medicine, psychiatry, psychoanalysis, and the social sciences today. The divergent emphases and interpretations among some of the contributors point to the necessity for further exploration and analysis.
Contrary to the generally positive connotation of development as structural improvement in people's well-being, development policies, programmes and projects often affect people's lives in a negative way. Is there, then, a protection against such "development hazards"? The question is highly topical as about ten million people annually enter the cycle of forced displacement and relocation due to development projects. Their lack of access to decision-making on development policies is part of the problem. In this context the internationally declared right to development might offer a solution as it stipulates free and meaningful participation. The analyses in this thesis show that the official and international consensus on the moral ideas behind the right to development is insufficient to guarantee proliferation and implementation of that discourse at the grass root level. In Indonesia, efforts towards implementation reflect different dynamics entailing competing encounters between all stakeholders, which sometimes are unfavourable to the poor. Notably, the enforcement of the right to development - as both a legal resource and a political instrument to change development practices - needs to be firmly rooted in an enabling, rather than adverse, national environment. While opening a new dialogue on the right to development as an instrument to combat development hazards, this book reveals the complex interface between human rights and development as actually practised.
Today’s educators—pre- and in-service teachers and teacher educators serve increasing percentages of adolescents who have limited relationships to school. These young people are often our most diverse youth; they are frequently English Language Learners (ELLs) and immigrants, and they are too often part of multi-generational dropout and disengagement trends. Teachers are desperate for pedagogical philosophies, curricula, and practices that will support them with helping young people appreciate the value of school, engage or re-engage youth with this most foundational of our public institutions and aid adolescents in the development of the core literacy and writing skills they need to be successful in school and beyond. This volume will assist teachers in recognizing the increasing diversity of their students who often look very different from and have life and school experiences that are very different than those of the educators who serve them. Current and future educators must utilize relevant curricula and creative pedagogies that honor students’ diverse cultures and school and community experiences, while respecting our highest ideals for educational equity and social justice. With this volume, the authors respond to the quickly shifting demographics of schools’ student populations and the disengagement trends teachers frequently encounter but rarely know how to address. We offer compelling, relationship-driven pedagogical principles and instructional strategies that appeal to diverse youths’ voices and cultures and rely on broad, visually- and technology-based notions of literacy.
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