This book is the second in a series entitled ‘Learning and Development for a Better World’ and it explores the potential for self-directed lifelong action learning (LAL) by focusing on the design of development pathways with and for young adults. The book considers the reasons why LAL pathways are needed and draws on innovative approaches used by the Global University for Lifelong Learning (including micro enterprise, peace-building, music, sport and the creative arts) with examples from nine countries. The aim is to offer a timely response to the pressing global problem of access to learning and development for marginalized young people during the vulnerable period from their mid-teens to mid-twenties. This book is an engaging and compelling text. I enjoyed the flow of ideas and the key messages of need and solution that it provides. The authors are articulate and convincing in their crafted messages – as well as passionate. Reading this book is time well spent and both enjoyable and instructional.Brendan Bartlett, Professor of Education, Institute of Learning Sciences Australia, Australian Catholic University This book will help both policy makers and those working with young people to change lives. In many areas of the world, young people, particularly women, lead impoverished lives. Developing approaches to lifelong action learning with these young adults will provide hope for the future. Emer Clarke, Formerly Area Director of the UK Learning and Skills Council The plight of millions of young people is clearly worsening as social and economic divisions increase and deepen. This book will serve those well who want to agitate for change and reform based on a belief in social justice and equality of access to learning and economic fairness for all young people.David Davies, Professor Emeritus and Former Executive Dean, University of Derby, UK This book is a valuable resource, an indispensable text and a must read for all working with young people. What captured my attention most was the way in which it illustrates how access to purposeful learning and development can be provided to marginalized young people. Eldrie Gouws, Professor, Department of Psychology of Education, University of South Africa This is a significant and far reaching response to the global problem of young adults’ unemployment and lack of educational opportunities, especially in disadvantaged, remote and poverty-stricken communities in developing as well as developed countries. It is of interest to a wide audience of readers, including youth, parents, educators, non-profit organizations, governments and churches.Ortrun Zuber-Skerritt, Co-author, ‘Lifelong Action Learning for Community Development: Learning and Development for a Better World’, Sense Publishers, 2013"div v>
By integrating neuroscience and social science, this book introduces a bold new vision of Participatory Action Learning and Action Research (PALAR). The authors explain and enhance the art of action research through PALAR as a philosophy, methodology and theory of learning and as a facilitation process for professional learning and social justice.
Judith Ann Thomas's diary for 1961 follows part of her short life in Brisbane, Australia as she goes to dances and parties with various Brisbane musicians like Johnny Pickering & the Planets and visiting bands and singers including Peter Allen, the Allen Bros. and Lucky Starr and is invited to Queensland's first O.B. of "Bandstand" from Lennons Broadbeach before she follows her dream as a showgirl at Chequers Nightclub with modelling.
This catalogue accompanies the exhibition "Judith Godwin: Paintings, 1954-2002." It includes color illustrations of the eighteen works included in the show, an introduction by Ira Spanierman, and essays by Lowery Stokes Sims and David Ebony.
Detective Sergeant Kate Power is sent to work an undercover job at a holiday complex in Devon. Things are looking good for Kate; she's passed her promotion exams, her relationship with Rod Nevile is going well and she wins a holiday in a prize draw - which is when her problems begin. What is going on at the south coast holiday complex, run down but with strange touches of luxury? Almost before she knows it, Kate is whisked away to another complex in the same chain, working undercover as a cleaner. Partnered with Craig, an uncouth misogynist, she's reminded that not all good guys are attractive, nor all villains unpleasant. As the net closes in on the people at the heart of the crime, Kate is faced with an appalling dilemma - but not before Craig has put her life at risk.
The book is based on two research projects on emergency intervention, which were carried out by the author and her colleagues. The studies provide the basis for the three themes in the book: Inter-agency Working; Perceptions of Safety; and Placement and Resource Issues. The combination of quantitative and qualitative research allows a detailed picture of practice that goes beyond an account of what happens, to explore the perceptions, understandings and experiences of the practitioners who make these decisions, as social workers, police officers magistrates’ legal advisers or magistrates, and of the lawyers who advise social workers and parents. The book provides a critical account of current practice in emergency child protection, it identifies good practice and make proposals for reform.
Do politics and the playhouse go together? For Bernard Shaw they most certainly did. As a playwright with a message he saw the theatre as the ideal medium for conveying his view of life, which was essentially socialistic. The theatre was to Shaw a latter-day temple of the arts within a community. But Shaw was, of course, multi-voiced, not only through the characters he created but also in his own persona as public speaker, essayist, tract writer and author of works on political economy. Much of the thinking that is expressed in his non-dramatic works is contained also in his plays. This work offers a readily accessible means of looking at the nature and the progression of Shaw's thinking. All the plays included in the major canon are reviewed and, except for brief plays and playlets (which are grouped), they are presented in sequential order.
Thank you for visiting our website. Would you like to provide feedback on how we could improve your experience?
This site does not use any third party cookies with one exception — it uses cookies from Google to deliver its services and to analyze traffic.Learn More.