Involving Indigenous peoples and traditional knowledge into natural resource management produces more equitable and successful outcomes. Unfortunately, argue Anne Ross and co-authors, even many “progressive” methods fail to produce truly equal partnerships. This book offers a comprehensive and global overview of the theoretical, methodological, and practical dimensions of co-management. The authors critically evaluate the range of management options that claim to have integrated Indigenous peoples and knowledge, and then outline an innovative, alternative model of co-management, the Indigenous Stewardship Model. They provide detailed case studies and concrete details for application in a variety of contexts. Broad in coverage and uniting robust theoretical insights with applied detail, this book is ideal for scholars and students as well as for professionals in resource management and policy.
Involving Indigenous peoples and traditional knowledge into natural resource management produces more equitable and successful outcomes. Unfortunately, argue Anne Ross and co-authors, even many “progressive” methods fail to produce truly equal partnerships. This book offers a comprehensive and global overview of the theoretical, methodological, and practical dimensions of co-management. The authors critically evaluate the range of management options that claim to have integrated Indigenous peoples and knowledge, and then outline an innovative, alternative model of co-management, the Indigenous Stewardship Model. They provide detailed case studies and concrete details for application in a variety of contexts. Broad in coverage and uniting robust theoretical insights with applied detail, this book is ideal for scholars and students as well as for professionals in resource management and policy.
Workers both in and out of the home, small business owners, federal and tribal government employees, and unemployed and underemployed Lakotas speak about how they cope with living in communities that are in many ways marginalized by the modern world economy. The work uses interviews with residents of the Pine Ridge and Rosebud Reservations.
Since the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 was enacted, policy makers, agency administrators, community activists, and academics from a broad range of disciplines have debated and researched the implications of welfare reform in the United States. Most of the attention, however, has focused on urban rather than rural America. Welfare Reform in Persistent Rural Poverty examines welfare participants who live in chronically poor rural areas of the United States where there are few job opportunities and poor systems of education, transportation, and child care. Kathleen Pickering and her colleagues look at welfare reform as it has been experienced in four rural and impoverished regions of the United States: American Indian reservations in South Dakota, the Rio Grande region, Appalachian Kentucky, and the Mississippi Delta. Throughout these areas the rhetoric of reform created expectations of new opportunities to find decent work and receive education and training. In fact, these expectations have largely gone unfulfilled as welfare reform has failed to penetrate poor areas where low-income families remain isolated from the economic and social mainstream of American society. Welfare Reform in Persistent Rural Poverty sheds welcome light on the opportunities and challenges that welfare reform has imposed on low-income families situated in disadvantaged areas. Combining both qualitative and quantitative research, it will be an excellent guide for scholars and practitioners alike seeking to address the problem of poverty in rural America.
In Collaborative School Leadership, Nash and Hwang provide administrators with clear and focused ideas on making the most of collaborative leadership while on the path to continuous improvement. Recognizing that classroom instruction is at the core of any plan of improvement, this book looks at the role and nature of powerful building-level professional development. Nash and Hwang provide answers to critical questions: As part of a school's improvement efforts, what is non-negotiable? What are some barriers to progress, and how can they be overcome or removed? How can building administrators help teachers improve instruction? An extensive appendix provides principals and teacher leaders with ten lessons and an entire chapter is devoted to the kind of formative support that building administrators can provide in the pursuit of student progress. Finally, Nash and Hwang elaborate on the whole decision-making process, and differentiate between the kind of independent and interdependent reflection that is part of the relentless pursuit of continuous improvement at the building level.
The Development of Children and Adolescents, by Penny Hauser-Cram, J. Kevin Nugent, Kathleen Thies, and John F. Travers, provides an integrated view of child development. Presenting the most pertinent research for each developmental stage and linking this to practical applications in the areas of Parenting, Policy, and Practice, this balanced approach emphasizes the relationship between research and theory and applications. The rich media program, including WileyPLUS with Real Development promotes active learning and allows for increased understanding and comprehension of the course content. Real Development, authored by Nicole Barnes, Ph.D., Montclair State University and Christine Hatchard, Psy.D., Monmouth University, uses authentic video showcasing real families, along with activities and assessments that put students in the place of a professional, to gain an understanding of key concepts. Through the combination of text and media, students are engaged in meaningful learning that deepens and enriches their understanding of developmental concepts. WileyPLUS sold separately from text.
Conduct literature is a term used to identify writings that address how one should 'conduct' oneself in social situations. In the medieval period conduct literature was essential reading for nearly all literate children and adolescents to educate them in the expected social behaviours for their culture, gender, and status. Using a comparative approach, this anthology pairs together pieces of male-directed and female-directed medieval conduct literature, many being translated into English for the first time, to present an illuminating picture of medieval gender norms, parenting, literary style, and pedagogy." "Containing texts written in six vernacular languages, each section is also accompanied by textual notes, an introduction, and an English translation. A fascinating examination of a diverse range of regions and cultures, Medieval Conduct Literature is a remarkable window into medieval life, customs, behaviour, and social expectations." --Book Jacket.
Drawing from insights both inside and outside of academia, this book seeks to reincorporate transcendent concepts into the study of the family as a unit of society. The authors argue for a more collaborative, family-centered family science and offer recommendations for how family researchers might work to change the scientific monologue about families to a systemic dialogue with families.
In the spring of 1789, the Senate and House of Representatives fell into dispute regarding how to address the president. For Fear of an Elective King is Kathleen Bartoloni-Tuazon's rich account of the title controversy and its meanings.
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