Create campuses inclusive and supportive of disabled students, staff, and faculty Disability in Higher Education: A Social Justice Approach examines how disability is conceptualized in higher education and ways in which students, faculty, and staff with disabilities are viewed and served on college campuses. Drawing on multiple theoretical frameworks, research, and experience creating inclusive campuses, this text offers a new framework for understanding disability using a social justice lens. Many institutions focus solely on legal access and accommodation, enabling a system of exclusion and oppression. However, using principles of universal design, social justice, and other inclusive practices, campus environments can be transformed into more inclusive and equitable settings for all constituents. The authors consider the experiences of students, faculty, and staff with disabilities and offer strategies for addressing ableism within a variety of settings, including classrooms, residence halls, admissions and orientation, student organizations, career development, and counseling. They also expand traditional student affairs understandings of disability issues by including chapters on technology, law, theory, and disability services. Using social justice principles, the discussion spans the entire college experience of individuals with disabilities, and avoids any single-issue focus such as physical accessibility or classroom accommodations. The book will help readers: Consider issues in addition to access and accommodation Use principles of universal design to benefit students and employees in academic, cocurricular, and employment settings Understand how disability interacts with multiple aspects of identity and experience. Despite their best intentions, college personnel frequently approach disability from the singular perspective of access to the exclusion of other important issues. This book provides strategies for addressing ableism in the assumptions, policies and practices, organizational structures, attitudes, and physical structures of higher education.
Group work and patient education are vital aspects of improving health outcomes in all settings, by supporting patients and clients to manage their conditions, as well as to promote and support behaviour change for improved health. Concise, accessible, and easy-to-read, this new title in the popular How To series is designed to support nutritionists, dietitians, nurses and other healthcare professionals to facilitate healthy lifestyle change through group education. How to Facilitate Lifestyle Change covers the entire group education process, from initial planning, to delivery and evaluation. Topics include agreeing aims and objectives and structuring a session, to considering practical aspects such as setting, managing challenging group members and participant expectations, as well as evaluating and refining a session plan for future use. It also provides an overview of the key evidence base for group learning, relevant theories and models, peer support, and e-learning opportunities. Including case studies to illustrate the real-life application of each topic, practice points, helpful checklists, and a range of practical tips, How to Facilitate Lifestyle Change is the ideal resource to support anyone involved in group patient education and facilitation of health behaviour change.
People have gathered in public drinking places to drink, relax, socialize, and do business for hundreds of years. For just as long, critics have described taverns and similar drinking establishments as sources of individual ruin and public disorder. Examining these dynamics as Americans surged westward in the early nineteenth century, Kirsten E. Wood argues that entrepreneurial, improvement-minded men integrated many village and town taverns into the nation's rapidly developing transportation network and used tavern spaces and networks to raise capital, promote innovative businesses, practice genteel sociability, and rally support for favored causes—often while drinking the staggering amounts of alcohol for which the period is justly famous. White men's unrivaled freedom to use taverns for their own pursuits of happiness gave everyday significance to citizenship in the early republic. Yet white men did not have taverns to themselves. Sharing tavern spaces with other Americans intensified white men's struggles to define what, and for whom, taverns should be. At the same time, temperance and other reform movements increasingly divided white men along lines of party, conscience, and class. In both conflicts, some improvement-minded white men found common cause with middle-class white women and Black activists, who had their own stake in rethinking taverns and citizenship.
Fully revised and updated, the second edition of Introduction to Global Politics places an increased emphasis on the themes of continuity and change. It continues to explain global politics using an historical approach, firmly linking history with the events of today. By integrating theory and political practice at individual, state, and global levels, students are introduced to key developments in global politics, helping them make sense of major trends that are shaping our world. This is a highly illustrated textbook with informative and interactive boxed material throughout. Chapter opening timelines contextualise the material that follows, and definitions of key terms are provided in a glossary at the end of the book. Every chapter ends with student activities, cultural materials, and annotated suggestions for further reading that now include websites. Key updates for this edition: New chapter on 'The causes of war and the changing nature of violence in global politics' New chapter on 'Technology and global politics' Enhanced coverage of theory including post-positivist theories Uses ‘levels of analysis’ framework throughout the text New material on the financial crisis, BRIC and Iran Introduction to Global Politics continues to be essential reading for students of political science, global politics and international relations.
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