Comprised of chapters that make use of clear explanations of the tenets of critical literacy, the context of literacy pedagogy in the US, and classroom examples, this text focuses on what can be learned about the theory of critical literacy from implementation and what practice can learn from theory.
In the last decades of the 20th century, successive British governments have regarded adolescent pregnancy and childbearing as a significant public health and social problem. Youthful pregnancy was once tackled by attacking young, single mothers but New Labour, through its Teenage Pregnancy Strategy, linked early pregnancy to social exclusion rather than personal morality and aimed, instead, to reduce teenage pregnancy and increase young mothers' participation in education and employment. However, the problematisation of early pregnancy has been contested, and it has been suggested that teenage mothers have been made scapegoats for wider, often unsettling, social and demographic changes. The re-evaluation of early pregnancy as problematic means that, in some respects, teenage pregnancy has been 'made' and 'unmade' as a problem. Focusing on the period from the late-1990s to the present, Teenage pregnancy examines who is likely to have a baby as a teenager, the consequences of early motherhood and how teenage pregnancy is dealt with in the media. The author argues that society's negative attitude to young mothers is likely to marginalise an already excluded group and that efforts should be focused primarily on supporting young mothers and their children. This comprehensive examination of teenage pregnancy focuses on the situation in the UK, but will be useful for readers in other developed world countries. It will be of interest to students in sociology, social policy, health studies and public health, and also to policy makers and young people's interest groups.
Praise for the previous edition: "This...edition is timely, useful, well organized, and should be in the bags of all doulas, nurses, midwives, physicians, and students involved in childbirth." –Journal of Midwifery and Women's Health The Labor Progress Handbook: Early Interventions to Prevent and Treat Dystocia is an unparalleled resource on simple, non-invasive interventions to prevent or treat difficult or prolonged labor. Thoroughly updated and highly illustrated, the book shows how to tailor one’s care to the suspected etiology of the problem, using the least complex interventions first, followed by more complex interventions if necessary. This new edition now includes a new chapter on reducing dystocia in labors with epidurals, new material on the microbiome, as well as information on new counselling approaches specially designed for midwives to assist those who have had traumatic childbirths. Fully referenced and full of practical instructions throughout, The Labor Progress Handbook continues to be an indispensable guide for novices and experts alike who will benefit from its concise and accessible content.
The central assertion in this volume is that the young child uses general skills, scaffolded by adults, to acquire the complex knowledge of sound patterns and the goal-directed behaviors for communicating ideas through language and producing speech. A child’s acquisition of phonology is seen as a product of her physical and social interaction capacities supported by input from adult models about ambient language sound patterns. Acquisition of phonological knowledge and behavior is a product of this function-oriented complex system. No pre-existing mental knowledge base is necessary for acquiring phonology in this view. Importantly, the child’s diverse abilities are used for many other functions as well as phonological acquisition. Throughout, an evaluation is made of the research on patterns of typical development across languages in monolingual and bilingual children and children with speech impairments affecting various aspects of their developing complex system. Also considered is the status of available theoretical perspectives on phonological acquisition relative to an emergence proposal, and contributions that this perspective could make to more comprehensive modeling of the nature of phonological acquisition are proposed. The volume will be of interest to cognitive psychologists, linguistics, and speech pathologists.
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