Uses a multilevel structure to combine insights on family outcomes
Examines supra-national organisations such as the European Commission, the Organisation for Economic Co-operation and Development (OECD), the World Bank (WB), the International Labour Organisation (ILO) and the United Nations (UN)
Brings together representatives from various academic communities to form a coherent, interdisciplinary, cutting-edge collection

Short Description:
This book has been created for students and all individuals who work with children and families (e.g., educators, parents, caregivers, direct support workers, etc.) in diverse contexts. It is imperative to understand how and what factors may influence child outcomes across the lifespan. Therefore, key concepts related to parenting, child-rearing, care-giving, and parenting education are outlined in this textbook to provide historical, theoretical, and practical perspectives across vast settings and developmental domains.

Long Description:
This book has been created for students and all individuals who work with children and families (e.g., educators, parents, caregivers, direct support workers, etc.) in diverse contexts. It is imperative to understand how and what factors may influence child outcomes across the lifespan. Therefore, key concepts related to parenting, child-rearing, care-giving, and parenting education are outlined in this textbook to provide historical, theoretical, and practical perspectives across vast settings and developmental domains.

Word Count: 75635

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Long Description:
This edition of Partnerships with the Community: Social Work Field Education during the Covid-19 Pandemic emerged from RMIT’s Partnership Reference Group in response to the impacts of the global pandemic on field placement supply and delivery. There was collective agreement that the long-term relationships between RMIT Social Work and the field through field education and beyond allowed us to rapidly respond to the needs of students, agencies and the community and continue to provide social work field education over 2020 and 2021. This book is a testament to the strength of these relationships demonstrated in the trust, respect, shared vision, flexibility, and reciprocity exhibited during this period. The book brings together the narratives of the RMIT Field education team and eleven of our industry partners about their experiences of providing social work placements during a global pandemic.

Word Count: 32653

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This course is an introduction to modern Indian culture and society through films, documentaries, short stories, novels, poems, and journalistic writing. The principal focus is on the study of major cultural developments and social debates in the last sixty five years of history through the reading of literature and viewing of film clips. The focus will be on the transformations of gender and class issues, representation of nationhood, the idea of regional identities and the place of the city in individual and communal lives. The cultural and historical background will be provided in class lectures. The idea is to explore the “other Indias” that lurk behind our constructed notion of a homogeneous national culture.

This course is primarily a literature seminar. We will use American literature as a lens through which to examine different passing tropes. It will provide an introduction to queer, gender, and critical race theories for science and math majors. We will read such works as Running A Thousand Miles for Freedom, Incognegro, and Focault’s A History of Sexuality, to name just a few.

Une anthologie de textes d'Amulya K. N. Reddy (1930-2006)

Short Description:
Amulya Kumar Narayana Reddy (1930-2006) a 43 ans, en 1973, lorsqu’il commence ses recherches sur les questions d’énergie et de « technologies appropriées » pour les pays en émergence et leurs nombreuses populations rurales. Membre de l’Institut Indien des Sciences depuis sept ans, il abandonne une carrière brillante de chercheur et de professeur en électrochimie. Il créera un centre de recherche expérimental dans un village du sud de l’Inde, sera un pionnier au niveau mondial des « centres énergétiques ruraux » et des petites centrales villageoises à méthanisation (biogaz), avant de devenir le premier grand spécialiste international des énergies renouvelables issu d’un pays des Suds. Figure iconique dans le monde anglo-saxon sur ces questions, précurseur de la notion de « mix » et de « systèmes » énergétiques, il défendra constamment une approche des énergies soucieuse des besoins des plus modestes, de la gouvernance par les populations concernées, et du respect des milieux naturels. Au long des quarante années de sa seconde carrière, il publie plus de trois cents articles en anglais. Le présent ouvrage présente la première traduction en français de sept d’entre eux.

Long Description:
Amulya Kumar Narayana Reddy (1930-2006) a 43 ans, en 1973, lorsqu’il commence ses recherches sur les questions d’énergie et de « technologies appropriées » pour les pays en émergence et leurs nombreuses populations rurales. Membre de l’Institut Indien des Sciences depuis sept ans, il abandonne une carrière brillante de chercheur et de professeur en électrochimie. Il créera un centre de recherche expérimental dans un village du sud de l’Inde, sera un pionnier au niveau mondial des « centres énergétiques ruraux » et des petites centrales villageoises à méthanisation (biogaz), avant de devenir le premier grand spécialiste international des énergies renouvelables issu d’un pays des Suds. Figure iconique dans le monde anglo-saxon sur ces questions, précurseur de la notion de « mix » et de « systèmes » énergétiques, il défendra constamment une approche des énergies soucieuse des besoins des plus modestes, de la gouvernance par les populations concernées, et du respect des milieux naturels. Au long des quarante années de sa seconde carrière, il publie plus de trois cents articles en anglais. Le présent ouvrage présente la première traduction en français de sept d’entre eux.

Word Count: 63251

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

This resource provides access to the archived materials from the Northern Academy's Permanency through Adoptions series.

Photography can do something that text on its own often cannot – draw the learner in and evoke curiosity about deeper meaning. When connected to storytelling, photographs can release an emotional response, which educators can harness to help students remember content. I whole-heartedly believe images created through the means of photography can be useful for teaching concepts in psychology or management fields that are new to students or tend to be difficult for them to grasp. Furthermore, photos may be especially helpful to demonstrate the meaning and subjective nature of individuals’ experiences as related to these fields due to the emotions they often evoke.

I hope this collection of photographs will serve as a teaching aid for educators and source of learning for students. I thoroughly enjoyed taking all the photos, editing them, writing compelling stories for each, and designing the book. I particularly believe that visual arts such as photography can help students of varying abilities, prior experiences, and backgrounds learn psychological content a bit more easily than traditional text-heavy books and therefore it was a worthwhile endeavor. I expect the book to push students to explore how various fields can meaningfully be integrated to understand the world around us. This book is an example of how visual arts and the sciences can be paired together to break down some of the illusory silos students often perceive between disciplines. As we go about our days, we understand our experiences in numerous ways including what we notice around us beyond written word. Our environment can illuminate understanding if we let it. Let’s help our students do this purposefully through photography.

NOTE: The images in this text are extremely high-quality. As a result, it may take some time to download and open the file.

Sexualized Violence Policies and Procedures

Short Description:
This plain language resource is a model for how British Columbia post-secondary institutions can craft and review their policies on sexualized violence and misconduct.

Word Count: 9936

ISBN: 978-1-77420-110-7

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This three-week module, centered on a focal case, represents the second part of the Department’s introduction to the challenges of reflection and action in professional planning practice. As such, it builds on the concepts and tools in 11.201 and 11.202 in the fall semester. Working in teams, students will deliver a 20-minute oral briefing, with an additional 10 minutes for questions and comments, in the last week of the class (as detailed on the assignment and posted course schedule). The teams will brief invited guests (“briefees”) taking the roles of decision makers. DUSP faculty and fellow students may also be in attendance.

This subject is designed for upper level undergraduates and graduate students as an introduction to politics and the policy process in modern Japan. The semester is divided into two parts. After a two-week general introduction to Japan and to the dominant approaches to the study of Japanese history, politics and society, we will begin exploring five aspects of Japanese politics: party politics, electoral politics, interest group politics, bureaucratic politics, and policy, which will be broken up into seven additional sections. We will try to understand the ways in which the actors and institutions identified in the first part of the semester affect the policy process across a variety of issues areas.

This graduate reading seminar explores the role of religious groups, institutions, and ideas in politics using social science theories. It is open to advanced undergraduate students with permission of the instructor.

This course is being offered in conjunction with the colloquium The Politics of Reconstructing Iraq, which is sponsored by MIT’s Center for International Studies and Department of Urban Studies and Planning. Fundamentally, the course focuses on contemporary post-conflict countries (or in-conflict countries) and the role of planning and reconstruction in building nations, mitigating conflicts, reshaping the social, spatial, geopolitical, and political life, and determining the country’s future.

El objetivo principal de este manual es ofrecerle al alumno de español como lengua extranjera (LE) una visión panorámica de la sociedad española contemporánea, con un énfasis en los fenómenos históricos, políticos, sociales y culturales más relevantes.

Long Description:
El objetivo principal de este manual es ofrecerle al alumno de español como lengua extranjera (LE) una visión panorámica de la sociedad española contemporánea, con un énfasis en los fenómenos históricos, sociales y culturales más relevantes.

Word Count: 167329

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This is an advanced course that aims to build vocabulary competence and improve oral communication through the study and discussion of topics related to cultural aspects in Lusophone societies, primarily from current issues in Brazil. It is designed to give students extensive experience in Portuguese and emphasizes skill development and refinement in the area of critical reading and writing in Portuguese.

This course provides an introduction to the language and culture of the Portuguese-speaking world, with special attention to Brazilian Portuguese. This course focuses are on basic oral expression, listening comprehension, and elementary reading and writing. Students develop their vocabulary and understanding of grammatical concepts through active communication. This is a coordinated language lab program and is designed for students with no knowledge of Portuguese. Class is conducted entirely in Portuguese.

This course covers topics and questions such as: What is poverty? How is it defined and measured in the United States and other countries? What are the different program designs that countries use to relieve poverty? To answer these questions, the course examines the main public policy frames that guide theory, research, policy, and practice. How do the definition and policies to deal with poverty change over time? What are the economic, political, and social forces that contribute to the persistence of poverty and its periodic reframing? Can social science to help to resolve the public policy debates that make poverty and its relief so controversial?

This course explores the evolution of poverty and economic security in the United States, within a global context. It examines the impact of recent economic restructuring and globalization, and reviews the current debate about the fate of the middle class, sources of increasing inequality, and approaches to advancing economic opportunity and security. In this class, students will study the topic of poverty and economic security through the lens of the lived experience of Americans: individuals, families, and households; exploring the history, geography, and forces shaping the likelihood of being poor in America.

Using examples from anthropology and sociology alongside classical and contemporary social theory, this course explores the nature of dominant and subordinate relationships, types of legitimate authority, and practices of resistance. The course also examines how we are influenced in subtle ways by the people around us, who makes controlling decisions in the family, how people get ahead at work, and whether democracies, in fact, reflect the “will of the people.”

This workshop provides an introduction to urban environmental design and explores the potential of information technology and the Internet to transform public education, city design, and community development in inner-city neighborhoods. Integration of comprehensive (“top-down”) and grassroots (“bottom-up”) approaches to design and planning is a major theme.
Students will work in a real neighborhood with real people on a real project, putting theory into practice and reflecting on insights gained in the process. We will study environmental and community history and devise designs for vacant land near a middle school in West Philadelphia within the context of planning for the larger community and watershed.