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"Proceedings of International Conference on Humanities, Social and Education Sciences" includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on April 22-25, 2021, in New York, New York. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of "humanities," "education," and "social sciences." The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]

Research shows that teaching sign language to all young children has a wide range of benefits, from enhancing social-emotional and preliteracy skills to supporting positive parent-child relationships. With "Sing & Sign for Young Children," early childhood professionals will have a fun, easy, and highly effective way to teach and practice key ASL sign vocabulary through music and play during everyday classroom routines. Packed with engaging sign language activities and original, kid-friendly songs, this innovative program was created by a music therapist and early childhood specialist with years of experience working and playing with young children. Dr. Anne Meeker Watson, creator of the SING.PLAY.LOVE.® program, shows you how to transform your daily activities--including arrival, mealtime, shared book reading, free play, and departure--into joyful learning opportunities infused with music, play, and warm adult-child connections. You'll get everything you need to implement the program when you purchase the book: original songs with lyrics and scores, guidance and tips for beginning the program, pictures of all the signs and hand formations, suggested activities and games, a list of additional resources, and videos modeling signs for each song. Benefits include: (1) Strengthens skills essential for academic and social success: communication, social-emotional, self-regulation, and literacy skills; (2) Combines signing with music--a powerful, motivating, and neurologically rich experience for young children; (3) Helps children build positive, meaningful relationships with each other and with their educators and caregivers; (4) Infuses the school day with joy and fun, creating an environment that's conducive to sustained attention and engagement; (5) Gives children many chances to practice and demonstrate new skills across daily routines; and (6) Helps support communication development for all children, including dual language learners and children with language delays.

Canada has become one of the most popular destinations for international students at the higher education level. A number of complex factors and trends, both in Canada and globally, have contributed to the emergence of Canada as a destination for international higher education. However, more research is still needed to better understand the experiences of international students in Canada considering the rapid growth in numbers as well as the social, political, and linguistic singularity of Canada as a destination. "Multidisciplinary Perspectives on International Student Experience in Canadian Higher Education" is an essential scholarly publication that explores international students' experiences in Canadian colleges and universities. It seeks to explore the various factors, aspects, challenges, and successes that characterize the international student experience in Canadian higher education from the perspective of international students and the academic communities to which they belong. Featuring a wide range of topics such as information literacy, professional development, and experiential learning, this book is ideal for academicians, instructors, researchers, policymakers, curriculum designers, and students.

As the price of college continues to rise and the incomes of most Americans stagnate, too many college students are going hungry. According to researchers, approximately half of all undergraduates are food insecure. "Food Insecurity on Campus"--the first book to describe the problem--meets higher education's growing demand to tackle the pressing question "How can we end student hunger?" Essays by a diverse set of authors, each working to address food insecurity in higher education, describe unique approaches to the topic. They also offer insights into the most promising strategies to combat student hunger, including: (1) utilizing research to raise awareness and enact change; (2) creating campus pantries, emergency aid programs, and meal voucher initiatives to meet immediate needs; (3) leveraging public benefits and nonprofit partnerships to provide additional resources; (4) changing higher education systems and college cultures to better serve students; and (5) drawing on student activism and administrative clout to influence federal, state, and local policies. Arguing that practice and policy are improved when informed by research, "Food Insecurity on Campus" combines the power of data with detailed storytelling to illustrate current conditions. A foreword by Sara Goldrick-Rab further contextualizes the problem. Offering concrete guidance to anyone seeking to understand and support college students experiencing food insecurity, the book encourages readers to draw from the lessons learned to create a comprehensive strategy to fight student hunger. [Foreword by Sara Goldrick-Rab.]

This book helps educational leaders provide support for students who face significant barriers to college access, success, and retention. The authors offer research-based, practical guidance to allow readers to evaluate these issues within their local context, create and implement a plan of action, and sustain those efforts over time. Vignettes based on interviews with students experiencing homelessness and housing insecurity and contributions from practitioners are woven throughout the text to illustrate promising-practice recommendations. Topics include trauma-informed frameworks, policies affecting homelessness and housing insecurity, transitioning students to college, supporting college retention, collaborations and partnerships, and life after college. This practical resource can be used as a professional development tool for student affairs, academic affairs, health and wellness centers, and other campus-based support services. The book features: (1) Guidance for evaluating food and housing insecurity in a local context; (2) Practical ideas for designing and implementing solutions; (3) Useful strategies for building a team and securing resources; and (4) Case studies that include voices of students and higher education practitioners. [Foreword by Timothy P. White.]

Although higher rates of substance use among young adults aged 16 to 24 are well-established (OAS, 2010), existing workplace substance use prevention and early intervention programs primarily target older workers. These data suggest that workplaces need substance abuse prevention and early intervention programs that are proven to be efficacious with young working adults. To address this critical need in American workplaces, in 2004 the Substance Abuse and Mental Health Services Administration (SAMHSA) announced its Young Adults in the Workplace initiative (originally entitled Youth in the Workplace [YIW]) (SAMHSA, 2004). The YIW initiative was designed as a two-phase collaborative effort among SAMHSA investigators, multiple grantees, and a coordinating center. It was conceived as a mechanism to test the efficacy of workplace substance use prevention or early intervention programs for young working adults aged 16 to 24. In Phase I, SAMHSA required grantees to develop workplace programs by starting with interventions shown to be efficacious either for adults in workplace settings or for young adults in non-workplace settings and to modify these programs specifically for use with young adult workers. In Phase II, SAMHSA funded a subset of the Phase I grantees to implement the workplace programs and to participate in a cross-site evaluation of the YIW initiative conducted by the Coordinating Center. Based on a peer-review process, SAMHSA funded 13 Phase I grantees and 6 Phase II grantee teams (including workplace partners). This publication briefly describes the background and rationale for the YIW initiative, presents the interventions implemented by the six YIW grantees, and provides an overview of the methods and design of the cross-site evaluation. Chapters in this book include: (1) The Young Adults in the Workplace Initiative: An Introduction (Deborah M. Galvin, William Schlenger, and Johannes Norling); (2) Healthy WorkLife for Young Adults: Implementing Health Promotion and Substance Abuse Prevention in a Health Care Setting (Rebekah K. Hersch, Royer F. Cook, Daniel Hughes, Samantha L. Leaf, and Douglas W. Billings); (3) Substance Abuse Prevention for the Young Workforce in the Railroad Industry: An Adaptation of the PREVENT Program (Rebecca Spicer, Ted Miller, and Eduard Zaloshnja); (4) Team Resilience: Health Promotion for Young Restaurant Workers (Joel B. Bennett and Charles C. Aden); (5) Substance Abuse Prevention in the Electrical Industry: The NECA-IBEW Team Awareness and Team Vigilance Programs (Eric Einspruch, Chris O'Neill, Kelly Jarvis, Kelly Vander Ley, and Pamela Raya-Carlton); (6) Adapted Team Awareness for Youth and Conservation Corps (Jean Denious, Chandra Ring, Nick Reese, Jennifer Hooks, Caitlin Kozicki, Cori Stott, and Brie Reimann); (7) LifeSkills Training Wellness Program: An Application for Young Adults in Supermarkets (Christopher Williams, Jessica Samuolis, Kenneth W. Griffin, and Gilbert J. Botvin); and (8) The Young Adults in the Workplace Initiative: Cross-Site Evaluation Methods (Georgia T. Karuntzos, Jeremy Bray, Laurie Cluff, and Deborah M. Galvin). Chapters contain figures, tables and references.

Outreach and engagement initiatives are crucial in promoting community development. This can be achieved through a number of methods, including institutions of higher education. "Changing Urban Landscapes through Public Higher Education" is a critical scholarly resource that examines the unique ways in which the faculty and students of the public institution of higher learning, in and for the nation's capital, connect to the community. Featuring coverage on a broad range of topics such as civic engagement, service learning, and teacher preparation, this book is geared towards educators, administration, academicians, researchers, and students seeking current research on collaborative efforts between communities and institutions of higher education. Chapters include: (1) English at Your Service: Community-Based Learning in an Undergraduate Program (Helene Krauthamer and Matthew Petti); (2) Service Learning as an Approach to Combatting the Triad of Interrelated Diseases in the District of Columbia (Anne Marie Jean-Baptiste and Elmira T. Asongwed); (3) Empowering DC's Future Through Information Access (Christopher T. Anglim and Faith Rusk); (4) Project EXCEL: A Teacher Education Partnership for Culturally and Linguistically Diverse Communities (Annette Deborah Miles and Ebony Terrell Shockley); (5) The Science Behind Support: Preparing Science Teachers for Urban Classrooms (Danielle L. Apugo, Jillian L. Wendt, Tolessa Deksissa, and Maria Peters); (6) Building an Urban Food System Through UDC Food Hubs (Sabine O'Hara and Harris B. Trobman); (7) Local Food and Fitness: Bridging Broken Bonds Through Community Participation (Sabine Ursula Ohara, Ashley D. Milton, and Tia D. Jeffery); and (8) Criminal Justice Senior Theses, Capstones, and Internships on Recidivism Reduction Advocacy Strategies (Edwina L. Dorch).

The period from birth to twelve years is crucial in a child's development and can significantly impact future educational success, resilience and participation in society. "Health and Wellbeing in Childhood, 2nd Edition" provides readers with a comprehensive foundation in health and wellbeing education across key priority areas, covering physical, social and emotional learning and development. This edition has been thoroughly updated to include the latest research and resources and incorporates expanded material on diversity, mental health and contemplative practice. Learning is supported through a suite of features including key terms, case studies, links to curriculum documentation, reflective activities and end-of-chapter questions. A new instructor companion website features a curated suite of reading materials, extension questions and sample responses. Written by an expert author team comprised of leading academics and practitioners, "Health and Wellbeing in Childhood" equips readers with the knowledge and skills to promote and implement effective practice in the field. This textbook: (1) covers key priority areas in health and wellbeing education including physical, social and emotional learning and development; and (2) develops readers' understanding and skills through a comprehensive suite of chapter features and online. A new companion website extends learning opportunities with a suite of supplementary materials including multiple choice and short answer questions, video and audio links, and a suggested reading list for each chapter. This book contains four parts and 25 chapters. Part I, Context, includes: (1) The importance of health and wellbeing (Donna Pendergast and Susanne Garvis); and (2) Classifying health and wellbeing: Applying the International Classification of Functioning, Disability and Health to early years learners (Jane McCormack and Sharynne McLeod). Part II, Dimensions of Health and Wellbeing, includes: (3) Addressing developmental challenges to improve the wellbeing of children (Matthew Manning); (4) Communication development (Jane McCormack, Sharynne McLeod and Linda J. Harrison); (5) Physically educated: developing children's health and well-being through movement and motor skills (Timothy J. Lynch); (6) Sexual abuse prevention education (Kerryann Walsh, Donna Berthelsen and Jan M. Nicholson); (7) Child safety (Susanne Garvis and Donna Pendergast); (8) Social determinants of health and wellbeing (Margaret Sims); (9) Friendships (Maryanne Theobald, Susan Danby, Catherine Thompson and Karen Thorpe); (10) Food for thought: The role of teachers and parents in children's food choices (Natalie Parletta); and (11) Body image of pre-adolescents (Galina Daraganova). Part III, Applications, includes: (12) Teaching for social and emotional learning (Wendi Beamish and Fiona Bryer); (13) Talking circles (Jennifer Cartmel, Marilyn Casley and Kerry Smith); (14) Partnering with families (Sivanes Phillipson); (15) Being a digital image-maker: Young children using the digital camera in learning (Narelle Lemon); (16) Promoting wellbeing with educationally disadvantaged children through community partnerships (Susan L. Whatman); (17) Supporting resilience (Andrea Nolan, Karen Stagnitti, Ann Taket and Siobhan Casey); (18) Move Well Eat Well: A case study of a successful settings-based approach to health promotion (Janet Dyment, Sherridan Emery, Theresa Doherty and Mary Eckhardt); (19) Fostering children's wellbeing through play opportunities (Marjory Ebbeck, Hoi Yin Bonnie Yim and Lai Wan Maria Lee); (20) Bullying and social emotional wellbeing in children (Cathrine Neilsen-Hewett and Kay Bussey); and (21) Strengthening social and emotional learning in children with special needs (Wendi Beamish and Beth Saggers). Part IV, Leadership and Innovations, includes: (22) Teachers' roles in building girls' leadership identity (Nicole Archard, Romana Morda and Manjula Waniganayake); (23) Building the capacity of early childhood educators to promote children's mental health: Learnings from three new programs (Sarah Cavanagh, Jo Cole, Judy Kynaston, Kim-Michelle Gilson, Elise Davis and Gavin Hazel); (24) Loose parts on the school playground: A playful approach to promoting health and wellbeing for children of all abilities (Shirley Wyver, Anita Bundy, Lina Engelen, Geraldine Naughton and Anita Nelson Niehues); and (25) Using contemplative practices to enhance teaching, leadership and wellbeing (Alison L. Black, Gillian Busch and Christine Woodrow).

The "Everyday Learning" series has been developed to focus attention on the everyday ways in which children can be supported in their growth and development. Many of one's earliest memories are likely to be about time spent in the kitchen. Licking the bowl, setting the table, doing the dishes, chatting about the day, eating a meal, peeling the vegetables, and experimenting with cooking are experiences familiar to many children. The kitchen is not only a place to prepare and store food but also can offer an unlimited number of learning opportunities for children. Science, language, maths, chemistry, physics, reading, nutrition and hygiene knowledge are being used and explored every day in the kitchen. Children who spend time with adults in the kitchen are being offered opportunities to explore all these topics. They will also enjoy sharing with the important people in their lives. This document outlines a range of ways in which babies, toddlers and preschoolers can be involved in the kitchen, stimulating their senses, their thinking and co-ordination skills. It gives parents, grandparents and caregivers ideas that they can share with young children to enhance their developing capacities and make everyday activities fun! Some of the topics highlighted in this issue include: (1) Learning in the kitchen; (2) Babies, Experiences--things to do; (3) Toddlers, Development--what to expect; (4) Preschoolers, Development--what to expect, things to do; and (6) Some useful recipes. A brief section listing resources and references is also included. [This document was produced by Early Childhood Australia, Inc., formerly known as the Australian Early Childhood Association.]

This collection of 15 curriculum projects is the result of a summer seminar in China for teachers and scholars. Projects in the collection are: (1) "Perspectives on Modern Political/Social Issues in China" (Sandy Conlon); (2) "Ancient History X Projects/China" (Michael Corey); (3) "Education and Development: China, a Case Study" (Marcia J. Frost); (4) "Homo Erectus in China: Zhoukoudian and Peking Man" (Nancy Hazam); (5) "Getting to Know China and Its Diversity" (A Technology-Based Project) (James E. Kerr); (6) "Chinese Cuisine: A Reference Guide for Students and Teachers" (Marion Makin); (7) "China/US Relations" (Maureen McCorry); (8) "Three Kingdoms Project" (R. W. Purdy); (9) "Following Tripitaka: Hsuan Tsang in History and Literature" (Paul Ragan); (10) "The Ancient Shu Culture, Evidence of Civilization" (Leah Renzi); (11) "Aspects of Miao Costume and Clothing" (Judith Lynn Sebesta); (12) "China and Industrialization: A Curricular Unit" (Curtis L. Thompson); (13) "Breaking Down the Wall: Suggestions for Teachers Starting on China" (Matthew Wernsdorfer); (14) "China Project Report" (Pat Wine); and (15) "China Economic Development vs. Environmental Protection Case Study" (Wesley L. Winterbottom). (BT)

Higher education institutions play a vital role in their surrounding communities. Besides providing a space for enhanced learning opportunities, universities can utilize their resources for social and economic interests. The "Handbook of Research on Science Education and University Outreach as a Tool for Regional Development" is a comprehensive reference source for the latest scholarly material on the expanded role of universities for community engagement initiatives. Providing in-depth coverage across a range of topics, such as resource sharing, educational administration, and technological applications, this handbook is ideally designed for educators, graduate students, professionals, academics, and practitioners interested in the active involvement of education institutions in community outreach. Following the preface (B. Pandu Ranga Narasimharao), the following chapters are presented: Section 1, "University Outreach as Basis for Development" presents: (1) Science, Technology, and University Outreach as a Tool for Regional Transformation (B. Pandu Ranga Narasimharao); (2) University Outreach Through Resource Sharing and Technology Platforms for Regional Development ( Meghana Joshi); (3) Promoting Research Culture in Cross Functional Areas: A Tool for Universities to Reach Out to Society (Byju John, Shilpi Gupta); (4) Professional Masters' STEM Graduate Education Programs to Develop a Business-Savvy Workforce (Kiriko Komura); (5) Administration for Implementing Region-Specific Need-Based Programs: Issues and Concerns (J. S. Dorothy); and (6) Open Educational Sky for Networking and Partnership: Studies in Tourism Courses (G. S. L. Devra). Section 2, "Transforming Role of Universities and Tertiary Education Institutions", provides: (7) Employability Skills in Higher Education Sector in India (R. Meenambigai, N. Saravanakumar, I. Ambeth, R. Pragadheeswari, and P. Thiyagarajan) (8) The Transforming Role of Education in a Post-Conflict Region in Southeastern Bangladesh: Reaching Out With Education for Peace (Ala Uddin); and (9) Social Science Education and Outreach as a Tool for Regional Development and Institutional Building: A Case Study in India (Elizabeth Mathew). Section 3, "Outreach and Other Stakeholders of Higher Education" contains: (10) Strategizing the Role of Local Actors to Enhance Outreach (Umesh Chandra Pandey); (11) Knowledge Management and Capacity Building in Higher Education Holds Key to the Development of a Nation (Rajat K. Baisya); (12) Collaborative Outreach by Industries to Promote Education and Employment Leading to Regional Development (S. S. Easwaran); (13) Intellectual Property Rights on Traditional Knowledge and their Significance in Sustainable Societal Development (P. Pushpangadan,T. P. Ijinu); (14) "Bottom of the Pyramid" Community Outreach Programs: The Universiti Sains Malaysia (USM) Experience 2008-2014 (Ahmad Fauzi Abdul Hamid, Mohd. Faiz Hilmi); and (15) ICT-Based Outreach Programs: AIISH Model (Ajish K. Abraham). Section 4, "Science Education as a Tool for Regional Development" includes: (16) Decoding the Historical Authenticity of Science Education and Policy in India (Prashant Mehta, Om Prakash); (17) Image Processing: A Practical Approach with Real World Applications Using Matlab (Singaraju Jyothi, Dadala Mary Mamatha); (18) Technologies for Food, Health, Livelihood, and Nutrition Security (Vijaya Khader); (19) Sericulture Industry: A Bonanza to Strengthen Rural Population in India (P. J. Raju, D. M. Mamatha, and S. V. Seshagiri); (20) A College Reaching Out to Society: A Practical Model for Knowledge Dissemination (Maitreyee Bardhan Roy); and (21) Metabolic Syndrome Challenges and Opportunities in the Indian Scenario: Relevance of College Outreach (Serena S. D'Souza, Asha Abraham). A compilation of references, information about the contributors, and an index are included.

This manual for the 1999 Virginia Summer Reading Program for public libraries, based on the theme "Read around the World...Book a Trip," includes the following chapters: (1) "Getting Ready," including bibliographies, display and decorating ideas, equipment resources, a list of useful things to collect, sources for promotional materials, and maps; (2) "Friends around the World," including story time programs, bibliographies, "friendly" activities, information on the American Red Cross Friendship Boxes and School Chest programs, suggestions for an ethnic story day, helpful Internet sites, word searches, and maps (Kathy McNalley); (3) "Play around the World," including story time programs, a "Clue" game, material resources, bibliographies, a pathfinder, games around the world, ideas for a party, crafts, craft resources, and coloring sheets (Erin Barnett); (4) "Snacks around the World," including programs, bibliographies, and activity sheets (Paranita Carpenter); (5) "Tails around the World/Tales around the World," including programs, crafts, stories, a list of outside presenters, bibliographies, and coloring sheets (Ann Deaver); (6) "Time Traveler," including programs, storytimes, bibliographies, activities, crafts, and coloring sheets (Gail Ramsey). Includes clip art. (MES)

Noting that feeding children foods that are nourishing and uncontaminated keeps children healthy and safe, this book is intended to help caregivers provide children with healthy and safe food, and meet national, state, and local nutrition standards. Chapter one provides a rationale for the book and includes tips for child care providers. Chapter two focuses on cleanliness and provides guidance on hand- and dishwashing and on keeping preparation areas clean. Chapter three addresses choosing foods that are safe to eat, protecting against choking and food spoilage, and preparing and serving foods properly. Chapter four addresses planning to meet children's food needs. Topics include child growth and development and appropriate feeding for every age group and health need. Chapter five addresses promoting pleasant meals including the physical environment, social environment, serving style, and children's food decisions. Chapter six focuses on helping children and families learn about food. Nutrition education for staff, children, and families is addressed. A substantial three-part appendix follows: the first section includes information on community resources and resource lists; the second section is directed at child care centers and contains information on menus, staffing, equipment, records, and kitchen access; the final section consists of materials for parents including helping children like new foods, food safety, and kitchen safety. (SD)

Essays on lexicon and vocabulary development, all in French, address these topics: bilingual lexicon in the context of translation; lexical and conceptual representation in bilinguals; pronouns in "existential" constructions in French and English; configurational functions within grammar; Gustaf Stern's diachronic semantic schema; the semantic categories of "event" and "action"; pragmatic connectors as indices of linguistic development of 5- to 11-year-olds; vocabulary needed by entering university students; disparate lexicalization in a minority context; semantic patterns in Montreal (Canada) anglophones and francophones; "francismes" in Canadian usage; English borrowing in Cajun French; computerized context analysis of English loan words in Canadian French; bilingual code-switching in an Armenian/French contact situation; Amerindianisms in Canadian French; phonemic preservation in the adaptation of loan words; English phonemes in Quebec (Canada) French; pronunciation of English loan words in Quebec French, particularly among anglophones; phonology and morphology in French loans to Kinyarwanda; phenomena related to new technical terms before they appear in the dictionary; criteria for selection of terms for a bilingual dictionary; inventory of food-related vocabulary; adaptation of French children's dictionaries for use in Quebec; and characteristics of sociopolitical vocabulary in Quebec. Each chapter contains references. (MSE)

Study abroad programs have proven beneficial for both the international student as well as the domestic community and school population interacting with the student. In an effort to promote cultural awareness, intercultural communications as well as opportunities for future study abroad program success, universities must take care to provide international students with the resources necessary to succeed while studying abroad. "Campus Support Services, Programs, and Policies for International Students" explores the role of university administration in successful implementation, regulation, and support of study abroad experiences. Highlighting essential topics relating to legal issues, safety concerns, curriculum development, and intercultural communication, this research-based publication is an ideal reference source for university administrators, school counselors, policymakers, and researchers interested in study abroad program implementation, regulation, and success factors at the administrative level. Following a foreword by Hans de Wit, a foreword by Helen Forbes-Mewett, and a preface, chapters in this book include: (1) Translating Success: Academic Transition of International Students in the US (Ghanashyam Sharma); (2) Understanding Cultural Difference: Examination of Self-Authorship among International Students (Xingbei Ye, Raul Leon, and David Anderson); (3) International Students Classroom Exclusion in U.S. Higher Education (Gabriela Valdez); (4) The Influence of Social Media on International Students' Global Life Satisfaction and Academic Performance (Neete Saha and Aryn C. Karpinski); (5) Learning and Academic Self-Concept: Comparing International and American Students (Ji Zhou and Darnell Cole); (6) International Students' Eating Habits and Food Practices in Colleges and Universities (Amir A. Hadi Alakaam); (7) Preparing International Students for a Competitive Job Market: Challenges and Opportunities (Julie Miller, Becca Berkey, and Francis Griffin); (8) Intercultural Programming without Intercultural Competence: What Does It Look Like in Practice? (Emily Spitzman); (9) Impact of International Students on Interactive Skills and College Outcomes of Domestic Students in U.S. Colleges (Jiali Luo); (10) Internationalizing Higher Education: English Language Policy and Practice (Maureen Snow Andrade, Norman W. Evans, and K. James Hartshorn); (11) Internationalization of the Curriculum for Italian and International Postgraduate Students (Ourania Katsara); (12) Intercultural Dialogue Framework for Transnational Teaching and Learning (Ting Wang); (13) Aren't We All International Students? Supporting Diverse Populations at University Branch-Campuses (Grace Karram Stephenson and Danielle N. Gabay); (14) Overview of the U.S. Criminal Justice System and Safety Tips for International Students (Thomas C. Johnson); and (15) Court Cases Related to International Students in the United States (Krishna Bista and Amy Dagley). A section about the contributors and an index are included.

This book was written by 82 students in grades 3-7 at Westridge Elementary School (Littleton, Colorado) during a summer enrichment class. The book was written for anyone who wants to learn about Hispanic culture and heritage. Chapter 1 gives an overview of Hispanic history, beginning in the 1400s. This chapter discusses the ancestors of Hispanic peoples, Spanish takeover of land in the New World, effects on Mexico when the United States became a country, individuals who fought for Hispanic rights, and famous Hispanic relatives of the student writers. Chapter 2 describes festivals common to Hispanic culture, traditional Hispanic food including recipes, and traditional Hispanic dances. Chapter 3 discusses the careers of five Hispanic artists and describes traditional Hispanic art forms including retablos, santos, and folk art. This chapter also includes directions for making pinatas, molas, and luminarias. The fourth chapter discusses common Hispanic sayings, jokes, and riddles that have been passed down from generation to generation, and lists words common to both Spanish and English, places in the United States with Spanish names, and easy-to-learn Spanish phrases. Chapter 5 includes five stories common to Hispanic culture. The last chapter presents interviews with Hispanic Americans, who relate the importance of their culture, family traditions, and values. Contains numerous illustrations and photographs, lists of student and teacher participants, and an index. (LP)

This series of leaflets provides information for family day care providers on nine topics. Age differences and developmental stages are emphasized. The first topic concerns ways to help young children get along with others. Self-esteem is emphasized, and methods for helping children develop self-esteem are listed. The second leaflet discusses children's growth through play. A list of simple toys for young children is provided. The third leaflet deals with guidance and discipline. Discussed are discipline guidelines and methods, temper tantrums, and the process of working with parents. Language development is covered in the fourth leaflet, which emphasizes storytelling, books, and language games. The fifth and sixth leaflets discuss toys and games for babies and toddlers. The seventh deals with ways for providers to cope creatively with the stress of their job and of working with parents. Aspects of day care as a professional business are considered in the eighth leaflet. Issues discussed include cost, contracts, recordkeeping, recording and reporting of income, expenses, insurance, and advertising. The last leaflet concerns the responsibility of the provider to provide nutritious meals and snacks and to help children develop healthy attitudes about food and eating. A list of information sources is provided for each leaflet. (GLR)

This book for primary school teachers provides a practical collection of facts, advice, projects, games, stories, and sample questions for use in teaching children the importance of healthy habits. Food, personal hygiene, and the home environment are areas of particular concern. Details range from advice on ways to start a school garden or design a class growth chart to instructions for a game of "germ warfare" that illustrates how pathogens invade the human body. Throughout, the work emphasizes simple, imaginative tools for correcting errors of food safety, nutrition, and personal hygiene commonly found in developing countries. The book consists of seven self-contained teaching units which can be used in any sequence. Units deal with: (1) food and the body; (2) keeping food safe; (3) a safe water supply; (4) safe collection and disposal of waste; (5) personal hygiene; (6) the role of insects, pests, and domestic animals in spreading disease; and (7) a healthy home environment. Teachers are given guidance for explaining to children the body's need for water, the types of food the body needs to stay healthy, and the means by which disease can be spread through a community. The liberally illustrated book contains numerous suggestions for involving children in practical activities that will reinforce what they learn and help them appreciate the relevance of their new knowledge to their lives outside the school. (Author/RH)

Concern over increased childhood obesity has spurred various school-based interventions. However, these interventions often have little positive effect and may inadvertently contribute to unhealthy behaviors during weight loss attempts. Indeed, a general emphasis on appearance and weight (rather than health) can promote eating disordered behaviors. This book provides a conceptual model for understanding both obesity and eating disordered behaviors. Specifically, it advocates for body acceptance and intuitive eating -- a flexible, healthy eating behavior involving awareness of the body's hunger and satiety cues. Within this context, the chapters review evidence-based school interventions in nutrition, self-regulation, exercise, body acceptance, media literacy, and mindfulness. Guidance is also provided for identifying, referring, and supporting students with emerging eating disorders. Without empirically supported guidance, schools run the risk of implementing ineffective or harmful programming in an effort to do good. Thus, this book is a much needed resource for teachers, administrators, counselors, nurses, and other school personnel.

Securing the future of the human race will require an improved understanding of the environment as well as of technological solutions, mindsets and behaviors in line with modes of development that the ecosphere of our planet can support. Some experts see the only solution in a global deflation of the currently unsustainable exploitation of resources. However, sustainable development offers an approach that would be practical to fuse with the managerial strategies and assessment tools for policy and decision makers at the regional planning level. Environmentalists, architects, engineers, policy makers and economists will have to work together in order to ensure that planning and development can meet our society's present needs without compromising the security of future generations. Better planning methods for urban and rural expansion could prevent environmental destruction and imminent crises. Energy, transport, water, environment and food production systems should aim for self-sufficiency and not the rapid depletion of natural resources. Planning for sustainable development must overcome many complex technical and social issues. This book contains the following chapters: (1) Indigenous Epistemologies, Sustainability and Schooling: The Case of South Africa (Anders Breidlid); (2) Malaysian Primary Pre-Service Teachers' Understanding and Awareness of Environmental Knowledge (Mageswary Karpudewan and Zurida Ismail); (3) Alternative Perspective to Funding Public Universities in Nigeria (Shina Olayiwola); (4) Sustainable Business Development--A Case Study of the International Logistics Industry (Anna Larsson, Ronald Muyingo, Dmytro Serebrennikov, Shohana Ahmed and Cecilia Mark-Herbert); (5) The Obligation of Sustainable Fisheries Management: Review of Endured Failures and Challenges in Exploitation of the Living Sea (Hans-Joachim Ratz); (6) Modelling for Sustainable Development: Inundation Risk Management and Decision Making in Water Sector (Sellami Mohamed Habib and Siddiki Ezeddine); (7) Sustainable Building in Malaysia: The Development of Sustainable Building Rating System (Ar Zuhairuse MD Darus and Nor Atikah Hashim); (8) Mapping is a Key for Sustainable Development of Coastal Waters: Examples of Seagrass Beds and Aquaculture Facilities in Japan with Use of ALOS Images (Teruhisa Komatsu, Tatsuyuki Sagawa, Shuhei Sawayama, Hideaki Tanoue, Akihiko Mohri and Yoshihiko Sakanishi); (9) Sustainable Development of the Built Environment: The Role of the Residential/Housing Sector (Tom Kauko); (10) Using Index to Measure and Monitor Progress on Sustainable Development (Geoffrey K. F. Tso and Jin Li); (11) Sustainability in Urban Ecosystems and Detecting Urban Vegetation from Different Images Using an Object-Based Approach (Metin Tunay, Ayhan Atesoglu, Aycan M. Marangoz, Serkan Karakis and Hakan Akcin); (12) Sustainable Solutions in Development Countries--Lithuania Case (Marija Burinskiene and Vitalija Rudzkiene); (13) Sustainable Farming Systems vs Conventional Agriculture: A Socioeconomic Approach (Athanasios Theocharopoulos, Stamatis Aggelopoulos, Panoraia Papanagiotou, Katerina Melfou and Evangelos Papanagiotou); (14) Improving Food Security Risk Management for Sustainable Development (Menghestab Haile and Lieven Bydekerke); (15) Three Totally Different Environmental/GDP Curves (Leif Bratt); (16) Temporal-Spatial Changes of the Oasis in the Heihe River Basin over the Past 25 Years (Yaowen Xie, Linlin Li, Xiaojiong Zhao and Chunxia Yuan); and (17) Saving the World's Most Precious Resource (Dewi Rogers and Alessandro Bettin).

This practical resource is brimming with ideas and guidance for using simple ideas from speech and language pathology and occupational therapy to boost communication, sensory integration, and coordination skills in children on the autism spectrum. Suitable for use in the classroom, at home, and in community settings, it is packed with easy-to-follow, goal-oriented activities and lesson plans centering around arts and crafts, music-making, cookery, sensory activities, and skills for daily living. The activities all use materials and objects which are readily available in the home or classroom, and can easily be adapted to suit children of different abilities, including those who are non-verbal. This book is perfect for teachers, speech and language pathologists, and occupational therapists who need fresh and effective activity ideas for the classroom or therapy room, as well as for parents and other caregivers who want to help their child on the autism spectrum to speak, move, play...and learn!

Children are born naturally mathematical, so why is it sometimes so difficult to observe children being mathematical? Why do so many of us think we are "bad" at maths and how does this subconsciously affect the provision, experiences and opportunities we provide for young children who are starting their mathematical learning journey? This easily accessible book will help you to realise the wonderful mathematical learning happening in your setting all day and every day through the familiar resources and experiences routinely offered to young children. It will help you to think more reflectively about what you are providing for children and suggest ways of making provision richer and more exciting for you and the children in your care. With chapters linked to areas of continuous provision including sand, water, dough, role play, music, outdoors and ICT among many others, this book features: (1) A wide range of activities including key questions, vocabulary and advice on observations; (2) Lists of key resources; (3) Ideas to support children's mathematical mark making; (4) Useful links to stories and rhymes to engage children and promote mathematical learning; (5) Links to other areas of learning and development; and (6) Suggestions for involving parents. Providing a wealth of exciting, meaningful, play-based ways to promote mathematical learning and create a maths rich environment, this highly practical book will help you to develop young children's confidence and enjoyment of maths through your everyday provision. It is a perfect resource for Early Years Practitioners working in all settings, as well as those studying on childcare, Early Childhood and Early Years Professional Status courses.

Over the coming decades, every academic discipline will have to respond to the paradigm of more sustainable life practices because students will be living in a world challenged by competition for resources and climate change, and will demand that every academic discipline demonstrate substantial and corresponding relevance. This book takes as its point of departure that integrating a component of sustainability into a discipline-specific course arises from an educator asking a simple question: in the coming decades, as humanity faces unprecedented challenges, what can my discipline or area of research contribute toward a better understanding of these issues? The discipline need not be future-oriented: an archaeologist, for instance, could incorporate into a course some aspects of sustainable archaeological practices in areas threatened by rapid climate change, as well as examples of sustainable or unsustainable ways of living practiced by members of the long-gone society under investigation. This book also argues that courses about sustainability need to cross disciplinary boundaries, both because of the inter-relatedness of the issues, and because students will require the ability to use interdisciplinary approaches to thrive through the multiple careers most of them will face. The contributions to this book are presented under four sections. "Sustainability as a Core Value in Education" considers the rationale for incorporating sustainability in disciplinary courses. "Teaching Sustainability in the Academic Disciplines" presents eight examples of courses from disciplines as varied as agriculture, composition, engineering, and teacher education. "Education as a Sustainable Practice" reviews how the physical environment of the classroom and the delivery of instruction need themselves to reflect the values being taught. The final section addresses the issues of leadership and long-term institutional change needed to embed sustainable practice as a core value on campus. Part I, Sustainability as a Core Value in Education, contains: (1) Sustainability for Everyone: Trespassing Disciplinary Boundaries (Douglas Klahr); (2) Sustainability as a Core Issue in Diversity and Critical Thinking Education (Danielle Lake); (3) Sustainable Happiness and Education: Educating Teachers and Students in the 21st Century (Catherine O'Brien); and (4) A Christian Approach to Sustainability (Chris Doran). Part II, Teaching Sustainability in the Academic Disciplines, includes: (5) Re-Envisioning Ecocomposition: The Rhetoric of Sustainable Energy and the Ecology of Writing (Kimberly R. Moekle); (6) Sustainably Growing Farmers of the Future: Undergraduate Curriculum in Sustainable Agriculture at the University of Kentucky (Keiko Tanaka, Mark Williams, Krista Jacobson and Mike Mullen); (7) Using a Multi-level Approach to Teach Sustainability to Undergraduate Students in Engineering and Environmental Science (Bruce I. Dvorak, Stacey A. Hawkey and Valdeen Nelsen); (8) Environmental Sustainability in Healthcare Management Education (Carrie Rich); (9) Teaching Ecotourism in the Backyard of Waikiki, Hawai'i (John Cusick); (10) Writing Banana Republics and Guano Bonanzas: Consumerism and Globalization in the Composition Classroom (George E. Brooks); (11) The Hungry Text: Toward a Sustainable Literary Food Pedagogy (Tom Hertweck and Kyle Bladow); and (12) Who Will Teach the Teachers? Re-orienting Teacher Education for the Values of Sustainability (Patrick Howard). Part III, Education as a Sustainable Practice, contains: (13) Eportfolios in a Liberal Studies Program: An Experiment in Sustainability (P. Sven Arvidson); (14) The Paperless Classroom (Kirsten Bartels and Justin Pettibone); (15) Communicating Sustainability: Teaching Sustainable Media Practice (Alex Lockwood); and (16) Unsustainable Aspects of Sustainability (Bart Bartels). Part IV, Leadership and Reform Strategies for Long-term Institutional Change, contains: (17) Teaching Sustainability Leadership (Courtney Quinn and Gina Matkin); (18) Teaching Sustainability to Future Professionals in Cultural Resource Organizations (Sarah S. Brophy); (19) Breaking the "Methodological Trap" of Sustainability in Academia with Global Learning Environments (Tamara Savelyeva); and (20) Making Sustainability a Core Value (Christine Drewel).

This concluding volume in the series presents the work of faculty who have been moved to make sustainability the focus of their work, and to use service learning as one method of teaching sustainability to their students. The chapters in the opening section of this book-- Environmental Awareness--offer models for opening students to the awareness of the ecological aspects of sustainability, and of the interdependence of the ecosystem with human and with institutional decisions and behavior; and illustrate how they, in turn, can share that awareness with the community. The second section--Increasing Civic Engagement--explores means for fostering commitment to community service and experiencing the capacity to effect change. The concluding section--Sustainability Concepts in Business and Economics--addresses sustainability within the business context, with emphasis on the "triple bottom line"--the achievement of profitability through responsible environmental practice and respect for all stakeholders in the enterprise. This book is divided into three sections. Section I, Environmental Awareness, contains the following: (1) Reconnecting to Land, People, and Community: Ecological Lessons From the Puebla-Alberta Community Service Exchange (Hans-Dittmar Mundel and Karsten Mundel); (2) Integrating Sustainability and Service Learning into the Science Curriculum (Susan Sutheimer and Jesse Pyles); and (3) Sustainability Education Through an Interdisciplinary and Service-learning Approach (Alison K. Varty, Shane C. Lishawa, Nancy Tuchman). Section II, Increasing Civic Engagement, contains the following: (4) What's the Matter with American Democracy? Responding by Embracing Civic Engagement and Sustainability (Scott G. McNall); (5) Sustainability Starts at Home: A Hybrid Service-Learning Model for Teaching Environmental Sustainability (J. Marshall Eames and Jeremy Brooks); (6) Learning By Doing Across Disciplines: Activism, Environmental Awareness and Civic Engagement (Cheryl Swift and Sal Johnston); (7) From Wolves to Wind Power: Fostering Student Understanding of Science, Stewardship and Civic Engagement (Karen Whitehead and Mary Kay Helling); and (8) Multiculturalism and Sustainability Education: Engagement with Urban School Communities via Food and Learning Gardens (Dilafruz Williams). Section III, Sustainability Concepts in Business and Economics, contains the following: (9) Building Bridges and Social Capital through Service-Learning: A Blueprint Model (Curtis L. DeBerg); (10) Sustainable Design Practices for the Social Entrepreneurial Business (Connie Ulasewicz); and (11) Teaching Sustainable Rural Economic Development Using Service-Learning Pedagogy (Beth Wilson). An index is included. [Foreword by Robert A. Corrigan.]

Using a rich collection of archives, school histories, photographs and memoirs, this book charts and discusses the contributions English children made to the war effort during World War II. As men and women were increasingly called up for war work, as the country needed to grow as much food as possible, and as the war effort required ever increasing funds, children were the last resource. Many of them worked on the land, planting and harvesting crops, they raised large sums for the war, and they carried out a range of other tasks. This book not only examines the lives of children during WWII in unprecedented detail, but also it sheds light on the role of children in society generally. The inter-war years were a time when the character and proper activities of childhood were being debated. While protecting the next generation of citizens through evacuation was one strand in thinking, commentators in education and workers' organizations debated whether children should be mainly regarded as learners at school, or could combine that kind of activity with war-related work. This asked a question that still has relevance today: should children be conceptualized as citizens for the future or as participating citizens now? This debate leads to even larger questions about the social construction of childhood. As children have increasingly been withdrawn from paid and unpaid work, their contribution can be understood through their work at school; though this is often disguised or devalued since adults may conceptualize it as socialization by adults. The inter-war years and the war years in England were a key time for re-thinking childhood, and the issues that were raised then still have relevance to the role of children in society today. Chapters included in this book are: (1) Starting Points; (2) Children in Social Thought Between the Wars; (3) Earners or Learners? Work and School 1900-1939; (4) Children in Wartime; (5) Younger Children's Work: Doing their Bit; (6) Bringing in the Harvest; (7) Older Children's Work: Serving their Country; (8) Children in Organisations: Working for Freedom; and (9) Closing Points. A bibliography and an index are included.

Hands-on, inquiry-based, and relevant to every student's life, "Gourmet Lab" serves up a full menu of activities for science teachers of grades 6-12. This collection of 15 hands-on experiments--each of which includes a full set of both student and teacher pages--challenges students to take on the role of scientist and chef, as they boil, bake, and toast their way to better understanding of science concepts from chemistry, biology, and physics. By cooking edible items such as pancakes and butterscotch, students have the opportunity to learn about physical changes in states of matter, acids and bases, biochemistry, and molecular structure. The Teacher pages include Standards addressed in each lab, a vocabulary list, safety protocols, materials required, procedures, data analysis, student questions answer key, and conclusions and connections to spur wrap-up class discussions. Cross-curricular notes are also included to highlight the lesson's connection to subjects such as math and literacy. Finally, optional extensions for both middle school and high school levels detail how to explore each concept further. What better topic than food to engage students to explore science in the natural world? A bibliography and an index are included.

"The Routledge Applied Linguistics Reader" is an essential collection of readings for students of Applied Linguistics. Divided into five sections: Language Teaching and Learning, Second Language Acquisition, Applied Linguistics, Identity and Power and Language Use in Professional Contexts, the "Reader" takes a broad interpretation of the subject from its traditional foundations in language teaching and learning to cover the newer subdisciplines from corpus linguistics to forensic linguistics. Using a multidisciplinary approach, the "Reader" focuses on the topics and issues to which Applied Linguistics research has made a significant contribution, in particular: (1) our understanding of key concepts and notions in the study of real-world problems in which language and communication play a central role; (2) the theoretical debates of broader social science issues that impact on language teaching, learning and use; and (3) the main methodological advances. Featuring twenty-seven carefully selected readings, the "Reader" focuses on both the major contributions of Applied Linguistics, and the conceptual and theoretical issues of the subject in a variety of contexts and methods. The selection comprises seminal articles from leading researchers, as well as fresh perspectives from new voices in the subject. These readings are amplified by a general introduction as well as detailed, critical summaries of each section, discussion questions and recommended further reading for each article. Contents include the following: (1) The Native Speaker in Applied Linguistics (Alan Davies); (2) The Idealised Native Speaker, Reified Ethnicities and Classroom Realities (C. Leung, R. Harris and B. Rampton); (3) "Ownership" of English in The Outer Circle: An Alternative to The NS-NNS Dichotomy (Christina Higgins); (4) Non-native Speaker Teachers and English as An International Language (Enric Llurda); (5) The Nature of The L2 User ( Vivian Cook); (6) Appropriating English, Expanding Identities, and Re-visioning The Field: From TESOL to Teaching English For Globalized Communication (TEGCOM) (A.M.Y. Lin, W. Wang, A. Akamatsu and M. Riazi); (7) "Language, Localization, and The Real: Hip-hop and The Global Spread of Authenticity" (A. Pennycook); (8) Closing A Conceptual Gap: The Case For A Description of English as A Lingua Franca (Barbara Seidlhofer); (9) Lingua Franca English Multilingual Communities and Language Acquisition (S. Canagarajah); (10) Authority and invisibility: Authorial Identity in Academic Writing (K. Hyland); (11) Corpus-based Approaches to Issues in Applied Linguistics (Douglas Biber, Susan Conrad and Randi Reppen); (12) Talking, Creating: interactional Language, Creativity and Context (Ronald Carter and Michael Mccarthy); (13) Social Identity, investment, and Language Learning (B. Norton Peirce); (14) Identity in Applied Linguistics (David Block); (15) New Approaches to Gender, Class, and Race in Second Language Writing (Ryuko Kubota); (16) Convivial Communication: Recontextualizing Communicative Competence (Constant Leung); (17) Language Ecology in Multilingual Settings: Towards A Theory of Symbolic Competence (Claire Kramsch and Anne Whiteside); (18) Globalization and The Teaching of "communication Skills" (Deborah Cameron); (19) Discourse Community, Legitimate Peripheral Participation and The Non-native-english-speaking Scholar (John Flowerdew); (20) Language Assessment as Social Practice: Challenges For Research (Tim Mcnamara); (21) Learning Language For Work and Life: The Linguistic Socialization of Immigrant Canadians Seeking Careers in Healthcare (P. Duff, P. Wong and M. Early); (22) Multilingual Language Policies and The Continua of Biliteracy: An Ecological Approach (Nancy Hornberger); (23) Political Discourse Analysis From The Point of View of Translation Studies (C. Schaffner); (24) Everyday Creativity in Language: Textuality, Contextuality, and Critique (Janet Maybin and Joan Swann); (25) Non-native Speakers of English and The Miranda Warnings (A. Pavlenko); and (26) "But It's All True!" Commercialism and Commitment in The Discourse of Organic Food Promotion." (Guy Cook, Matt Reed and Alison Twiner).

This book explores the urban school garden as a bridge between environmental action and thought. As a small-scale response to global issues around access to food and land, urban school gardens promote practical knowledge of farming as well as help renew cultural ideals of shared space and mutual support for the organic, built environment. Through a comprehensive history of school garden practice rooted in Eastern industrial cities, to case studies from four Pacific Rim regions, this book examines the practice and culture of the urban school garden as a central symbol for environmental learning. As poetically described by students, teachers, and community members in both historical and contemporary gardens, the story of the urban school garden inspires a new narrative in connecting learners to the land.

This book explores the idea of "intercultural competence", which, despite its current popularity across various discourses, has remained a vague and oscillating concept. Interculture lacks a universal definition and "competence" is not only a cognitive construct but also includes psychological traits such as attitudes, affective aspects and constructions of identity. The essays in this volume approach the complexity of the concept from a number of different angles. These include theoretical models for defining the concept of "intercultural competence", outlining paths for future research; application of the concept in the teaching and learning of foreign languages, cultures and literatures; exploration of institutional and sociocultural influences on mediating intercultural competence; and analysis of the concept's impact on such diverse contexts as international business, religious constructs and notions of selfhood and identity. The volume develops a broad range of perspectives on intercultural competence, providing stimulating new ideas, reflections and models around this important concept. Contents include: (1) Introduction (Arnd Witte and Theo Harden); (2) A Research Agenda for "Intercultural Competence" (Michael Byram); (3) Intercultural Competence in Foreign Language Classrooms: A Framework and Implications for Educators (Darla K. Deardorff); (4) Intercultural Competence: A Phenomenological Approach (Werner Muller-Pelzer); (5) The Perception of Competence: A History of a Peculiar Development of Concepts (Theo Harden); (6) On the Teachability and Learnability of Intercultural Competence: Developing Facets of the "Inter" (Arnd Witte); (7) Does the Revised English MFL Curriculum Give Us Reasons to be Optimistic about Fostering Intercultural Understanding Amongst Key Stage 3 Language Learners? (Gillian Peiser); (8) Intercultural Competence: A Major Issue in Foreign Language Teacher Training? (Clarisse Costa Afonso); (9) How to Teach It? Proposal for a Methodological Model of Intercultural Competence (Claudia Borghetti); (10) Can One Swallow Make the Summer? Teaching Intercultural Competence in an English Writing Course (Mary Georgiou); (11) Adding Another Colour to the Rainbow: An Attempt at Imparting German Cultural Competence in a South African University Context (S. Weber and Rebecca Domingo); (12) Teaching "Intercultural Competence" to "Generation X" (Heidi Zojer); (13) Developing Language Teacher Capability Through Immersion Programmes and the Impact on Student Language Learning, Cultural Knowledge and Intercultural Competence (Annelies Roskvist, Deborah Corder, Sharon Harvey, and Karen Stacey); (14) Measuring Intercultural Competence (Joke Simons and Yunsy Krols); (15) A Framework for Analysing Observation Data: Language Teacher Provision of Opportunities for Learners to Develop Intercultural Competence (Heather Richards, Clare Conway, Annelies Roskvist, and Sharon Harvey); (16) Intercultural Learning in the Study Abroad Context (Kristin Brogan and Muiris O Laoire); (17) An ILP Investigation of Disness Strategies Performed by German Working Professionals (GWP) (Sabrina Mallon-Gerland); (18) Learner Identity Construction, Intercultural Competence and Study Abroad (Lisa Stiefel); (19) Interculturality, Linguistic Culture and Alterity: A Further Look into Intercultural Competence (Theophile Ambadiang and Isabel Garcia Parejo); (20) Towards the Development of Awareness in Intercultural Communicative Competence: A Tandem Exchange Experience (Aine Furlong and Fionnuala Kennedy); (21) What Can Cross-Cultural Conversation Transcript Analysis Contribute to the Development of Intercultural Competence? (Thomas Johnen); (22) Culture? Communication? The Intercultural? A Comparative Study of Basic Concepts in ICC Education in Germany, Japan and the US (Margit Krause-Ono and Sylvia Wachter); (23) "Eat ye, O people": The Role of Food, Religion and Hospitality in Intercultural Relations (Marie Gervais); (24) The Irish are Too Polite: Analysing Stereotype and Identity Dynamics in Student WebChat (Helen O'Sullivan, Gillian S. Martin and Breffni O'Rourke); (25) Aspects of English and German Sociable Selfhood (Rob Philburn); (26) Intercultural Competence: A Mirror for Literature? Some Thoughts on Vaclav Havel's Play "Unveiling/Vernissage" in Two Guises (Marketa Goetz-Stankiewicz); (27) Empathy and Recognition: Two Concepts of Intercultural Learning in Literature Teaching with Rafik Schami's Fable "The Sheep in Wolf's Clothing" (Sieglinde Grimm); and (28) Current Readers and Intercultural Learning (Ana Goncalves Matos).

The essays in "School Food Politics" explore the intersections of food and politics on all six of the inhabited continents of the world. Including electoral fights over universally free school meals in Korea, nutritional reforms to school dinners in England and canteens in Australia, teachers' and doctors' work on school feeding in Argentina, and more, the volume provides key illustrations of the many contexts that have witnessed intense struggles defining which children will eat; why; what and how they are served; and who will pay for and prepare the food. Contributors include reformers writing from their own perspectives, from the farm-to-school program in Burlington, Vermont, to efforts to apply principles of critical pedagogy in cooking programs for urban teens, to animal rights curriculum. Later chapters shift their focus to possibilities and hope for a different future for school food, one that is friendlier to students, lunch ladies, society, other creatures, and the planet. Contents of this book include: (1) Introduction: School Food Politics (Marcus B. Weaver-Hightower and Sarah A. Robert); (2) Reframing the Politics of Urban Feeding in U.S. Public Schools: Parents, Programs, Activists, and the State (Jen Sandler); (3) Fixing Up Lunch Ladies, Dinner Ladies, and Canteen Managers: Cases of School Food Reform in England, the United States, and Australia (Marcus B. Weaver-Hightower); (4) Cultivating Schools for Rural Development: Labor, Learning, and the Challenge of Food Sovereignty in Tanzania (Kristin D. Phillips and Daniel Roberts); (5) Defining the "Problem" with School Food Policy in Argentina (Sarah A. Robert and Irina Kovalskys); (6) Free for All, Organic School Lunch Programs in South Korea (Mi Ok Kang); (7) School Food, Public Policy, and Strategies for Change (Marion Nestle); (8) Food Prep 101: Low-Income Teens of Color Cooking Food and Analyzing Media (Catherine Lalonde); (9) Going Local: Burlington, Vermont's Farm-to-School Program (Doug Davis and Dana Hudson); (10) What's That Non-Human Doing on Your Lunch Tray? Disciplinary Spaces, School Cafeterias, and Possibilities of Resistance (Abraham DeLeon); (11) Coda: Healthier Horizons (Sarah A. Robert and Marcus B. Weaver-Hightower). A foreword by Ann Cooper and an index are also included

Distinguished international scholars from a wide range of disciplines (including curriculum studies, foundations of education, adult education, higher education, and consumer education) come together in this book to explore consumption and its relation to learning, identity development, and education. Readers will learn about a variety of ways in which learning and education intersect with consumption. This volume is unique within the literature of education in its examination of educational sites--both formal and informal--where learners and teachers are resisting consumerism and enacting a critical pedagogy of consumption. This book includes the first chapter, "Introduction: Exploring Consumption's Pedagogy and Envisioning a Critical Pedagogy of Consumption--Living and Learning in the Shadow of the "Shopocalypse" by Jennifer A. Sandlin, and is divided into four parts. Part I, "Education, Consumption, and the Social, Economic, and Environmental Crises of Capitalism", contains the following chapters: (2) Rootlessness, Reenchantment and Educating Desire: A Brief History of the Pedagogy of Consumption (Michael Hoechsmann); (3) Consuming Learning (Robin Usher); (4) Producing Crisis: Green Consumerism as an Ecopedagogical Issue (Richard Kahn); and (5) Teaching Against Consumer Capitalism in the Age of Commercialization and Corporatization of Public Education (Ramin Farahmandpur). Part II, "Schooling the Consumer Citizen", contains the following chapters: (6) Schooling for Consumption (Joel Spring); (7) Schools Inundated in a Marketing-Saturated World (Alex Molnar, Faith Boninger, Gary Wilkinson and Joseph Fogarty); (8) Exploring the Privatized Dimension of Entrepreneurship Education and its Link to the Emergence of the College Student Entrepreneur (Matthew M. Mars); (9) Framing Higher Education: Nostalgia, Entrepreneurship, Consumerism and Redemption (Gustavo E. Fischman and Eric Haas); and (10) Politicizing Consumer Education: Conceptual Evolutions (Sue L. T. McGregor). Part III: "Consumption, Popular Culture, Everyday Life, and the Education of Desire", contains the following chapters: (11) Consuming the All-American Corporate Burger: McDonald's "Does It All For You," (Joe L. Kincheloe); (12) Barbie: The Bitch Can Buy Anything (Shirley R. Steinberg); (13) Consuming Skin: Dermographies of Female Subjection and Abjection (Jane Kenway and Elizabeth Bullen); (14) Happy Cows and Passionate Beefscapes: Nature as Landscape and Lifestyle in Food Advertisements (Anne Marie Todd); (15) Creating the Ethical Parent-Consumer Subject: Commerce, Moralities and Pedagogies in Early Parenthood (Lydia Martens); and (16) Chocolate, Place, and a Pedagogy of Consumer Privilege (David A. Greenwood). Part IV, "Unlearning Consumerism through Critical Pedagogies of Consumption: Sites of Contestation and Resistance", contains the following chapters: (17) Re-Imagining Consumption: Political and Creative Practices of Arts-Based Environmental Adult Education (Darlene E. Clover and Katie Shaw); (18) Using Cultural Production to Undermine Consumption: Paul Robeson as Radical Cultural Worker (Stephen D. Brookfield); (19) Beyond the Culture Jam (Valerie Scatamburlo-D'Annibale); (20) Global Capitalism and Strategic Visual Pedagogy (David Darts and Kevin Tavin); (21) Turning America Into a Toy Store (Henry A. Giroux); and (22) United We Consume? Artists Trash Consumer Culture and Corporate Green Washing (Nicolas Lampert).

"Rethinking Early Childhood Education" is alive with the conviction that teaching young children involves values and vision. This anthology collects inspiring stories about social justice teaching with young children. Included here is outstanding writing from childcare teachers, early-grade public school teachers, scholars, and parents. This book shows how educators can nurture empathy, an ecological consciousness, curiosity, collaboration, and activism in young children. It invites readers to rethink early childhood education, reminding them that it is inseparable from social justice and ecological education. An outstanding resource for childcare providers, early-grade teachers, as well as teacher education and staff development programs. This book is divided into eight parts. Part One, "Prioritize Anti-Bias, Culturally Sensitive Teaching and Learning," contains the following: (1) What Color Is Beautiful? (Alejandro Segura-Mora); (2) Why an Anti-Bias Curriculum? (Louise Derman-Sparks); (3) Developmental Themes, Tasks, and Goals in Anti-Bias Work (Margie Carter and Deb Curtis); (4) Raising Issues of Race with Young Children (Rita Tenorio); (5) Using Persona Dolls to Help Children Develop Anti-Bias Attitude (Trisha Whitney); (6) Miles of Aisles of Sexism: Helping Students Investigate Toy Stores (Sudie Hofmann); (7) Where Are the Game Girls? (Ann Pelo); (8) Rethinking "The Three Little Pigs" (Ellen Wolpert); (9) What If All the Kids Are White?: Anti-Bias Themes for Teaching Young Children (Louise Derman-Sparks and Patricia Ramsey); and (10) Unwrapping the Holidays: Reflections on a Difficult First Year (Dale Weiss). Part Two, "Make Ample Time for Play and Exploration," contains the following: (11) The Scripted Prescription: A Cure for Childhood (Peter Campbell); (12) What About Play? (Sharna Olfman); (13) Confession: My Students Play in the Classroom--and It's Good for Them (Seth Shteir); (14) Playing with Gender (Ann Pelo); and (15) Cybertots: Technology and the Preschool Child (Jane Healy). Part Three, "Use Curriculum Approaches that Are Responsive to Children's Developmental and Intellectual Pursuits," contains the following: (16) Why We Banned Legos: Exploring Power, Ownership, and Equity in the Classroom (Ann Pelo and Kendra PeloJoaquin); (17) "Lego Fascists" (That's Us) Vs. Fox News; (18) "I Just Want to Read Frog and Toad" (Melanie Quinn); (19) Tuning in to Violence: Students Use Math to Analyze What TV Is Teaching Them (Margot Pepper); (20) Talking with Children About War and Peace (Ann Pelo); (21) Testing Tots: Why We Need a Better Means of Evaluating Our Nation's Children (Richard Rothstein); (22) Testing Lang (Amy Gutowski); (23) Think Less Benchmarks: A Flawed Test Does More Harm than Good (Amy Gutowski); and (24) From Critique to Possibility: New Zealand's Radical Approach to Assessment (Margie Carter). Part Four, "Cultivate a Sense of Place--of Belonging to a Particular Patch of Earth and Sky--and a Connection to the Earth and Its Creatures," contains the following: (25) A Pedagogy for Ecology (Ann Pelo); (26) Bringing the Earth Home: Professional Development on Ecology (Ann Pelo); (27) Don't Know Much About Natural History: Education as a Barrier to Nature (Richard Louv); (28) Food Is Not for Play (Jean Hannon); and (29) Lessons from a Garden Spider: How Charlotte Transformed My Classroom (Kate Lyman). Part Five, "Emphasize Children's Social-Emotional Learning," contains the following: (30) Holding Nyla: Lessons from an Inclusion Classroom (Katie Kissinger); (31) Fairness First: Learning from Martin Luther King Jr. and Ruby Bridges (Stephanie Walters); and (32) Staying Past Wednesday: Helping Kids Deal with Death and Loss (Kate Lyman). Part Six, "Learn from and Stand with Families," contains the following: (33) Welcoming Kalenna: Making Our Students Feel at Home (Laura Linda Negri-Pool); (34) Holiday Lessons Learned in an Early Childhood Classroom (Julie Bisson); (35) Strawberry Fields Forever?: An Early Childhood Teacher Draws on Her Past to Teach Children of Migrant Farmworkers (Cirila Ramirez); (36) Talking the Talk: Integrating Indigenous Languages into a Head Start Classroom (Cathie DeWeese-Parkinson); (37) Heather's Moms Got Married (Mary Cowhey); (38) Bringing the Lives of Lesbian and Gay People into Our Programs (Ann Pelo); and (39) Activism Brings Us Power: An Interview with lda Magana (Jacqueline Lalley). Part Seven, "Advocate for Children, Families, and Early Childhood Workers," contains the following: (40) Who Cares for Our Children?: The Childcare Crisis in the Other America (Valerie Polakow); (41) It's All of Our Business: What Fighting for Family-Friendly Policies Could Mean for Early Childhood Educators (Ellen Bravo); (42) Improving Conditions and Status for Early Childhood Educators (Charles Bruner); and (43) Caught in a Quagmire: The Effort to Improve Wages and Working Conditions for Childcare Teachers (Patty Hnatiuk). Part Eight, "Resources," contains the following: (44) 10 Quick Ways to Analyze Books for Racism and Sexism; and (45) Music for Social Justice (Rita Tenorio). This book also contains "Introduction: "Embracing Social Justice in Early Childhood Education" by Ann Pelo and "Language Matters" by Ann Pelo. An index is included.

The brain gets fed first! That is an important idea that directly relates to the nutrition/cognition connection in schools. As the education community faces the challenges of childhood obesity, malnutrition of the brain, food allergies, disorders of metal metabolism and biochemical imbalances, educators are eager to learn about how to guide students in the care of their bodies, and especially, in the feeding of the brain. Making "smart" choices for the very hungry brain is the focus of this cutting edge book that provides the busy teacher with vital information on nutrition and behavior. Dr. Marcus develops a rich discussion about three food groups: animal foods, plant foods and junk foods. She explains why breakfast is still the most important meal of the day, provides brain joggers for easy integration into classroom activities, and presents a host of practical strategies for teaching nutrition as part and parcel of a "learning for a lifetime" curriculum. Following a preface and introduction, this book contains six chapters: (1) Where's the Food?; (2) Malnutrition of the Brain; (3) Not All Fats Are Bad; (4) Sugar; (5) Not All Foods Are Good: Food Allergies; and (6) Exercise and the Brain. Appendices, glossary of terms, resources and references are also included.

Since the first edition was published in 1994, Rethinking Our Classrooms has sold over 180,000 copies. This revised and expanded edition includes new essays on: (1) science and environmental education; (2) immigration and language; (3) military recruitment; (4) teaching about the world through mathematics; and (5) gay and lesbian issues. Creative teaching ideas, compelling classroom narratives, and hands-on examples show how teachers can promote the values of community, justice, and equality while building academic skills. This book is divided into six parts. Part One, Points of Departure, contains the following: (1) "Lions" (Langston Hughes); (2) Unlearning the Myths That Bind Us: Critiquing Cartoons and Society (Linda Christensen); (3) Rethinking "The Three Little Pigs" (Ellen Wolpert); (4) 10 Quick Ways to Analyze Children's Books for Racism and Sexism (Council on Interracial Books for Children); (5) Celebrating the Joy in Daily Events (Linda Christensen); (6) "Ode to My Socks = Oda a los calcetines" (Pablo Neruda); (7) Taking Multicultural, Anti-Racist Education Seriously: An interview with Enid Lee; and (8) "My Hair Is Long" (Loyen Redhawk Gali). Part Two; Rethinking My Classroom, contains the following: (9) Race and Respect Among Young Children (Rita Tenorio); (10) Holding Nyla: Lessons from an Inclusion Classroom (Katie Kissinger); (11) Teaching for Social Justice: One Teacher's Journey (Bob Peterson); (12) Songs That Promote Justice (Bob Peterson); (13) "Forgiving My Father" (Justin Morris); (14) Playing with Gender: Lessons from an Early Childhood Center (Ann Pelo); (15) The Challenge of Classroom Discipline (Bob Peterson); (16) Helping Students Deal with Anger (Kelley Dawson Salas); (17) Building Community from Chaos (Linda Christensen); (18) Discipline: No Quick Fix (Linda Christensen); (19) "Honeybees" (Paul Fleischman); (20) Teaching About Global Warming in Truck Country (Jana Dean); (21) Students Students Use Math to Confront Overcrowding (Erin E. Turner and Beatriz T. Font Strawhun); (22) Getting Off the Track: Stories from an Untracked Classroom (Bill Bigelow); and (23) "What the mirror said" (Lucille Clifton). Part Three, Teaching Ideas, contains the following: (24) Using Pictures to Combat Bias (Ellen Wolpert); (25) My Mom's Job Is Important (Matt Witt); (26) Father Was a Musician (Dyan Watson); (27) There's More to Heroes Than He-Man (Marcie Osinsky); (28) The Military Recruitment Minefield (Bill Bigelow); (29) Coping with TV: Some Lesson Ideas (Bob Peterson); (30) What Do We Say When We Hear "Faggot"? (Leonore Gordon); (31) Learning from Worms (Rachel Cloues); (32) The Organic Goodie Simulation (Bill Bigelow and Norm Diamond); (33) World Poverty and World Resources (Susan Hersh and Bob Peterson); (34) Math, SATs, and Racial Profiling (Eric Gutstein); (35) The Day Sondra Took Over: Helping Students Become Self-Directed (Cynthia M. Ellwood); (36) Little Things Are Big (Jesus Colon); (37) Haiku and Hiroshima: Teaching About the Atomic Bomb (Wayne Au); (38) Students as Textbook Detectives: An Exercise in Uncovering Bias (Bill Bigelow and Bob Peterson); (39) What Can Teachers Do About Sexual Harassment? (Ellen Bravo and Larry Miller); (40) Flirting vs. Sexual Harassment: Teaching the Difference (Nan Stein and Lisa Sjostrom); (41) Celebrating the Student's Voice (Linda Christensen); (42) "Rayford's Song" (Lawson Inada); (43) Promoting Social Imagination Through Interior Monologues (Bill Bigelow and Linda Christensen); (44) "Two Women" (Anonymous); (45) Role Plays: Show, Don't Tell (Bill Bigelow); (46) Testing, Tracking, and Toeing the Line: A Role Play on the Origins of the Modern High School (Bill Bigelow); (47) "Salt of the Earth" Grounds Students in Hope (S. J. Childs); and (48) "The Funeral of Martin Luther King, Jr." (Nikki Giovanni). Part Four, Rethinking Our Assumptions, contains the following: (49) My Dirty Little Secret: Why I Don't Grade Papers (Linda Christensen); (50) Expectations Perspective (L. C. Clark); (51) Teachers and Cultural Styles (Asa G. Hilliard, III); (52) Teaching Standard English: Whose Standard? (Linda Christensen); (53) Seeing Color (Lisa Delpit); (54) When Small Is Beautiful: An interview with Hector Calderon; (55) I Won't Learn from You! Confronting Student Resistance (Herbert Kohl); (56) Food Is Not for Play (Jean Hannon); (57) The Politics of Children's Literature: What's Wrong with the Rosa Parks Myth (Herbert Kohl); (58) "In Memory of Crossing the Columbia" (Elizabeth Woody); (59) Heather's Moms Got Married: Creating a Gay- and Lesbian-Friendly Classroom (Mary Cowhey); (60) Thoughts on Teaching Native American Literature (Joseph Bruchac); (61) Why Students Should Study History: An interview with Howard Zinn; (62) History Book Resources (Howard Zinn); and (63) "To the Young Who Want to Die" (Gwendolyn Brooks). Part Five, Beyond the Classroom, contains the following: (64) Why We Need to Go Beyond the Classroom (Stan Karp); (65) "Rebellion Against the North Side" (Naomi Shihab Nye); (66) Teachers Teaching Teachers (Linda Christensen); (67) Equity Claims for NCLB Don't Pass the Test (Stan Karp); (68) Why Standardized Tests Are Bad (Terry Meier); (69) "Lineage" (Margaret Walker); and (70) Students Mobilize for Immigrant Rights (Ryan Knudson and Al Levie). Part Six, Resources, contains the following: (71) Poetry Teaching Guide (Linda Christensen); (72) Videos (Bill Bigelow and Linda Christensen); (73) Video Teaching Strategies (Bill Bigelow and Linda Christensen); (74) Books for Young People; (75) Curricula and Teaching Resources; (76) Periodicals; (77) Organizations; and (78) Poetry Credits. An index is included. [For the "Rethinking Our Classrooms: Teaching for Equity and Justice, First Edition", see ED388588.]