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Deaf Children and Their Families
by Michele C. Moore Sarah BeazleyFirst Published in 1996. Routledge is an imprint of Taylor & Francis, an informa company.
Deaf Education in the 21st Century: Topics and Trends
by Nanci A. ScheetzAs the author writes in his preface to the edition, Deaf education in the 21st century has and will continue to undergo a rapid transformation primarily due to the advent of technological advances, innovative educational opportunities, and shrinking cultural boundaries. This text provides professionals, preservice teachers, interpreters, counselors, and other related personnel with a broad and balanced perspective on current topics and trends germane to the field today. In the coverage of a wide array of topics that include educational perspectives, psychosocial precepts, communication modes, cochlear implants, advances in hearing-aid technology, and other timely and relevant topics, the reader is exposed to a panoramic view of a complex field rather than an in-depth analysis of each of the major dimensions. This text is a sourcebook on the many dimensions found within the field of deaf education. Designed as a teaching-learning vehicle, basic concepts recur in varying situations, and illustrations and some concepts are repeated in diverging contexts to promote comprehension and enhance retention.
Deaf Epistemologies, Identity, and Learning: A Comparative Perspective
by Goedele A. De ClerckGoedele A. M. De Clerck presents cross-cultural comparative research that examines and documents where deaf flourishing occurs and how it can be advanced. She spotlights collective and dynamic resources of knowledge and learning; the coexistence of lived differences; social, linguistic, cultural, and psychological capital; and human potential and creativity. Deaf Epistemologies, Identity, and Learning argues for an inclusive approach to the intrinsic human diversity in society, education, and scholarship, and shows how emotions of hope, frustration, and humiliation contribute to the construction of identity and community. De Clerck also considers global to local dynamics in deaf identity, deaf culture, deaf education, and deaf empowerment. She presents empirical research through case studies of the emancipation processes for deaf people in Flanders (a region of Belgium), the United States (specifically, at Gallaudet University in Washington, DC), and the West African nation of Cameroon. These three settings illuminate different phases of emancipation in different contexts, and the research findings are integrated into a broader literature review and subjected to theoretical reflection. De Clerck’s anthropology of deaf flourishing draws from her critical application of the empowerment paradigm in settings of daily life, research, leadership, and community work, as she explores identity and well-being through an interdisciplinary lens. This work is centered around practices of signed storytelling and posits learning as the primary access and pathway to culture, identity, values, and change. Change driven by the learning process is considered an awakening—and through this awakening, the deaf community can gain hope, empowerment, and full citizenship. In this way, deaf people are allowed to shape their histories, and the result is the elevation of all aspects of deaf lives around the world.
Deaf Gain
by Joseph J. Murray H-Dirksen L. BaumanDeaf people are usually regarded by the hearing world as having a lack, as missing a sense. Yet a definition of deaf people based on hearing loss obscures a wealth of ways in which societies have benefited from the significant contributions of deaf people. In this bold intervention into ongoing debates about disability and what it means to be human, experts from a variety of disciplines--neuroscience, linguistics, bioethics, history, cultural studies, education, public policy, art, and architecture--advance the concept of Deaf Gain and challenge assumptions about what is normal.Through their in-depth articulation of Deaf Gain, the editors and authors of this pathbreaking volume approach deafness as a distinct way of being in the world, one which opens up perceptions, perspectives, and insights that are less common to the majority of hearing persons. For example, deaf individuals tend to have unique capabilities in spatial and facial recognition, peripheral processing, and the detection of images. And users of sign language, which neuroscientists have shown to be biologically equivalent to speech, contribute toward a robust range of creative expression and understanding. By framing deafness in terms of its intellectual, creative, and cultural benefits, Deaf Gain recognizes physical and cognitive difference as a vital aspect of human diversity.Contributors: David Armstrong; Benjamin Bahan, Gallaudet U; Hansel Bauman, Gallaudet U; John D. Bonvillian, U of Virginia; Alison Bryan; Teresa Blankmeyer Burke, Gallaudet U; Cindee Calton; Debra Cole; Matthew Dye, U of Illinois at Urbana-Champaign; Steve Emery; Ofelia García, CUNY; Peter C. Hauser, Rochester Institute of Technology; Geo Kartheiser; Caroline Kobek Pezzarossi; Christopher Krentz, U of Virginia; Annelies Kusters; Irene W. Leigh, Gallaudet U; Elizabeth M. Lockwood, U of Arizona; Summer Loeffler; Mara Lúcia Massuti, Instituto Federal de Santa Catarina, Brazil; Donna A. Morere, Gallaudet U; Kati Morton; Ronice Müller de Quadros, U Federal de Santa Catarina, Brazil; Donna Jo Napoli, Swarthmore College; Jennifer Nelson, Gallaudet U; Laura-Ann Petitto, Gallaudet U; Suvi Pylvänen, Kymenlaakso U of Applied Sciences; Antti Raike, Aalto U; Päivi Rainò, U of Applied Sciences Humak; Katherine D. Rogers; Clara Sherley-Appel; Kristin Snoddon, U of Alberta; Karin Strobel, U Federal de Santa Catarina, Brazil; Hilary Sutherland; Rachel Sutton-Spence, U of Bristol, England; James Tabery, U of Utah; Jennifer Grinder Witteborg; Mark Zaurov.
Deaf People and Society: Psychological, Sociological and Educational Perspectives
by Irene W. Leigh Jean F. AndrewsDeaf People and Society incorporates multiple perspectives related to the topics of psychology, education, and sociology, including the viewpoints of deaf adults themselves. In doing so, it considers the implications of what it means to be deaf or hard of hearing and how deaf adults’ lives are impacted by decisions that professionals make, whether in the clinic, the school, or when working with family. This second edition has been thoroughly revised and offers current perspectives on the following topics:<P><P> * Etiologies of deafness and the identification process<P> * The role of auditory access<P> * Cognition, language, communication, and literacy<P> * Bilingual, bilingual/bimodal, and monolingual approaches to language learning<P> * Educational, legal, and placement aspects<P> * Childhood psychological issues<P> * Psychological and sociological viewpoints of deaf adults<P> * The criminal justice system and deaf people<P> * Psychodynamics of interaction between deaf and hearing people<P> Each chapter begins with a set of objectives and concludes with suggested readings for further research. This edition contains 10 new and original case studies, including ones on hearing children of deaf adults, sudden hearing loss, a young deaf adult with mental illness, and more. Written by a seasoned deaf/hearing bilingual team, this unique text continues to be the go-to resource for students and future professionals interested in working with deaf and hard-of-hearing persons.
Deaf Reality 101: Answers to Some Common Questions About the Deaf Community, Language, and Culture
by Matthew S. Moore Linda LevitanQuestions and answers on Deaf-related topics specifically for parents and students in noncredit classes
Deaf Rhetoric: An Ecology of Health Communication (SpringerBriefs in Public Health)
by Manako YabeThis book guides healthcare professionals, hospital administrators, and medical interpreters in the United States (and internationally) in ways to better communicate with Deaf and Hard of Hearing (D/HH) patients and sign language interpreters in healthcare settings. It also provides an overview of the healthcare communication issues with healthcare professionals and D/HH patients, and the advantages and disadvantages of using in-person interpreters vs. video remote interpreting (VRI). Due to technology development, hospital administrators have popularized the use of VRI and reduced the number of in-person interpreting services, which have negatively affected the quality of medical interpreting services and patient-provider communication. The COVID-19 pandemic also has accelerated the move toward more VRI, particularly in the US.The book addresses an understudied aspect of access and is written by an international deaf researcher from Japan who uses American Sign Language (ASL) and English as non-native languages. In order to identify appropriate interpreting services for specific treatments, the author focuses on healthcare professionals' and D/HH patients' interpreting preferences for critical and non-critical care in the US, and offers a new theoretical framework, an Ecology of Health Communication, to contextualize and analyze these preferences. The ecological matrix and its five analytical dimensions (i.e., physical-material, psychological, social, spatial, and temporal) allow readers to understand how these dimensions influence healthcare professionals' and D/HH patients' interpreting preferences as well as the treatment outcomes. This book concludes by prioritizing the use of an appropriate interpreter for specific treatments and allocating funds for in-person interpreters for critical care treatments.Deaf Rhetoric: An Ecology of Health Communication is primarily designed for healthcare professional students and professionals, hospital administrators, medical interpreters, VRI companies, and healthcare researchers. Scholars interested in the communication preferences of healthcare professionals and deaf people also will find this text useful. The book counters some of the power differences between healthcare providers and those who use medical services, and subtly reminds others that deaf people are not solely the receivers of medical care but actually are full people. The field of health care is growing and medical schools are increasingly called on to address cultural competencies; this resource provides a needed intervention.
Deaf Students in Postsecondary Education (Routledge Library Editions: Special Educational Needs #20)
by Susan B. Foster Gerard G. WalterFirst published in 1992. With an ever-increasing number of deaf students entering higher education throughout the world, major strides need to be made in provision and support for them. This book recognises that the integration of deaf students into mainstream higher education raises complex and challenging problems. It has proved extremely difficult for deaf students to enter fully into the social and extra-curricular fabric of campus life – an essential factor in ensuring student success. The authors provide an assessment of state-of-the-art practice in postsecondary settings and suggest theoretical and practical approaches to providing support. There is discussion of the attainments of deaf graduates with commentaries by deaf persons about their experiences in college. In addition, statistics support the theoretical contentions and clearly demonstrate the benefits of postsecondary education to deaf people.
Deafness and Child Development
by Kathryn P. MeadowOftentimes a child's deafness can be as disconcerting to the uniformed adult as it is debilitating to the deaf child. Yet parents, students, and teachers sho try to inform themselvs find doing so difficult: the issues are emotional ath too often have been the subject of clashes among professional and lay people. In this comprehensive study, Meadow provides a rational, informed, and balanced approach. Individual chapters survey the central work done on the linguistic, cognitive, social, and psychological effets of profound deafness in children and offer practical discussions with abundant concrete examples. The result is a book that provides a context for understanding research in childhood deafness and ways to apply its findings. Of particular interest to professionals who work with deaf children, the concluding chapter analyzes unresolved matters of policy. These include: oral-only versus oral+visual communication; recommended forms fo visual communication; residential versus day school education; the benefits and liabilities of mainstreaming; the treatment of minority, multiply handicapped, and gifted deaf children; and the role of deaf adults in the socialization of deaf children. This title is part of UC Press's Voices Revived program, which commemorates University of California Press's mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1980.
Deafness, Development and Literacy (Routledge Library Editions: Literacy #24)
by Alec WebsterOriginally published in 1986. Deafness is not just a deprivation of sound, but a barrier to normal social interaction and learning. There are likely to be children with some degree of hearing loss in every primary classroom, so it is important that teachers know how to help them. This book gives a clear summary of the main causes of hearing loss (mild or severe), its identification, diagnosis and treatment, followed by an explanation of the impact it can have on a child's social and linguistic development. Considering normal development of literacy, the book then is concerned with the hearing-impaired child's strategies for reading, spelling and writing. It explores how teachers can give the most effective help, what the impact of a teaching programme is likely to be, and how to evaluate what the child has learnt. Specialist teachers of the deaf, advisers and psychologists, as well as class teachers and students of education will find this book very helpful.
Dealing with Bullying in Schools: A Training Manual for Teachers, Parents and Other Professionals (1-off Ser.)
by Dr Mona O'Moore Mr Stephen James Minton`jargon-free and concise. This is a very readable, thorough and practical book of use to young people, parents and in particular to school staff in preventing and dealing with bullying' - Counselling Children and Young People (CCYP) '...the authors drive home the strong message that bullying 'should never be accepted' and how it can be life threatening. There is clear evidence that the training is based on current research. I found the format innovative, with the excellent add-on of being able to download PowerPoint training slides from the publisher's website' - Emotional and Behavioural Difficulties `Highly readable and practical, this is a book that provides details of specific ways in which members of the of the school community can collaborate to reduce the incidence of bullying in their school' - Teacher `This is a clearly written and well designed resource. It is likely to be of value to anyone wishing to develop active anti-bullying policies in schools and is designed for use as a staff development tool over a period of time, but is also focused on the needs of parents, children and young people themselves. It providers some excellent guidance on writing an anti-bullying policy, a useful overview of practical strategies to prevent and counter bullying, helpful advice for parents of children who are being bullied, or children who are involved in bullying others ' - SENCO Update `I like the book's message: Bullying is an activity rather than a stereotypical role. It's no blame approach aims to modify behaviour to avoid provoking a cycle of escalating violence' - The Psychologist `This excellent book begins by dispelling some myths, hoping to offer schools constructive ways to tackle this deep-seated problem. Clear courses of action are set out, including some for parents whose children are bullying others, and there are photocopiable training resources in the appendices' TES Special Needs `This is a carefully considered and road-tested book that could be an invaluable resource to staff seeking to develop their school's response to bullying'- Journal of In-Service Education `Dealing with Bullying in Schools is a very readable book and should be available in every school in the country. What the book emphasizes is that bullying is everyone's problem not merely teacher. This includes the Head of the school, parents and everyone who is part of the community within the school' - Dr L F Lowenstein, Educational, Clinical and Forensic Psychological Consultant `The book is strong on practical information, including handouts and overhead projector sheets, for training staff, students and parents'- Geoff Barton, Times Educational Supplement, Friday Magazine Developed from training courses run by the two authors on the subject of dealing with bullying in schools, this book is designed to work as a training manual. It is geared towards the needs of the class teacher, the school management team, the bullied, the bullies and the parents of both parties. Each chapter offers a set of resources with commentaries for these different groups, so that the reader is provided with a complete pack of advice, guidance and resources. The book includes: - a step-by-step guide to formulating an anti-bullying policy for your school; - suggested strategies for countering and preventing bullying; - detailed advice on working with parents; - clear guidance for parents on what to do if their child is being bullied or is doing the bullying; - tailor-made presentations to use with colleagues and parents. Anyone involved in this issue in a school setting should find this book invaluable. To download the PowerPoint slides from the Appendices, please click on 'Sample Chapters and Resources' to the left
Dealing with Darwin
by Geoffrey MooreThe Darwinian struggle of business keeps getting more brutal as competitive advantage gaps get narrower and narrower. Anything you invent today will soon be copied by someone else--probably better and cheaper. Many companies thrive during the early stages of their life cycle, only to fall slack during periods of inertia and die out while others surge ahead. But as Geoffrey Moore shows, some notable companies have figured out how to deal with Darwin in their mature years--making changes on the fly while fending off challenges from every quarter.
Dealing with Difficult Parents
by Todd WhitakerCommunicating with parents is one of the most challenging and potentially stressful tasks that teachers face on a daily basis. Whether trying to resolve a heated argument or delivering bad news, it is essential to know how to handle difficult situations and establish positive relationships with your students’ parents. In this updated second edition of the bestselling Dealing with Difficult Parents, award-winning educators Todd Whitaker and Douglas J. Fiore help you develop a repertoire of tools and skills for comfortable and effective interaction with parents. The book’s features include: Tools to help you understand parents’ motivations and how to work with them rather than against them; Detailed scripts for dealing with even the most stubborn and volatile parents; New strategies for increasing parent involvement to foster student success; An all-new chapter on the role that social media can play in interacting with parents; and A new chapter on initiating contact with parents to build positive credibility. This must-read book will equip you with the skills you need to expertly navigate even the most challenging encounters with parents, and walk away feeling that you have made a positive and meaningful impact.
Dealing With Difficult People In A Week: How To Deal With Difficult People In Seven Simple Steps (Teach Yourself In A Week Ser.)
by Naomi Langford-Wood Brian SalterThe ability to deal with difficult people is crucial to anyone who wants to advance their career. Written by Brian Salter and Naomi Langford-Wood, leading experts on dealing with difficult people as both coaches and practitioners, this book quickly teaches you the insider secrets you need to know to in order to overcome the barriers presented by difficult colleagues or customers.The highly motivational 'in a week' structure of the book provides seven straightforward chapters explaining the key points, and at the end there are optional questions to ensure you have taken it all in. There are also cartoons and diagrams throughout, to help make this book a more enjoyable and effective learning experience.So what are you waiting for? Let this book put you on the fast track to success!
Dealing With Difficult People In A Week: How To Deal With Difficult People In Seven Simple Steps (Teach Yourself In A Week Ser.)
by Brian Salter Naomi Langford-WoodThe ability to deal with difficult people is crucial to anyone who wants to advance their career. Written by Brian Salter and Naomi Langford-Wood, leading experts on dealing with difficult people as both coaches and practitioners, this book quickly teaches you the insider secrets you need to know to in order to overcome the barriers presented by difficult colleagues or customers.The highly motivational 'in a week' structure of the book provides seven straightforward chapters explaining the key points, and at the end there are optional questions to ensure you have taken it all in. There are also cartoons and diagrams throughout, to help make this book a more enjoyable and effective learning experience.So what are you waiting for? Let this book put you on the fast track to success!
Dealing with Difficult Teachers
by Todd WhitakerThis book provides tips and strategies to help school leaders improve, neutralize, or eliminate resistant and negative teachers. Learn how to handle staff members who gossip in the teacher's lounge, consistently say "it won't work" when any new idea is suggested, send an excessive number of student to your office for disciplinary reasons, undermine your efforts toward school improvement, or negatively influence other staff members. Don’t miss the revised and expanded third edition of this best-seller!
Dealing with Disruptive Students in the Classroom
by Paul Cooper Jerry OlsenDesigned for individual teachers and school teams alike, this text demonstrates how to approach and manage disruptive students and behaviour. At the book’s core is a series of detailed strategies for dealing with commonly occurring problems. Some of the chapters in the book focus on: * The Nature and Causes of Disruption* Responding to Disruption* Basic Principles* Understanding and Dealing with Gambits* Sharing Good Practice The ideas and theories are presented in the context of a research base and come complete with case studies. This text is published in association with the Times Educational Supplement.
Dealing with the Tough Stuff
by John Gabriel Paul FarmerThe much-needed leadership tips and tools for new school administratorsFledgling school administrators are often ill-prepared for their new leadership role and are frequently left to their own devices to navigate the slippery terrain of school administration. Dealing with the Tough Stuff: Practical Solutions for School Administrators addresses some of the thornier aspects of being an assistant principal such as handling discipline, mediating student conflicts, working with parents, facilitating parent conferences, and working with staff members. This handy guide will teach the tricks of the trade in order to survive and thrive in the job.Filled with the information that is rarely taught but school leaders need to know to be effective administrators Written by John Gabriel and Paul Farmer, two veteran and award-winning school leaders Includes strategies and illustrative examples for dealing with the down-to-earth problems that confront school administrators Practical and insightful, the book covers everything from working effectively with parents and staff to mediating conflicts.
Deall yr Holocost yn ystod CA3: Sut digwyddodd a pham? (Understanding the Holocaust at KS3: How and why did it happen? Welsh-language edition)
by Professor Stuart Foster Dr Andy Pearce Dr Eleni Karayianni Helen McCordIn 2016 the UCL Centre for Holocaust Education published a landmark study, What do students know and understand about the Holocaust? Almost 10,000 students aged 11 to 18 participated in the research. It was the largest of its kind anywhere in the world. The study indicated that the vast majority of young people found the subject interesting and relevant. However, it also revealed that many students did not have clear knowledge and understanding of the Holocaust.Written in direct response to the findings of the 2016 national study, this textbook significantly improves understanding of the Holocaust by:> Providing you with an appropriate historical overview of key aspects of the Holocaust> Helping you to understand the long-standing hatred of Jews (i.e., the roots of antisemitism)> Deepening your knowledge and understanding of the Holocaust> Encouraging you to challenge common myths and misconceptions (e.g., that Hitler was solely responsible for the Holocaust)> Developing your understanding of key historical concepts (e.g., evidence, interpretation, causation, significance)> Enabling you to answer the big historical question: How and why did the Holocaust happen?> Helping you to appreciate the impact of the Holocaust on ordinary people across Europe> Inviting you to consider the importance of the Holocaust and its significance todayThis textbook is supported by additional materials and teacher guidance notes on the UCL Centre for Holocaust Education website (holocausteducation.org.uk).The original design, development and distribution of this textbook was funded by the Toni Schiff Memorial Fund and the Pears Foundation. The Centre is enormously grateful for their support. The Wiener Holocaust Library also provided considerable assistance in developing the textbook.Please note: This is a Welsh-language edition
Deall yr Holocost yn ystod CA3: Sut digwyddodd a pham? (Understanding the Holocaust at KS3: How and why did it happen? Welsh-language edition)
by Stuart Foster Andy Pearce Eleni Karayianni Helen McCordIn 2016 the UCL Centre for Holocaust Education published a landmark study, What do students know and understand about the Holocaust? Almost 10,000 students aged 11 to 18 participated in the research. It was the largest of its kind anywhere in the world. The study indicated that the vast majority of young people found the subject interesting and relevant. However, it also revealed that many students did not have clear knowledge and understanding of the Holocaust.Written in direct response to the findings of the 2016 national study, this textbook significantly improves understanding of the Holocaust by:> Providing you with an appropriate historical overview of key aspects of the Holocaust> Helping you to understand the long-standing hatred of Jews (i.e., the roots of antisemitism)> Deepening your knowledge and understanding of the Holocaust> Encouraging you to challenge common myths and misconceptions (e.g., that Hitler was solely responsible for the Holocaust)> Developing your understanding of key historical concepts (e.g., evidence, interpretation, causation, significance)> Enabling you to answer the big historical question: How and why did the Holocaust happen?> Helping you to appreciate the impact of the Holocaust on ordinary people across Europe> Inviting you to consider the importance of the Holocaust and its significance todayThis textbook is supported by additional materials and teacher guidance notes on the UCL Centre for Holocaust Education website (holocausteducation.org.uk).The original design, development and distribution of this textbook was funded by the Toni Schiff Memorial Fund and the Pears Foundation. The Centre is enormously grateful for their support. The Wiener Holocaust Library also provided considerable assistance in developing the textbook.Please note: This is a Welsh-language edition
The Dean of Shandong: Confessions of a Minor Bureaucrat at a Chinese University
by Daniel A. BellAn inside view of Chinese academia and what it reveals about China’s political systemOn January 1, 2017, Daniel Bell was appointed dean of the School of Political Science and Public Administration at Shandong University—the first foreign dean of a political science faculty in mainland China’s history. In The Dean of Shandong, Bell chronicles his experiences as what he calls “a minor bureaucrat,” offering an inside account of the workings of Chinese academia and what they reveal about China’s political system. It wasn’t all smooth sailing—Bell wryly recounts sporadic bungles and misunderstandings—but Bell’s post as dean provides a unique vantage point on China today.Bell, neither a Chinese citizen nor a member of the Chinese Communist Party, was appointed as dean because of his scholarly work on Confucianism—but soon found himself coping with a variety of issues having little to do with scholarship or Confucius. These include the importance of hair color and the prevalence of hair-dyeing among university administrators, both male and female; Shandong’s drinking culture, with endless toasts at every shared meal; and some unintended consequences of an intensely competitive academic meritocracy. As dean, he also confronts weightier matters: the role at the university of the Party secretary, the national anticorruption campaign and its effect on academia (Bell asks provocatively, “What’s wrong with corruption?”), and formal and informal modes of censorship. Considering both the revival of Confucianism in China over the last three decades and what he calls “the Communist comeback” since 2008, Bell predicts that China’s political future is likely to be determined by both Confucianism and Communism.
Dean's List: Ten Strategies for College Success
by John BaderYou’ve gotten into college. This is the book you need to succeed.All of your hard work in high school has paid off: you have a solid GPA, numerous extracurricular achievements to your name, and an acceptance letter from an excellent college. Now what? What can you expect from the college experience, and how can you get the most out of it? This book will answer your questions and help you find real and lasting success in college. Deans at America's top institutions—including Harvard, Princeton, Stanford, Yale, and Columbia—join John Bader to tell you what you need to know to have a rich and rewarding college experience. With wisdom, reassurance, and an insider's perspective, this lively and timely guide will help you develop strategies such as:• Focus on learning, not on grades• Build a new relationship with your parents• Explore your academic choices• Learn from diversity at home and abroad• Cope with failure• Plan boldly for life after collegeA complete reworking, this second edition includes information on managing workloads and faculty relationships, as well as new material focused on first-generation challenges and international students. Dean's List offers a thoughtful, commonsense approach to higher education that allows students to make the most of their four years on campus—and beyond.
Dean's List: Ten Strategies for College Success (Second Edition)
by John B. BaderAll of your hard work in high school has paid off: you have a solid GPA, numerous extracurricular achievements to your name, and an acceptance letter from an excellent college. Now what? What can you expect from the college experience, and how can you get the most out of it? This book will answer your questions and help you find real and lasting success in college. A complete reworking, this second edition includes information on managing workloads and faculty relationships, as well as new material focused on first-generation challenges and international students. Dean’s List offers a thoughtful, commonsense approach to higher education that allows students to make the most of their four years on campus―and beyond.
Deans Of Women And The Feminist Movement
by Kelly C. SartoriusThis book explores how deans of women actively fostered feminism in the mid-twentieth century through a study of the career of Dr. Emily Taylor, the University of Kansas dean of women from 1956-1974. Sartorius links feminist activism by deans of women with labor activism, the New Left movement, and the later rise of women's studies as a discipline.
Dear Cinderella: Independent Reading Gold 9 (Reading Champion #517)
by Sue GravesThis story is part of Reading Champion, a series carefully linked to book bands to encourage independent reading skills, developed with Dr Sue Bodman and Glen Franklin of UCL Institute of Education (IOE) Fantastic, original stories are accompanied by engaging artwork and a reading activity. Each book has been carefully graded so that it can be matched to a child's reading ability, encouraging reading for pleasure. Perfect for 5-7 year olds.In this twist on the original fairy tale Cinderella, the stepsisters write to Cinderella to say sorry for being unkind. Will she forgive them?