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What Americans Believe Students Should Know

A Survey of U.S. Adults

Self-harm in a Men''s Prison

Staff''s and Prisoners'' Perspectives

This thesis draws on feminist and critical phenomenological perspectives to explore the issue of self-harm in men's prisons. In relation to what remains a "hidden problem" (Howard League, 1999, p. 1), the needs of men harming themselves with no apparent suicidal intent have been particularly overlooked, as have those of staff dealing with this complex behaviour. In-depth interviews with 20 adult male prisoners and 38 members of staff explored participants' experiences, views and concerns in relation to repetitive, non-suicidal self-harm. A pluralistic methodological approach, drawing on the principles of thematic and discourse analysis, informed the analysis of interview data, to reveal dominant themes, as well as tensions, inconsistencies and possibilities for change. As shown by previous studies, the notion of non-suicidal self-harm as "attention seeking" was a recurrent theme amongst staff, especially officers, doctors and nurses. This was situated within multiple, and at times overlapping, discourses, including 'medication seeking', 'poor coping' and 'cry for help' themes. In many accounts, less stigmatising discourses also existed, but were applied to specific types of 'self-harmers' (often a minority) in a rigid and hierarchical manner. Interviews with specialists and prisoners challenged this "stereotypical view", re-positioning men who self-harm as 'victims' and/or 'survivors' of their "imported vulnerability" (Liebling, 1995), and of the "pains of imprisonment" (Sykes, 1958). Amongst the latter, difficult relations with staff, and negative reactions to self-harm, were reported to have important implications for prisoners and their self-harming behaviours. Locating these responses within the context of staffs roles and occupational cultures helped to further understand and deconstruct the sorts of reactions that prisoners identified as "dangerous" and dehumanising, and also brought attention to their possible functions and effects for staff themselves. The wider context of work also provided a useful focus to consider how negative staff reactions to self-harm may be addressed. Eliciting staffs views and preferences for training, support and supervision revealed some of the tensions in supporting staff? and prisoners - in an under-resourced and over-crowded environment, and where a 'macho' form of managerialism, and actuarial conceptualisations of 'care', arguably hinder the welfare of both prisoners and staff. The thesis concludes by reflecting on these findings, the ways in which they were produced, and their wider implications for future policy and research.

This thesis draws on feminist and critical phenomenological perspectives to explore the issue of self-harm in men's prisons.

Inquiring into Human Enhancement

Interdisciplinary and International Perspectives

What is human enhancement all about? Why has it become a major concern in debates about the future of contemporary societies? This book is devoted to clarifying the underlying ambiguities of these major debates. It proposes novel ways of exploring what human enhancement means, what practices and technologies are involved, and what goals are invoked, with their respective justifications and criticisms. It calls on contributors from different countries and backgrounds—sociology, philosophy, bioethics, political science, engineering, medicine, literary studies, science fiction—to examine three fundamental aspects of human technological enhancement: firstly, what the concept of human enhancement means; secondly, what practices constitute human enhancement today, and; thirdly, what it might become in the future.

This interdisciplinary book is devoted to clarifying the underlying ambiguities of these debates, and to proposing novel ways of exploring what human enhancement means and understanding what practices, goals and justifications it entails.

Essential Knowledge

The Debate Over what American Students Should Know

School wars

resolving our conflicts over religion and values

Never before in the history of the United States has there been such profound debate over curricula and programs in the public schools. Politically active Christian conservatives, often identified as the "Religious Right", have charged there is a conspiracy to destroy America by subjecting our children to a too-liberal, anti-family, atheistic curriculum. And years of misunderstanding and criticism - at times extreme and inaccurate - have contributed to the belief that American public education simply doesn't work. School Wars takes an objective look at the controversy surrounding religion and education and offers educators, community leaders, and parents a better way to understand and respond to the differing world views that lie at the center of this ongoing debate. Drawing on their combined backgrounds of religious study and practice, as well as years of experience working in the field of education, the authors present research in educational theory and practice, highlight important court cases, and draw on philosophical and religious studies to reveal a foundation for understanding the conflicting world views at issue. They respond to attacks against educational programs, materials, and methods ranging from criticism of sex education and multiculturalism to challenges to contemporary fiction and classic literary works. They show how, if public schools are to serve children in all communities, the philosophies that underlie educational reform, the beliefs and concerns of critics, and relevant First Amendment rights and responsibilities must be understood - and techniques for a new consensus developed.

School Wars takes an objective look at the controversy surrounding religion and education and offers educators, community leaders, and parents a better way to understand and respond to the differing world views that lie at the center of ...

PARATHYROIDES ET HYPERTENSION ARTERIELLE CHEZ LE RAT GENETIQUEMENT HYPERTENDU (SHR)

ROLE DU CALCIUM ET DE L'ENDOTHELIUM DANS L'ALTERATION DE LA REACTIVITE CARDIOVASCULAIRE IN VITRO

School Leadership for Results

Shifting the Focus of Leader Evaluation

What defines an effective school leader and how do you measure effectiveness? School leaders have a direct and significant impact on student achievement. They drive the effectiveness of teachers who, in turn, influence the performance of students. Without the right kind of support, training, vision, and tools, however, school leaders are often unable to perform at the highest levels of effectiveness. Based on historical and contemporary research, School Leadership for Results: Shifting the Focus of Leader Evaluation explores the importance of evaluating school leaders based on something far more powerful than measurement alone: evaluating based on growth. Education authorities Beverly G. Carbaugh, Robert J. Marzano, and Michael D. Toth describe ways to transform evaluation into a model that: Measurably improves the performance of school leaders Aligns the vision, mission, and goals of school leaders Connects goals with practices that impact teachers and students Is designed with domains, scales, and evidences to address key questions Provides a clear course to help school leaders prepare for evaluations Ensures that district leaders offer fair, unbiased school leader evaluations Effective school leader evaluation is a collaborative, shared process of focused improvement. Learn how to make it an integral part of your schools.

Based on historical and contemporary research this book explores the importance of evaluating school leaders based on something far more powerful than measurement alone: evaluating based on growth"--Back cover.

The Essentials for Standards-Driven Classrooms

A Practical Instructional Model for Every Student to Achieve Rigor

As a supplement to the Essentials for Achieving Rigor book series, this guide gives teachers a big-picture view of the Essentials model and its research-based strategies. Its valuable tips and guidance empower educators and leaders to increase classroom rigor and transform their schools into thriving, sustainable communities of practice.

As a supplement to the Essentials for Achieving Rigor book series, this guide gives teachers a big-picture view of the Essentials model and its research-based strategies.