Suchergebnisse

What are the origins of the QAnon conspiracy theory? -- What are the dangers of legitimizing QAnon and similar conspiracy theories in the mainstream media? -- What are other well known conspiracy theories? -- How do people come back from conspiracy theories?

"Police officers are responsible for maintaining law and order to ensure everyone's safety and well-being. In doing so, they often put their lives on the line, making it a dangerous and challenging profession to take on. However, in contemporary America, police forces are criticized for disproportionately targeting people of color, offering indemnity to the small percentage of police officers that act unlawfully or otherwise irresponsibly, and using unnecessarily brutal policing practices. The viewpoints in this volume will allow readers to become more familiar with all sides of policing in America through careful examination of relevant facts and opinions"--

"For a number of reasons, the global food supply is not as stable as it has been historically. The global population continues to grow, while catastrophic weather events like floods and droughts have an increasingly detrimental effect on crops around the world. Various political factors also impact food security, including violent conflicts within and between countries, trade wars and tariffs, and contentious decisions regarding which crops to subsidize. The viewpoints in this volume explore the causes of food insecurity around the world while also presenting potential solutions that could stabilize food supply at a local and global level"--

The importance of opposing viewpoints -- Introduction -- Chapter 1. Are there benefits to publicly financed campaigns? -- Chapter 2. Why is private campaign financing the most popular way to raise funds? -- Chapter 3. Do corporate donations need more or less legislation? -- Chapter 4. Why is transparency in campaign financing important to fair elections?

The importance of opposing viewpoints -- Introduction -- Violence against women around the world -- Societal causes & effects of violence against women -- A deeper look into violence against women & religion -- How to stop violence against women around the world -- For further discussion -- Organizations to contact -- Bibliography of books -- Index

"Around the world, state legislatures have taken the liberty of policing women's bodies, suppressing women's rights and restricting or prohibiting access to health care, contraception, and abortion. In some countries, women have been banned from breastfeeding in public, are subject to forced sterilization, and are required to have spousal authorization for prenatal and obstetric treatments. Are reproductive rights human rights, and if so, how do we ensure them? This thought-provoking resource offers global perspectives on the need to expand reproductive health services to ensure the safety and agency of women around the world."--

Purpose
The purpose of this paper is to examine how the authors, two teacher educators, planned for and guided 23 students (teacher candidates) through a multi-genre historical inquiry experience, integrating instruction on the Inquiry Arc and writing process, during a co-taught literacy and social studies methods course. The authors describe the ways in which the students demonstrated both active and passive participation and resistance to this process/project, and the related implications.


Design/methodology/approach
Using an action research approach, this paper reports analysis and interpretation of lesson plans, course materials, debriefing notes, field notes, student response notebooks and intermediate and final inquiry project artifacts.


Findings
All students demonstrated gains in content knowledge through their products, oral presentations, group discussions, or conferences with the authors; and all gained experience with the Inquiry Arc and process writing. Many students saw the benefits of collaboration and social construction of knowledge as they moved toward more central participation.


Practical implications
Instructors cannot mandate full participation in any task, but can influence the conditions (i.e. pedagogy, task, scaffolding) to increase the possibility of positive peer interactions and learning.


Originality/value
This paper contributes to the knowledge of teaching and learning innovation in teacher preparation coursework.

Verbal protocol methodology is used to examine how fourth-grade students construct meaning as they read and respond to two informational social studies texts. Results indicate most students are active readers, often engaging in higher-level comprehension strategies and critical thinking as they read independently. However, critical thinking and comprehension processes are not often captured in their responses to end-of-reading questions (ERQ), which as a result have limited scope and utility for guiding social studies instruction. Results also indicate that when students change their patterns of strategy use for reading and responding to text in response to a change in text, they are more successful on the ERQ than when their strategy use remains stagnant.