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Intro -- Acknowledgements -- Contents -- Notes on Contributors -- Acronyms -- List of Figures -- List of Tables -- 1 Introduction -- Addressing the Challenges in Teaching Criminology and Criminal Justice -- Themes of the Edited Collection -- References -- Part I The Challenges of Diversity and Inclusion -- 2 Exploring the Criminology Curriculum-Reflections on Developing and Embedding Critical Information Literacy -- Introduction -- Reflecting on Our Criminology Curriculum -- Researching Critical Information Literacy -- Staff and Student Personal Reflections on the Criminology Curriculum and Curriculum Development -- A Sense of Belonging-How the Current Curriculum Includes and Excludes Students and Staff -- Reflexive Practice-How Staff and Students Reflect on Curriculum Content -- Creation of Resources-Opportunities and Barriers to the Creation and Co-creation of Curriculum Resources -- The Importance of Critical Information Literacy for Criminology -- Concluding Thoughts -- Top Tips: Embedding Critical Information Literacy -- References -- 3 Teaching Criminal Justice as Feminist Praxis -- Introduction -- Challenges to Feminist Identity and Ideology -- Embodying and Embedding Intersectionality -- Reflective Practice as Praxis -- Making Learning Relevant -- Conclusion -- Top Tips: Teaching Criminal Justice as Feminist Practice -- References -- 4 Teaching 'Race' in the Criminology Classroom: Towards an Anti-Racist Pedagogy -- Introduction -- Race as a Threshold Concept in Criminology -- Pedagogical Reconstruction and Preparing to Teach About Race -- Teaching About Race: Facilitating an Anti-Racist Classroom -- Conclusion -- Top Tips: Teaching About 'Race' -- Notes -- References -- 5 Promoting Success for All in Criminology: Widening Participation and Recognising Difference -- Introduction.

For the first two decades of independence Tanzania enjoyed an apparently tolerant and cordial religious climate. But since the departure of the father of the nation, Julius Nyerere from active politics in 1985 deepening religious tensions and strains began to emerge not only between the state and major religions in the country but also inter and intra-religious strife became common. Since then the country has witnessed deepening state-religious tensions and inter- and intra-religious schisms and conflicts. This paper outlines the contentious relations between the two main religious faiths (Islam and Christianity) vis-à-vis the state since colonial times (German and British) to the seemingly tranquil ujamaa period and the more contentious post- liberalisation era. Key words: Tanganyika; Tanzania; German; British; Colonial; Religion; State; Relations; Christianity; Islam Resumé: Pour les deux premières décennies de l'indépendance, la Tanzanie a connu une atmosphère religieuse apparemment tolérante et chaleureuse. Mais depuis le départ du Père de la nation, Julius Nyerere des politiques actives en 1985, des tensions et des souches religieuses ont commencé à émerger. Les aggravations sont apparues entre l'Etat et les grandes religions dans le pays, et les conflits inter et intra-religieux sont devenu communs. Depuis, le pays a été témoin de l'approfondissement des tensions état-religieuses, des schismes et des conflits inter-et intra-religieux. Le présent article décrit les relations controversées entre les deux principales confessions religieuses (Islam et christianisme) vis-à-vis de l'Etat depuis l'époque coloniale (Allemagne et Angleterre) jusqu'à la période apparemment tranquille d'Ujamaa et l'ère post-coloniale la plus controversée . Mots-clés: Tanganyika; Tanzanie; Allemagne; Angleterre; Colonial; Religion; Etat; Relations; Christianisme; Islam

Washington has had an inheritance or estate tax since 1901. The United States has had an estate tax in place since 1916. Initiative 920, which would have repealed Washington's estate tax in November 2006, was resoundingly defeated by the people, 62% to 38%. Our estate tax raises over $100 million annually, on average.

THIS STUDY SEEKS TO DETERMINE THE CAUSES OF VARIATIONS IN THE PROVISION OF HEALTH AND EDUCATION SERVICES IN CHINA'S PROVINCES. FINDINGS INDICATE THAT THEY ARE LARGELY EXPLAINED BY ECONOMIC AND ECOLOGICAL FACTORS. IT IS CONCLUDED THAT CENTRAL POLICY CHOICES RELATING TO INVESTMENT STRATEGY AND PROGRAM STRUCTURE DETERMINE THE QUALITY OF THE SERVICES.

"Reading Augustine presents concise, personal readings of St. Augustine of Hippo from leading philosophers and religion scholars. The looming crisis in higher education appears to be a matter of soaring costs and crushing student debt, but the problem is actually much deeper. It is a crisis of soul; a question of the very purpose of learning and the type of people that our educational system produces. Today, in the age of academic hyper-specialization and professional knowledge, the moral and spiritual purposes of learning have been eclipsed by a shallow view of career and success. On Education, Formation, Citizenship, and the Lost Purpose of Learning turns to the influential figure Augustine of Hippo to explore how he saved the liberal arts at the end of the Roman Empire and how his inspiring vision can do the same for higher education today. It offers a roadmap for reviving the soul of education--presenting concrete ways that the intellectual practices and economic enterprise of learning can lead once more to a fulfilled life of knowing God and loving others."--Bloomsbury Publishing

Cover -- Contents -- Acknowledgments -- Part I: INTRODUCTION -- Chapter 1: Introduction -- NEW ACCOUNTABILITY SYSTEMS -- ROOTS OF THE NEW ACCOUNTABILITY -- THE THEORY OF ACTION UNDERLYING NEW ACCOUNTABILITY SYSTEMS -- OVERVIEW OF CHAPTERS -- REFERENCES -- Chapter 2: Complexity, Accountability, and School Improvement -- INTRODUCTION AND FRAMEWORK -- BUREAUCRATIC ACCOUNTABILITY AND SCHOOL IMPROVEMENT -- PROFESSIONAL ACCOUNTABILITY: ALTERNATIVE OR ADDITION? -- A BETTER WAY: COMBINING BUREAUCRATIC AND PROFESSIONAL ACCOUNTABILITY -- ACKNOWLEDGMENTS -- REFERENCES -- Part II: ISSUES IN DESIGNING ACCOUNTABILITY SYSTEMS -- Chapter 3: Validity Issues for Accountability Systems -- THEORY OF ACTION FOR ACCOUNTABILITY SYSTEMS -- EDUCATIONAL TESTING AND ASSESSMENT -- INTENDED USES AND INTERPRETATIONS OF TESTS -- TEST SPECIFICATIONS -- USE OF TESTS TO MAKE HIGH-STAKES DECISIONS ABOUT INDIVIDUAL STUDENTS -- SUMMARY AND CONCLUSION -- REFERENCES -- Chapter 4: Accountability Models -- FOCUS OF ACCOUNTABILITY -- MEASURES -- REPORTING METRICS -- THE ROLE OF SOCIOECONOMIC BACKGROUND -- PERFORMANCE OF SUBGROUPS OF STUDENTS -- MODELS -- SUMMARY AND CONCLUSIONS -- ACKNOWLEDGMENTS -- REFERENCES -- Chapter 5: Benchmarking and Alignment of State Standards and Assessments -- METHODOLOGY -- FINDINGS -- CONCLUSIONS AND IMPLICATIONS -- REFERENCES -- Chapter 6: Biting the Bullet: Including Special-Needs Students in Accountability Systems -- FEDERAL LAWS SUPPORTING INCLUSIVE ACCOUNTABILITY SYSTEMS -- WHICH SPECIAL-NEEDS STUDENTS HAVE BEEN EXCLUDED? -- CURRENT APPROACHES TO INCLUDING STUDENTS IN STATE ACCOUNTABILITY SYSTEMS -- INTENDED AND POTENTIAL UNINTENDED EFFECTS OF INCLUSION IN ACCOUNTABILITY -- BITING THE BULLET -- ACKNOWLEDGMENTS -- NOTE -- REFERENCES -- Part III: EFFECTS OF ACCOUNTABILITY SYSTEMS -- Chapter 7: The Effects of Testing on Instruction

Intro -- Other Books by This Author -- Title Page -- Copyright -- Dedication -- Contents -- Acknowledgments -- Preface -- Social Science as Moral Theology -- Defending Against the Indefensible -- The Naming of Missiles -- My German Question -- A Muted Celebration -- The Parable of the Ring Around the Collar -- The News -- The Educationist as Painkiller -- Etiquette -- Megatons for Anthromegs -- The Conservative Outlook -- Remembering the Golden Age -- Columbusity -- Alfred Korzybski -- The Disappearance of Childhood -- Future Shlock -- Safe-Fail -- My Graduation Speech -- About the Author.