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Building Blocks is a fascinating tale of the family behind Buckeye CableSystem and their progression into the fourth generation This book shows some of the trials and tribulations faced by the family as it continues to use a nimble strategy to compete with the behemoths of the industry.

"This comprehensive Handbook illustrates the wide range of approaches to teaching and learning social research methods in the classroom, online, in the field and in informal contexts. Bringing together contributors from varied disciplines and nations, it represents a landmark in the development of pedagogical culture for social research methods. Spanning qualitative, quantitative and mixed methods research, this Handbook covers all aspects of teaching and learning, from introductory research methods courses to post-doctoral learning. Offering practical guidance, research evidence and reflective insights, it addresses some of the biggest challenges facing teachers and learners. It further advances ongoing debates, such as facilitating experiential learning online, supporting the development of reflexivity, embedding quantitative methods learning in university programmes and challenging orthodoxies with feminist, anti-racist, and decolonising pedagogies. This Handbook will be an invaluable resource for teachers of research methods across the social sciences, and for research methods training organisations looking to improve their courses. Researchers and students of pedagogy in higher education will also find it an enlightening read"--

1. Disability studies in the communication ethics classroom : pedagogies of justice and voice / Joy M. Cypher -- 2. Creating a college course on communication and disability / Elaine Bass Jenks -- 3. Exploring communication between the differently abled and the temporarily able-bodied in a special topics course / J.W. Smith, Stephanie Dohling and Katherine Rush -- 4. Incorporating disability studies into the communication classroom through a high impact engagement nonverbal communication assignment / Paula K. Baldwin and Michael S. Jeffress -- 5. Sexuality and people with disabilities : a workshop within an interpersonal communication course / Kaori Miyawaki. [et al.] -- 6. Reframing the gender communication classroom : utilizing disability pedagogy / Brian Grewe, Jr -- 7. Bodies of dis-ease : towards the re-conception of "health" in health communication / Andrew Spieldenner and Elena Anadolis -- 8. Disability cultures and the intercultural communication course / Alberto Gonzalez and Andrew Donofrio -- 9. Disability and communication in the virtual classroom / Michael G. Strawser -- 10. Eyes wide open: student involvement in ASD research and TBI critical experiential learning in a media literacy class / Laura C. Farrell and Ginnifer L. Mastarone -- 11. Enhancing campus accessibility : a disability studies approach to teaching technical communication / Rebecca Miner -- 12. Exploring the intersection of ableism, image-building and hegemonic masculinity in the political communication classroom / Emily Stones -- 13. Unleashing disability perspectives in the public speaking course / Bettina Brockmann and Michael S. Jeffress.

Cover -- Half Title -- Title Page -- Copyright Page -- Dedication -- Table of Contents -- List of Figures -- Part 1: Introduction to Justice-Oriented Coaching -- Invitation to the Learning Space: Words Matter -- Disrupting Traditional Models of Literacy Coaching → Moving Toward Justice-Oriented Literacy Coaching and Leadership -- Peering Into Praxis: Meeting Nina and Contextualizing Her Work Space -- Organization of the Book -- Overview of the Big Ideas -- Part 2: What Is the Role of Professional Learning in Reimagining More Socially Just Schools? -- Step into Nina's Coaching Space: How One Literacy Leader Organizes for Justice-Oriented Professional Learning -- Peering Into Praxis: How Nina Plans for a Year of Professional Learning with Teachers -- Step into Isabella's Learning Space: "We All belong Here" -- Praxis to Theory: Disrupting Power and Authority between Teachers and Justice-Oriented Literacy Coaches -- Praxis to Research: Juxtaposing Justice-Oriented Literacy Coaching with Traditional Models of Professional Development -- Part 3: What Role Does the Text Environment Play in Disrupting Hegemonic Practices? -- Step into Melissa's Learning Space: Intentionally Using Texts to Disrupt Hegemony -- Step into Emma's Learning Space: Texts as Collaborators in the Disruption of What "Counts" as Family -- Peering Into Praxis: How Nina Uses Texts to Disrupt Hegemonic School Practices during Professional Learning with Teachers -- Praxis to Theory: Texts as Part of a "Community of Practice" -- Praxis to Research: Juxtaposing "Texts as Collaborators" with Traditional Ways of Thinking -- Part 4: What Is the Role of Literacy Instruction in Creating a More Justice-Oriented Society? -- Peering Into Praxis: How Nina Supports Teachers in the Presence of Mandated Literacy Curriculum.

Many children and young people in contemporary Europe are unfortunately coming to school carrying heavy social and emotional burdens, which are, of course, unfavourable to their learning and psychological wellbeing. Amongst the many challenges they may face that affect their education are: poverty and social inequality, bullying and cyberbullying, family conflict, consumerism, media exploitation and technological addiction, academic pressure and stress, loneliness and social isolation, migration, human trafficking, mobility, and changing family and community structures. Policymakers and educators across the world are increasingly coalescing around a specific approach to address these many challenges, namely, social and emotional education (SEE). SEE is intended for children to develop competences in both self-awareness and self-management, and to raise social awareness and improve the quality of their relationships. These competences combine to enhance their ability to understand themselves and others, to express and regulate their emotions, to develop healthy and caring relationships, to empathise and collaborate with others, to resolve conflict constructively, to enable them to make good, responsible and ethical decisions, and to overcome difficulties in social and academic tasks. Social and emotional education is something that can be offered by schools to all children, including those affected by the additional challenges arising from various forms of disadvantage. There is mounting evidence that social and emotional education is also related to positive academic attitudes and higher academic achievement, to increased prosocial behaviour, and to a decrease in anti-social behaviour, anxiety, depression and suicide. More broadly, it contributes to harmonious relationships, to social cohesion and inclusion in communities, to positive attitudes towards individual and cultural diversity, and to equity and social justice. In light of this, the objective of this report is to make recommendations — on the basis of international research, EU policy, and current practices in Member States — for the integration of social and emotional education as a core component of curricula across the EU. More specifically, the report seeks to: • Define and identify the key competences within social and emotional education; • Review the literature to assess the effectiveness of SEE across the school years and to identify key conditions for its effective integration into curricula; • Discuss how the universal provision of SEE may accommodate children and young people from different socio-economic, ethnic and cultural backgrounds; • Explore how SEE is integrated into the school curricula of Member States, and to identify examples of existing good practice from several countries; • Make recommendations at EU, national and school levels, for the effective, sustainable and feasible inclusion of SEE as a core feature of regular school curricula across the EU. ; peer-reviewed

"A rich selection of readings that expose the shadowy underworld of critics, bloggers, tweeters and stylists who have become essential guides to the good life of cultural consumption... a long overdue examination of how cultural intermediaries work, and how their work supports the new capitalist economy." - Sharon Zukin, Brooklyn College and City University "An array of talented contributors, skilfully brought together by the editors, show how the concept of cultural intermediaries can cast light on cultural production, and on media, culture and society." - David Hesmondhalgh, University of Leeds Cultural intermediaries are the taste makers defining what counts as good taste and cool culture in today's marketplace. Working at the intersection of culture and economy, they perform critical operations in the production and promotion

Women of Color Navigating Mentoring Relationships explores and critically examines the opportunities and challenges presented in mentoring relationships involving women of color. Contributors to this edited collection highlight the role of race-, class-, and gender-oriented constructions in the establishment, maintenance, and dissolution of specific mentoring relationships in which women of color are engaged.

Experts from five continents provide a thorough exploration of cultural studies, looking at different ideas, places and problems addressed by the field.Brings together the latest work in cultural studies and provides a synopsis of critical trends Showcases thirty contributors from five continents Addresses the key topics in the field, the relationship of cultural studies to other disciplines, and cultural studies around the world Offers a gritty introduction for the neophyte who is keen to find out what cultural studies is, and covers in-depth debates to

It is widely agreed in art education literature that art educators need to think about the possibility of widening the concept of art education. Educators need to understand the context of learning and for that they need to understand student interests in both local and global aspects. This book values young people's expression of their own culture and personal interests. It is unique in that the starting point is the drawings of the young people - not to illustrate a predetermined theory, but to enable young people from different countries to express their visions about the world - illustrating their opinions, fears, expectations and own cultures.

From youth culture to adolescent sexuality to the consumer purchasing power of children en masse, studies are flourishing. Yet doing research on this unquestionably more vulnerable—whether five or fifteen-population also poses a unique set of challenges and dilemmas for researchers. How should a six-year-old be approached for an interview? What questions and topics are appropriate for twelve year olds? Do parents need to give their approval for all studies? In Representing Youth, Amy L. Best has assembled an important group of essays from some of today's top scholars on the subject of youth