Suchergebnisse

Cover -- Title -- Copyright -- Contents -- Foreword -- Preface -- How Fascination With the Brain Has Helped Survivors -- The Super-Survivor -- Neuroplasticity and How Science Got it Wrong -- Neuroplasticity: Simplicity in a Box -- Introduction -- Elements Essential to Recovery from Stroke -- The P.E.N.S. Concept -- Good News and Bad News -- One Last Bit of Housekeeping . . . -- Acknowledgments -- Share Stronger After Stroke: Your Roadmap to Recovery, Third Edition -- Chapter 1: Stroke Recovery Essentials -- Plan Your Work and Work Your Plan -- How Is It Done? -- What Precautions Should Be Taken? -- Say No to Plateau -- How Is It Done? -- What Precautions Should Be Taken? -- Use Your Fantastic Plastic Brain -- How Is It Done? -- What Precautions Should Be Taken? -- A Doctor Made for Stroke Survivors -- How Is It Done? -- What Precautions Should Be Taken? -- Neuroscience: Your New Best Friend -- Levels of Functional Ability -- How Is It Done? -- What Precautions Should Be Taken? -- Using the Wisdom of Athletes -- How Is It Done? -- What Precautions Should Be Taken? -- The Ultimate Stroke Recovery Drug -- Living Life After Stroke Takes a Lot of Energy -- Recovery Takes a Lot of Energy -- Neuroplasticity Takes a Lot of Energy -- How Is It Done? -- What Precautions Should Be Taken? -- Measuring Progress -- How Is It Done? -- What Precautions Should Be Taken? -- Chapter 2: Recovery Hints and Tricks -- Challenge Equals Recovery -- How Is It Done? -- What Precautions Should Be Taken? -- Use What You Have -- How Is It Done? -- What Precautions Should Be Taken? -- Train Well on a Treadmill -- How Is It Done? -- What Precautions Should Be Taken? -- Mirrors Reflect Recovery -- How Is It Done? -- What Precautions Should Be Taken? -- The Mind, the Brain, and Sticking to the Task -- How Is It Done? -- What Precautions Should Be Taken? -- Let Recovery Flow

A survey of 711 candidates for local offices in the United States, conducted in December 2021, reveals that many were concerned before they began their campaigns about the impact of politics on their work and family, the time demands of campaigning, their ability to raise funds, and their knowledge of the process, among other obstacles. Many candidates who had anticipated each concern found it less onerous than they had expected. Those who were parents, those with full-time jobs, and those who had experienced poverty as children were especially likely to have difficulty meeting work and family obligations while campaigning. Being liberal, being young, having less education, and experiencing poverty in childhood were all associated with concerns about being qualified to run. The study offers additional details about which backgrounds and experiences are associated with specific challenges in local campaigns. The results may inform efforts to recruit and support underrepresented candidates.

Constance Flanagan and Peter Levine survey research on civic engagement among U.S. adolescents and young adults. Civic engagement, they say, is important both for the functioning of democracies and for the growth and maturation it encourages in young adults, but opportunities for civic engagement are not evenly distributed by social class or race and ethnicity. Today's young adults, note the authors, are less likely than those in earlier generations to exhibit many important characteristics of citizenship, raising the question of whether these differences represent a decline or simply a delay in traditional adult patterns of civic engagement. Flanagan and Levine also briefly discuss the civic and political lives of immigrant youth in the United States, noting that because these youth make up a significant share of the current generation of young adults, their civic engagement is an important barometer of the future of democracy. The authors next survey differences in civic participation for youth from different social, racial, and ethnic backgrounds. They explore two sets of factors that contribute to a lower rate of civic engagement among low-income and minority young adults. The first is cumulative disadvantage—unequal opportunities and influences before adulthood, especially parental education. The second is different institutional opportunities for civic engagement among college and non-college youth during the young-adult years. Flanagan and Levine survey various settings where young adults spend time—schools and colleges, community organizations, faith-based institutions, community organizing and activism projects, and military and other voluntary service programs—and examine the opportunities for civic engagement that each affords. As the transition to adulthood has lengthened, say the authors, colleges have become perhaps the central institution for civic incorporation of younger generations. But no comparable institution exists for young adults who do not attend college. Opportunities for sustained civic engagement by year-long programs such as City Year could provide an alternative opportunity for civic engagement for young adults from disadvantaged families, allowing them to stay connected to mainstream opportunities and to adults who could mentor and guide their way.

This article, based on more than 60 interviews, explores the tensions between deliberation and various forms of political activism and advocacy. It identifies more than 20 objections to deliberation that are proposed by political activists in various countries and contexts. It concludes with suggestions for combining deliberation and advocacy. ErratumIn [article title], the process referred to as a 'Twentieth Century Town Meeting' is actually a 21st Century Town Meeting.

Previous research has found that attending racially pluralistic high schools is associated with a reduced likelihood of future electoral and civic engagement. Analysis of a national survey of 18–24 year olds after the 2012 election confirms this finding. However, certain school and family practices and extracurricular activities appear to compensate. Discussion of controversial current issues in social studies classes diminishes the negative association between attending a racially pluralistic school and electoral engagement. School‐based discussion is particularly important for young people who attend pluralistic schools and who do not participate in political discussion at home. Opportunities to associate with peers who share common interests through issue‐oriented groups predict electoral engagement. Considering that strong arguments can be made in favor of racial diversity in schools, it is important to compensate for the lessened electoral engagement in diverse schools by creating policies and teacher preparation resources that promote high‐quality discussion of controversial issues in classrooms, and by encouraging students to participate in extracurricular groups that address political issues.

For this article, we tested whether and to what extent young people's rates of informed voting are influenced by laws and policies that regulate the electoral system and by civic education policies. Education policies and state voting laws vary widely and are in rapid flux; their impact is important to understand. Immediately after the 2012 election, a sample of 4,483 youth was surveyed that included at least 75 respondents in each of the 50 states and national oversamples of African Americans and Latinos. Their experiences with civic education and support from their families predicted their informed political participation as young adults, but variations in the existing state policies did not matter. This may suggest that the kinds of policies that states have enacted—such as allowing early voting or requiring one course on government in high school—are not helpful but policies that promote extracurricular participation and discussion of current issues in schools could be much more effective.