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📒Educational Trauma ✍ Lee-Anne Gray
✏Educational Trauma Book Summary : This book deconstructs and analyzes the impact of education-based trauma. Drawing on wisdom from the fields of education, psychology, neuroscience, history, political science, social justice, and philosophy, Gray connects the dots across different forms of education trauma that can occur throughout a student’s life: from bullying and anxiety to social inequity and the school-to-prison pipeline. With respect to learning, memory, social group dynamics, democracy, and mental health, this book serves as a call-to-arms, demanding civil rights for all students and for education to fulfill its ultimate duty as a force for the common good.
📒Alleviating The Educational Impact Of Adverse Childhood Experiences ✍ R. Martin Reardon
✏Alleviating the Educational Impact of Adverse Childhood Experiences Book Summary : Recent crises—whether policy-induced (e.g., family separation at the Mexico/U.S. border) or natural disaster-related (e.g., hurricanes in Florida and North Carolina and wildfires in California)—have galvanized the attention of the U.S. and international public on the plight of children who endure these traumatic events. The sheer enormity of such wrenching events tend to overshadow the trauma endured by many children whose everyday life circumstances fall short of affording them a safe, stable, and nurturing environment. At the national level, three rounds of data collection spanning January 2008 through April 2014 constituted the National Survey of Children’s Exposure to Violence (NatSCEV) that—according to Finkelhor, Turner, Shattuck, and Hambly (2013) in reporting on the 2011 round—assessed “a wide range of childhood victimizations” (pp. 614-615). Among many other findings, Finkelor et al. concluded that “overall, 57.7% of the children and youth had experienced or witnessed at least 1 to 5 aggregate exposures (assaults and bullying, sexual victimization, maltreatment by a caregiver, property victimization, or witnessing victimization) in the year before this survey” (p. 619). According to the recent re-visiting of NatSCEV II by Turner et al. (2017), “almost 1 in 4 children and adolescents ages 5-15 in the United States lived in family environments with only modest levels of safety, stability, and nurturance, while about 1 in 15 had consistently low levels across multiple domains” (p. 8). Adverse childhood events (ACEs) have both immediate and long-term impacts on children’s health and well-being (Banyard, Hambly, & Grych, 2017; Bowen, Jarrett, Stahl, Forrester, & Valmaggia, 2018; Walker & Walsh, 2015). Children do not shed their entanglement with ACEs at the schoolroom door. To highlight just one study, Jimenez, Wade, Lin, Morrow, & Reichman (2016) conducted a secondary analysis of a national urban birth cohort and found that experiencing ACEs in early childhood was “associated with below-average, teacher-reported academic and literacy skills and [more] behavior problems in kindergarten” (p. 1). Chapter Proposals For this fifth volume in the Current Perspectives on School/University/Community Research series, we invite chapter proposals from authors who are engaged in school-university-community collaborative educational research focused on the alleviation of the educational impact of adverse childhood experiences. Authors may submit proposals to discuss research projects that have been completed or that are still in progress, but all proposals should clearly indicate the engagement of stakeholders from each of the three categories (school, university, and community). Chapter proposals of no more than 500 words are welcome. Please cite at least 10 sources and include a reference page. The proposal cover page must contain the author’s full contact information. For multiple authored proposals, please list all authors’ contact information and indicate the corresponding author. Decisions will be made and communicated by March 25, 2019, and a Manual for Authors will be provided to accepted corresponding authors. At all stages, manuscripts must conform to 6th edition APA conventions. Following the submission of full chapter drafts on June 3, 2019, a blind review process among the corresponding authors will be conducted and feedback communicated by June 24, 2019. (See Projected 2019 Deadlines.) Full chapters will range from 7,000 to 8,000 words in Times New Roman 12, double spaced text, inclusive of title, abstract, manuscript, and references and are to be submitted to the volume editors as a Microsoft Word email attachment by August 26, 2019. Graphics and images may be included. See Author Guidelines. Projected 2019 Deadlines Chapter Proposals: February 28, 2019 Notification of Invitation to Contribute Chapter: March 25, 2019 Submission of Draft Chapters for Blind Peer Review: June 3, 2019 Return of Blind Peer Reviewed Chapters to Authors: June 24, 2019 Submission of Revised Chapters: August 26, 2019 Submission of Final Chapters to IAP: October 21, 2019 Anticipated Publication in Spring 2020
📒Understanding The Black Flame And Multigenerational Education Trauma ✍ June Cara Christian
✏Understanding the Black Flame and Multigenerational Education Trauma Book Summary : Using Africana critical theory as a critical framework to analyze W. E. B. Du Bois’s Black Flame trilogy, this study establishes a transdisciplinary theory of the dehumanization of Black students in the United States. As lenses of analysis, critical race theory and Post Traumatic Slave Syndrome reveal how the processes of racialization, colonization, and globalization contribute to the multigenerational traumas many Blacks have experienced in education since Reconstruction.
📒Trauma Informed Education ✍ Sian Phillips
✏Trauma informed Education Book Summary : This book focuses on three important and comprehensive areas of theory and research that provide a theoretical, clinical, and integrated intervention model for developing the relationships and a sense of safety for children with developmental trauma need.
📒Trauma Nursing E Book ✍ Karen A. McQuillan
✏Trauma Nursing E Book Book Summary : Using the unique cycles of trauma framework, the 4th edition of this classic and highly acclaimed resource is thoroughly updated to bring you comprehensive coverage of cutting-edge research findings and current issues, trends, and controversies in trauma nursing. Detailed information guides you through all phases of care – from preventive care and the time of injury to the resuscitative, operative, critical, intermediate, and rehabilitative stages. Timely discussions on emerging topics such as mass casualty and rural trauma/telemedicine keep you up to date with the latest developments in the field. This practical, evidence-based reference is the most complete resource available for both novice and experienced trauma nurses working in a variety of care settings. Comprehensive coverage includes practical, clinically relevant trauma information for nurses at all levels of knowledge and experience working in a variety of settings. Evidence-based content ensures that you are using the latest and most reliable information available to provide state-of-the-art care for trauma patients. A user-friendly format, logical organization, and helpful tables and illustrations help you find information quickly and clarify key concepts and procedures. Detailed information guides you through all phases of care – from preventive care and the time of injury to the resuscitative, operative, critical, intermediate, and rehabilitative stages. Special populations coverage prepares you to meet the unique needs of pregnant, pediatric, and elderly patients, as well as bariatric patients, burn victims, patients with substance abuse issues, and organ and tissue donors. A section on Clinical Management Concepts gives you a solid understanding of key issues affecting all patients regardless of their injury, including mechanism of injury, traumatic shock, patient/family psychosocial responses to trauma, pain management, wound healing, and nutrition. A new Mass Casualty chapter prepares you to act quickly and confidently in the event of a disaster, with guidelines for initial response and sustained response, lessons learned from recent disasters, government involvement, and hazmat, bioterrorism, and nuclear-radiological preparedness. A new chapter on Rural Trauma/Telemedicine focuses on the unique nature of rural trauma care and offers strategies to help you improve healthcare delivery in this challenging environment. A new Trauma in the Bariatric Patient chapter provides the specialized information you need to meet the challenges and needs of this growing patient population.
📒Swimming Upstream Black Males In Adult Education ✍ Dionne Rosser-Mims
✏Swimming Upstream Black Males in Adult Education Book Summary : Here is an introduction to salient topics and issues affectingBlack males as they engage in adult basic education programs,pursue employment, and obtain higher education. The chaptersinclude academic research as well as program descriptions andpersonal narratives with a concern for the “livedexperiences” and the voices of the men. While not exhaustive, this volumne does hope to challengecommonly held stereotypes, interactions, and policies. It isdesigned to raise questions about the unique experiences of thisspecific population and to explore the sociocultural dynamics thatimpact their education. This is the 144th volume of the Jossey Bass series NewDirections for Adult and Continuing Education. Noted for itsdepth of coverage, it explores issues of common interest toinstructors, administrators, counselors, and policymakers in abroad range of education settings, such as colleges anduniversities, extension programs, businesses, libraries, andmuseums.
📒Guidelines For Essential Trauma Care ✍ World Health Organization
✏Guidelines for Essential Trauma Care Book Summary : Injury is an increasingly significant health problem throughout the world, accounting for 16 per cent of the global burden of disease. The public health burden of death and disability from injury is particularly notable in low and middle income countries. These guidelines seek to establish practical and affordable standards applicable to injury or trauma care worldwide, whether in rural health posts, small hospitals, hospitals staffed by specialists or tertiary care centres. It sets out a list of key trauma treatment services designed to be achievable in all settings, and defines the various human and physical resources required. It also includes a number of recommendations for methods to promote such standards including training, performance improvement, trauma team organisation and hospital inspection.
📒Introduction To Educational Technology ✍ Educational Technology
✏Introduction to Educational Technology Book Summary :
📒Fort Marion Prisoners And The Trauma Of Native Education ✍ Diane Glancy
✏Fort Marion Prisoners and the Trauma of Native Education Book Summary : At the end of the Southern Plains Indian wars in 1875, the War Department shipped seventy-two Kiowa, Cheyenne, Arapaho, Comanche, and Caddo prisoners from Fort Sill, Oklahoma, to Fort Marion in St. Augustine, Florida. These most resistant Native people, referred to as “trouble causers,” arrived to curious, boisterous crowds eager to see the Indian warriors they knew only from imagination. Fort Marion Prisoners and the Trauma of Native Education is an evocative work of creative nonfiction, weaving together history, oral traditions, and personal experience to tell the story of these Indian prisoners. Resurrecting the voices and experiences of the prisoners who underwent a painful regimen of assimilation, Diane Glancy’s work is part history, part documentation of personal accounts, and a search for imaginative openings into the lives of the prisoners who left few of their own records other than carvings in their cellblocks and the famous ledger books. They learned English, mathematics, geography, civics, and penmanship with the knowledge that acquiring the same education as those in the U.S. government would be their best tool for petitioning for freedom. Glancy reveals stories of survival and an intimate understanding of the Fort Marion prisoners’ predicament.
📒Departments Of Labor Health And Human Services Education And Related Agencies Appropriations For 1999 ✍ United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
✏Author : United States. Congress. House. Committee on Appropriations. Subcommittee on the Departments of Labor, Health and Human Services, Education, and Related Agencies
✏Release Date : 1998
✏ISBN : STANFORD:36105119523103
✏Available Language : English, Spanish, And French
✏Departments of Labor Health and Human Services Education and Related Agencies Appropriations for 1999 Book Summary :