Graduate Study for the Twenty-First Century

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Graduate Study for the Twenty-First Century

Graduate Study for the Twenty-First Century

How to Build an Academic Career in the Humanities

  • Author: Gregory M. Colón Semenza
  • Publisher: Macmillan
  • ISBN: 9781403969361
  • Category: Education
  • Page: 319
  • View: 7039
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A guide to forging a successful academic career for graduate students.

Graduate Study for the Twenty-First Century

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Graduate Study for the Twenty-First Century

Graduate Study for the Twenty-First Century

How to Build an Academic Career in the Humanities

  • Author: G. Semenza
  • Publisher: Springer
  • ISBN: 0230105807
  • Category: Education
  • Page: 340
  • View: 5296
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In a straightforward manner, Semenza identifies the obstacles along the path of the academic career and offers tangible advice. Fully revised and updated, this edition's new material on advising, electronic publishing, and the post-financial crisis humanities job market will help students negotiate the changing landscape of academia.

Quebec Questions

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Quebec Questions

Quebec Questions

Quebec Studies for the Twenty-first Century

  • Author: Stéphan Gervais,Jarrett Rudy,Christopher John Kirkey
  • Publisher: Oxford University Press, USA
  • ISBN: 9780195432480
  • Category: History
  • Page: 480
  • View: 8519
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Quebec Questions: Quebec Studies for the Twenty-First Century is a multidisciplinary text that examines Quebec from historical, social, cultural, economic, and political perspectives. Editors Stephan Gervais, Christopher Kirkey, and Jarrett Rudy bring together experts from a variety of fields to create an original volume on Quebec that is the first of its kind in the English language. Much more than a mere survey volume, Quebec Questions engages students with questions such as 'Is Quebecdistinct?', 'What makes Quebec distinct?', 'What is its relationship with the rest of Canada?', and 'What is its place on the world stage?' In addition to the editors' introductions, which provide a framework and context for each of the text's parts, there is an expansive pedagogical program in every chapter, including a timeline, a biographical sketch of a key figure, a profile of a significant event, critical-thinking questions, a select bibliography, and relevant websites for further exploration. The broad and inclusive format of Quebec Questions will ensure its appropriateness for the growing number of courses examining Quebec through a variety of lenses.

School counseling for the twenty-first century

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School counseling for the twenty-first century

School counseling for the twenty-first century

  • Author: Stanley B. Baker,Edwin R. Gerler
  • Publisher: Prentice Hall
  • ISBN: 9780131890374
  • Category: Education
  • Page: 420
  • View: 1297
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Upon opening this book for the first time and glancing at the table of contents, students are presented with chapter titles that reflect all the crucial subject matter of what it takes to be a school counselor. Examples of national models and paradigms, all designed to make the profession manageable and understandable, are on display throughout the book. The authors have incorporated the human side of school counseling at the core of every chapter, hoping not to block the spirit of caring for people by what at first glance might appear to be academic jargon. This book is designed as a means for graduate students and others to lend their voices to the issues confronting school counselors and, most importantly, to chart the course for invention in school counseling. The authors believe that the school counseling profession is enriched when the voices of aspiring professionals meet the voices of experience, with the aim of creating new ways to serve. For future school counselors.

The Education of Historians for Twenty-first Century

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The Education of Historians for Twenty-first Century

The Education of Historians for Twenty-first Century

  • Author: Thomas Bender,Philip F. Katz,Colin A. Palmer
  • Publisher: University of Illinois Press
  • ISBN: 0252090497
  • Category: Education
  • Page: 240
  • View: 8300
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In 1958, the American Historical Association began a study to determine the status and condition of history education in U.S. colleges and universities. Published in 1962 and addressing such issues as the supply and demand for teachers, student recruitment, and training for advanced degrees, that report set a lasting benchmark against which to judge the study of history thereafter. Now, more than forty years later, the AHA has commissioned a new report. The Education of Historians for the Twenty-first Century documents this important new study's remarkable conclusions. Both the American academy and the study of history have been dramatically transformed since the original study, but doctoral programs in history have barely changed. This report from the AHA explains why and offers concrete, practical recommendations for improving the state of graduate education. The Education of Historians for the Twenty-first Century stands as the first investigation of graduate training for historians in more than four decades and the best available study of doctoral education in any major academic discipline. Prepared for the AHA by the Committee on Graduate Education, the report represents the combined efforts of a cross-section of the entire historical profession. It draws upon a detailed review of the existing studies and data on graduate education and builds upon this foundation with an exhaustive survey of history doctoral programs. This included actual visits to history departments across the country and consultations with scores of individual historians, graduate students, deans, academic and non-academic employers of historians, as well as other stakeholders in graduate education. As the ethnic and gender composition of both graduate students and faculty has changed, methodologies have been refined and the domains of historical inquiry expanded. By addressing these revolutionary intellectual and demographic changes in the historical profession, The Education of Historians for the Twenty-first Century breaks important new ground. Combining a detailed historical snapshot of the profession with a rigorous analysis of these intellectual changes, this volume is ideally positioned as the definitive guide to strategic planning for history departments. It includes practical recommendations for handling institutional challenges as well as advice for everyone involved in the advanced training of historians, from department chairs to their students, and from university administrators to the AHA itself. Although focused on history, there are lessons here for any department. The Education of Historians for the Twenty-first Century is a model for in-depth analysis of doctoral education, with recommendations and analyses that have implications for the entire academy. This volume is required reading for historians, graduate students, university administrators, or anyone interested in the future of higher education.

Social Work Practice Research for the Twenty-First Century

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Social Work Practice Research for the Twenty-First Century

Social Work Practice Research for the Twenty-First Century

  • Author: Anne E. Fortune,Philip McCallion,Katharine Briar-Lawson
  • Publisher: Columbia University Press
  • ISBN: 0231512643
  • Category: Social Science
  • Page: 320
  • View: 9467
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Social work professionals must demonstrate their effectiveness to legislators and governments, not to mention clients and incoming practitioners. A thorough evaluation of the activities, ethics, and outcomes of social work practice is critical to maintaining investment and interest in the profession and improving the lives of underserved populations. Incorporating the concerns of a new century into a consideration of models for practice research, this volume builds on the visionary work of William J. Reid (1928-2003) who transformed social work research through empirically based and task-centered approaches-and, more recently, synthesized intervention knowledge for framing future study. This collection reviews the task-centered model and other contemporary Evidence-Based Practice models for working with individuals, families, groups, communities, and organizations. Essays demonstrate the value of these pragmatic approaches in the United States and international settings. Contributors summarize state-of-the-art methods in several key fields of service, including children and families, aging, substance abuse, and mental health. They also evaluate the research movement itself, outlining an agenda for today's sociopolitical landscape and the profession. This volume inspires practice research to prioritize evidence as a base for the profession.

Gerontological Practice for the Twenty-first Century

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Gerontological Practice for the Twenty-first Century

Gerontological Practice for the Twenty-first Century

A Social Work Perspective

  • Author: Virginia E. Richardson,Amanda S. Barusch
  • Publisher: Columbia University Press
  • ISBN: 0231510713
  • Category: Social Science
  • Page: 512
  • View: 1316
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Gerontological Practice for the Twenty-first Century meets the need for state-of-the-art information on practice approaches with older patients that are age-specific and empirically based, blend "micro" and "macro" views, and reflect current themes in the aging and social work fields. The book is designed as a text for students and as a professional resource for practitioners. Clearly written, the book offers an expert and comprehensive review of the current literature and focuses on issues relating to the most vulnerable older people. Gerontological Practice for the Twenty-first Century also features case illustrations throughout and brief end-of-chapter questions for review. The book has four parts. Part 1 reviews current and classic theories of aging and proposes an original framework for an integrative approach to practice with older people that incorporates both individual and policy-level interventions. The approach is based on current themes such as a life course perspective, heterogeneity, diversity, and inequality. Part 2 covers such common and important psychological problems among older individuals, as anxiety, depression, suicide, substance abuse, and dementia, and describes appropriate, evidence-based interventions. Part 3 considers the social psychological picture by discussing working with older families, end-of-life care, bereavement, and work and retirement. Part 4 focuses on core sociopolitical issues in the lives of older people: economic policy, poverty, health policy, quality-of-life concerns, and social services. Current, authoritative, and original, this single-volume gerontology resource will be of valuable use to graduate students and practitioners.

Child Welfare for the Twenty-first Century

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Child Welfare for the Twenty-first Century

Child Welfare for the Twenty-first Century

A Handbook of Practices, Policies, and Programs

  • Author: Gerald P. Mallon,Peg McCartt Hess
  • Publisher: Columbia University Press
  • ISBN: 0231511167
  • Category: Social Science
  • Page: 784
  • View: 4522
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This up-to-date and comprehensive resource by leaders in child welfare is the first book to reflect the impact of the Adoption and Safe Families Act (ASFA) of 1997. The text serves as a single-source reference for a wide array of professionals who work in children, youth, and family services in the United States-policymakers, social workers, psychologists, educators, attorneys, guardians ad litem, and family court judges& mdash;and as a text for students of child welfare practice and policy. Features include: * Organized around ASFA's guiding principles of well-being, safety, and permanency * Focus on evidence-based "best practices" * Case examples integrated throughout * First book to include data from the first round of National Child and Family Service Reviews Topics discussed include the latest on prevention of child abuse and neglect and child protective services; risk and resilience in child development; engaging families; connecting families with public and community resources; health and mental health care needs of children and adolescents; domestic violence; substance abuse in the family; family preservation services; family support services and the integration of family-centered practices in child welfare; gay and lesbian adolescents and their families; children with disabilities; and runaway and homeless youth. The contributors also explore issues pertaining to foster care and adoption, including a focus on permanency planning for children and youth and the need to provide services that are individualized and culturally and spiritually responsive to clients. A review of salient systemic issues in the field of children, youth, and family services completes this collection.

Education Governance for the Twenty-First Century

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Education Governance for the Twenty-First Century

Education Governance for the Twenty-First Century

Overcoming the Structural Barriers to School Reform

  • Author: Paul Manna,Patrick McGuinn
  • Publisher: Brookings Institution Press
  • ISBN: 0815723954
  • Category: Education
  • Page: 424
  • View: 2130
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America's fragmented, decentralized, politicized, and bureaucratic system of education governance is a major impediment to school reform. In this important new book, a number of leading education scholars, analysts, and practitioners show that understanding the impact of specific policy changes in areas such as standards, testing, teachers, or school choice requires careful analysis of the broader governing arrangements that influence their content, implementation, and impact. Education Governance for the Twenty-First Century comprehensively assesses the strengths and weaknesses of what remains of the old in education governance, scrutinizes how traditional governance forms are changing, and suggests how governing arrangements might be further altered to produce better educational outcomes for children. Paul Manna, Patrick McGuinn, and their colleagues provide the analysis and alternatives that will inform attempts to adapt nineteenth and twentieth century governance structures to the new demands and opportunities of today. Contents: Education Governance in America: Who Leads When Everyone Is in Charge?, Patrick McGuinn and Paul Manna The Failures of U.S. Education Governance Today, Chester E. Finn Jr. and Michael J. Petrilli How Current Education Governance Distorts Financial Decisionmaking, Marguerite Roza Governance Challenges to Innovators within the System, Michelle R. Davis Governance Challenges to Innovators outside the System, Steven F. Wilson Rethinking District Governance, Frederick M. Hess and Olivia M. Meeks Interstate Governance of Standards and Testing, Kathryn A. McDermott Education Governance in Performance-Based Federalism, Kenneth K. Wong The Rise of Education Executives in the White House, State House, and Mayor's Office, Jeffrey R. Henig English Perspectives on Education Governance and Delivery, Michael Barber Education Governance in Canada and the United States, Sandra Vergari Education Governance in Comparative Perspective, Michael Mintrom and Richard Walley Governance Lessons from the Health Care and Environment Sectors, Barry G. Rabe Toward a Coherent and Fair Funding System, Cynthia G. Brown Picturing a Different Governance Structure for Public Education, Paul T. Hill From Theory to Results in Governance Reform, Kenneth J. Meier The Tall Task of Education Governance Reform, Paul Manna and Patrick McGuinn

Shaping South East Europe's Security Community for the Twenty-First Century

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Shaping South East Europe's Security Community for the Twenty-First Century

Shaping South East Europe's Security Community for the Twenty-First Century

Trust, Partnership, Integration

  • Author: S. Cross,S. Kentera,R. Vukadinovic,R. Nation
  • Publisher: Springer
  • ISBN: 1137010207
  • Category: Political Science
  • Page: 225
  • View: 8828
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In this book, leading academics and policy practitioners develop approaches for managing critical contemporary and emerging security challenges for South East Europe. They attempt to conceptualize and realize security as a cooperative endeavour for collective good, in contrast to security narratives driven by power and national egotism.