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Many women throughout the world face the challenge of confronting an unexpected or an unwanted pregnancy, yet these experiences are often shrouded in silence. An Open Secret draws on personal interviews and medical records to uncover the history of women’s experiences with unwanted pregnancy and abortion in the South American country of Bolivia. This Andean nation is home to a diverse population of indigenous and mixed-race individuals who practice a range of medical traditions. Centering on the cities of La Paz and El Alto, the book explores how women decided whether to continue or terminate their pregnancies and the medical practices to which women recurred in their search for reproductive health care between the early 1950s and 2010. It demonstrates that, far from constituting private events with little impact on the public sphere, women’s intimate experiences with pregnancy contributed to changing policies and services in reproductive health in Bolivia.
Provides a state-of-the-field review of recent SoTL scholarship
The Journal of Comparative & International Higher Education (JCIHE) is the official journal of the Comparative and International Education Society's (CIES) Higher Education Special Interest Group (HESIG). HESIG supports development, analysis, and dissemination of theory-, policy-, and practice-related issues that influence higher education. Accordingly, JCIHE (Print ISSN 2151-0393 & Online ISSN 2151-0407) publishes work from the complementary fields of comparative, international, and development education addressing these issues. https://www.ojed.org/index.php/jcihe/issue/view/63/63
Edited by: Elena de Prada Creo Bo Zhang Alba Quintairos Soliño
Traditionally, internationalization efforts in higher education have been rooted in (neo)liberal transactional models that restrict or compromise the space for meaningful exchanges of socio-cultural capital. Recently, researchers and practitioners in the international education field have taken issue with programming and practices in education abroad; international student recruitment; and internationalization of the curricula that perpetuate systems of imbalance, fossilize prejudices, adversely impact host communities abroad, and limit student learning to the confines of the Western epistemological traditions. As a result, scholars and practitioners are creating new paradigms for engagement...
The life story of the seventh Duke of Medina Sidonia, best known as the man who led to the defeat of the Spanish Armada of 1588.
Teaching is an essential skill in becoming a faculty member in any institution of higher education. Yet how is that skill actually acquired by graduate students? Teaching as if Learning Matters collects first-person narratives from graduate students and new PhDs that explore how the skills required to teach at a college level are developed. It examines the key issues that graduate students face as they learn to teach effectively when in fact they are still learning and being taught. Featuring contributions from over thirty graduate students from a variety of disciplines at Indiana University, Teaching as if Learning Matters allows these students to explore this topic from their own unique perspectives. They reflect on the importance of teaching to them personally and professionally, telling of both successes and struggles as they learn and embrace teaching for the first time in higher education.
As the U.S. focuses on positioning itself to retain and advance its status as a world leader in technology and scientific innovation, a recognition that community colleges are a critical site for intervention has become apparent. Community colleges serve the lion’s share of the nation’s postsecondary students. In fact, 40% of all undergraduate students are enrolled in community colleges, these students account for nearly 30% of all STEM undergraduate majors in postsecondary institutions. These students serve as a core element of the STEM pipeline into four-year colleges and universities via the community college transfer function. Moreover, community colleges are the primary postsecondar...
This book presents high-quality, peer-reviewed papers from the International Conference in Information Technology & Education (ICITED 2022), to be held at the ESPM – Higher School of Advertising and Marketing, Rio de Janeiro, Brazil, between July 14 – 16, 2022. This book covers a specific field of knowledge. This intends to cover not only two fields of knowledge – Education and Technology – but also the interaction among them and the impact/result in the job market and organizations. It covers the research and pedagogic component of Education and Information Technologies and also the connection with Society, addressing the three pillars of higher education. This book addresses impact of pandemic on education and use of technology in education. Finally, it also encourages companies to present their professional cases which will be discussed. These can constitute real examples of how companies are overcoming their challenges with the uncertainty of the market.
In The Four Agreements, bestselling author don Miguel Ruiz reveals the source of self-limiting beliefs that rob us of joy and create needless suffering. Based on ancient Toltec wisdom, The Four Agreements offer a powerful code of conduct that can rapidly transform our lives to a new experience of freedom, true happiness, and love. • A New York Times bestseller for over a decade • Translated into 50 languages worldwide “This book by don Miguel Ruiz, simple yet so powerful, has made a tremendous difference in how I think and act in every encounter.” — Oprah Winfrey “Don Miguel Ruiz’s book is a roadmap to enlightenment and freedom.” — Deepak Chopra, Author, The Seven Spiritual Laws of Success “An inspiring book with many great lessons.” — Wayne Dyer, Author, Real Magic “In the tradition of Castaneda, Ruiz distills essential Toltec wisdom, expressing with clarity and impeccability what it means for men and women to live as peaceful warriors in the modern world.” — Dan Millman, Author, Way of the Peaceful Warrior