This collection is for anyone interested in the use of mobile technology for various distance learning applications. Readers will discover how to design learning materials for delivery on mobile technology and become familiar with the best practices of other educators, trainers, and researchers in the field, as well as the most recent initiatives in mobile learning research. Businesses and governments can learn how to deliver timely information to staff using mobile devices. Professors can use this book as a textbook for courses on distance education, mobile learning, and educational technology.

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Teaching in Blended Leaning Environments provides a coherent framework in which to explore the transformative concept of blended learning. Blended learning can be defined as the organic integration of thoughtfully selected and complementary face-to-face and online approaches and technologies. A direct result of the transformative innovation of virtual communication and online learning communities, blended learning environments have created new ways for teachers and students to engage, interact, and collaborate. The authors argue that this new learning environment necessitates significant role adjustments for instructors and generates a need to understand the aspects of teaching presence required of deep and meaningful learning outcomes.

Built upon the theoretical framework of the Community of Inquiry – the premise that higher education is both a collaborative and individually constructivist learning experience – the authors present seven principles that provide a valuable set of tools for harnessing the opportunities for teaching and learning available through technology. Focusing on teaching practices related to the design, facilitation, direction and assessment of blended learning experiences, Teaching in Blended Learning Environments addresses the growing demand for improved teaching in higher education.

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"Bilder bilden Bilder und damit Inklusion?" - Das ist die zentrale Frage der vorliegenden Arbeit. Ihr Anliegen besteht insbesondere darin, einer Perspektive Raum zu geben, die nicht nur Behinderung oder behinderte Menschen in den Blick nimmt, sondern die Gesellschaft, in der diese Menschen leben. Ganz konkret werden die vom achten Artikel der seit 2009 auch für Deutschland verbindlichen UN-Behindertenrechtskonvention geforderten Kampagnen in Bezug auf ihre bewusstseinsbildende Wirkung unter die Lupe genommen. Können Kampagnen dieser Art zur Bewusstseinsbildung und damit zur positiven Beeinflussung des Bildes von Menschen mit Behinderungen in Deutschland beitragen? Und noch wichtiger: Ist dies ein Schritt in Richtung Inklusion oder sogar eine Voraussetzung der Verwirklichung ebendieser? Diesen Fragen geht die Autorin u. a. mit einer detaillierten Analyse des Inklusionsbegriffs, einem kritischen Blick hinsichtlich der Eingrenzung einer Zielgruppe, einer umfassenden Betrachtung der Konvention und des fokussierten Artikels, einer Abgrenzung des Begriffs der Bewusstseinsbildung sowie einer Untersuchung von aktuellen kampagnenstrategischen Praxisbeispielen auf den Grund. Im Vordergrund stehen die Ausweitung der Inklusionsdebatte über einen bestimmten Personenkreis hinaus sowie ausgewählte Artikel der UN-Behindertenrechtskonvention und die Vorbedingungen einer tatsächlichen Realisierung von Inklusion in Deutschland.

'Behinderung' ist keine geschichtslose Naturtatsache, sondern wird in sozialen, kulturellen und somit historischen Prozessen hervorgebracht. Die kulturwissenschaftliche Historisierung von 'Behinderung' irritiert etablierte Fachdiskurse der Humanwissenschaften und wirft gleichzeitig neue Fragen im Spannungsfeld von Biologismus und Kulturalismus auf. Das interdisziplinär angelegte Buch thematisiert 'Behinderung' als kulturelles und historisches Phänomen und versammelt Beiträge aus den Disability Studies, den Erziehungswissenschaften und der Behindertenpädagogik. Mit Beiträgen von: Werner Brill, Micha Brumlik, Markus Dederich, Uta George, Thomas Hoffmann, David T. Mitchell, Vera Moser, Christian Mürner, Oliver Musenberg, Lucie Storchová und Anne Waldschmidt

Treating bodies as more than discursive in social research can feel out of place in academia. As a result, embodiment studies remain on the outside of academic knowledge construction and critical scholarship. However, embodiment scholars suggest that investigations into the profound division created by privileging the mind-intellect over the body-spirit are integral to the project of decolonization.

The field of embodiment theorizes bodies as knowledgeable in ways that include but are not solely cognitive. The contributors to this collection suggest developing embodied ways of teaching, learning, and knowing through embodied experiences such as yoga, mindfulness, illness, and trauma. Although the contributors challenge Western educational frameworks from within and beyond academic settings, they also acknowledge and draw attention to the incommensurability between decolonization and aspects of social justice projects in education. By addressing this tension ethically and deliberately, the contributors engage thoughtfully with decolonization and make a substantial, and sometimes unsettling, contribution to critical studies in education.

With contributions by Temitope Adefarakan, Candace Brunette-Debassige, Susan Ferguson, Katie MacDonald, Jamie Magnusson, Stephanie Moynagh, Devi Dee Mucina, Denise Nadeau, Roxana Ng, Randelle Nixon, Wendy Peters, Carla Rice, Sheila Stewart, and Alannah Young Leon.

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Das Buch gibt einen kompakten Überblick über die Einwanderung nach Deutschland und die Entwicklung des wissenschaftlichen Diskurses von der Ausländerpädagogik zur Interkulturellen Bildung. Zentrale Begriffe wie Interkulturelle Kompetenz, Diversity Management und Inklusion werden definiert. Am Beispiel einer Großstadt zeichnet es die schulpädagogische Praxis seit den 70er Jahren nach und entwickelt Ziele für die nahe Zukunft. Zentrale Begriffe wie Interkulturelle Kompetenz, Diversity Management und Inklusion werden diskutiert.

Verfasst wurde es von Mitarbeiterinnen und Mitarbeitern des Instituts für Pädagogik und Schulpsychologie der Stadt Nürnberg IPSN, die seit Jahren in der Lehrer/innenfortbildung bzw. als interkulturelle Trainer/innen tätig sind, in nationalen und europäischen Netzwerkenmitarbeiten und sich auch ehrenamtlich für Bürger/innen- und Menschenrechte engagieren.

After another night of girls, music and booze, seventeen-year-old pop star Darius Zaire falls out of bed and lands on the cruddy floor of his old bedroom. No mansion, no luxury cars, no platinum records. Now he's just ordinary Darren Zegers. Some kind of nightmare has erased everything that happened to change Darren the dweeb into Darius the multimillionaire.

Now Darius has to face an ordinary day in the twelfth grade, suffering through remedial English and wondering what happened to the last three years, let alone all his fans and money. He desperately wants to return to his old life, but he is starting to worry that maybe this is reality, and it was his other life that was the dream.

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It's "bead season" at slippery rock high. This year the bead-snatching grad game called "Gotcha" has been banned as an official school activity because the teachers have decided to put an end to a dangerous tradition. After paying an entry fee the players are given a bead and someone's name. The object of the game is to snatch the bead of your victim and take their name. The winner ends up with all the beads -- and all the money. After the game is banned it becomes even more appealing. The game goes underground and more grads than ever are participating. Katie is reluctant to join in, but as a member of grad council she feels she has to go along. The game quickly spins out of control. Katie finds herself losing friends and falling victim to her classmates' obsession with the game. She considers dropping out of the game but then devises a better way of getting even with her classmates. Katie finds herself sliding further and further down the chute that leads to disaster. Can she bring a safe end to this deadly game?

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Every student at Saskatoon Collegiate knew that all the most important aspects of school life were controlled by a secret club called Shadow Council. Each fall, Shadow held a traditional lottery during which a single student's name was drawn. The rest of the student body called the student the lottery winner. But Shadow Council knew better; to them the winner was the lottery victim. Whatever the label, the fated student became the Council's go-fer, delivering messages of doom to selected targets. In response, the student body shunned the lottery winner for the entire year. This year's victim was fifteen-year-old Sally Hanson.

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"A gripping and powerful narrative."

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"One of this year's 'must' purchases...Highly recommended."

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An Action A Day Keeps Global Capitalism Away, according to Mike Hudema, describing his action guide for the 21st century. This lively, challenging, and decidedly fun book is designed for activists and concerned citizens who want to change the world. Hudema introduces readers to a variety of issues, including social action, organizing, theatrical action, civil disobedience, and using the media.The book contains fifty-two tried and tested actions, one for every week. Each action includes a rationale, what you need to pull it off, and examples of where it could be used. From Radical Cheerleading, to Fishing in the Sewers, and Gas Mask Car Shopping, there's something for everybody.

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“Mike Hudema’s An Action a Day is an excellent addition to the library for anyone interested in public activism … This volume provides inspiration, practical details and, perhaps most critically, humour.”

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“Hudema’s work will make a nice Canadian content companion to Gene Sharp’s class 198 Methods of Nonviolent Action, or Abby Hoffman’s Steal this Book … An Action a Day is pleasantly full of non-linear chaotic interventions that contribute to enlivening the potential for change.”