"Tens of thousands of children have been born worldwide as a result of mass rape campaigns or wartime sexual exploitation. What about these living legacies of rape and sexual violence? What do we know about these children and their life chances? This book brings together researchers and practitioners from around the globe, each of whom has spent decades working with women who survived wartime rape and with their children who were the result of that violence. Together the authors rethink some of the assumptions that echo in the literature, policy, practice and popular culture about these children and those around them. This ground-breaking collection is composed of four thematic sections. Section one brings together contributions that explore the "Life cycles of children born of wartime rape across time and space." Section two, "Beyond stigma: Gender, kinship and belonging in northern Uganda," draws upon complementary studies to investigate the complexities of why young people born of rebel rape are or are not able rejoin their families and communities in the post-conflict period. In section three, "(In)visibility: Concealment, disclosure, and the question of categories" contributors explore the different ways these children learn about their origins and how they, their families and societies react to that understanding. Finally, Section four, "Transformations: Intergenerational reconciliation and justice" engages the local, national, and international spheres explore how best to move from abuse, marginalization and pain into belonging and justice for these mothers and their children. Case studies involved in-depth research into the lives and experiences of children and young people born of wartime rape and abuse, their mothers and fathers, their families, societies and governments in Bosnia-Herzegovina, Cambodia, Colombia, Germany, Iraq, Kenya, Mozambique, Norway, Peru, Rwanda, Serbia, Somalia, Syria, Uganda, United States, and Vietnam"--

Designed to accompany the Open University course Developing Intensive Curricula:Equality and Diversity in Education, Vol 1 will appeal to research students undertaking research in the area of education, focusing on special needs.

This volume is a case-based guide to challenging clinical scenarios in neurology, covering 25 sub-speciality areas of the neurology curriculum. Each chapter is based around a potential real-life case, which is used as a platform to discuss the subject in a broader way and to explore the most up-to-date evidence regarding diagnosis and management.

There is an increasing recognition today that young people need to have knowledge about religions and world views in order to live and work in diverse societies. What kind of 'maps' are they provided with through religious, values and ethics education? Does education address the challenging existential questions that children and adolescents ask about life and the world? This volume addresses different aspects of how existential questions have been dealt with in educational research. It especially draws attention to the Swedish research tradition of focusing on life questions and the interpretation of life in education, but with contemporary international research added. It also addresses issues of ethics education and discusses possible options for the future of existential questions as a resource for education.

This Handbook covers all major aspects of EU Cohesion policy, one of the most significant areas of intervention of the European Union. Over five parts, It discusses this policy’s history and governing principles; the theoretical approaches from which it can be assessed; the inter-institutional and multi-level dynamics that it tends to elicit; its practical implementation and impact on EU member states; its interactions with other EU policies and strategies; and the cognitive maps and narratives with which it can be associated. An absolute must for all students of the EU.

Challenging the traditional power basis of the policy decision-makers in education, this text illustrates the use of a critical and feminist lens in the creation of policies to meet the needs, aspirations and values of women and girls. Focus is on the primary and secondary sectors of education.

The debate between internalism and externalism has become a focal point of attention both in epistemology and in the philosophy of mind and language. Externalism challenges basic traditional internalist conceptions of the nature of knowledge, justification, thought and language. What is at stake, is the very form that theories in epistemology and the philosophy of mind ought to take. This volume is a collection of original contributions of leading international authors reflecting on the present state of the art concerning the exciting controversies between internalism and externalism.

In Time and Death Carol White articulates a vision of Martin Heidegger's work which grows out of a new understanding of what he was trying to address in his discussion of death. Acknowledging that the discussion of this issue in Heidegger's major work Being and Time is often far from clear, White presents a new interpretation of Heidegger which short-circuits many of the traditional criticisms. White claims that we are all in a better position to understand Heidegger's insights after fifty years because they have now become a part of the conventional wisdom of common opinion. His view shows up in accounts of knowledge in the physical sciences, in the assumptions of the social sciences, in art and film, even in popular culture in general, but does so in ways ignorant of their origins. Now that these insights have filtered down into the culture at large, we can make Heidegger intelligible in a way that perhaps he himself could not. White presents the best possible case for Heidegger, making him more intelligible to those people with a long acquaintance with his work, those with a long aversion to it and in particular to those just starting to pursue an interest in it. White places the problems with which Heidegger is dealing in the context of issues in contemporary Anglo-American philosophy, in order to better locate him for the more mainstream audience. The language and approach of the book is able to accommodate the novice but also offers much food for thought for the Heidegger scholar.

Whether in movies, cartoons, commercials, or even fast food marketing, psychology and mental illness remain pervasive in popular culture. In this collection of new essays, scholars from a range of fields explore representations of mental illness and disabilities across various media of popular culture. Contributors address how forms of psychiatric disorder have been addressed in film, on stage, and in literature, how popular culture genres are utilized to communicate often confusing and conflicted relationships with the mentally ill, and how popular cultures around the world reflect mental illness and disability. Analyses of sources as disparate as the Batman films, Broadway musicals and Nigerian home movies reveal how definitions of mental illness, mental health, and of psychology itself intersect with discourses on race, gender, law, capitalism, and globalization. Instructors considering this book for use in a course may request an examination copy here.

Drawing on professional experience from university innovators and a wealth of international case studies, The Higher Education Manager’s Handbook offers practical advice and guidance on all aspects of university management. An engaging, comprehensive and highly accessible practitioner’s guide, the book tackles all the key areas central to the job of managing in higher education, from understanding the culture of your university and the role it plays, to providing effective leadership and managing change. Now in a thoroughly updated third edition, the book is written from the unique perspective of the higher education manager, offering advice that can be implemented immediately by leaders at all levels. The book is organised into four pre-requisites that any prospective higher education manager must master if they are to be an effective university leader: Knowing your environment Knowing your university Knowing your department Knowing yourself Each of the chapters within these sections provides commentary and analysis of the particular role aspect under review, and offers advice and guidance on good practice, including case study examples and self-assessment tools. New topics include: The new higher education landscape The first 100 days Avoiding cognitive bias and developing a flexible mindset Strategic planning and Teaching Excellence Framework (TEF) Reviewing course portfolios and subject areas Improving student outcomes and staff experience Assessing and mitigating risk Project management and managing up Widening participation and social mobility Vice chancellors, university presidents, provosts and deans, heads of academic departments and university services, subject leaders, course directors and others in management positions within the field of higher education will find this book to be an irreplaceable resource that they will use time and time again.