Decades of theory, research, and practice have singled out sense of belonging (in its many derivative forms) as a pivotal component of healthy development: psychologically, socially, culturally, academically. The human need for belonging, and therefore its essential nature, have been well established across multiple arenas. Despite growth in this field, answers to the barriers to belonging among marginalized groups and contexts remain especially elusive. For decades, this work was anchored primarily in dominant, whitestream lenses and contexts. Therefore, the authors attempt here to highlight the responsibilities of systems and individual actors to meaningfully adapt and intentionally make space for belonging for all. Within that we advocate for the inclusion and preservation of culture, identity, and voice, and reframe belonging as a fundamental human right. Moreover, the authors draw on insights and generate implications across multiple fields (education, psychology, sociology, counseling, cultural foundations, and community work). Considering belonging through a critical, equitable, culturally-sustaining perspective, while simultaneously identifying settings where more attention to barriers to belonging is needed, is a non-negotiable element of moving the work of positive human development forward.

This book examines a variety of issues related to wellbeing education and cross-cultural education, curriculum and pedagogy, education policy and systems, teacher education and professional development of educators, educational administration, management and leadership, and inclusive education. Stimulated, in part, by the launch of positive psychology, wellbeing education has grown worldwide. Various theories of wellbeing have been adopted in education, coining the term 'wellbeing education', defined in this book as how school leaders and teachers plan to implement evidence-informed wellbeing interventions to promote wellbeing and academic goals. This book investigates a series of questions related to wellbeing education, and how evidence-informed wellbeing approaches are integrated into learning, teaching, and education.

The Excel HSC English Area of Study Guide: Selected Poems of Emily Dickinson is directly linked to the syllabus with dot points of the HSC English syllabus appearing in the margin of the book. You can write in the guide, so your study is focused and your notes are structured.

"This guide is directly linked to the syllabus with dot points of the HSC English syllabus appearing in the margin of the book. You can write in the guide, so your study is focused and your notes are structured."--Back cover.

Taking a multi-disciplinary perspective, and one grounded in human rights, Unaccompanied young migrants explores in-depth the journeys migrant youths take through the UK legal and care systems. Arriving with little agency, what becomes of these children as they grow and assume new roles and identities, only to risk losing legal protection as they reach eighteen? Through international studies and crucially the voices of the young migrants themselves, the book examines the narratives they present and the frameworks of culture and legislation into which they are placed. It challenges existing policy and questions, from a social justice perspective, what the treatment of this group tells us about our systems and the cultural presuppositions on which they depend.

In Untouchable Bodies, Resistance, and Liberation, Joshua Samuel constructs an embodied comparative theology of liberation by comparing divine possessions among Hindu and Christian Dalits in South India. Critiquing the problems inherent in prioritizing texts when studying religious traditions, Samuel calls for the need to engage in body and people centered interreligious learning. This comparative theological reading of ecstatic experiences of the divine in Dalit bodies in Hinduism and Christianity brings out the powerful liberative potential inherent in the bodies of the oppressed, enabling us to identify alternative modes of resistance and new avenues of liberation among those who are dehumanized and discriminated, and to find deeper and meaningful ways of speaking about God in the context of oppression.

This book uses belonging as a lens through which to understand women students’ experiences of studying for a doctorate, exploring the impact of academic cultures on career aspirations. Drawing on discourses of neoliberalism and academic identities, it makes a valuable contribution to ongoing discussions of gender inequality in the academy. Based on data gathered from women doctoral students in the UK, this book offers a contemporary, research-informed understanding of the doctorate as an inherently gendered experience, which has implications for individuals, academic institutions, and for the future of the academic sector. The book will be of interest to academics working in the area of doctoral education, doctoral supervisors and those involved in doctoral student support, including researcher developers and individuals working in graduate schools, as well as doctoral students themselves.

The lands where Muslims, Jews, and Christians have encountered each other are littered with the ruins of fortresses. Each faith community built barriers to keep out the enemies of their faith. The present studies look at the barriers erected by peoples considered resistant to the gospel, and the bridges God is using to carry the gospel to them.

The two volumes included in Antimicrobial Drug Resistance, Second Edition is an updated, comprehensive and multidisciplinary reference covering the area of antimicrobial drug resistance in bacteria, fungi, viruses, and parasites from basic science, clinical, and epidemiological perspectives. This newly revised compendium reviews the most current research and development on drug resistance while still providing the information in the accessible format of the first edition. The first volume, Antimicrobial Drug Resistance: Mechanisms of Drug Resistance, is dedicated to the biological basis of drug resistance and effective avenues for drug development. With the emergence of more drug-resistant organisms, the approach to dealing with the drug resistance problem must include the research of different aspects of the mechanisms of bacterial resistance and the dissemination of resistance genes as well as research utilizing new genomic information. These approaches will permit the design of novel strategies to develop new antibiotics and preserve the effectiveness of those currently available. The second volume, Antimicrobial Drug Resistance: Clinical and Epidemiological Aspects, is devoted to the clinical aspects of drug resistance. Although there is evidence that restricted use of a specific antibiotic can be followed by a decrease in drug resistance to that agent, drug resistance control is not easily achieved. Thus, the infectious diseases physician requires input from the clinical microbiologist, antimicrobial stewardship personnel, and infection control specialist to make informed choices for the effective management of various strains of drug-resistant pathogens in individual patients. This 2-volume set is an important reference for students in microbiology, infectious diseases physicians, medical students, basic scientists, drug development researchers, microbiologists, epidemiologists, and public health practitioners.

Over the past ten years several sophisticated in vitro test systems based on epithelial cell cultures have been introduced in the field of drug delivery. These models have been found to be very useful in characterizing the permeability of drugs across epithelial tissues, and in studying formulations or carrier systems for improved drug delivery and