This unique contribution to global educational debate and policymaking aims to highlight the adverse impacts on children and young people of not having access to effective formal education. The author is the UN Special Rapporteur on the Right to Education. In reviewing the emerging commitment to universal education and the difficult history of trying to give effect to this commitment, particularly in the past half century, the author draws on three bodies of literature - on education specifically, on the development process generally, and on human rights. Her intention is to develop an approach which shifts the debate from sheer numbers of pupils, funding mechanisms and the recent preoccupation with market forces to a deeper discussion about what the right to education should really comprise, how governments and other institutions actually go about, or fail in, giving effect to it on a universal and non-discriminatory basis, and what happens to young people within the educational process itself. The book is an indispensable tour d'horizon of the history and problems encountered in the global quest for universal education. It also points up the discrimination and abuses of power this quest has involved and what needs now to be done.

With all the talk of failing schools these days, we forget that schools can fail their brightest students, too. We pledge to "leave no child behind," but in American schools today, thousands of gifted and talented students fall short of their potential. In Genius Denied, Jan and Bob Davidson describe the "quiet crisis" in education: gifted students spending their days in classrooms learning little beyond how to cope with boredom as they "relearn" material they've already mastered years before. This lack of challenge leads to frustration, underachievement, and even failure. Some gifted students become severely depressed. At a time when our country needs a deep intellectual talent pool, the squandering of these bright young minds is a national tragedy. There are hundreds of thousands of highly gifted children in the U.S. and millions more whose intelligence is above average, yet few receive the education they deserve. Many school districts have no gifted programs or offer only token enrichment classes. Education of the gifted is in this sorry state, say the Davidsons, because of indifference, lack of funding, and the pernicious notion that education should have a "leveling" effect, a one-size-fits-all concept that deliberately ignores the needs of the gifted. But all children are entitled to an appropriate education, insist the authors, those left behind as well as those who want to surge ahead. The Davidsons show parents and educators how to reach and challenge gifted students. They offer practical advice based on their experience as founders of a nonprofit organization that assists gifted children. They show parents how to become their children's advocates, how to win support for gifted students within the local schools, and when and how to go outside the school system. They discuss everything from acceleration ("skipping" a grade) to homeschooling and finding mentors for children. They tell stories of real parents and students who overcame poor schooling environments to discover the joy of learning. Genius Denied is an inspiring book that provides a beacon of hope for children at risk of losing their valuable gift of intellectual potential.

This unique contribution to global educational debate and policymaking aims to highlight the adverse impacts on children and young people of not having access to effective formal education. In reviewing the emerging commitment to universal education and the difficult history of trying to give effect to this commitment, the author draws on three bodies of literature--on education specifically, on the development process generally, and on human rights. This book shifts the debate from sheer numbers of pupils, funding mechanisms, and market forces, to a deeper discussion about what the right to education should really comprise, how governments actually give effect to it, and what happens to young people within the educational process itself.

Tells the story of a family's clash with public school, special education bureaucracy.

In this thought-provoking study, Jack Russell Weinstein suggests the foundations of liberalism can be found in the writings of Adam Smith (1723-1790), a pioneer of modern economic theory and a major figure in the Scottish Enlightenment. While offering an interpretive methodology for approaching Smith's two major works, "The Theory of Moral Sentiments "and "The Wealth of Nations," Weinstein argues against the libertarian interpretation of Smith, emphasizing his philosophies of education and rationality. Weinstein also demonstrates that Smith should be recognized for a prescient theory of pluralism that prefigures current theories of cultural diversity.

Find Success in Nursing School!Getting The Most From Nursing School presents a roadmap to guide talented men and women along their journey from considering nursing as a profession to their first position as a registered nurse. This exceptional resource provides the necessary guidance to ensure that students get the most from their education and become excellent care providers, policymakers, educators, and researchers and achieve their goal of improving the health and well-being of others.Getting The Most From Nursing School is written by a doctorally prepared nurse, researcher, and professor and can be distinguished by its evidence-based information, its anecdotes, and its empirically grounded recommendations from nurses who have decades of experience in both clinical practice and as educators. Sample chapters include:Why become a nurse?Nursing school is tough...getting through the classesSurviving and succeeding in clinicalPreparing for success on the NCLEX