This book presents theoretical and methodical discussions on local knowledge and indigenous knowledge. It examines educational attainment of ethnic minorities, race and politics in educational systems, and the problem of losing indigenous knowledge. It comprises a broad range of case studies about specifics of local knowledge from several regions of the world, reflecting the interdependence of norms, tradition, ethnic and cultural identities, and knowledge. The contributors explore gaps between knowledge and agency, address questions of the social distribution of knowledge, consider its relation to communal activities, and inquire into the relation and intersection of knowledge assemblages at local, national, and global scales. The book highlights the relevance of local and indigenous knowledge and discusses implications for educational and developmental politics. It provides ideas and a cross-disciplinary scientific background for scholars, students, and professionals including NGO activists, and policy-makers.

There are many reasons to be curious about the way people learn, and the past several decades have seen an explosion of research that has important implications for individual learning, schooling, workforce training, and policy. In 2000, How People Learn: Brain, Mind, Experience, and School: Expanded Edition was published and its influence has been wide and deep. The report summarized insights on the nature of learning in school-aged children; described principles for the design of effective learning environments; and provided examples of how that could be implemented in the classroom. Since then, researchers have continued to investigate the nature of learning and have generated new findings related to the neurological processes involved in learning, individual and cultural variability related to learning, and educational technologies. In addition to expanding scientific understanding of the mechanisms of learning and how the brain adapts throughout the lifespan, there have been important discoveries about influences on learning, particularly sociocultural factors and the structure of learning environments. How People Learn II: Learners, Contexts, and Cultures provides a much-needed update incorporating insights gained from this research over the past decade. The book expands on the foundation laid out in the 2000 report and takes an in-depth look at the constellation of influences that affect individual learning. How People Learn II will become an indispensable resource to understand learning throughout the lifespan for educators of students and adults.

Should African Americans be construed as a race or as an ethnic group? If African Americans are defined as an ethnic group, what role does culture play in their lives and how can we measure their culture? This groundbreaking volume argues that we should reject the concept of race and define African Americans as a cultural group. It presents the first scale ever devised for measuring acculturation among African Americans, along with powerful studies that empirically explore the role of culture and acculturation in African American behavior, health, and psychology. Among the authors' findings are how acculturation predicts symptoms, such as depression and anxiety, and physical problems, such as hypertension.

This anthology demonstrates the longstanding, multifarious, and major role that race has played in the formation of knowledge. The authors demonstrate how race theory intersects with other bodies of knowledge by examining discursive records such as travelogues, literature, and historiography; theoretical structures such as common sense, pseudoscientific racism, and Eurocentrism; social structures of class, advancement, and identity; and politico-economic structures of capitalism, colonialism, and law.

This is an open access book. Socio-culturally, people in the Southeast Asian region have a heterogeneous composition. This diversity can be seen from the large number of ethnic compositions that inhabit the region. For example, in Indonesia, there are already various ethnic groups, not yet to mention in other regions such as Malaysia, Philippine, and others. The diversity of these ethnic groups is directly proportional to the variety of languages that exist in Southeast Asia. Similarly with the languages, the culture in these ethnic groups is definitely diverse. Interestingly, this diversity is constantly changing, keeping up with the global changes. These changes are important to study, in order to get an overview of the socio-cultural changes and continuity that currently exist in the Southeast Asian region. The various changes and continuity that occur historically, geographically, and socio-culturally mentioned above, will also have various impacts on the educational aspect. Therefore, it is also pivotal to examine the various change and continuity that occur in the field of education of Southeast Asia. This is because the field of education will determine where Southeast Asia will be taken in the future.

Provides a background to conceptual, theoretical and philosophical issues in multicultural education. This edition has been revised and reorganized, now containing two additional chapters. Much of the text has been rewritten to make it more consistent with current theory, research and terminology.

Advanced Practice Nursing: Essential Knowledge for the Profession, Fifth Edition is a core advanced practice text used in both Master's Level and DNP programs. This bestselling textbook is framed around the AACN's Master's Essentials as well as the Essentials for Doctoral Education featuring the most up-to-date content on each set of Essentials. Throughout the Fifth Edition the authors address the rapid changes in the health care environment with a special focus on health care finance, electronic health records, quality and safety as well as emerging roles for the advanced practice nurse. Patient care in the context of the advanced nursing role is also discussed.

Developed primarily in the consulting rooms and universities of Europe and North America, traditional forms of psychological assessment and treatment are not up to the task of dealing with today's culturally diverse patients. In an increasingly multicultural society, where basic terms such as "normality" and "family" can have radically varying definitions, it is not unusual for well-meaning clinicians to inadvertently misclassify unfamiliar behaviors or beliefs as abnormal or pathological. Ultimately, the solution lies in educational reform. In the meantime, a major first step toward ensuring that ethnically different patients receive quality mental health services is the adoption of culturally sensitive assessment and intervention models such as those described in this pathbreaking book. The culmination of its authors' many years of experience in working with culturally diverse patients, this timely guide arms practitioners with an array of innovative—yet clinically grounded—approaches to psychological assessment, intervention, and training. With the help of numerous case examples drawn from their work with Asian, Caribbean, African American, and Hispanic clients, Drs. Gopaul-McNicol and Brice-Baker illustrate a four-step approach that entails assessing problems within their familial and sociocultural contexts, and then tailoring interventions that take full advantage of the religious, social, educational, familial, and legal institutions that shape an individual's experiences and beliefs. The authors begin with a trenchant critique of traditional mental health training, in which they expose built-in cultural and historical biases that effectively hobble a trainee's ability to think multiculturally. They next explore a range of assessment issues, describe clinically validated techniques for treating culturally diverse children, parents, and couples, and outline best practices in report writing for linguistically and culturally diverse clients. In their discussion of clinical issues that arise when dealing with culturally diverse families, they detail a proven Multicultural/Multimodal/Multisystems (Multi-CMS) approach to intervention. Returning to the topic of education in the final section, they outline the major competencies needed to develop a trainee's multicultural skills, and offer valuable training suggestions for professors and clinical supervisors. Describing a dynamic new approach to cross-cultural assessment and treatment, Cross-Cultural Practice is valuable reading for both professionals and students in mental health. A dynamic new approach to cross-cultural assessment and treatment The Global Village presaged by Marshall McLuhan in the 1960s has arrived with a vengeance. For many mental health professionals this brings with it the daunting challenge of working with patients with a vast array of beliefs, values, customs, and behaviors. This groundbreaking book helps clinicians meet the challenge of assessing and treating diverse clients by arming them with a bold new multicultural approach. Using numerous case examples drawn from their years of practice with Asian, Caribbean, African American, and Hispanic clients, the authors: Describe proven techniques for assessing culturally diverse children, parents, and couples Develop a proven Multicultural/Multimodal/Multi-systems (Multi-CMS) approach to intervention Expose the cultural biases at the core of conventional mental health training Outline the major competencies needed to develop a trainee's multicultural skills and develop alternative approaches to clinical training

《高阶英语阅读教程（通用篇）》以通用英语能力培养为主要目标，聚焦阅读技能发展。 全册书共 ９个单元，每个单元包括 ４ 个部分，每个部分由若干学习任务和活动构成。