This book closely examines the ways in which many popular, internationally-published Japanese young adult manga graphic novel titles frame instances of K-12 school-situated violence and bullying. Manga is a Japanese literary medium that has grown worldwide as an increasingly visible fixture of young adults' recreational reading habits. The author uncovers the medium's most prevalent patterns of defining, depicting, and discussing school-situated violence and bullying. Through the lens of socio-cultural media frame analysis, he explores what these patterns might indicate about young adults' preexisting views and beliefs about occurrences of violence and bullying within their own school environments. This in-depth investigation of manga literature provides important information pertaining to the pedagogies and practices of K-12 teachers and school administrators, as well as detailed advice for parents of young adult manga fans.

The book focuses on the ways in which gendered and sexualised systems of power are produced in educational settings that are framed by broader social and cultural processes, both of which shape and are shaped by children and young people as they interact with each other. All these nuanced features of gender and sexuality are vital if we are to understand inequalities and violence, and fundamental to our three-ply yarn approach in this book. Focusing on the South African context, but with international relevance, the authors adopt the metaphor of the three-ply yarn (Jordan-Young, 2010): these being the cross-cutting themes of gender, sexuality and violence. Subsequently, the book illustrates the intimate ties that bind gender and sexuality with the social and cultural dimensions of violence, as experienced in educational settings.

In his follow-up to "The Astonishing Adventures of Fanboy and Goth Girl," Lyga delivers a disturbing, ripped-from-the-headlines novel about a seventh-grade boy who has a very adult relationship with his female teacher.

Examines the social, legal and cultural challenges navigating the boundaries of 'normal'-'problematic'-'risky' sexual behaviours among peers.

With the menace of Miss Weaver's reign of terror supposedly behind them, the students of Hollow Fields can look forward to a more peaceful curriculum run by her ethically-minded successor, Principal Bleak. But there's one problem-rebuilding the school after Miss Weaver's reign has left Hollow Fields broke! If the school can't scrape together the cash to pay its staff or maintain its grounds, the Board of Unprincipled Mad Science Education will have it shut down and use the student body for scientific experiments. Not wanting to be separated from her new friends, Lucy stumbles upon a chance for Principal Bleak to save Hollow Fields. All they have to do is win the inter-school mad science competition and along with it, a hefty cash prize. But just what kind of things go on at a mad science fair?!

An all-new story continuing the events from the award-winning series of novels. Meet Benny, Nix, Lilah, and Chong as they stay one step ahead of the zombie hordes.

New York Times Book Review Editor’s Choice; Real Simple Best of the Month; Library Journal Editors’ Pick In the spirit of Battle Hymn of the Tiger Mother, Bringing up Bébé, and The Smartest Kids in the World, a hard-hitting exploration of China’s widely acclaimed yet insular education system that raises important questions for the future of American parenting and education When students in Shanghai rose to the top of international rankings in 2009, Americans feared that they were being "out-educated" by the rising super power. An American journalist of Chinese descent raising a young family in Shanghai, Lenora Chu noticed how well-behaved Chinese children were compared to her boisterous toddler. How did the Chinese create their academic super-achievers? Would their little boy benefit from Chinese school? Chu and her husband decided to enroll three-year-old Rainer in China’s state-run public school system. The results were positive—her son quickly settled down, became fluent in Mandarin, and enjoyed his friends—but she also began to notice troubling new behaviors. Wondering what was happening behind closed classroom doors, she embarked on an exploratory journey, interviewing Chinese parents, teachers, and education professors, and following students at all stages of their education. What she discovered is a military-like education system driven by high-stakes testing, with teachers posting rankings in public, using bribes to reward students who comply, and shaming to isolate those who do not. At the same time, she uncovered a years-long desire by government to alleviate its students’ crushing academic burden and make education friendlier for all. The more she learns, the more she wonders: Are Chinese children—and her son—paying too high a price for their obedience and the promise of future academic prowess? Is there a way to appropriate the excellence of the system but dispense with the bad? What, if anything, could Westerners learn from China’s education journey? Chu’s eye-opening investigation challenges our assumptions and asks us to consider the true value and purpose of education.

What transforms a person into a killer? Can it be something as small as a suggestion? Turn this page, and you may forfeit your entire life. With My Annihilation, Fuminori Nakamura, master of literary noir, has constructed a puzzle box of a narrative in the form of a confessional diary that implicates its reader in a heinous crime. Delving relentlessly into the darkest corners of human consciousness, My Annihilation interrogates the unspeakable thoughts all humans share that can be monstrous when brought to life, revealing with disturbing honesty the psychological motives of a killer.

Adolescenceâ€"beginning with the onset of puberty and ending in the mid-20sâ€"is a critical period of development during which key areas of the brain mature and develop. These changes in brain structure, function, and connectivity mark adolescence as a period of opportunity to discover new vistas, to form relationships with peers and adults, and to explore one's developing identity. It is also a period of resilience that can ameliorate childhood setbacks and set the stage for a thriving trajectory over the life course. Because adolescents comprise nearly one-fourth of the entire U.S. population, the nation needs policies and practices that will better leverage these developmental opportunities to harness the promise of adolescenceâ€"rather than focusing myopically on containing its risks. This report examines the neurobiological and socio-behavioral science of adolescent development and outlines how this knowledge can be applied, both to promote adolescent well-being, resilience, and development, and to rectify structural barriers and inequalities in opportunity, enabling all adolescents to flourish.