How may we conceptualize Africa in the driver’s seat of her own destiny in the twenty-first century? How practically may her cultures become the foundation and driving force of her innovation, development, and growth in the age of the global knowledge economy? How may the Africanist disciplines in the humanities, the social sciences, and the natural sciences be revamped to rise up to these challenges through new imaginaries of intersectional reflection? This book assembles lectures given by Pius Adesanmi that address these questions. Adesanmi sought to create an African world of signification in which verbal artistry interpellates performer and audience in a heuristic process of knowledge production. The narrative and delivery of his arguments, the antiphonal call and response, and the aspects of Yoruba oratory and verbal resources all combine with diction and borrowings from Nigerian popular culture to create a distinct African performative mode. This mode becomes a form of resistance, specifically against the pressure to conform to Western ideals of the packaging, standardization, and delivery of knowledge. Together, these short essays preserve the committed and passionate voice of an African writer lost far too soon. Adesanmi urges his readers to commit themselves to Africa’s cultural agency.

"This is the story about a question we never thought to ask - Who owns poverty? - and about an unexpected answer that challenges everything that we thought we knew about what poverty is, and what we can do about it. This book is for the governments, development organizations and changemakers who are frustrated with simply trying to reduce poverty, or alleviating its effects--and our lack of progress in doing either. This is a book that celebrates the power of audacious questions and considers what happens when we put poverty back into the hands of the real experts: families living in poverty."--Page 4 of cover

For nearly thirty years, Teacher Effectiveness Training, or the T.E.T. book, based on Dr. Thomas Gordon’s groundbreaking program, has taught hundreds of thousands of teachers around the world the skills they need to deal with the inevitable student discipline problems effectively and humanely. Now revised and updated, T.E.T. can mean the difference between an unproductive, disruptive classroom and a cooperative, productive environment in which students flourish and teachers feel rewarded. You will learn: • What to do when students give you problems • How to talk so that students will listen • How to resolve conflicts so no one loses and no one gets hurt • How to best help students when they’re having a problem • How to set classroom rules so that far less enforcement is necessary • How to increase teaching and learning time

Applying the latest research findings and practical classroom practices, this book provides thorough coverage of the strategies and skills needed for effective teaching.

Who Owns You? is a comprehensive exploration of the numerousphilosophical and legal problems of gene patenting. Provides the first comprehensive book-length treatment of thissubject Develops arguments regarding moral realism, and provides amethod of judgment that attempts to be ideologically neutral Calls for public attention and policy changes to end thepractice of gene patenting

If you feel trapped between extremes when you're disciplining your children, you'll appreciate the time-tested advice in this classic guide. You don't have to spank your children to get them to behave--and you don't have to worry that you're spoiling them, either. Drawing from four major child guidance philosophies, parent educator Elizabeth Crary provides dozens of examples and exercises to help you find the best way to rear your children. Without Spanking or Spoling will also help you understand:

The SAGE Encyclopedia of Marriage, Family and Couples Counseling is a new, all-encompassing, landmark work for researchers seeking to broaden their knowledge of this vast and diffuse field. Marriage and family counseling programs are established at institutions worldwide, yet there is no current work focused specifically on family therapy. While other works have discussed various methodologies, cases, niche aspects of the field and some broader views of counseling in general, this authoritative Encyclopedia provides readers with a fully comprehensive and accessible reference to aid in understanding the full scope and diversity of theories, approaches, and techniques and how they address various life events within the unique dynamics of families, couples, and related interpersonal relationships. Key topics include: Assessment Communication Coping Diversity Interventions and Techniques Life Events/Transitions Sexuality Work/Life Issues, and more Key features include: More than 500 signed articles written by key figures in the field span four comprehensive volumes Front matter includes a Reader’s Guide that groups related entries thematically Back matter includes a history of the development of the field, a Resource Guide to key associations, websites, and journals, a selected Bibliography of classic publications, and a detailed Index All entries conclude with Further Readings and Cross References to related entries to aid the reader in their research journey

This updated edition of the Systematic Training for Effective Parenting (STEP) Program includes added information on current issues such as step-parenting, the new nuclear family, AIDS, and dealing with learning disabilities.

Educator or Bully? offers a comprehensive approach to classroom management for both novice and veteran teachers who are interested in examining their current classroom management performance, especially with respect to how it reflects the characteristics of the 21st century classroom. Practices presented are based on sound educational theory. There is an emphasis on the responsibility the student should have in successful classroom management. Part I covers the guidelines that deal with everyday classroom management interactions with a focus on contemporary approaches. These chapters discuss preventive measures followed by reactive procedures that teachers can implement once problems have occurred. Punishment and logical consequences are distinguished and educative techniques in handling misbehavior are demonstrated. Part I concludes with a thorough consideration regarding how to organize and maintain the physical classroom environment and how to prepare for the beginning of school. Part II reviews students through teacher-centered strategies (systems) to deal with diverse classroom needs. These strategies are tailored so that the least intrusive to those in which the teacher has more control reflect 21st century attributes.