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.

Personal Justice Denied tells the extraordinary story of the incarceration of mainland Japanese Americans and Alaskan Aleuts during World War II. Although this wartime episode is now almost universally recognized as a catastrophe, for decades various government officials and agencies defended their actions by asserting a military necessity. The Commission on Wartime Relocation and Internment was established by act of Congress in 1980 to investigate the detention program. Over twenty days, it held hearings in cities across the country, particularly on the West Coast, with testimony from more than 750 witnesses: evacuees, former government officials, public figures, interested citizens, and historians and other professionals. It took steps to locate and to review the records of government action and to analyze contemporary writings and personal and historical accounts. The Commission’s report is a masterful summary of events surrounding the wartime relocation and detention activities, and a strong indictment of the policies that led to them. The report and its recommendations were instrumental in effecting a presidential apology and monetary restitution to surviving Japanese Americans and members of the Aleut community.

Published in 1999, this book is designed to provide the reader with a detailed understanding of Hong Kong’s social and political development. It offers a contemporary, holistic understanding of Hong Kong, which will not only complement existing works but also provide the reader with a solid foundation for understanding future developments in the territory. The book is divided into three sections: Identity, Civil Society and Politics. The first two sections provide a discrete understanding of the issues involved. This analysis is then utilised to explain the particular path of political development Hong Kong experienced in the 1980s and 1990s. Due to the in-depth analysis provided this work will be of use either to academics or to members of the general public seeking to understand the development of Hong Kong.

Literate Americans encounter the word “conscience” yet scarcely pay any attention to its source, its proscriptions in human affairs, or its power to affect human conduct. The Conscience is a weapon for survival and a tool to correct, protect and guide the individual in the often troubled course of his or her life. These pages illustrate its applications and recognition down through human history, beginning at the Fall of Adam and Eve. Whether or not the reader shares that biblical account of human history is irrelevant. The actuality of conscience in human relations and in the historicity of world events cannot be denied. Our pioneers did not underscore the word, but every brave progress to settle America involved the conscience of moral and ethical decisions. Is the land ours? Should I risk my family’s lives to make this journey? What confi dence should I place in our caravan leader? How shall I honestly manage to survive without theft, murder or mayhem? The very reality of survival, whether against a military enemy or on wilderness excursion, calls upon the human conscience to discern the risks are or the sacrifi ce or potential loss of life in the doing. Miller has included several interesting illustrations— a poem that deals with presidential lack of discernment, a river trip that involves the choice of dangerous adventure or bank-side, and a brief drama that illustrates the confrontation of Caesar with the original Christians. The conscience is directed, usually unbeknownst to the possessor, by God’s moral law of love for one’s neighbor ie another human being made in God’s image. This law of the conscienced accounts for this great nation’s compassion toward the world . . . and condemns abortion. euthanasia and fratricide. It also controls and includes the process of justice to protect the innocent.

The above lines are remarkable and aptly depict to what extent our children's creativity may go waste if we are unable to provide them with proper and congenial educational environment at the right time. It also holds good in highlighting the concern of educationists and counsellors to search for remedial measures to avoid wastage and stagnation in the educational scenario.