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Implementing Restorative Practice in Schools [electronic resource] : A Practical Guide to Transforming School Communities by Blood, Peta.; Thorsborne, Margaret.;
Implementing Restorative Practices in Schools: A Practical Guide to Transforming School Communities; Foreword; Acknowledgements; Introduction; What's in this Book and What Isn't; Terminology; Section1: A Whole School Approach; 1 Restorative Practice Explained; 1.1 A Changing Paradigm in Schools; 1.2 The Problem with Punishment; 1.3 History of Restorative Practice in Schools; 2 Restorative Practice in Schools; 2.1 Building Social Capital; 2.2 The Continuum of Practice; 2.3 A Whole School Approach; 2.4 The Link between Pedagogy, Social and Emotional Literacy and RP3 The Restorative School: Begin with the End in Mind3.1 Cultural Change: Changing a Paradigm; 3.2 The Restorative School; Section 2: Managing the Change Process; 4 Understanding the Change Process; 4.1 Rogers' Diffusion Model of Innovation; 5 Why Change Fails; 5.1 Kotter's Eight Mistakes and the Consequences; 5.2 Zigarmi et al.'s Fifteen Mistakes; 6 Change is an Emotional Process; 6.1 The Emotional Stages; 6.2 The Blueprint for Emotional Connection; 6.3 What Concerns do People Have?; 6.4 Denial; 6.5 Resistance; 7 Elements of an Effective Change Process; 7.1 First and Second Order Change7.2 The Elements of Effective Change7.3 The Rate of Adoption; 8 The Importance of Leadership; 8.1 Leading the Way; 8.2 Leadership Behaviours; Section 3 Making It Happen: AnImplementation Guide; 9 Overview; 9.1 Seven Circles; 9.2 Eight Steps for Change; 10 Getting Ready for Change; Step 1 Making a Case for Change; Step 2 Putting an Implementation Team Together; Step 3 Creating a Vision for the Future; 11 Overcoming Inertia and Getting the Ball Rolling; Step 4 Communicating the Vision to Capture Hearts and Minds; Step 5 Removing Obstacles and Empowering Action; Step 6 Generating Short-term Wins12 Implementing and Embedding ChangeStep 7 Keeping the Pressure On; Step 8 Maintaining the Gains; Conclusion; Appendix 1 Eight Step Planning Grid: Getting Ready for Change; Appendix 2 Readiness for Change Checklist; Appendix 3 Audit Tools; Appendix 4 Sample Detention Survey; Appendix 5 Strategic Planning Template; Appendix 6 Key Planning Areas; References; Further Reading; Subject Index; Author Index; Blank PageA guide which explains the value of restorative approaches in schools and its potential to transform behaviour and educational achievements. It also details how to achieve the cultural and organisational changes needed in order to ensure that restorative practice 'sticks', featuring sample pro formas and charts.
Subjects: Electronic books.; Education; Problem children -- Behavior modification.; Problem children -- Education.;
© 2013., Jessica Kingsley Publishers,
On-line resources: Click here to view book;
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Sistah Vegan [electronic resource] : Black Female Vegans Speak on Food, Identity, Health, and Society by Harper, A. Breeze.(DLC)1600838;
Cover Page; Title Page; Copyright; CONTENTS; APPRECIATIONS; PREFACE; INTRODUCTION: THE BIRTH OF THE SISTAH VEGAN PROJECT; 1: THINKING AND EATING AT THE SAME TIME; 2: VEGANISM AND ECOWOMANISM; 3: SOCIAL JUSTICE BELIEFS AND ADDICTION TO UNCOMPASSIONATE CONSUMPTION; 4: ON BEING BLACK AND VEGAN; 5: NUTRITION LIBRATION; 6: YOUNG, BLACK, AND VEGAN; 7: VEGANISM; 8: BEING A SISTAH AT PETA; 9: HOSPITAL-SPONSORED JUNK FOOD AT A "HEALTHY" BIKE-RIDING EVENT?; 10: BLACK-A-TARIAN; 11: IDENTITY, FREEDOM, AND VEGANISM; 12: TERROR; 13: EYES OF THE DEAD; 14: I AM SISTAH VEGAN; 15: GOURMET CHEF AT MCD'S16: TO EAT OR NOT TO EAT17: STOP FEEDING ME YOUR BULLSH*T; 18: "WHAT YOU COOKING, GRANDMA?"; 19: THE FOOD AND SEX LINK; APHRODISIACS; DECLINING LIBIDO; 20: JOURNEY TO VEGANISM; PART ONE: TIPS FOR SELF-OBSERVATION; PART TWO: HEALTH, SWEET SEX, AND SPIRITUALITY; 21: THE FULFILLMENT OF THE MOVEMENT; 22: MA'AT DIET; 23: BECAUSE THEY MATTER; 24: JOURNEY TOWARD COMPASSIONATE CHOICE; LIFE OUTSIDE THE BOX; 25: VEGANISM AND MISCONCEPTIONS OF THINNESS AS "NORMAL" AND "HEALTHY"; FROM: BREEZE HARPER; FROM: NAPPILOCS; FROM: JOLYNN; FROM: JOLYNN; FROM: FITNESSBABY; FROM: DONTAE980; FROM: BREEZE HARPERFROM: NIAYAAFROM: PLUMPDN; FROM: DONTAE980; FROM: RAQUEL; FROM: FITNESSBABY; FROM: BEATTYA; FROM: BEATTYA; FROM: PROLIFICPROSE; FROM: FITNESSBABY; AFTERWORD: LIBERATION AS CONNECTION AND THE DECOLONIZATION OF DESIRE; LIBERATION AS CONNECTION; THE DECOLONIZATION OF DESIRE; OUR TURN; FRUITION; NOTES; INTRODUCTION: THE BIRTH OF THE SISTAH VEGAN PROJECT; THINKING AND EATING AT THE SAME TIME: REFLECTIONS OF A SISTAH VEGAN; VEGANISM AND ECOWOMANISM; SOCIAL JUSTICE BELIEFS AND ADDICTION TO UNCOMPASSIONATE CONSUMPTION; ON BEING BLACK AND VEGAN; NUTRITION LIBERATION; MA'AT DIETVEGANISM AND MISCONCEPTIONS OF THINNESS AS "Normal" and "Healthy"CONTRIBUTORSSistah Vegan is a series of narratives, critical essays, poems, and reflections from a diverse community of North American black-identified vegans. Collectively, these activists are de-colonizing their bodies and minds via whole-foods veganism. By kicking junk-food habits, the more than thirty contributors all show the way toward longer, stronger, and healthier lives. Suffering from type-2 diabetes, hypertension, high blood pressure, and overweight need not be the way women of color are doomed to be victimized and live out their mature lives. There are healthy alternatives. Sistah Vegan is not
Subjects: Electronic books.; African American women; Veganism -- United States.; Vegetarianism -- United States.; Vegetarianism;
© 2012., Lantern Books,
On-line resources: CGCC Online Access;
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