LEADER 02251nam 2200469 450 001 9910810449003321 005 20181117083327.0 010 $a1-4985-2017-0 035 $a(CKB)3790000000535189 035 $a(MiAaPQ)EBC5122989 035 $a(EXLCZ)993790000000535189 100 $a20171205h20182018 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 14$aThe ethno-narcotic politics of the Shan people $efighting with drugs, fighting for the nation on the Thai-Burmese border /$fThitiwut Boonyawongwiwat 210 1$aLanham, Maryland :$cLexington Books,$d2018. 210 4$d©2018 215 $a1 online resource (168 pages) 311 $a1-4985-2016-2 320 $aIncludes bibliographical references. 327 $aWhy (anti-) ethno-narcotic politics? -- The Shan people in the unfinished civil war -- The anti-narcotic ideology of the Thai state on the Thai-Burmese border -- The anti-ethno-narcotic nationalism in ethnic conflict -- Ethnic identity and community : Hin Taek village as the site of reconstruction of Shan identity -- Conclusion : trajectories of anti-ethno-narcotic politicization. 330 $a"This study examines the role of narcotics in the ethnic conflict along the Thai-Burmese border. The author analyzes the impact of the war on drugs on the Shan people, their relationship with the state, and their communal identity"--$cProvided by publisher. 606 $aShan (Asian people)$zBurma$xEthnic identity 606 $aShan (Asian people)$zThailand$xEthnic identity 606 $aShan (Asian people)$zBurma$xPolitics and government 606 $aShan (Asian people)$zThailand$xPolitics and government 615 0$aShan (Asian people)$xEthnic identity. 615 0$aShan (Asian people)$xEthnic identity. 615 0$aShan (Asian people)$xPolitics and government. 615 0$aShan (Asian people)$xPolitics and government. 676 $a305.8009591 700 $aThitiwut Boonyawongwiwat$01701145 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910810449003321 996 $aThe ethno-narcotic politics of the Shan people$94084699 997 $aUNINA LEADER 06429nam 22007935 450 001 9910304138603321 005 20251116134551.0 010 $a94-017-9667-X 024 7 $a10.1007/978-94-017-9667-5 035 $a(CKB)3710000000412304 035 $a(EBL)2096152 035 $a(SSID)ssj0001500602 035 $a(PQKBManifestationID)11894607 035 $a(PQKBTitleCode)TC0001500602 035 $a(PQKBWorkID)11520238 035 $a(PQKB)11595280 035 $a(DE-He213)978-94-017-9667-5 035 $a(MiAaPQ)EBC2096152 035 $a(PPN)186029349 035 $a(EXLCZ)993710000000412304 100 $a20150508d2015 u| 0 101 0 $aeng 135 $aurcn#---a|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEvidence-Based Approaches in Positive Education $eImplementing a Strategic Framework for Well-being in Schools /$fedited by Mathew A. White, A. Simon Murray 205 $a1st ed. 2015. 210 1$aDordrecht :$cSpringer Netherlands :$cImprint: Springer,$d2015. 215 $a1 online resource (xxxiii, 181 pages) $cillustrations 225 1 $aPositive Education,$x2468-0273 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a94-017-9666-1 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aForeword; Martin Seligman -- Preface -- Chapter 1. Building a Positive Institution; Mathew White and Simon Murray -- Chapter 2. A Comparison between Theological Christian Approaches to Wisdom and Peterson and Seligman's Classification of Character Strengths and Virtues; Theodore McCall, Lea Waters and Mathew White -- Chapter 3. Leading Whole-School Change; Lea Waters, Mathew White and Simon Murray -- Chapter 4. Measuring Whole School Well-Being in Students and Staff; Margaret Kern, Alejandro Adler, Lea Waters and Mathew White -- Chapter 5. Positive School Psychology; Zoë Alford and Mathew White -- Chapter 6. Strengths-Based Approach in the Classroom and Staffroom; Mathew White and Lea Waters -- Chapter 7. Character Education: A Role for Literature in Cultivating Character Strengths in Adolescence; Emily FitzSimons -- Chapter 8. Student Leadership and PERMA; John Vrodos, Tom McNeil with Mathew White -- Chapter 9. Future Directions in Well-Being; Mathew White and Simon Murray. 330 $aBased on action research and implementation at one of the world?s great schools, this book provides a much-needed exploration of how to implement positive education at a whole school level. Evidence-Based Approaches in Positive Education summarises the integration of a whole-school mental health and well-being strategy, positive psychology programs and pastoral care models from 3 ? 18 years of age. Positive education is the teaching of scientifically validated programs from positive psychology and character education that have an impact on student and staff well-being. It is an approach that focuses on teaching, building and embedding social and emotional learning throughout a student?s experience. St Peter?s College - Adelaide is the only institution in the world to integrate Martin Seligman?s well-being theory throughout all aspects of both its strategic intent and positive education programs. The School?s vision is to be a world-class school where all boys flourish. Its mission is to provide an exceptional education that brings out the very best in every boy. This is done within an intellectually and spiritually rich environment that nurtures international-mindedness, intercultural understanding, respect and a commitment to social justice. This book captures the developments of the St Peter?s College journey. It focuses on the integration of well-being across seven strategic goals: Academics; Well-being; Student Life; Entrepreneurship; Innovation and Partnerships; People, Culture and Change; Sustainability and Environment; Community Engagement, Advancement, and Philanthropy. A uniquely Australian school, the impact of a St Peter?s College education is to build great men: who believe safety, service and integrity and fundamental parts of their lives; who are active members of communities that are socially and culturally diverse; who engage in political, ethical, and environmental challenges as good citizens. Since 1847, St Peter?s College alumni have had global and life-changing impact in all fields of human endeavour. The School?s alumni include three Nobel Laureates, 42 Rhodes Scholars, Olympians and Archbishops, artists and scientists, educators and journalists, actors and politicians, philanthropists and physicians, CEOs, diplomats and soldiers, explorers, painters and poets. 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