LEADER 05568nam 2200721 a 450 001 9910452457703321 005 20200520144314.0 010 $a1-118-41751-8 010 $a1-118-42208-2 035 $a(CKB)2550000001103061 035 $a(EBL)1318207 035 $a(OCoLC)853364680 035 $a(SSID)ssj0000917646 035 $a(PQKBManifestationID)11491086 035 $a(PQKBTitleCode)TC0000917646 035 $a(PQKBWorkID)10892519 035 $a(PQKB)10846703 035 $a(MiAaPQ)EBC1318207 035 $a(DLC) 2013023374 035 $a(Au-PeEL)EBL1318207 035 $a(CaPaEBR)ebr10734308 035 $a(CaONFJC)MIL505567 035 $a(EXLCZ)992550000001103061 100 $a20130802d2013 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aAdvancing social justice$b[electronic resource]$etools, pedagogies, and strategies to transform your campus /$fTracy Davis, Laura M. Harrison 205 $aFirst edition. 210 $aSan Francisco, Calif. $cJossey-Bass$dc2013 215 $a1 online resource (274 p.) 225 0 $aThe Jossey-Bass higher and adult education series 300 $aDescription based upon print version of record. 311 $a1-118-38843-7 311 $a1-299-74316-1 320 $aIncludes bibliographical references and indexes. 327 $aCover; Title Page; Copyright; Contents; List of Tables and Exhibits; Foreword; Preface; Acknowledgments; About the Authors; Chapter 1 Uncovering Epistemology: Frameworks Supporting a Change Agenda; Positivism versus Postpositivism; Postpositivism and Context; Postpositivism versus Relativism; Participatory Research as a Model for Knowing; Co-Researchers; Praxis; Emancipation; Conclusion; Chapter 2 A Toolkit for Understanding a Social Justice Paradigm; Defining Social Justice; Equity versus Equality; Critical Definitions 327 $aSocial Construction of Identities: Positionality, Dominance, and SubordinationIdentity Intersections: Border Crossing for Empathy; Systems of Power, Oppression, and Structural Inequality; Wealth, Power, and Access: How Are We Doing?; Conclusion; Chapter 3 From Wealthy White Landowners to Affirmative Action to Proposition 209 to Grutter v. Bollinger: A Short History of Social Justice and Injustice in Higher Education; Unequal Opportunity and Injustice for All but a Few; Present Effects of Past Discrimination; Policy Responses to Injustices of the Past 327 $aWhat Next? Ignoring the Roots of Inequality or Building Toward EquityEducational Benefits of Diversity; Postracial America?; Conclusion; Chapter 4 Critical Pedagogy: The Foundation of Social Justice Educational Practice; Social Construction; Historical, Political, and Economic Influences on Knowledge Production; Hegemony and Power: Exposing How Knowledge Is Validated or Invalidated; From Masks of Ideology to Critical Consciousness; Conclusion; Chapter 5 Situating the Self: Barriers to and Strategies for Effective Social Justice Education; Barriers 327 $aMental Models Based on Dominant Narratives about DifferenceStudents' Intellectual-Emotional Tensions in the Classroom; Power as Simultaneously Exercised and Critiqued; Educators' Intellectual-Emotional Tensions in the Classroom; Strategies; Immediacy; Appropriate Self-Disclosure; Moving Past ''Getting It'' to ''Being in It''; Connection, Trust, and Vulnerability; Conclusion; Chapter 6 Media Literacy; Critical Thinking; Objectivity; Ideology; Power; Tools; Helping Students Learn Standards of Legitimacy and Credibility; Saving the Humanities Has to Be a Social Justice Issue We Take On 327 $aRepresentationConclusion; Chapter 7 Disrupting Organizational Practices to Empower People; Conventional Organizational Practices; Technical Rationality; Hierarchy; Systems Approach to Organizations; Holistic Approaches; Interconnectedness; Empowerment; Conclusion; Chapter 8 Strategies for Reinvigorating Social Justice in Higher Education; Critical Counterhegemonic Practices; Counternarratives; Dialectical Disposition; Critical Humility and Compassionate Listening; Matching Learner Meaning-Making Capacity with Effective Learning Strategies; Social Justice Allies; Conclusion; References 327 $aName Index 330 $aThis groundbreaking book offers educators a clear understanding of the concept of social justice and includes effective practices to help them promote social justice and address identity development on their campuses. In the first half of the book, the authors clarify the definition of social justice as an approach that examines and acknowledges the institutional and historical systems of power and privilege on individual identity and relationships. They provide important frameworks and foundational aspects of understanding social justice, and several chapters explore identity deve 606 $aSocial justice$xStudy and teaching (Higher) 606 $aEducation, Higher$xSocial aspects 606 $aCritical pedagogy 608 $aElectronic books. 615 0$aSocial justice$xStudy and teaching (Higher) 615 0$aEducation, Higher$xSocial aspects. 615 0$aCritical pedagogy. 676 $a370.11/5 686 $aEDU015000$2bisacsh 700 $aDavis$b Tracy$g(Tracy Lee)$0886372 701 $aHarrison$b Laura M$0977195 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910452457703321 996 $aAdvancing social justice$92226126 997 $aUNINA LEADER 03545 am 2200457 n 450 001 9910416514003321 005 20190709 010 $a2-84867-699-X 024 7 $a10.4000/books.pufc.2253 035 $a(CKB)4100000010013957 035 $a(FrMaCLE)OB-pufc-2253 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/44121 035 $a(PPN)241685761 035 $a(EXLCZ)994100000010013957 100 $a20191219j|||||||| ||| 0 101 0 $afre 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 13$aLa correspondance de Proust $eSon statut dans l??uvre. L?histoire de son édition /$fLuc Fraisse 210 $aBesançon $cPresses universitaires de Franche-Comté$d2019 215 $a1 online resource (212 p.) 311 $a2-251-60649-1 330 $aL?étude des correspondances d?écrivains s?est considérablement développée ces dernières années. L?un des sujets qui intéressent particulièrement nos contemporains est de savoir quel rôle exact joue l?écriture d?une correspondance dans la formation littéraire d?un écrivain et dans la lente élaboration de son ?uvre. Le présent livre tente de proposer le plus grand nombre de réponses à cette question, s?agissant du cas de Marcel Proust. Il s?appuie notamment sur l?art poétique épistolaire que l?auteur de la Recherche a déposé, au jour le jour et sans y songer, dans des lettres écrites sur une période de quarante années, et dont les deux tiers sont contemporaines de l?élaboration de son cycle romanesque. L?écriture épistolaire, la réception et l?envoi de lettres, la matérialité même des correspondances, suscitent, à tout instant quoique incidemment sous sa plume, de riches réflexions qui nuancent toujours davantage le rôle joué par la constitution de ce monument totalement improvisé, en regard du monument minutieusement construit de la Recherche. Pourquoi le visage et le style de Proust épistolier sont-ils si différents de ceux, mieux connus de nous, de Proust romancier ? Et comment une correspondance, écrite sans lui prêter aucune valeur littéraire, a-t-elle pu malgré tout former le laboratoire de l?uvre en chantier ? C?est à ces deux questions déconcertantes que l?enquête ici menée tente principalement d?apporter des éléments de réponse. Proust aurait-il autorisé la publication de toutes ces lettres ? Là aussi, l?examen de la correspondance permet de proposer une réponse précise, justifiant pleinement l?immense entreprise de l?Américain Philip Kolb, qui en soixante années de travail ininterrompu, a publié plus de cinq mille lettres de l?écrivain, occupant vingt et un volumes et couvrant plus de dix mille pages. Le dernier chapitre s?appuie sur un témoignage totalement inédit, le seul dont on puisse disposer, dans lequel l?éditeur des lettres retrace l?aventure de? 606 $aNovelists, French$y20th century$xCorrespondence$xHistory and criticism 610 $aécriture 610 $acorrespondance 610 $a?uvre 610 $aart épistolaire 610 $acycle romanesque 610 $aformation littéraire 615 0$aNovelists, French$xCorrespondence$xHistory and criticism. 676 $a843/.912 676 $aB 700 $aFraisse$b Luc$0292925 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910416514003321 996 $aLa correspondance de Proust$92868786 997 $aUNINA LEADER 02863nam 2200625Ia 450 001 9910785950203321 005 20230725034719.0 010 $a1-59332-636-X 035 $a(CKB)2670000000271322 035 $a(EBL)1057816 035 $a(OCoLC)818819098 035 $a(SSID)ssj0000758384 035 $a(PQKBManifestationID)12315591 035 $a(PQKBTitleCode)TC0000758384 035 $a(PQKBWorkID)10773866 035 $a(PQKB)11298836 035 $a(MiAaPQ)EBC1057816 035 $a(Au-PeEL)EBL1057816 035 $a(CaPaEBR)ebr10622785 035 $a(EXLCZ)992670000000271322 100 $a20100923d2011 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aPeer reporting of unethical police behavior$b[electronic resource] /$fVedat Kargin 210 $aEl Paso $cLFB Scholarly Pub.$dc2011 215 $a1 online resource (182 p.) 225 1 $aCriminal justice : recent scholarship 300 $aDescription based upon print version of record. 311 $a1-59332-448-0 320 $aIncludes bibliographical references and index. 327 $aCONTENTS; Acknowledgements; CHAPTER ONEIntroduction; CHAPTER TWO Theories of Ethical Decision Making; CHAPTER THREE Factors Associated With Peer Reporting; CHAPTER FOUR Roadmap to Research; CHAPTER FIVE Empirical Findings; CHAPTER SIX Discussion and Implications; Appendices; References; Index 330 $aKargin examines police officers' decision making with regard to peer reporting of unethical police behavior. On a theoretical level, a peer reporting model was developed based on Rest's (1984) "four component," Trevino's (1986) "a person-situation interactionist," and, finally, Jones' (1991) "issue-contingent" models of ethical decision making for investigation of police officers' peer reporting decisions. The results suggest that the perceived seriousness of the unethical behavior is the strongest predictor of police officers' peer reporting in minor and moderate policy violations. However, o 410 0$aCriminal justice (LFB Scholarly Publishing LLC) 606 $aPolice$zPennsylvania$zPhiladelphia 606 $aPeer review$zPennsylvania$zPhiladelphia 606 $aPolice-community relations$zPennsylvania$zPhiladelphia 606 $aPolice misconduct$zPennsylvania$zPhiladelphia 606 $aPolice discretion$zPennsylvania$zPhiladelphia 615 0$aPolice 615 0$aPeer review 615 0$aPolice-community relations 615 0$aPolice misconduct 615 0$aPolice discretion 676 $a363.2/2 700 $aKargin$b Vedat$f1973-$01517730 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910785950203321 996 $aPeer reporting of unethical police behavior$93754952 997 $aUNINA