Drugs, Behavior, and Modern Society, 6/e, examines the impact of drug-taking behavior on our society and our daily lives.  The use and abuse of a wide range of licit and illicit drugs are discussed from historical, biological, psychological, and sociological perspectives.  The use of Drugs in our lives and drug-taking behavior, legally restricted drugs in our society, legal drugs in our society, medicinal drugs, treatment, prevention, and education.  Forstudents, or people working with drug related topics in the fields of psychology and health.

    Bullying, once thought of as the province of queen bees and goons, has taken on new, complex, and insidious forms, as parents and educators know all too well. No writer is better poised to explore this territory than Emily Bazelon, who has established herself as a leading voice on the social and legal aspects of teenage drama. In Sticks and Stones, she brings readers on a deeply researched, clear-eyed journey into the ever-shifting landscape of teenage meanness and its sometimes devastating consequences. The result is an indispensable book that takes us from school cafeterias to courtrooms to the offices of Facebook, the website where so much teenage life, good and bad, now unfolds. Along the way, Bazelon defines what bullying is and, just as important, what it is not. She explores when intervention is essential and when kids should be given the freedom to fend for themselves. She also dispels persistent myths: that girls bully more than boys, that online and in-person bullying are entirely distinct, that bullying is a common cause of suicide, and that harsh criminal penalties are an effective deterrent. Above all, she believes that to deal with the problem, we must first understand it. Blending keen journalistic and narrative skills, Bazelon explores different facets of bullying through the stories of three young people who found themselves caught in the thick of it. Thirteen-year-old Monique endured months of harassment and exclusion before her mother finally pulled her out of school. Jacob was threatened and physically attacked over his sexuality in eighth grade—and then sued to protect himself and change the culture of his school. Flannery was one of six teens who faced criminal charges after a fellow student’s suicide was blamed on bullying and made international headlines. With grace and authority, Bazelon chronicles how these kids’ predicaments escalated, to no one’s benefit, into community-wide wars. Cutting through the noise, misinformation, and sensationalism, she takes us into schools that have succeeded in reducing bullying and examines their successful strategies. The result is a groundbreaking book that will help parents, educators, and teens themselves better understand what kids are going through today and what can be done to help them through it.Praise for Sticks and Stones “Intelligent, rigorous . . . [Emily Bazelon] is a compassionate champion for justice in the domain of childhood’s essential unfairness.”—Andrew Solomon, The New York Times Book Review   “[Bazelon] does not stint on the psychological literature, but the result never feels dense with studies; it’s immersive storytelling with a sturdy base of science underneath, and draws its authority and power from both.”—New York   “A humane and closely reported exploration of the way that hurtful power relationships play out in the contemporary public-school setting . . . As a parent herself, [Bazelon] brings clear, kind analysis to complex and upsetting circumstances.”—The Wall Street Journal   “Bullying isn’t new. But our attempts to respond to it are, as Bazelon explains in her richly detailed, thought-provoking book. . . . Comprehensive in her reporting and balanced in her conclusions, Bazelon extracts from these stories useful lessons for young people, parents and principals alike.” —The Washington Post

    

    The ability to put ourselves in somebody else's shoes, to see the world through somebody else's eyes . . .' Barack ObamaEmpathy is the power of understanding others, imaginatively entering into their feelings. It is a fundamental human attribute, without which mutually co-operative societies cannot function. In a revolutionary development, we now know who has it, who lacks it and why. Via the MRI scanner we are mapping the human brain. This is a new frontier that reveals a host of beneficial ideas for childcare, teens challenged by the internet, the justice system, decent healthcare, tackling racism and resolving conflicts. In this wide-ranging and accessible book full of entertaining stories that are underlined by the latest scientific research, Peter Bazalgette also mounts a passionate defence of arts and popular culture as a means of bridging the empathy gap. As the world's population expands, consuming the planet's finite resources, as people haunted by poverty and war are on the move and as digital communications infinitely complicate our social interactions, we find our patience and our sympathy constantly challenged. Here is the antidote.Culminating in a passionate manifesto on empathy, The Empathy Instinct is what makes us human and what can make us better humans.

    Here, an indigenous researcher issues a clarion call for the decolonization of research methods.The book is divided into two parts. In the first, the author critically examines the historical and philosophical base of Western research. Extending the work of Foucault, she explores the intersections of imperialism, knowledge and research, and the different ways in which imperialism is embedded in disciplines of knowledge and methodologies as 'regimes of truth'. Providing a history of knowledge from the Enlightenment to Postcoloniality, she also discusses the fate of concepts such as 'discovery, 'claiming' and 'naming' through which the west has incorporated and continues to incorporate the indigenous world within its own web.The second part of the book meets the urgent need for people who are carrying out their own research projects, for literature which validates their frustrations in dealing with various western paradigms, academic traditions and methodologies, which continue to position the indigenous as 'Other'. In setting an agenda for planning and implementing indigenous research, the author shows how such programmes are part of the wider project of reclaiming control over indigenous ways of knowing and being.Exploring the broad range of issues which have confronted, and continue to confront, indigenous peoples, in their encounters with western knowledge, this book also sets a standard for truly emancipatory research. It brilliantly demonstrates that "when indigenous peoples become the researchers and not merely the researched, the activity of research is transformed."

    It's bad for society, especially now. . . . Call me crotchety, but I can't help asking, whatever happened to the social contract?'The get-rich-quick exuberance of the late nineties may have temporarily blinded us to how dependent we are on one another. Subsequent events serve as reminders that the strength of our economy and the security of our society rest on the bonds that connect us. But what, specifically, are these bonds? What do we owe one another as members of the same society?With his characteristic humor, humanity, and candor, one of the nation's most distinguished public leaders and thinkers delivers a fresh vision of politics by returning to basic American values: workers should share in the success of their companies; those who work should not have to live in poverty; and everyone should have access to an education that will better their chances in life.An insider who knows how the economy and government really work, Reich combines realistic solutions with democratic ideals. Businesses do have civic responsibilities, and government must stem a widening income gap that threatens to stratify our nation. And everyone must get involved to help return us to a society that works for everyone.

    Lies My Teacher Told Me won the American Book Award and the Oliver Cromwell Cox Award for Distinguished Anti-Racist Scholarship.James W. Loewen, a sociology professor and distinguished critic of history education, puts 12 popular textbooks under the microscope-and what he discovers will surprise you. In his opinion, every one of these texts fails to make its subject interesting or memorable. Worse still is the proliferation of blind patriotism, mindless optimism and misinformation filling the pages.From the truth about Christopher Columbus to the harsh reality of the Vietnam War, Loewen picks apart the lies we've been told. This audiobook, narrated by Brian Keeler (The Hurricane, "All My Children") will forever change your view of the past.

    Instead, today's schools promote the false "gods" of economic utility, consumerism, or ethnic separatism and resentment. What alternative strategies can we use to instill our children with a sense of global citizenship, healthy intellectual skepticism, respect of America's traditions, and appreciation of its diversity? In answering this question, The End of Education restores meaning and common sense to the arena in which they are most urgently needed."Informal and clear...Postman's ideas about education are appealingly fresh."--New York Times Book Review

    It is a book that brought Ivan Illich to public attention. Full of detail on programs and concerns, the book gives examples of the ineffectual nature of institutionalized education. Illich posited self-directed education, supported by intentional social relations in fluid informal arrangements.

    one of the most important books for American teachers. . . . If you teach, read it on one of the days when you want to quit. You'll either keep teaching or quit with a clearer head. Democratic SchoolsHighly recommended. . . . Written in a rather interesting manner--primarily as a conversation--this book serves nicely as an informal yet rigorous treatment of critical pedagogy. There is a satisfactory blend of theoretical investigation and practical personal anecdote. . . . The text is well researched. Choice

    In recent years, however, the fundamental principles of the movement have influenced other academic disciplines, from sociology and politics to ethnic studies and history.And yet, while the critical race theory movement has spawned dozens of conferences and numerous books, no concise, accessible volume outlines its basic parameters and tenets. Here, then, from two of the founders of the movement, is the first primer on one of the most influential intellectual movements in American law and politics.

    Written more than two decades after Democracy and Education (Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received.Analyzing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeper and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, one that offers a true learning situation that is both historical and social, both orderly and dynamic.

    Now comes Teaching Community: A Pedagogy of Hope - a powerful, visionary work that will enrich our teaching and our lives. Combining critical thinking about education with autobiographical narratives, hooks invites readers to extend the discourse of race, gender, class and nationality beyond the classroom into everyday situations of learning. bell hooks writes candidly about her own experiences. Teaching, she explains, can happen anywhere, any time - not just in college classrooms but in churches, in bookstores, in homes where people get together to share ideas that affect their daily lives.In Teaching Community bell hooks seeks to theorize from the place of the positive, looking at what works. Writing about struggles to end racism and white supremacy, she makes the useful point that "No one is born a racist. Everyone makes a choice." Teaching Community tells us how we can choose to end racism and create a beloved community. hooks looks at many issues-among them, spirituality in the classroom, white people looking to end racism, and erotic relationships between professors and students. Spirit, struggle, service, love, the ideals of shared knowledge and shared learning - these values motivate progressive social change.Teachers of vision know that democratic education can never be confined to a classroom. Teaching - so often undervalued in our society -- can be a joyous and inclusive activity. bell hooks shows the way. "When teachers teach with love, combining care, commitment, knowledge, responsibility, respect, and trust, we are often able to enter the classroom and go straight to the heart of the matter, which is knowing what to do on any given day to create the best climate for learning."

    Indeed, American students lag behind their peers in other nations, but America remains on the leading edge economically, scientifically, technologically, and militarily. The reason for this paradox, explains Barone in this brilliant essay, is that “from ages six to eighteen Americans live mostly in what I call Soft America—the parts of our country where there is little competition and accountability. But from ages eighteen to thirty Americans live mostly in Hard America—the parts of American life subject to competition and accountability.” While Soft America coddles, Hard America plays for keeps. Educators, for example, protect children from the rigors of testing, ban dodgeball, and promote just about any student who shows up. But most adults quickly figure out that how they do depends on what they produce. Barone sweeps readers along, showing how we came to the current divide—for things weren’t always this way. In fact, no part of our society is all Hard or all Soft, and the boundary between Hard America and Soft America often moves back and forth. Barone also shows where America is headed—or should be headed. We don’t want to subject kindergartners to the rigors of the Marine Corps or leave old people uncared for. But Soft America lives off the productivity, creativity, and competence of Hard America, and we have the luxury of keeping part of our society Soft only if we keep most of it Hard.Hard America, Soft America reveals: • How the American situation is unique: In Europe, schooling is competitive and demanding, but adult life is Soft, with generous welfare benefits, short work hours, long vacations, and state pensions• How the American military has reclaimed the Hard goals and programs it abandoned in the Vietnam era• How Hardness drives America’s economy—an economy that businesses and economists nearly destroyed in the 1970s by spurning competition • How America’s schools have failed because they are bastions of Softness—but how they are finally showing signs of Hardening• The benefits of Softness: How government programs like Social Security were necessary in what was a harsh and unforgiving America• Hard America, Soft America is a stunningly original and provocative work of social commentary from one of this country’s most respected political analysts.From the Hardcover edition.

    Throughout their highly personal conversations recorded here, Horton and Freire discuss the nature of social change and empowerment and their individual literacy campaigns. The ideas of these men developed through two very different channels: Horton's, from the Highlander Center, a small, independent residential education center situated outside the formal schooling system and the state; Freire's, from within university and state-sponsored programs. Myles Horton, who died in January 1990, was a major figure in the civil rights movement and founder of the Highlander Folk School, later the highlander Research and Education Center. Paulo Freire, author of Pedagogy of the Oppressed, established the Popular Culture Movement in Recife, Brazil's poorest region, and later was named head of the New National Literacy Campaign until a military coup forced his exile from Brazil. He has been active in educational development programs worldwide. For both men, real liberation is achieved through popular participation. The themes they discuss illuminate problems faced by educators and activists around the world who are concerned with linking participatory education to the practice of liberation and social change. How could two men, working in such different social spaces and times, arrive at similar ideas and methods? These conversations answer that question in rich detail and engaging anecdotes, and show that, underlying the philosophy of both, is the idea that theory emanates from practice and that knowledge grows from and is a reflection of social experience.