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Population Policy Reconsidered brings together a rare combination of scholars, feminists, social activists, and policy-makers across many disciplines to critically reexamine the scientific foundation of contemporary population policies. This book explores population policy dilemmas based on the perspective of ethics, women's empowerment and health, and human rights. The seventeen chapters are centered around the premise that the single-minded pursuit of demographic goals may not be the most effective means of achieving policy objectives--for such may lead to the abuse or violation of choice and human rights, especially of women. Rather, the book explores the alternative idea that population policies should focus on those ultimate aims of development that are linked to human reproduction--health, social empowerment, and human rights. If respectful of individuals, especially women, such policies are likely to promote better individual welfare and may well also result in desirable demographic outcomes.

How did it come about that a modern European state in the middle of the twentieth century planned and carried out the industrially organized mass murder of six million Jews, male and female, adults and children? Making extensive use of Russian, German, and Polish archives, Aly has provided the most exact and detailed reconstruction of the "Final Solution" yet achieved. As well as looking at the ideological imperative in the Nazi state to "solve the Jewish question" and at Hitler's own role, Aly investigates the actions of those running the Reich Security Headquarters in Berlin and of those numerous lesser figures on the ground who were in the eye of the storm, grappling with the planning failures inherent in Nazi resettlement plans and experiencing mounting difficulties in trying to be rid of "their" Jews. Aly illustrates, through the evidence he builds into an overall mosaic, the lunacy of Nazi race policy, and the variety of agencies that went into the gradual shaping of a policy of all-out genocide.

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Reproductive States: Global Perspectives on the Invention and Implementation of Population Policy 1.1

Population Health: Management, Policy and Innovation, Second Edition builds upon the work in the First Edition. The institutions of healthcare and public health are ever evolving with changes due to emergent diseases and disorders, social change, and economic forces impact systems of care and social determinants of health—all of which impact the quality of life experienced by people across the globe. An expanded collaborative anthology with 19 chapters, this Second Edition brings new insights with additional practical applications on the evolution of how communities, states and nations are addressing various aspects of population health. A new desk reference on US and global population health issues for public health and healthcare leaders, students, policy makers, researchers and consumers alike.

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This book takes up the challenge of examining the thorniest educational issue from a global perspective. It contributes to the evidence-based conversation among policy makers, educators, and researchers around the world about what works to improve the education outcomes and what can make a bigger difference for the education of diverse students. The eleven countries included ― the United Kingdom, Austria, Canada, the United States, South Africa, Ghana, China, Singapore, Malaysia, Australia, and New Zealand are unique, and yet overlap in the sense that they all face similar challenges of teaching diverse students. The authors, being education and cultural insiders, discuss country-specific policies, efforts, and best practices in the education of diverse students; share stories of success and failure; and explore current best practices from global, social, political, and economic perspectives. Built on previous theories and research, it describes diverse students’ experiences in the global and information age, and searches for effective policies and practices that help these students to perform better in school and in life. Readers are forced to step outside of their own experiences and commonly held beliefs about education. Conscious recognition that there are other ways of doing things may result in new approaches that we have not explored before. We hope the insights, lessons, and conclusions drawn from examining this pressing education issue from a global perspective will help nations to better understand and deal with it in their own educational system.

The United States has gone off track, allowing domestic and foreign aid policies to be co-opted by a government―abetted by mass media―that serves special interests rather than the greater national good. Americans' tendencies to trust, play fair, and help have been abused and require replacement by a realistic outlook.The Vanishing American Dream posits solutions to get America back on the right track. Abernethy sees population growth driven by mass immigration as a major cause of economic and cultural changes that have been detrimental to most Americans. The environment has been degraded by over-crowding and increasing demands on natural resources. Work is cheapened by explosive growth in the labour force creating a buyer's market. One salary or wage no longer supports a family and educates children. Women working outside the home is a necessity, not a choice, for most American families. Furthermore, feminism, aimed originally at balanced gender roles, has been turned viciously against males of all ages and ultimately against females through degrading their traditional and valuable contributions.Abernethy proposes that Americans need time to regroup, untroubled by a continuing influx of foreign peoples. The family, small business, and responsive local government are centres around which a solvent and confident citizenry can prosper again.

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This book represents a major critique of the way Malthusian thinking has influenced capitalist development policy in the modern period, as well as in the past. Taking an historical and comparative view, it highlights the strategic role of Malthusian ideas in the defence of capitalist political economy when confronted by struggles for equality and human progress.The leading historical example the author takes offers a major reassessment of the origins of the Irish Famine. His contemporary case study focuses on the Green Revolution, which the author analyses in terms of a broad Western strategy of capitalist agricultural development in the face of peasant insurgency. He examines how Malthusian arguments portrayed agricultural modernization as a humanitarian attempt to forestall a food crisis in the developing world when, in reality, he argues the agenda was to defer land reform and bolster existing rural class structures. Finally, the book examines how the political economy of underdevelopment is currently being obscured by alarm over the environmental impact of over-population, and how such Malthusian concerns represent the poor, not as victims of capitalist development, but as perpetrators of environmental destruction.

This authoritative and comprehensive edited volume presents current research on how demography can contribute to generating scientific knowledge and evidence concerning refugees and forced migration, developing evidence based policy recommendations on protection for forced migrants and reception of refugees, and revealing the determinants and consequences of migration for origin and destination regions and communities. Refugee and other forced migrations have increased substantially in scale, complexity and diversity in recent decades. These changes challenge traditional approaches in response to refugee and other forced migration situations, and protection of refugees. Demography has an important contribution to make in this analytic space. While other disciplines (especially anthropology, law, geography, political science and international relations) have made major contributions to refugee and forced migration studies, demography has been less present with most research focusing on issues of refugee mortality and morbidity. This book specifies the range of topics for which a demographic approach is highly appropriate, and identifies findings of demographic research which can contribute to ever more effective policy making in this important arena of human welfare and international policy.

The growing number of bilingual students in public schools coupled with a critical shortage of teachers specially prepared to serve this population calls for a critical examination of policies and practices in bilingual and ESL teacher preparation. This volume focuses on understanding the structural, substantive, and contextual elements of preparation programs, and provides transformative guidelines for creating Educar signature programs. Designed to improve the practice of teacher preparation by promoting dialogic conversations and applications of praxis in the preparation of bilingual/ESL teacher candidates, it emphasizes that exemplary teacher preparation requires transformative teacher educators. Simultaneously organizing the scholarship in the field and advancing new understandings, this book is must-have resource for current and future teacher educators. Contributors include Maria Brisk, Sylvia Celédon-Pattichis, Lourdes Diaz-Soto, Eugene García, Virginia Gonzáles, Guillermo Solano-Flores, Maria Torres-Guzman, Carmen Mercado, Bertha Pérez, Mari Riojas-Cortez, Francisco Rios, Concepción Valadez, and Angela Valenzuela.

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This book is a detailed examination of the demographic policy of Mussolini's Fascist regime. Based on archival research, it examines both the Italian statistics, and the demographic theory of the time. The author shows how the Fascists used statistics to mold public opinion through propaganda, as well as to form policy. He describes their program to increase the population in Italy, and reveals what the policy behind this program tells us about the contradictory nature of Fascism itself--it was at the same time modern and antimodern, revolutionary and reactionary.

In 1994, the world's governments agreed, for the first time, far-reaching and enlightened population policies at the International Conference on Population and Development (ICPD) in Cairo. The Conference itself, and the many preparatory activities that took place from 1991 to 1994, were characterized by intense, and sometimes acrimonious, debate on the politics of population and development, reproductive health and rights, religion, contraception, and the empowerment of women. This volume examines the entire ICPD process: in particular, how the various stakeholders (governments, NGOs, academics, religious leaders, politicians and the media) addressed the relevant policy issues, and how a new global consensus was forged, resulting in the ICPD Program of Action. Written from the vantage of a crucial insider by Jyoti Shankar Singh, the ICPD Executive Coordinator, this is the definitive account of the Cairo process and its outcome.

This book takes up the challenge of examining the thorniest educational issue from a global perspective. It contributes to the evidence-based conversation among policy makers, educators, and researchers around the world about what works to improve the education outcomes and what can make a bigger difference for the education of diverse students. The eleven countries included ― the United Kingdom, Austria, Canada, the United States, South Africa, Ghana, China, Singapore, Malaysia, Australia, and New Zealand are unique, and yet overlap in the sense that they all face similar challenges of teaching diverse students. The authors, being education and cultural insiders, discuss country-specific policies, efforts, and best practices in the education of diverse students; share stories of success and failure; and explore current best practices from global, social, political, and economic perspectives. Built on previous theories and research, it describes diverse students’ experiences in the global and information age, and searches for effective policies and practices that help these students to perform better in school and in life. Readers are forced to step outside of their own experiences and commonly held beliefs about education. Conscious recognition that there are other ways of doing things may result in new approaches that we have not explored before. We hope the insights, lessons, and conclusions drawn from examining this pressing education issue from a global perspective will help nations to better understand and deal with it in their own educational system.