Hurricane Andrew The Public Schools And The Rebuilding Of Community

Hurricane Andrew struck South Florida early on Monday morning, August 24, 1992. Widely described as the worst natural disaster in modern U.S. history, the storm left 38 people dead in South Florida, 80,000 homes destroyed, and damage estimates of at least $20 billion. The area devastated by the hurricane was approximately three times the size of Manhattan. Almost 250,000 people were left homeless by Andrew—roughly the population of the entire city of Las Vegas, Nevada. Garbage generated by the storm in a single night was equal to the projected landfill for Dade County for the next thirty years. Hurricane Andrew, the Public Schools and the Rebuilding of Community addresses the experience of the Dade County Public Schools—its teachers and students, administrators and staff—during the first school year following the storm. In particular, it examines the role of the schools in helping people cope with a disaster of the magnitude of Hurricane Andrew, and more specifically, with their role in rebuilding community.

Hurricane Andrew struck South Florida early on Monday morning, August 24, 1992. Widely described as the worst natural disaster in modern U.S. history, the storm left 38 people dead in South Florida, 80,000 homes destroyed, and damage estimates of at least $20 billion. The area devastated by the hurricane was approximately three times the size of Manhattan. Almost 250,000 people were left homeless by Andrew—roughly the population of the entire city of Las Vegas, Nevada. Garbage generated by the storm in a single night was equal to the projected landfill for Dade County for the next thirty years.

In Reforming New Orleans, Peter F. Burns and Matthew O. Thomas chart the city's recovery and assess how successfully officials at the local, state, and federal levels transformed the Big Easy in the wake of Hurricane Katrina.

This book, the first comprehensive, critical examination of the theory and pedagogy of the field of social foundations of education and its relevance and role within teacher education: *Articulates central questions in the field--such as "What is social foundations?"; "Is there a social foundations canon?"; "Is it possible to teach for social justice?"; "What is student resistance?"; *Explores the limits and possibilities of teaching social foundations of education; *Provides strong arguments for the continued relevance of the discipline for teacher education; *Features a variety of clearly presented, theoretically grounded models for teaching social foundations within teacher education programs--including aesthetic education, critical theory, and eco-justice perspectives, the use of community-based oral histories, and experiential learning activities; *Provides concrete examples, actual syllabi, and a host of additional resources to help faculty teach, publish, and do research; and *Proposes new directions for research and dialogue within the field. This volume is an ideal entrance into the field for graduate students, junior faculty, and professors from other areas of education who are teaching in the social foundations field for the first time.

More than any other field in education, the social and cultural foundations of education reflect many of the conflicts, tensions, and forces in American society. This is hardly surprising, since the area focuses on issues such as race, gender, socioeconomic class, the impact of technology on learning, what it means to be educated, and the role of teaching and learning in a societal context. The Encyclopedia of the Social and Cultural Foundations of Education provides a comprehensive introduction to the social and cultural foundations of education. With more than 400 entries, the three volumes of this indispensable resource offer a thorough and interdisciplinary view of the field for all those interested in issues involving schools and society. Key Features · Provides an interdisciplinary perspective from areas such as comparative education, educational anthropology, educational sociology, the history of education, and the philosophy of education · Presents essays on major movements in the field, including the Free School and Visual Instruction movements · Includes more than 130 biographical entries on important men and women in education · Offers interpretations of legal material including Brown v. Board of Education(1954) and the GI Bill of Rights · Explores theoretical debates fundamental to the field such as religion in the public school curriculum, rights of students and teachers, surveillance in schools, tracking and detracking, and many more · Contains a visual history of American education with nearly 350 images and an accompanying narrative Key Themes · Arts, Media, and Technology · Curriculum · Economic Issues · Equality and Social Stratification · Evaluation, Testing, and Research Methods · History of Education · Law and Public Policy · Literacy · Multiculturalism and Special Populations · Organizations, Schools, and Institutions · Religion and Social Values · School Governance · Sexuality and Gender · Teachers · Theories, Models, and Philosophical Perspectives · A Visual History of American Education

The 'Encyclopedia' provides an introduction to the social and cultural foundations of education. The first two volumes consist of A-Z entries, featuring essays representing the major disciplines including philosophy, history, and sociology, and a third volume is made up of documentary, photographic, and visual resources.

The March 11 disaster in 2011, known as the Great East Japan Earthquake and Tsunami, caused extensive damage in various sectors. Through the recovery process, special lessons are being learned and applied in the affected region. This book attempts to draw lessons from different issues and sectors such as policy perspectives (both national and local), the role of international NGOs, fishing industries and other livelihoods, temporary housing, health, heritage, and lesson sharing. The book outlines the need and approach for sharing the lessons with wider communities in developing those lessons. Based on intensive field research, the book also provides some key lessons from community-based recovery in the affected regions of Iwate, Miyagi, and Fukushima prefectures. This book has 13 chapters in two parts. The first part of the book, with seven chapters, provides a set of lessons from diverse sectors. The second part, with six chapters, provides case studies from different areas of Tohoku. Six specific issues are addressed in part 1: the role of international agencies, livelihood (namely, fisheries) recovery, temporary housing, health, heritage, and lesson sharing. Part 2 has six case studies from different areas of the Tohoku region, including Fukushima. The primary target groups for this book are students and researchers in the fields of environment, disaster risk reduction, and recovery studies. The book provides them with a good idea of the current research trends in the field and furnishes basic knowledge about these vital topics. Another target group comprises practitioners and policy makers, who will be able to apply the knowledge collected here to policy and decision-making.