[PDF] Change The Attitude Change The Climate Through Restorative Justice A Pilot Study In The Uk Switzerland Romania France And Turkey eBook
Change The Attitude Change The Climate Through Restorative Justice A Pilot Study In The Uk Switzerland Romania France And Turkey Book in PDF, ePub and Kindle version is available to download in english. Read online anytime anywhere directly from your device. Click on the download button below to get a free pdf file of Change The Attitude Change The Climate Through Restorative Justice A Pilot Study In The Uk Switzerland Romania France And Turkey book. This book definitely worth reading, it is an incredibly well-written.
This E-book was produced as part of the project “Glocal”. The data on which the book is based was collected over two years through the project, which aimed to create a report from the participating European countries about the climate change, environmental harm and practical solutions to be followed across Europe. In this comprehensive report, a comparative analysis has been conducted presenting findings from the 5 partner countries, which is being followed by chapters in partners’ native languages. Following this, an evaluation of the overall project and its activities of implementation is being presented. Policy recommendations are one of the most important part of the report to be shared and implemented in the future. Coordinated by the Restorative Justice for All International Institute and delivered in partnership with Carmen Sylva Art College, İ.ova Youth Art Culture Organisation, Lycée Beauséjour and Eruditus Language School. Co-funded by Erasmus+ and coordinated by Dr. Theo Gavrielides
This E-book summarizes the current state of art in relation climate change, environmental harm and practical solutions to be followed in UK, France, Switzerland, Romania and Turkey. It highlights the the significance of the issue as well as the gaps in addressing. The e-book is produced as part of the project “Glocal” coordinated by the Restorative Justice for All International Institute and delivered in partnership with Carmen Sylva Art College, İ.ova Youth Art Culture Organisation, Lycée Beauséjour and Eruditus Language School. Co-funded by Erasmus+ and coordinated by Dr. Theo Gavrielides
This Training Handbook was produced as part of the Erasmus+ funded project “Glocal”. The data on which the book is based was collected over two years through the GLOCAL project, which aimed to create a training package about the climate change and to gather 10 simple and practical solutions to be followed by each of us as teachers allowing others from across Europe to replicate. No ‘big words’ or complex solutions. We simply intend to use our (students’ and teachers’ alike) common efforts, experience, knowledge and willingness to find out the most efficient 10 ways to fig global warming and try to stop the damage we produce to our own planet. The ebook was co-funded by Erasmus+ and the project was coordinated by Dr. Theo Gavrielides.
Despite widespread acknowledgment about the viability of alternative behavioral interventions in our urban high schools across the nation, there is scarcity in research studies that specifically examine the impact of restorative justice practices on school climate. This mixed method study used a case study research design to examine the impact on school climate of the implementation of a restorative justice (RJ) practice in an urban high school in the State of California. Data were collected using interviews, survey, district documents and school site archival documents. Triangulation of data from these sources was used to validate the research findings. The high school chosen, California City High School (CCHS), a pseudonym, was a public high school located in a southeastern neighborhood of a large metropolitan city in southern California. District documents indicated that the school was in its third year of RJ implementation having completed the training necessary to facilitate the shift from traditional approaches of behavior management to a RJ approach, making this school a good fit for the study. This study highlighted the use of restorative circles and community building, and positive behavior support as the most pragmatic and effective RJ practices in the CCHS school environment. Students who have undergone restorative circles, and community building mediations, are perceived by teachers and administrator as exhibiting improved behavioral decision-making, and lower levels of recidivism when compared to similar age students before implementation of restorative circles. The school district's disciplinary data of 2007 through 2014 showed a marked decline in both instructional days lost to suspension and suspension rate following the implementation of restorative justice practices. Problems encountered during implementation at this school site involved inadequate and inconsistent training methodologies, time constraints for implementation, metrics for rating implementation success, and staff's attitude to change. This study would have benefited from the inclusion of data from additional schools and from parent and student interviews. The inclusion of additional schools would have enabled the analysis of staff perceptions at the school level. Hence, future studies should employ data from a larger number of schools to cross-validate the current findings. Some limitations should be noted when drawing conclusions from this research. The study examined staff and teacher survey and discipline referrals during three years of RJ implementation at CCHS. However, I did not have outsider observers to verify quality of RJ implementation, which many consider the "gold standard" for measuring fidelity of implementation. Also given CCHS has only been implementing its RJ program across a 3-year period, this study may not have captured the full effect of RJ implementation on school climate. Similar to most of the school climate research, this study was neither longitudinal nor experimental. This is a problem for the research because causal inferences are not possible. Future studies examining causal relationships with interventions or a longitudinal design are clearly warranted. A longitudinal design would also account for the fact that school climate perception is not static. It potentially changes and evolves during different points in the school year (e.g., proximity to holiday periods or examination periods) and corresponding with different events at the school (e.g., administrative changes or the introduction of a new initiative). Hence, longitudinal designs should be adopted in future research, as they would account for the impermanency of school climate perception.
This handbook provides scholars, students and policymakers from around the world with a comprehensive and authoritative review of current research in the area of restorative justice.
My good friend and scholar, Ron Dart, proposed that I pull together my Restorative Justice writings, to publish them on Amazon and Kindle, at least. Since I had done a few publications that way (only one written by me, though I had written Forewords each time), I acted on the idea. This is Volume Three of a multivolume set.Throughout most of the nineties I worked in the Restorative Justice field for Mennonite Central Committee Canada, that granted me a high perch from which to observe the increasing North American and worldwide awareness of this emerging phenomenon. That decade was a kind of spreading-wings time of creating awareness, honing theory, delivering practice, and producing research. Criminal justice jurisdictions began encountering Restorative Justice in North America and worldwide. Many publications started emerging alongside beginnings of evidence-based research on impacts of this often-claimed "paradigm shift" in dealing with perpetrators and people who were offended against. Whole conferences and umbrella organizations were organized and formed to promote Restorative Justice and share expertise, the term "best practices" often employed. Programs in many parts of the world began cross-pollinating as attempts at supplying precise definition and standards of practice proliferated. Institutions of higher learning commenced teaching it; governments started embracing and funding it; and critics, in particular from the "victim" community, were analysing and at times condemning it as pro-offender and naïve. Some even accused it of being nothing more than "compulsory compassion" foisted on "victims" that left them further wounded; "justice" even perhaps more denied while perpetrators were all but "let off the hook." Its sheer mushrooming across the planet within mere decades precluded "controls" that might have headed off some of the at times legitimate attacks. But crime victim communities ("victim" a term that rightly should be for the most part displaced in favour of "those whom crime impacts" or the like) embraced Restorative Justice as well. There will be at least a fourth and fifth volume of collected writings. Then I will publish a series of monographs on Peace/Peacemaking, tentatively titled: "Justice That Yields Peace." Why publish now? Because I can might be as good an answer! Because as well they may be of historical interest. And because they give opportunity to put "out there" the continued joy and prospect of peacemaking work.
Today the world is faced with many dilemmas. Climate change is one controversy which has polarized many people. In an effort to find new ways to explore what students at Penn State are thinking about climate change, World in Conversation: Center for Public Diplomacy designed a new initiative around it. This initiative does not push any one agenda within the conversation and gives students the opportunity to communicate what they believe and challenge the beliefs of other students. In order to look at the impact of these conversations, a qualitative study was performed focusing on behavioral and attitude changes. Through survey data and a collection of personal interviews, students depict the impact of the experience. The results of this study challenge conventional learning environments and provide another tool for teachers to explore what knowledge and beliefs their students have. In addition, it illustrates the ability of conversation to change the way people interact with world problems in their everyday lives.
A study examines the harmful gap between the theory of restorative justice (RJ) and its application in programs in the U.S., Europe, and elsewhere. Data were obtained from four surveys of restorative justice practitioners, using a combination of qualitative methodologies, including questionnaire responses, interviews and focus groups.
This ground-breaking collection dares to take the next step in the advancement of an autonomous, inter-disciplinary restorative justice field of study. It brings together criminology, social psychology, legal theory, neuroscience, affect-script psychology, sociology, forensic mental health, political sciences, psychology and positive psychology to articulate for the first time a psychological concept of restorative justice. To this end, the book studies the power structures of the restorative justice movement, the very psychology, motivations and emotions of the practitioners who implement it as well as the drivers of its theoreticians and researchers. Furthermore, it examines the strengths and weakness of our own societies and the communities that are called to participate as parties in restorative justice. Their own biases, hunger for power and control, fears and hopes are investigated. The psychology and dynamics between those it aims to reach as well as those who are funding it, including policy makers and politicians, are looked into. All these questions lead to creating an understanding of the psychology of restorative justice. The book is essential reading for academics, researchers, policymakers, practitioners and campaigners.