Learning In Public

This "provocative and personally searching"memoir follows one mother's story of enrolling her daughter in a local public school (San Francisco Chronicle), and the surprising, necessary lessons she learned with her neighbors. From the time Courtney E. Martin strapped her daughter, Maya, to her chest for long walks, she was curious about Emerson Elementary, a public school down the street from her Oakland home. She learned that White families in their gentrifying neighborhood largely avoided the majority-Black, poorly-rated school. As she began asking why, a journey of a thousand moral miles began. Learning in Public is the story, not just Courtney’s journey, but a whole country’s. Many of us are newly awakened to the continuing racial injustice all around us, but unsure of how to go beyond hashtags and yard signs to be a part of transforming the country. Courtney discovers that her public school, the foundation of our fragile democracy, is a powerful place to dig deeper. Courtney E. Martin examines her own fears, assumptions, and conversations with other moms and dads as they navigate school choice. A vivid portrait of integration’s virtues and complexities, and yes, the palpable joy of trying to live differently in a country re-making itself. Learning in Public might also set your family’s life on a different course forever.

This book explains the causal pathways, the mechanisms and the politics that define the quantity and quality of policy learning. A rich collection of case studies structured around a strong conceptual architecture, the volume comprises fresh, original, empirical evidence for a large number of countries, sectors and multi-level governance settings including the European Commission, the European Union, and individual countries across Europe, Australia, Canada and Brazil. The theoretically diverse chapters address both the presence of learning and its pathologies, deploying state-of-the-art methods, including process tracing, diffusion models, and fuzzy-set techniques.

Creating and Promoting Lifelong Learning in Public Libraries: Tools and Tips For Practitioners is the sequel to Lifelong Learning in Public Libraries: Principles, Programs, and People. On the one hand, Lifelong Learning in Public Libraries focuses on the information needs and the developmental and psychological characteristics of diverse library users of all ages. It endorses the use of ILI to promote lifelong learning in public libraries, both by borrowing techniques from academic and school libraries and by building on existing public library traditions of programming and outreach. This book also compares lifelong learning in public libraries to informal and nonformal education in museums, community organizations and agencies, places of worship, and other organizations. In addition, Lifelong Learnng in Public Libraries describes basic steps that librarians can execute in order to get started. On the other hand, Creating and Promoting Lifelong Learning in Public Libraries focuses much more on how public librarians can specifically plan and implement their instruction with chapters on planning for instruction, using teaching methodologies, teaching with and about technology, and bringing ILI together with more traditional public library services, programming, and activities, such as reference and Readers’ Advisory services, bibliotherapy, and cultural and literacy programming. Changes in ILI standards and comparisons of ILI with basic reading, media, digital, and cultural literacies are also described. Both books together should act as basic manuals for public librarians who promote lifelong learning. Creating and Promoting Lifelong Learning in Public Libraries also have helpful teaching hints for all librarians and other professionals who teach in a variety of settings.

Lifelong Learning in Public Libraries demonstrates that public librarians can promote learning by combining the elements of Information Literacy Instruction (ILI) with traditional practices of public libraries. This approach contributes to the information enfranchisement of patrons and enhances the fulfillment of the traditional goals and purposes of libraries. Donna L. Gilton provides background on ILI and current developments in public library instruction and also examines educational theories and practices derived from the fields of behaviorism, cognitive psychology, constructivism, and educational humanism. Additional chapters delve into practices developed to deal with diverse groups and translate the theories and practices that have been outlined into a well-coordinated plan. The final chapters survey the role of libraries as cultural institutions. This book introduces the field of ILI to public librarians in the context of their own traditions and shows the unique ways that ILI can be implemented in public library settings. It encourages librarians to rethink practices to incorporate the principles of ILI and will enable public librarians to extend and enrich their instruction on information use. Lifelong Learning in Public Libraries is a valuable resource for librarians, educators, and leaders of public organizations.

Service learning presents an experiential learning opportunity, particularly for students at higher education institutions. At the same time, it allows the university to engage communities and apply its considerable resources addressing community needs. This book, Educating for Empathy: Service Learning in Public Policy Education, will introduce readers to the concept of service learning and how it can be applied to higher education. While service learning has been recognized as a useful pedagogical tool that can enhance students' learning experience, the application and practice of service learning in Singapore has been limited.The book will also provide a broad overview of service learning in the context of a service learning initiative that was conducted by the author under Nanyang Technological University (NTU)'s Public Policy & Global Affairs Programme, as well as the author's experience as NTU's inaugural Community Research Fellow. It will cover the policy, pedagogical, and socio-political aspects of service learning and include insights from students and stakeholders. In doing so, it aims to provide valuable insights into the role of service learning as a driver of civic education and grassroots volunteerism. The book will also provide both education and policy professionals a greater understanding of how their work can intersect, and provide students with a highly rewarding learning experience.

This book discusses and evaluates AI and machine learning (ML) algorithms in dealing with challenges that are primarily related to public health. It also helps find ways in which we can measure possible consequences and societal impacts by taking the following factors into account: open public health issues and common AI solutions (with multiple case studies, such as TB and SARS: COVID-19), AI in sustainable health care, AI in precision medicine and data privacy issues. Public health requires special attention as it drives economy and education system. COVID-19 is an example—a truly infectious disease outbreak. The vision of WHO is to create public health services that can deal with abovementioned crucial challenges by focusing on the following elements: health protection, disease prevention and health promotion. For these issues, in the big data analytics era, AI and ML tools/techniques have potential to improve public health (e.g., existing healthcare solutions and wellness services). In other words, they have proved to be valuable tools not only to analyze/diagnose pathology but also to accelerate decision-making procedure especially when we consider resource-constrained regions.

This textbook offers a fresh approach to the study of comparative politics and public policy. Instead of concentrating on why countries differ, Learning From Comparative Public Policy explores how countries can learn from each other about the success and failure of policy initiatives. With its theory and practice focus, the lively narrative analyzes the cultural and resources problems involved in importing policies, and the roles of institutions, regulators, think tanks and experts. In addition to explaining the key tenets of policy analysis, the internationally renowned author offers a wide variety of international case studies and useful boxes to highlight examples. Invaluable reading for students of public policy, for policy makers and practitioners working in the public sector, it includes: * learning from comparison * defining a problem and creating awareness * where to look for lessons * applying the policy model * the problems of importing models * using terms to evaluate future consequences.

The publication "Private Learning, Public Needs" looks at the devastating effects neoliberal globalization continues to have on education, schooling, and literacy development in the United States. The book is divided in three parts. Part I "Neoliberal Globalization and the Question of Adult Literacy Education" is broken into two chapers. Chapter one is a study of neoleberalism and its relationship to globalization. Specially, the changing role of the state is examined in terms that bring attention to globalization's capacity to ignore nation-state borders, especially in the context of finance and culture. The role of the state is discussed in light of its influcence on local agencies and on local instiutions. Of issue is the interiorization of neoliberal globalization at the material levels of educaional life, namely curriculum standard and development. Through the imposition of certain kinds of standards, teacher education programs must make some hard decisions about wheter they will, on the one hand, satisfy the needs manufactured by neolibral interests as they manifest themelves in curricular and pedagogic mandates, or, on the other, will use their autority to challenge and confront that which they know is detrimental to democratic principles and good teaching practices. Chapter two examines how neoliberal interests have impeded the goals of adult literacy education. Part II "The Work of Critical Theory in a Neoliberal Age" takes up the work of two prominent cirtical theorists in and beyond education: Erich Fromm and Paulo Freire. Chapter three discusses Fromm's important alternative to top-down discourses of power and authority. In chapter four, Freire's work in Sâo Paulo as Secretry of Education is studied for what it can teach us about the importance an possibility of structural transformations.

In the aftermath of major crises governments turn to public inquiries to learn lessons. Inquiries often challenge established authority, frame heroes and villains in the public spotlight and deliver courtroom-like drama to hungry journalists. As such, they can become high-profile political stories in their own right. Inquiries also have a policy learning mandate with big implications because they are ultimately responsible for identifying policy lessons which, if implemented, should keep us safe from the next big event. However, despite their high-profile nature and their position as the pre-eminent means of learning about crises, we still know very little about what inquiries produce in terms of learning and what factors influence their effectiveness in this regard. In light of this, the question that animates this book is as important as it is simple. Can post-crisis inquiries deliver effective lesson-learning which will reduce our vulnerability to future threats? Conventional wisdom suggests that the answer to this question should be an emphatic no. Outside of the academy, for example, inquiries are regularly vilified as costly wastes of time that illuminate very little while inside social scientists echo similar concerns, regularly describing inquiries as unhelpful. These commentaries, however, lack robust, generalizable evidence to support their claims. This volume provides evidence from the first international comparison of post-crisis inquiries in Australia, Canada, New Zealand, and the United Kingdom, which shows that, contrary to conventional wisdom, the post-crisis inquiry is an effective means of policy learning after crises and that they consistently encourage policy reforms that enhance our resilience to future threats.