This book deals with the role of education in improving animal welfare and reducing animal suffering inflicted by humans. It embraces situations in which humans have direct control over animals or interfere directly with them, but it considers also indirect animal suffering resulting from human activities. Education is regarded in the broad sense of creating awareness and facilitating change. First, consideration is given to a number of specific themes in which education can make an important contribution towards reducing animal suffering, and subsequently an examination is made of a number of interrelated contexts in which education can address the various themes. The considered educational themes are: · animal suffering and sentience that have both scientific and moral aspects · human discrimination against animals known as speciesism and the need for attitudinal change by humans · role and existing limitations of legislation in providing protection to animals · matter of enforcement of animal protection legislation · achievement of reform to improve animal protection by legislative and other means · training of professionals, carers, and users involved with animals to provide better protection · the scope for science to contribute to improved animal protection · animal protection as a regional and international issue

Mini-set M: Inclusion and Special Education re-issues 8 volumes originally published between 1975 and 1986. They discuss topics such as the assessment of special educational needs, comparative special education, the sociology of special education, labelling theory, deviance and education, and disruptive behaviour in schools.

One of the most important routes to employment within the social welfare sector worldwide is higher education, which equips students not only with the knowledge for employment, but with the tools to use and build on this knowledge. During the last few decades there has been an academic drift in professional education, especially for many shorter professional programmes. Many of these shorter programmes have left the realm of vocational education to enter higher education. On the one hand, graduates are confronted by an increased demand for research and evidence-based knowledge, and on the other, they are criticised for lacking the knowledge and skills relevant for professional work. From Vocational to Professional Education presents new research into programmes suggesting how best to prepare students for professional work and addresses the challenges facing the education of professionals for social welfare. The book identifies and clarifies key problems, as well as outlining the political and historical context in which they are embedded. Chapters discuss theoretical and analytical ways to address these challenges and suggest recommendations for the further development of education for professional practice. Based on comprehensive longitudinal research data, the book will appeal to policy makers, leaders of higher education, and teachers and researchers involved in programmes qualifying students for professional work.

This book focuses on the background, migration, and settlement of new migrants in China. It also examines the status of their social networks, the role of urban society, social security, and future planning. Based on semi-structured interviews, the book analyzes these aspects of new urban migrants and argues that: - Intellectual migrants, with their strong educational background, are willing to engage in urbanization and have clear entry strategies. - Labor migrants find it is challenging for labor migrants to receive the same welfare as citizens and they are subject to significant segregation in urban societies due to existing policies and market economy conditions. - Operational migrants have stronger settlement and family-oriented tendencies compared to labor migrants.