This course provides an introduction to bargaining and negotiation in public, business, and legal settings. It combines a "hands-on" skill-building orientation with a look at pertinent social theory. Strategy, communications, ethics, and institutional influences are examined as they influence the ability of actors to analyze problems, negotiate agreements, and resolve disputes in social, organizational, and political circumstances characterized by interdependent interests.

As educators begin to develop OER, one component of that process is navigating concerns around copyright when finding digital teaching materials. This webinar series addresses that and is divided into two tracks: K-12 and Higher Education. There are also two stand-alone webinar options that can be attended by both the K-12 and Higher Education community. All of the webinars will also be available on YouTube and linked to this page after the live event has ended.

This Code is a tool for educators, librarians, and authors to evaluate common
professional scenarios in which fair use can enable them to incorporate inserts,
including those protected by copyright, to create OER. It can provide groups
working on OER projects with a shared framework for evaluating and understanding
when and how to incorporate existing content to meet pedagogical needs

This video was recorded at 9th Annual Conference of the European Society of Criminology. Post-industrial societies are facing changes in the way people internalize social norms, what they feel guilty about, when they experience shame and how they perceive punishment. Identification with traditional authorities which have in the past transmitted social norms has been declining for some time. Individualism has been pushed to its limits. And transgression of norms which comes from global capital, international financial institution and state governments has often been cherished as a matter of progress. Under the veil of ideology of perpetual economic growth on the societal level and advancement of self-fulfilment on the individual level, the definition of what counts as transgression has been globally altered. Redefinition of what counts as a limit, what is the nature of the prohibition and what are publicly acceptable forms of remorse as well as individually experienced anxieties in regard to prohibitions also underwent a change. Feeling of guilt and shame often accompanies individual's striving towards creating an image of perfect life and not so much transgression of moral rules and the legal order. In this context the definition of crime has radically changed, too. How can criminology respond to these changes? As an interdisciplinary discipline it needs to in a new way assess the way malaise of the civilization affects the malaise of the individual and vice versa. In trying to understand this connection, some lessons from contemporary psychoanalytic knowledge might be of help, especially the reasoning that utilitarianism ultimately failed in its perception that people work towards advancement of their well being and minimalization of pain. Current economic crisis, for example, cannot be explained through this framework – rather we need to look at it through the prism of an enjoyment in selfdestruction which has always been the hidden underside of progress.

Edmonds School District in Washington State implemented a district-wide media literacy support project during the 2022-2023 school year. This is a collection of the resources that came out of that project that other districts might find useful.

SYNOPSIS: In this lesson, students practice civic engagement by researching and writing a proposal for climate resiliency and scarce water allocation in the Deschutes River Watershed and presenting it in a mock Town Hall meeting.

SCIENTIST NOTES: The lesson allows students to propose ways to solve water scarcity in their local communities and engage with key stakeholders and policymakers to design policies that will enable local communities in Oregon to manage their water resources while building their resilience to climate change. The lesson and all the accompanying materials were reviewed and are suitable for teaching.

POSITIVES:
-Students engage in a mock Town Hall and learn how to build community while voicing community concerns.
-Students practice listening skills and engage in discourse over an important issue.
-Students learn to collaborate with different stakeholders and diverse voices, working together to find a solution that best fits a community.
-Students practice using local research to support their ideas.
-Students learn to write and present a proposal.
-The lesson can be spread out over two to four days, with a full day for research, a full day for the Town Hall, a day for voting or decision-making, and a day for letter writing and sharing in the class.

ADDITIONAL PREREQUISITES:
-Students should have an understanding of media literacy and best research practices.
-Students should have a basic understanding of rhetorical structure and devices for persuasion in oral delivery techniques.
-Teachers should review the general overview and agenda in the Town Hall Guide and make adjustments as needed.
-You will need to make a copy of the Student Slideshow for each group of students and grant them editing rights before the lesson. Students will be writing in the Student Slideshow.

DIFFERENTIATION:
-Students with little experience in persuasive speaking could use some instruction on rhetorical methods and devices using these resources:
-41 Rhetorical Devices That Will Make Your Words Memorable
-How to Use Rhetoric to Get What You Want
-PBS Literary Elements & Techniques: Imagery and Figurative Language.
-Students could develop their research into a Community Action Project proposing policy to actual stakeholders.
-Students could connect with local stream restoration projects or organizations as a hands-on learning experience.
-Students could lead a school community education campaign to spread awareness of water-saving techniques.

These rules govern the conduct of all criminal proceedings brought in Federal courts. Our Federal Rules ebooks include: The complete rules as of December 1, 2012 (for the 2013 edition); All notes of the Advisory Committee following each rule; Internal links to rules referenced within the rules; and external links to the LII website's version of the US Code.

Interactive Video Vignettes (IVVs) are ungraded web-based assignments for introductory physics students. They combine the convenience of online video with video analysis and the interactivity of individual tutorials. Each online vignette addresses a known learning difficulty. A typical vignette takes about 10 minutes or less to complete. It invites each student to make predictions, perform observations, and draw conclusions about a single phenomenon.

Innovation and incubation are no longer limited to technological or science-based business perspective, rather, there has been a move towards social innovations and incubators focused on supporting ventures to develop these types of innovations. These innovations are important for society as they focus on public interest and common good and in strengthening the bonds of trust between citizens. They also find new solutions and approaches to address sustainability issues within societies.
Ventures that look to develop social innovations are often driven by social entrepreneurs, who form social ventures (SEs) and they often work through a market based approach. They take on the risks and efforts to create a positive change in society. As such, their main goal is not profit, rather to implement widespread improvements in society.
This e-study will guide readers through the incubation process, explore the concept of social innovation and the situation in Hong Kong as well as how incubators fit in with the greater social innovation ecosystem and contribute to sustainability.

"Opening the World through Journaling: Integrating Art, Science, and Language Arts" teaches children to become keen observers of the natural world by drawing and writing about the plants and animals in situ. In a set of nested exercises, students use games to gain confidence in drawing and writing as a way to gather information. Later, they employ these skills to put together a field guide, make treasure maps, and to write short stories and poems.

This course explores policy and planning for sustainable development. It critically examines concept of sustainability as a process of social, organizational, and political development drawing on cases from the U.S. and Europe. It also explores pathways to sustainability through debates on ecological modernization; sustainable technology development, international and intergenerational fairness, and democratic governance.

This framework, with the following components, can be used to help supplement current curriculum or to help guide the creation of new curriculum that more honestly and courageously tells the story of American slavery—one that includes the enslavement of both African and Indigenous peoples.

Sustainability assessment is a process that assists decision-makers to determine which actions to take or not with the goal of sustainability in mind (Bond et al., 2012; Ness et al., 2007). It contributes to different forms of decision-making, including programmes, policies or even an unstructured policy problem (Bond et al., 2012; Pope et al., 2016). The ways in which integrated sustainability assessment differs from the traditional cost-benefit analysis and a more recent approach of social return on investment will be explained in session 1.

Sustainability assessment encompasses a range of impact assessment practices which can be used to predict future outcomes (“ex-ante”), or to assess the effects triggered by an intervention (“ex-post”) (Waas et al., 2014). The focus here is on the latter – the basics of evaluating the effects of a sustainability programme. “Ex-post” assessments facilitate individuals and organisations to communicate the impact of sustainability actions and enables smarter programme design and implementation in the future.

An objective-led approach is adopted in project impact assessment where the project aims to maximise positive outcomes towards sustainability. This differs from Environmental Impact Assessment, for example, which adopts a baseline-driven approach, aiming to minimise negative impacts towards the environment (Pope et al., 2016). There is increasing recognition that minimising negative effects is no longer sufficient and positive steps are needed on all fronts to make any lasting impact towards sustainability (Gibson 2006b).

By adopting an objective-led approach, the first major task would be defining the selected objective. In this case, that means defining sustainability, which will be the focus of session 2. The sessions following that will take readers through key stages of the evaluation process.

This open-access online general chemistry video repository, offered not-for-credit and free of charge from UC Berkeley, provides students an introduction to the world of chemistry as seen from a broad variety of perspectives.