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The promotion of greater diversity in the socio-demographic profile of the teaching population is the subject of an increasing international interest. However, the perspective of teachers with disabilities/specific learning disorders (SLDs) is still poorly investigated, especially in Italy. The entry of teachers with disabilities/SLDs into the teaching profession can represent a decisive step towards the development of increasingly higher levels of inclusion both in teacher training and in the school setting, also considering the benefits that teachers with disabilities/SLDs can bring in terms of inclusive values and practices. Although, the topic raises some dilemmas and tensions, elicited by the dual mandate of schools and universities, which are called to ensure the quality of: a) the educational offer; b) the professional profile of (student) teachers who (will) work in schools. At the same time, they need to grant (student) teachers the right to use accommodations during their educational and professional career. The volume presents a multi-perspective reflection on the subject, presenting ‒ in particular ‒ two systematic reviews on international research on the topic and an empirical study conducted within the Italian context. The latter investigated the facets underlying the inclusion of (student) teachers with disabilities/SLDs through a multi-method approach

(student) teachers with disability, in-service teachers with disability, inclusion, barriers and facilitators, dilemma of professional competence

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The promotion of greater diversity in the socio-demographic profile of the teaching population is the subject of an increasing international interest. However, the perspective of teachers with disabilities/specific learning disorders (SLDs) is still poorly investigated, especially in Italy. The entry of teachers with disabilities/SLDs into the teaching profession can represent a decisive step towards the development of increasingly higher levels of inclusion both in teacher training and in the school setting, also considering the benefits that teachers with disabilities/SLDs can bring in terms of inclusive values and practices. Although, the topic raises some dilemmas and tensions, elicited by the dual mandate of schools and universities, which are called to ensure the quality of: a) the educational offer; b) the professional profile of (student) teachers who (will) work in schools. At the same time, they need to grant (student) teachers the right to use accommodations during their educational and professional career. The volume presents a multi-perspective reflection on the subject, presenting ‒ in particular ‒ two systematic reviews on international research on the topic and an empirical study conducted within the Italian context. The latter investigated the facets underlying the inclusion of (student) teachers with disabilities/SLDs through a multi-method approach

Teaching of specific groups & persons with special educational needs --- Schools --- (student) teachers with disability, in-service teachers with disability, inclusion, barriers and facilitators, dilemma of professional competence

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The promotion of greater diversity in the socio-demographic profile of the teaching population is the subject of an increasing international interest. However, the perspective of teachers with disabilities/specific learning disorders (SLDs) is still poorly investigated, especially in Italy. The entry of teachers with disabilities/SLDs into the teaching profession can represent a decisive step towards the development of increasingly higher levels of inclusion both in teacher training and in the school setting, also considering the benefits that teachers with disabilities/SLDs can bring in terms of inclusive values and practices. Although, the topic raises some dilemmas and tensions, elicited by the dual mandate of schools and universities, which are called to ensure the quality of: a) the educational offer; b) the professional profile of (student) teachers who (will) work in schools. At the same time, they need to grant (student) teachers the right to use accommodations during their educational and professional career. The volume presents a multi-perspective reflection on the subject, presenting ‒ in particular ‒ two systematic reviews on international research on the topic and an empirical study conducted within the Italian context. The latter investigated the facets underlying the inclusion of (student) teachers with disabilities/SLDs through a multi-method approach.

Teaching staff --- Educational strategies & policy --- Schools --- Teaching of specific groups & persons with special educational needs --- (student) teachers with disability, in-service teachers with disability, inclusion, barriers and facilitators, dilemma of professional competence

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'Throws light on the role of several key agents in bringing to an end one of the darkest episodes in post-independence African history.' Ebenezer Obadare, University of Kansas Until the 1990s, conflict resolution and peacemaking fell to states, the UN and other intergovernmental organizations. In recent times it is non-armed, non-state actors who have had a pivotal role in seeking to resolve civil wars in Africa. This book examines, for the first time, through an examination of the Liberian Civil War in particular, how non-state actors have impacted upon peace processes. The Liberian Civil War was the first post-Cold War intra-state conflict in West Africa and exemplified the "new wars" breaking out on the continent. The peace process that followed showed how future peacemaking processes might evolve, being not only the first in which a regional economic grouping had a role - in this case ECOWAS - but also involving non-state religious and diaspora actors. Religious actors, initiators of the Liberian peace process, were mediators, dialogue facilitators, watchdogs and trustees of the entire peace process. Although their efforts were mainly influenced by the desire to fulfil the divine mandate to "tend to the flock", they were also able to regain some of the societal influence that organized religion, especially Christianity, enjoyed during the 158 years of minority Americo-Liberian rule. Diaspora actors' roles ranged from being founders and sponsors of warring factions to providing succour to Liberians back home through remittances and engaging in the peace process. Babatunde T. Afolabi is a Senior Programme Manager at the Centre for Humanitarian Dialogue (HD). He had previously worked at the ECOWAS Commission where he was involved in peace processes across West Africa.

Peace-building --- Building peace --- Peacebuilding --- Conflict management --- Peace --- Peacekeeping forces --- Liberia --- History --- Politics and government --- Civil War (Liberia : 1989-1996) --- Since 1980 --- Civil War (Liberia : 1989-) --- Africa. --- Babatunde T. Afolabi. --- Civil Society. --- Conflict Resolution. --- Conflict resolution. --- Dialogue facilitators. --- Diaspora. --- ECOWAS. --- Liberian Civil War. --- Mediators. --- Non-state actors. --- Peace Process. --- Peace process. --- Peacebuilding. --- Peacemaking. --- Politics. --- Religious Actors. --- Religious actors. --- The Politics of Peacemaking in Africa: Non-State Actors' Role in the Liberian Civil War. --- Trustees. --- Watchdogs. --- West Africa.

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“Sex, Gender and Substance Use” describes how both biological and social factors affect people's use of substances. There is a lot of research carried out on substance use, prevention and treatment in which sex and gender are missing. This book describes the concepts of sex and gender, what they mean and why including them in substance use research, practice and policy is vital. Substances such as alcohol, drugs, nicotine, and tobacco all have differential effects on females and males. Social and cultural gendered factors affect how women and men react to prevention, treatment and policies. The book includes numerous examples of how sex- and gender-sensitive research can increase our understanding and improve prevention and treatment, and why striving for gender-transformative substance use practice and research remains a gold standard.

Humanities --- Social interaction --- alcohol --- pregnancy --- abortion --- policy --- gender --- substance use --- FASD prevention --- program evaluation --- multi-service program delivery --- client perspectives --- interpersonal violence --- domestic violence --- intervention --- women --- developmental–relational --- gender-specific approach --- non-medical prescription opioid use --- sleep disturbance --- sex differences --- adolescents --- sexual minorities --- illegal substance use --- homophobic bullying --- alcohol’s harms to others --- gender equality --- drinking cultures --- developmental-relational --- electronic cigarettes --- cigarettes --- waterpipe --- hookah --- polytobacco use --- young adults --- sex --- cognitions --- attitudes --- scoping review --- barriers --- facilitators --- fathers --- males --- smoking --- smoke-free home --- second-hand smoke --- brief intervention --- college campus --- gender transformative --- gender equity --- cannabis --- sex- and gender-based analysis --- SGBA --- cannabis use disorder --- randomized controlled trial --- gender norms --- gender roles --- gender relations --- technology --- health promotion --- SGBA+ --- substance use prevention --- tobacco --- smoking cessation --- clinical decision support systems --- prevention --- alcohol consumption --- FASD --- lifestyle --- public health --- Spain --- sex factors --- substance abuse --- drinking --- nicotine --- research