Tiffany Jones

This book explores the experiences of LGBTQ+ parented families in school communities and provides a voice for this overlooked group who are becoming an increasingly common form of family diversity in school communities. Approaching the topic from a strength-based psychological perspective, the book presents LGBTQ+ parents’ suggestions for school improvements and supportive structures and provides empirical evidence to inform future LGBTQ+ inclusive educational policy. Research based yet practically focused, it will be a valuable resource for researchers, students and education professionals alike.

This Open Access book uses the concept of ‘euphoria’ to investigate when, why and how marginal gender, sex and sexuality groups have positive experiences of their diverse variations even within repressive and disordering contexts. Drawing on data from multiple online surveys including a study of 2,407 LGBTQ+ people and a study of 272 people with intersex variations, it names and offers a new ecological framework for understanding participants’ influences on and barriers to euphorias, asserting the subversive possibilities of being euphorically queer, as opposed to euphoric and queer. The author argues that it is the particularities of negative internal, socio-cultural and institutional contexts for a marginal group or groups that contributes towards the possibilities that shape their potential euphoric feelings and experiences. Ultimately, she calls for a more expansive focus in gender and sexuality studies to show the complex effects of dysphoria and repression on the possibilities of pleasure and joy. This book will be of interest to scholars across Gender, Sexuality and Queer Studies.

Derek struggles to find a summer job and his stutter doesn't make things any easier. When he meets some unlikely friends at a thrift shop, he finds a new job and develops a new perspective.

Jade is miserable when she has to transfer to a new high school in order to avoid being held back. But she starts to see things differently after a scare at the school one night.

Holly is having a hard time at school, where she often feels lonely and angry. To avoid being bullied, she becomes the bully herself. Can something as small as a ring change everything?

This book explores the experiences of LGBTQ+ parented families in school communities and provides a voice for this overlooked group who are becoming an increasingly common form of family diversity in school communities. Approaching the topic from a strength-based psychological perspective, the book presents LGBTQ+ parents’ suggestions for school improvements and supportive structures and provides empirical evidence to inform future LGBTQ+ inclusive educational policy. Research based yet practically focused, it will be a valuable resource for researchers, students and education professionals alike.

This book is based on a comparative study from 2018, of four different approaches to education, according to 2,500 Australians’ experiences of them, on a range of topics. It shows that whilst the critical approach has strong research-based support across the board, sometimes a liberal, conservative or post-modern approach may have some merit for certain outcomes. This is a book about challenging our biases and calling on ourselves to aim higher for education, than what our own pre-conceived ideas might allow. What and who is valued in education, and the social roles and identity messages learned, differ wildly from school to school. Education is most impacted by the orientation of education dominant in that context – whether conservative, liberal, critical or post-modern. These terms are often used with little practical data on the real-life schooling they entail. Who learns what in which approach? Who learns best with which approach, on which topic and why? This book providesthis previously missing information. It offers holistic, detailed descriptions of conservative, liberal, critical and post-modern approaches to education broadly. It provides statistics and stories from real students on how the four approaches work practically in schools in relation to: age, gender, sexuality, social class, race, news-media, popular culture and technology. Chapters offer background information to the four perspectives, data from student participants, tutorial questions and activities, and suggestions for further reading.

Every life has a story to tell, and in every story, there is a lesson learned. In What Rule Do You Live By?, author Tiffany D. Jones asks this powerful question that focuses on those unforgettable teachings instrumental in the shaping of your life. Either as a child or an adult, you learned a valuable lesson that has remained with you throughout the years and now serves as the foundation for which you live your life. It's a one-sentence phrase that defines a key philosophy or motto of your life. Jones refers to that lesson as: The Rule You Live By. In this book, she relays true-life stories featuring men and women who showed strength and adversity to persevere. Each narrative reveals a new and different rule to live by. With a complementary sister workbook included, What Rule Do You Live By? presents empowering guidelines on how to create your personal rules to live by and how to develop the discipline necessary to keep the rule alive.

Bent Street is an annual publication that gathers essays, fiction, poetry, artwork, reflections, interviews, rants and raves, to bring you 'The Year in Queer'. Bent Street features works from LGBTIQA+ creators in 2019, with themes arising from 2019, and the view backwards and forwards.

This book is based on a comparative study from 2018, of four different approaches to education, according to 2,500 Australians’ experiences of them, on a range of topics. It shows that whilst the critical approach has strong research-based support across the board, sometimes a liberal, conservative or post-modern approach may have some merit for certain outcomes. This is a book about challenging our biases and calling on ourselves to aim higher for education, than what our own pre-conceived ideas might allow. What and who is valued in education, and the social roles and identity messages learned, differ wildly from school to school. Education is most impacted by the orientation of education dominant in that context – whether conservative, liberal, critical or post-modern. These terms are often used with little practical data on the real-life schooling they entail. Who learns what in which approach? Who learns best with which approach, on which topic and why? This book providesthis previously missing information. It offers holistic, detailed descriptions of conservative, liberal, critical and post-modern approaches to education broadly. It provides statistics and stories from real students on how the four approaches work practically in schools in relation to: age, gender, sexuality, social class, race, news-media, popular culture and technology. Chapters offer background information to the four perspectives, data from student participants, tutorial questions and activities, and suggestions for further reading.

This expert guide to working with transgender and gender variant youth offers ways to make positive change to service provision for practitioners working with this group. Based on the latest research, the recommendations made by the author are backed up by statistics and data, and refer to first-hand stories and experiences. Exploring four key areas - mental health, physical health, sexual health and social health - the book sets out exactly what professionals need to know in relation to these areas and how to support trans youth in these circumstances. Providing clarity on a range of topics, this is the perfect overview for practitioners, as well as a useful text for students and researchers.

Bent Street is an annual publication that gathers essays, fiction, poetry, artwork, reflections, letters, blog posts, interviews, performance writing and rants to bring you 'The Year in Queer'." Bent Street 1 - 2017" covers same-sex marriage, health an education, the meaning of queer history and progress; as well as presenting the queer imagination as it follows its own lights, digressions, yearnings, and strange associations. Joel Creasey, Jill Jones, Guy James Whitworth, Genine Hook, Tina Healy, April White, Jean Taylor, Ashley Sievwright, Mandy Henningham, Tiffany Jones, Dennis Altman, Steve R. E. Pereira, Renee Bennett, Simon Copland, Mary Lou Rasmussen, Quinn Eades, Errol Bray, Blair Archbold, Nikki Sullivan, Craig Middleton, Daniel Marshall, Nadia Bailey, Doug Pollard, Lucille Kerr, Sally Conning, Brigitte Lewis, Daniel Witthaus, Mira Schlosberg, Christopher Bryant, Michael Bernard Kelly, Jess Jones, Rodney Croom.

This book examines how Performance or Outcomes Based Funding (POBF) policies impact racial equity in higher education. Over the last decade, higher education has become entrenched in a movement that holds colleges and universities more accountable to its supporters. There are pressures to answer questions about student outcomes and performance, the value of education, the effectiveness of instructors, and the ability of existing leaders to manage efficiently and effectively. It is within this climate that states have adopted POBF policies. Through POBF, public colleges and universities receive state funding through formulas that no longer rely solely on student enrollment, but are instead based on student outcomes. This book provides an overview for policymakers of how racial equity has been addressed, the impact of these approaches, and recommendations for moving forward.

This book addresses policy research on homophobic and transphobic bullying in schools. It covers quantitative and qualitative research into policy impacts for gay, lesbian, bisexual, transgender and intersex students. It draws on a large-scale Australian study of the impacts of different kinds of policy at the national, state, sector and school level. The study covers over 80 policies, interviews with key policy informants and survey data from 3,134 GLBTIQ students. Since new guidelines were released by UNESCO, homophobic and transphobic bullying in schools has become a key area of interest around the world. There has been much pressure on educational leadership to engage with these issues since the UN released international human rights legislation on sexual orientation and gender identity that have implications for student rights. The book presents statistically significant correlations between specific types of state and school level education policies that explicitly named homophobia/ GLBTIQ student issues, and lowered incidence of homophobic bullying, lowered risk of suicide and self-harm for these students. It includes stories from policy makers on how the policies came to be (through lawsuits, ministerial inquiries and political activism), right through to the stories of students themselves and how they individually felt the impacts of policies or policy lacks. International contexts of homophobic and transphobic bullying are discussed, as well as recent transnational work in this field. The book considers the different types of collaborations that can lead to further policy development, the transferability of the research and some of the benefits and problems with transnational policy adoptions.

Leas Leben als Kellnerin in Brooklyn scheint auf den ersten Blick eher langweilig, doch sie hat eine Vergangenheit, die sie sogar vor ihren Freunden und Kollegen verbirgt. Als sie eines Abends Jackson begegnet, scheint diese Vergangenheit sie einzuholen. Sie kann nur erahnen, wie gef hrlich er f r sie ist. Wie gef hrlich es ist, etwas f r ihn zu empfinden ... Doch dann offenbart sich ihr, dass alles noch viel schlimmer ist. Wie kann sie den Feind lieben? Den Mann, der f r sie den Untergang bedeutet? Lea rennt um ihr Leben - und f rchtet nichts mehr, als Jackson f r immer zu verlieren. Obsessed - Verf hrung ist Teil 1 einer Trilogie. Folgende B nde sind noch in Vorbereitung: Obsessed - Hingabe Obsessed - Schmerz