Thinking Through Ethics and Values in Primary Education is an accessible text that encourages readers to explore deeply the ethics and values surrounding primary education. The text helps the reader to critically reflect on the principles that underpin education. Specifically written for education students in the later years of their course, the text draws on research and practice to explore the challenges and opportunities involved, while helping to develop the reader's own critical thinking skills.

The book begins by asking 'what are ethics and values?' and goes on to explore social diversity and society and education. It considers ethics and values and the curriculum, school organisation and the classroom. A chapter on ethics, values and the teacher encourages the reader to examine their own thoughts about education. Throughout, practical guidance runs alongside structured critical thinking exercises to help the reader and reflect on both theory and practice.

About the Series

Thinking Through Education is a new series of texts designed and written specifically for those education students entering the second or final phase of their degree course. Structured around sets of specific 'skills', each chapter uses critical thinking and reflective exercises to develop greater subject knowledge and critical awareness.

This volume is dedicated to the Solar Dynamics Observatory (SDO), which was launched 11 February 2010. The articles focus on the spacecraft and its instruments: the Atmospheric Imaging Assembly (AIA), the Extreme Ultraviolet Variability Experiment (EVE), and the Helioseismic and Magnetic Imager (HMI). Articles within also describe calibration results and data processing pipelines that are critical to understanding the data and products, concluding with a description of the successful Education and Public Outreach activities. This book is geared towards anyone interested in using the unprecedented data from SDO, whether for fundamental heliophysics research, space weather modeling and forecasting, or educational purposes. Previously published in Solar Physics journal, Vol. 275/1-2, 2012. Selected articles in this book are published open access under a CC BY-NC 2.5 license at link.springer.com. For further details, please see the license information in the chapters.

Thinking Through Ethics and Values in Primary Education is an accessible text that encourages readers to explore deeply the ethics and values surrounding primary education. The text helps the reader to critically reflect on the principles that underpin education. Specifically written for education students in the later years of their course, the text draws on research and practice to explore the challenges and opportunities involved, while helping to develop the reader's own critical thinking skills.

The book begins by asking 'what are ethics and values?' and goes on to explore social diversity and society and education. It considers ethics and values and the curriculum, school organisation and the classroom. A chapter on ethics, values and the teacher encourages the reader to examine their own thoughts about education. Throughout, practical guidance runs alongside structured critical thinking exercises to help the reader and reflect on both theory and practice.

About the Series

Thinking Through Education is a new series of texts designed and written specifically for those education students entering the second or final phase of their degree course. Structured around sets of specific 'skills', each chapter uses critical thinking and reflective exercises to develop greater subject knowledge and critical awareness.

This book highlights the difficulties that women working as managers and leaders in initial teacher education face. Teacher education is at the forefront of education reforms and yet little is known about the professional lives of those who work within it. Whereas many women are moving into positions of authority in teacher training, some existing women managers are being marginalized within new internally differentiated layers of managerial structures. Yet other female managers, mainly new appointees, seem to endorse the discourses associated with new managerialist practices. Simultaneously some women who manage in teacher training are engaged in a struggle for survival individually and professionally. In the main, men seem to be missing from authority positions and will conclude that, in the current climate, the management of teacher training is 'no job for a man'.

"This book is a manual of nursing procedures originally prepared for the students of the University of Minnesota School of Nursing, written to obviate the necessity of note-taking by the students during the presentation of demonstration by the instructor . . . On the whole the manual is excellent. An instructor would find it of great value in planning her demonstration. It would be difficult to improve upon the simplicity and clarity with which the steps of the procedures are given." -Pacific Coast Journal of Nursing Nursing Procedures was first published in 1929. Minnesota Archive Editions uses digital technology to make long-unavailable books once again accessible, and are published unaltered from the original University of Minnesota Press editions.

Explorations of contemporary art have focused on issues of identity and race for some time. Few, however, have sought to investigate these themes by juxtaposing historical and contemporary frameworks. Black Womanhood examines an especially charged icon--the black female body--and contemporary artists' interventions upon historical images of black women as exotic Others, erotic fantasies, and supermaternal Mammies. This book presents icons of the black female body as seen from three separate but intersecting perspectives: the traditional African, the colonial, and the contemporary global. The display and contemplation of such iconic images addresses complex and often competing forces of self-presentation and the representation of others. Peeling back layers of social, cultural, and political realities, Black Womanhood explores how historic icons inform contemporary artistic responses to the black female body through an examination of themes such as beauty, fertility and sexuality, maternity, and women's roles and power in society. More than 200 historical and contemporary images accompany written contributions by artists, curators and scholars. This compelling volume makes a valuable contribution to ongoing discussions of race, gender, and sexuality by promoting a deeper understanding of past and present readings of black womanhood, both in Africa and in the West.

This book highlights the difficulties that women working as managers and leaders in initial teacher education face. Teacher education is at the forefront of education reforms and yet little is known about the professional lives of those who work within it. Whereas many women are moving into positions of authority in teacher training, some existing women managers are being marginalized within new internally differentiated layers of managerial structures. Yet other female managers, mainly new appointees, seem to endorse the discourses associated with new managerialist practices. Simultaneously some women who manage in teacher training are engaged in a struggle for survival individually and professionally. In the main, men seem to be missing from authority positions and will conclude that, in the current climate, the management of teacher training is `no job for a man'.