Triple bill of horror movies. 'Hiding' (2012) stars Ana Villafañe as a young woman attempting to begin a new life following the brutal murder of her parents. Taken into the care of a witness protection programme, a new identity is established for Jo (Villafañe) in Montana and she leaves her home in New York and her past life behind. Unfortunately, when a man known as Mr Ostrog (Dean Armstrong) appears and begins to take an interest in her, Jo could be forgiven for thinking that the protection programme has failed to keep her identity safe from the man she is due to testify against. In 'The Victim' (2011) Annie (Jennifer Blanc)'s camping trip with her friend, Mary (Danielle Harris), goes disastrously wrong when Mary is savagely attacked and Annie witnesses her murder. As she flees through the woods from pursuers Harrison (Ryan Honey) and Cooger (Denny Kirkwood), Annie comes across a small cabin inhabited by the loner Kyle (Michael Biehn), but will he help her or hinder her? 'Beneath the Dark' (2010) is a psychological thriller from first-time director Chad Feehan. Driving through the Mojave Desert on their way to the wedding of an old college friend, Paul and Adrienne (Josh Stewart and Jamie-Lynn Sigler) stop for the night at Roy's Motel. Confronted by a surreal atmosphere and their equally strange hosts, Frank and Sandy (Chris Browning and Angela Featherstone), Paul begins to feel uneasy about his new surroundings and wonders what lies in store for them.

Jason Momoa produces, directs, co-writes and stars in this thriller about a Native American who goes on the run after getting his revenge on the man who murdered his mother. As Wolf (Momoa) rides his motorcycle through the Wild West searching for a place to scatter his mother's ashes, he learns along the way that in order to get vengeance and justice on others, you must pay a price. The cast includes Tye Alexander, Henree Alyse and Lisa Bonet.

Benson Lee directs this drama starring Josh Holloway and Chris Brown in which a down on his luck basketball coach attempts to rally a team of breakdancers to win a major competition. Though America initially set up the 'Battle of the Year' competition, where the best b-boying (or breakdancing) performers from a number of countries square off, a team from the US hasn't taken the trophy home for 15 years. This greatly concerns L.A. rap mogul Dante (Laz Alonso) who attempts to convince his friend Blake (Holloway), a top basketball coach who has fallen on hard times, to take charge of this year's team. Though Blake is initially sceptical, he quickly realises that his ability to build team spirit may be the missing ingredient. Can his team, which includes Rooster (Brown), prevail in this year's competition?

This book supports teacher trainees as they help students develop maths reasoning skills. It uses the Causal Connectivity Framework and enhances the knowledge and skills of trainees in sequencing teaching content with cumulative knowledge and understanding. It covers a variety of contexts from primary education up to GCSE level and includes practical examples of what is possible. The book offers maths teachers an alternative way of incorporating reasoning as a critical component of maths learning – a part of continuous professional development based on strong subject and curriculum content knowledge. 

This book is about our connections to other people and the influence these networks exert over our lives. On the plus side, networks provide us with access to a multitude of resources: from aid and assistance to knowledge and norms. But at the same time, the relationships that link people (or not) are also responsible for a range of social ills. For example, who you are connected to will determine your likely success at school, whether you will go to university, your future career, the neighbourhood in which you will live, who you will marry and whether or not you will die young. Given their influence, the aim of the book is to show how we can take charge of our networks, in order to improve our chances of doing well in life, whatever our background. In particular, the book provides cutting-edge insights that readers can deploy to help make things better for themselves, their families and their wider communities. But this book also comes with a twist... better than just reading about networks is giving readers the opportunity to see for themselves how networks operate. The best way to do this is through active exploration. Interleaved throughout this book, therefore, is the option for readers to embark on a research-informed journey, where readers get to decide which paths to take, which decisions to make and how best to tackle the obstacles that lay in their path. All good preparation for how to think about networks back in the real world...

“The establishment of professional learning networks can be transformational for you personally and professionally. This book takes you step by step through the process of developing an effective Professional Learning Network (PLN) to create and realise a new status quo!� Catherine Carden, Canterbury Christ Church University, UK “The book impressively underscores the relevance and opportunities of Professional Learning Networks for innovation in school, while also addressing the challenges and pitfalls of successfully establishing, running and sustaining PLNs from the perspective of teachers.� Colin Cramer, University of Tuebingen, Germany “This book is a must read for practitioners, policy makers and researchers interested in Professional Learning Networks! [It] provides readers with concrete recipes with all the necessary ingredients, including leadership, trust and collaboration, to ensure PLN success.� Prof. Dr. Kim Schildkamp, University of Twente, the Netherlands The Teacher’s Guide to Successful Professional Learning Networks supports educators with practical guidelines developed from the authors’ practical and research-based experience in this area. Taking a step-by-step approach, the book guides readers through the different stages of inquiry and influencing factors involved with successfully running a PLN. The authors explore how teachers can participate in networks to achieve deep reflective inquiry and make positive changes in teaching and learning. The book: -Builds on international research into professional learning networks (PLNs) -Uses illustrative case studies from a range of contexts across the world -Provides step-by-step guidance to help readers establish sustainable PLNs  Drawing from a diverse range of international contexts and with content stretching from early years to secondary, this book is essential reading for any educator looking to create, expand or enhance their Professional Learning Network. Cindy Poortman is Associate professor at the University of Twente in the Netherlands. Her research and teaching focus is teacher and school leader professional development in Professional Learning Networks (PLNs). She has co-founded and is coordinating the PLN network within the International Congress for School Effectiveness and Improvement. Chris Brown is Professor and Director of Research at the University of Warwick’s Department of Education Studies. He has co-edited two books on Professional Learning Networks, is co-editor of the Emerald’s Professional Learning Networks Book Series; and is co-founder and co-convener of the ICSEI Professional Learning Networks research network.

Now, more than ever, it seems that the age of professional learning networks has well and truly arrived. The rise and proliferation of digital communication, coupled with the circumstances enforced during the pandemic experience, have led to a dynamic re-imagining of Professional Learning Networks (PLNs) - both in terms of what they are for and what they can achieve. Set against this context this book provides a stimulating insight into the current state of the art of professional learning networks and the transformative difference they are poised to make to our educational future. Drawing on a wealth of expertise, each chapter is written by leading thinkers and doers in the field, and covers a range of topics and emerging areas. These include: the professional learning vistas opened up through digital opportunities; how these networks have helped to enhance teachers' identity and sense of well-being: the new sense of practitioner ownership and partnership now at the heart of PLNs; new openings for professionalization; how PLNs have become vehicles for radically different forms of professional development and learning; and what this all means for school leadership.

Hard-hitting Jamaican drama which examines a side of the country tourists rarely experience: the inner-city ghettos that are rife with tension and violence. The film is centred on the story of Derrick (Kevoy Burton), a 16-year-old whose driving ambition is to become a professional boxer and to represent Jamaica at the Olympic Games. However, there is a significant barrier to Derrick's ambitions: the only gym with facilities and trainers of a sufficient level to help him achieve his dream is in the rival 'garrison', or ghetto, to his. As Derrick is well aware, crossing the boundary lines of territories marked out by gangland conflict and corrupt politics carries risks, not just while in the opposing territory, but when returning to his own. Will Derrick be able to balance the pursuit of his dream with the pressing demands of inner-city divisions?

Democratic societies thrive when citizens actively and critically engage with new ideas, developments and claims to truth. Not only can such practices result in more effective choice-making, but they can also lead to widespread support for progressive beliefs, such as social justice. With Western societies in the midst of environmental, social and political crises, it seems more pertinent than ever that citizens become ‘ideas-informed’. Presenting concepts from academia, industry, and practice, The Ideas-Informed Society closes the gap between the ideal of the ideas-informed society and the current reality. By exploring what it means to be ideas-informed and the benefits for both individuals and society, the chapters conceive what an ideal ideas-informed society would look like, what are the key ingredients of an ideas-informed society, and how to make it happen.

Research informed teaching is big news! There has been a bottom up revolution encouraging teachers' use of research. But at the same time there is a gap between what teachers do and what research suggests might provide effective ways to support student learning. It's not that a wealth of educational research doesn't exist, but what teachers, school and school system leaders need is an understanding of how to embed this research within everyday practice. Drawing on the wisdom of those at the top of their game, this book intends to provide just that: a practical handbook for teachers and leaders that can help make the research use revolution a reality. With contributions from leading 'do-ers' in the field of knowledge mobilisation including: Daniel Muijs (Ofsted); Cat Scutt (Chartered College of Teaching); Jonathan Sharples (EEF); Julie Nelson (NfER); Adam Boxer (teacher and blogger); Gary Jones (blogger); David Weston (Teacher Development Trust) and Caroline Creaby (Sandingham Research School), the book provides a wealth of insight. This knowledge is then further distilled into useable guidance and best practice principles that can be readily implemented at classroom, school and teaching school alliance level.

The Battle of Arnhem has acquired a near-legendary status in British military history as an audacious plan to land paratroopers into the Netherlands and spearhead an attack against the German-held Ruhr. Beyond images of brave paratroopers and scenes from A Bridge Too Far, this was in fact one of the most complex and strategically important operations of the war. It was expected that the British would sweep through and connect with the Arnhem force within a matter of days. But things on the ground proved very different. The Allied forces were isolated, without reinforcements and unable to advance. The operation ended in disaster. Using first-hand accounts, maps and detailed timelines, historian Chris Brown explores the unfolding action of the battle and puts the reader on the front line. If you truly want to understand what happened and why - read on.

Chris Brown is a prominent international political theorist who has contributed to debates on pluralism, justice and human rights. This book draws together seventeen of his most important and influential articles from the last twenty years. These essays include influential statements on the role of normative theory and international ethics, the so-called 'cosmopolitan-communitarian debate' and anti-foundationalist thought in international relations, as well as important contributions to Rawlsian and Post-Rawlsian theories of international and global justice. The most recent papers address subjects such as the notion of global civil society, and controversies over the ethics of pre-emptive warfare, and the inevitably selective nature of humanitarian interventions. The book includes a framing introduction written for this volume, in which Brown discusses his own influences, and the evolution of his thinking throughout his career. Although this evolution has involved a progressively less critical viewpoint towards liberal thought and liberal internationalism, and a greater commitment to universal values, some things have remained constant - in particular a focus on the importance of political judgement and scepticism directed towards the idea that there are simple solutions to complex problems. The collection ends fittingly with a critique of the popular cosmopolitanism of figures such as Bono and Bob Geldof. This collection will be essential reading for all scholars and graduates with an interest in international political theory.

We know that educators and education systems at large face countless decisions every day. We also know that grounding educational decisions in research can improve the likelihood of desirable teaching and learning outcomes, as well as reduce the likelihood of unintended consequences. Research is just one among many types of evidence used in educational decision-making, however. So being "evidence informed" is as much about engaging with research evidence as it is engaging with practice-based evidence (e.g., professional judgment) and data-based evidence (e.g., school performance data). How can educators become evidence-informed? In our view, the best approach is to learn from examples from experts of how research can be integrated with these other types of evidence, and so regularly inform our own everyday practice. With that in mind, this practical handbook offers 16 illuminating chapters that provide a wealth of advice and perspectives on the subject written by North American educators who are striving to realize the idea of research-informed practice. Key themes - reflective practitioners, networks and collaboration, trust -emerge to help teachers formalize, prioritize and mobilize the use of research-evidence in schools.

Research Informed teaching is big news! Indeed one might argue that there has been a bottom up revolution encouraging teachers' use of research (e.g. ResearchED). But at the same time there is a gap between what teachers do and what research suggests might provide effective ways to support young children's learning. It's not that a wealth of educational research doesn't exist (just look at the What Works Clearinghouse, the Best Evidence Encyclopaedia or Hattie's Visible Learning), but the Early Years sector is often under-represented. This book is an attempt to address this disparity and provide Early Years leaders and practitioners with an understanding of how to embed this research within their everyday practice offering top tips of how others in the field have done this and considering topics such as outdoor learning, early writing skills and parental engagement. Drawing on the wisdom of those at the top of their game, this book intends to provide just that: a practical handbook for EYs practitioner and leaders that can help make the research use revolution a reality.

Educational researchers, policy-makers and practitioners are increasingly focusing their attention on Professional Learning Networks in order to facilitate teacher development and encourage school and school system improvement. However, despite the understanding that PLNs can contribute significantly to improving teaching practice and student achievement, there are key challenges regarding their use. These challenges include: ensuring PLNs can provide opportunities for generating and sharing knowledge within schools enabling teachers and professionals to direct their own development helping individuals change their practices through inquiry-led approaches facilitating partnerships which work across a variety of stakeholders In this new edited volume, Brown and Poortman evaluate these challenges from both a theoretical and practical approach. A multitude of perspectives from a team of international contributors covers: the importance of Professional Learning Networks the use of evidence within PLNs the impact of inter-school networks international cases of networks and communities the promotion and sustainability of PLNs Also featuring case studies and exemplars to contextualise sustainable learning networks, Networks For Learning is an accessible and thoroughly-researched book, which will be essential reading and a valuable resource for researchers, teachers and school leaders who are interested in developing professional learning networks.

Educational researchers, policy-makers and practitioners are increasingly focusing their attention on Professional Learning Networks in order to facilitate teacher development and encourage school and school system improvement. However, despite the understanding that PLNs can contribute significantly to improving teaching practice and student achievement, there are key challenges regarding their use. These challenges include: ensuring PLNs can provide opportunities for generating and sharing knowledge within schools enabling teachers and professionals to direct their own development helping individuals change their practices through inquiry-led approaches facilitating partnerships which work across a variety of stakeholders In this new edited volume, Brown and Poortman evaluate these challenges from both a theoretical and practical approach. A multitude of perspectives from a team of international contributors covers: the importance of Professional Learning Networks the use of evidence within PLNs the impact of inter-school networks international cases of networks and communities the promotion and sustainability of PLNs Also featuring case studies and exemplars to contextualise sustainable learning networks, Networks For Learning is an accessible and thoroughly-researched book, which will be essential reading and a valuable resource for researchers, teachers and school leaders who are interested in developing professional learning networks.

Chris Brown is a prominent international political theorist who has contributed to debates on pluralism, justice and human rights. This book draws together seventeen of his most important and influential articles from the last twenty years.

These essays include influential statements on the role of normative theory and international ethics, the so-called 'cosmopolitan-communitarian debate' and anti-foundationalist thought in international relations, as well as important contributions to Rawlsian and Post-Rawlsian theories of international and global justice. The most recent papers address subjects such as the notion of global civil society, and controversies over the ethics of pre-emptive warfare, and the inevitably selective nature of humanitarian interventions.

The book includes a framing introduction written for this volume, in which Brown discusses his own influences, and the evolution of his thinking throughout his career. Although this evolution has involved a progressively less critical viewpoint towards liberal thought and liberal internationalism, and a greater commitment to universal values, some things have remained constant - in particular a focus on the importance of political judgement and scepticism directed towards the idea that there are simple solutions to complex problems. The collection ends fittingly with a critique of the popular cosmopolitanism of figures such as Bono and Bob Geldof.

This collection will be essential reading for all scholars and graduates with an interest in international political theory.

The post-pandemic world provides all of us with the opportunity to think differently about what we want for society. In Educating Tomorrow, Chris Brown and Ruth Luzmore explore what a post-Covid 'blank slate' education system could look like. Taking you on a journey which considers the past and present to inform their prediction of the obstacles and opportunities posed by a post-pandemic future, the authors present a new vision for the future of education which might not have been possible without the eruption of Covid-19. Offering up a range of proposals for how education can begin to emerge anew, and ultimately reach an improved destination, Brown and Luzmore showcase how even in the midst of unprecedented global challenges, it might be possible for us to revolutionise education systems for the better.

A distinguished selection of contributors provide the theoretical background to the restructuring of Europe that is currently underway. It attempts to situate the ethical debates in a historical, legal and constitutional context, considering important and topical issues such as the rights to seccession and self-determination of minorities in Eastern Europe, and the question of whether national movements are justified in using force to achieve their ends.
The authors number legal and constitutional scholars, political philosophers and international relations theorists. There are contributions from Poland and Croatia.

The Fall of Singapore remains a crushing defeat that sent shockwaves around the British Empire during the Second World War. Singapore had always been seen as an impenetrable fortress that would protect the British Empire's stake in the Far East - a legacy of the great days of global dominion. The British Army were aware of the threat to Singapore and Malaya from the first days after Pearl Harbor, but they viewed the Japanese Army as an inferior fighting force, incapable of standing up to the defences and trained troops of the British. Yet, in December 1941 the Japanese launched a swift attack on the Singapore airfields, nearly wiping out the entire fleet of RAF frontline aeroplanes. On 10 December the Japanese also destroyed two of the Royal Navy's premier battleships off the Malay coast. Suddenly, the fate of Singapore rested solely in the hands of the Army. Despite having 90,000 British soldiers posted in Singapore they were quickly overwhelmed by the speed and ferocity of the invading Japanese forces, numbering 75,000 men. The brutality of the Japanese tactics and their sheer ferocity shocked the British and they were soon forced to retreat. By January/February 1942 the British last stand melted away and the Japanese swept into the city, slaughtering those who stood in their way. Over 100,000 men were taken prisoner and many thousands (possibly up to 50,000) residents of the city were massacred. To understand what happened and why read Battle Story.

Looking at the potential for research-use by educators to improve schools for all young people, An Ecosystem for Research-Engaged Schools presents a range of ground-breaking research and fascinating case studies. It carefully explores the elements and dimensions of research-engaged schools using an ecosystems perspective to study the layers and interconnections that occur amongst the people and institutions that exist within the ecosystem. Allowing the reader to consider how to ensure independent elements of the ecosystem are maintained to ensure an effective balance, this book brings together contributions from international experts working in a variety of fields such as school leadership, professional development and accountability. Key issues facing the research-use ecosystem both theoretically and empirically are covered, with examples of innovative practice, new theories and value systems. The book also provides an insight into the exciting possibility of such a system of learning and innovation in our schools where structures, cultures, practices and policies align to promote research-informed school improvement. With chapters bringing together issues from different aspects of the system, this book: expands the analysis of evidence and research-informed practice, considering the wider environment within which it is undertaken shows the interplay and tensions between aspects of the ecosystem and illustrates how different aspects of the ecosystem affect evidence use reconciles all aspects of the ecosystem within an overarching framework which attempts to explain the complex totality of the ecosystem. Designed to both challenge and inspire, An Ecosystem for Research-Engaged Schools truly bridges the gap between theory and practice. It will be an invaluable asset to those currently working in the area, allowing them to think more deeply about their work and the theoretical mechanisms that underpin it. Policy makers, practitioners and teachers will also find this book a fascinating read.

Across many countries, national, federal and district level governments are increasingly pursuing approaches to school improvement that seek to achieve so-called 'bottom-up' change. That is, improvements to teaching and learning that are generated by teachers, and subsequently shared horizontally and vertically within educational systems. Often such change relies on educators engaging in 'evidence-informed practice': improvements to teaching in learning that are grounded in data and research. Within this context, this handbook examines how to bring about more consistent, evidence-informed practice in education globally. To do so, chapter authors have employed Hood's (1998) social regulation/cohesion matrix, combined with an institutional theory analytic lens, to provide detail on their specific contexts, including perspectives from every continent. Insights are subsequently analysed comparatively to provide generalisable insights that can be applied to any country, across the globe. Generating understanding into how to more routinely foster evidence-informed teaching practice globally, this ground-breaking handbook is vital reading for educational researchers, and especially those working close to practice, in all settings. It is hoped that there are also lessons from education that can be applied to other areas such as social care, justice or health.

This ground-breaking book comprehensively addresses an area of major and sustained concern: how to improve the use of research evidence and enhance educators' research engagement as a route to the improvement of educational practice. It focuses on the topic of knowledge brokering and mobilization in education, and its role in fostering evidence-informed practice. Divided into three sections, each addressing a different role of knowledge mobilizers, the book is based in clear evidentiary grounding. The chapters: Explore payoffs and challenges of connecting research to practice Provide recommendations in relation to practice and decision-making Present organized and professionally-enhancing tools, strategies and insights Written by internationally-recognized leaders and expert contributors, The Role of Knowledge Brokers in Education brings together extensive and global perspectives in an accessible yet comprehensive volume. This book is an invaluable resource for educational leaders worldwide who are interested in using or generating research for school improvement, as well as researchers, academics, and students in schools of education.

Evaluations of school-based interventions are and should be conducted in order to examine the programme effectiveness and whether and how these programmes should be implemented in schools. Over the last century Randomised Controlled Trials (RCTs) have been seen as the 'gold standard' for evaluation, however How to Evaluate the Effectiveness of a School-Based Intervention presents a multi-dimensional evaluation framework, which is not only based on measurable outcomes. According to this framework, the evaluation of a programme should combine different methods and perspectives, and should examine the impact of the programme on many student's skills prior to reaching a conclusion of whether and how a programme should be implemented. Suggesting a cost-effective method of conducting a multi-dimensional evaluation research study, in order to include the examination of the impact of the programme on students' thinking skills, this book investigates how these skills can be defined and assessed effectively and presents a step-by-step guide by demonstrating how the multi-dimensional evaluation of the Philosophy for Children programme was conducted. Evaluating the programme from an independent standpoint, this book is essential reading for researchers conducting evaluations in education; researchers who are interested in Philosophy for Children research; and teachers and trainers who internationally implement P4C in their classrooms.

Colin Firth, Nicole Kidman and Stellan Skarsgård star in this war drama adapted from Eric Lomax's memoirs about his experiences in a POW camp. While serving in the Second World War, British Army officer Eric Lomax (Jeremy Irvine) is captured and held prisoner by the Japanese. He is brutally tortured and forced, along with his fellow captives, to build the Thai-Burma Railway. Many years later an older Lomax (Firth) is still traumatised by the experience. Supported by his wife Patti (Kidman) and friend Finlay (Skarsgård), he decides to track down one of his torturers, Takashi Nagase (Hiroyuki Sanada), hoping to find the answers that will enable him to finally let go of the hatred he has held for so long.