Transport and mobility history is one of the most exciting areas of historical research at the present. As its scope expands, it entices scholars working in fields as diverse as historical geography, management studies, sociology, industrial archaeology, cultural and literary studies, ethnography, and anthropology, as well as those working in various strands of historical research. Containing contributions exploring transport and mobility history after 1800, this volume of eclectic chapters shows how new subjects are explored, new sources are being encountered, considered and used, and how increasingly diverse and innovative methodological lenses are applied to both new and well-travelled subjects. From canals to Concorde, from freight to passengers, from screen to literature, the contents of this book will therefore not only demonstrate the cutting edge of research, and deliver valuable new insights into the role and position of transport and mobility in history, but it will also evidence the many and varied directions and possibilities that exist for the field's future development.

On 13 October 1939, HMS Royal Oak, one of the British navy's top battleships, was destroyed at the Royal Navy's main anchorage at Scapa Flow, Orkney. The audacious attack, by a German U-boat, was the first major blow against Britain of the Second World War. Over 800 lives were lost, including sailors as young as 14. This book is a revealing account of the tragedy. Told through declassified photographs and naval records, as well as statements from survivors, it is a dramatic and moving reassessment of one of the most shattering events in British naval history.

This volume gathers a cast of eminent scholars for a critical and comparitive analysis of how neoliberal education policies have functioned in a range of countries in different stages of economic development. Treating case studies from Europe, Asia, the Americas and the Middle East, the volume shows how globalization operates differently in different societal contexts.

This volume gathers a cast of eminent scholars for a critical and comparitive analysis of how neoliberal education policies have functioned in a range of countries in different stages of economic development. Treating case studies from Europe, Asia, the Americas and the Middle East, the volume shows how globalization operates differently in different societal contexts.

You can hardly open a paper or read an academic journal without some attempt to explain an aspect of human behaviour or experience by reference to neuroscience, biological or evolutionary processes. This 'biologising' has had rather a free ride until now, being generally accepted by the public at large. However, there is a growing number of scholars who are challenging the assumption that we are little more than our bodies and animal origins. This volume brings together a review of these emerging critiques expressed by an international range of senior academics from across the social sciences. Their arguments are firmly based in the empirical, scientific tradition. They show the lack of logic or evidence for many 'biologising' claims, as well as the damaging effects these biological assumptions can have on issues such as dealing with dyslexia or treating alcoholism. This important book, originally published as a special issue of Contemporary Social Science, contributes to a crucial debate on what it means to be human. "This collection of articles by David Canter and his colleagues, rigorously argued and richly informative [...] are of immense importance. It is astonishing that, as Canter puts it in his brilliant overview of biologising trends [...] there are those in the humanities who need to be reminded "that human beings can talk and interact with each other, generating cultures and societies that have an existence that cannot be reduced to their mere mechanical parts". Professor Raymond Tallis FRCP FMedSci DLitt LittD in the Preface.

You can hardly open a paper or read an academic journal without some attempt to explain an aspect of human behaviour or experience by reference to neuroscience, biological or evolutionary processes. This 'biologising' has had rather a free ride until now, being generally accepted by the public at large. However, there is a growing number of scholars who are challenging the assumption that we are little more than our bodies and animal origins. This volume brings together a review of these emerging critiques expressed by an international range of senior academics from across the social sciences. Their arguments are firmly based in the empirical, scientific tradition. They show the lack of logic or evidence for many 'biologising' claims, as well as the damaging effects these biological assumptions can have on issues such as dealing with dyslexia or treating alcoholism. This important book, originally published as a special issue of Contemporary Social Science, contributes to a crucial debate on what it means to be human. "This collection of articles by David Canter and his colleagues, rigorously argued and richly informative [...] are of immense importance. It is astonishing that, as Canter puts it in his brilliant overview of biologising trends [...] there are those in the humanities who need to be reminded "that human beings can talk and interact with each other, generating cultures and societies that have an existence that cannot be reduced to their mere mechanical parts". Professor Raymond Tallis FRCP FMedSci DLitt LittD in the Preface.

Improving Schools with Blended Learning is specifically designed to address the important issues needed to successfully modernise education within the context of technological change. It does this by first providing a clear roadmap for designing Blended Learning environments able to respond to the technological imperatives challenging schools at present, and then illustrating this roadmap via specific, original research that details the 'how to' aspects of a successful technology-based design process. School leaders, teachers, teacher education students and researchers will all find highly relevant information about how to manage for disruption in the new and informative approach to Blended Learning (BL) they will discover in this book. This book arose from two different research projects the authors have been pursuing over the last 3-5 years, including school improvement research and Blended Learning research designed to investigate the role of technology in effective teaching and learning. By combining the insights gained from these two different research areas, this book is able to present a novel understanding of BL that is both insightful and clearly evidence-based. Improving Schools with Blended Learning also provides several original contributions to specific knowledge in the areas of BL and school improvement that most educators will find highly useful, including the use of BL schemas, a clear and extended BL continuum, how to measure and evaluate the success of BL, how to scaffold teacher ICT knowledge and skills, and a specific process for contextualising applied BL in relation to the 'disruption' imperatives of the Knowledge Economy.

Improving Schools with Blended Learning is specifically designed to address the important issues needed to successfully modernise education within the context of technological change. It does this by first providing a clear roadmap for designing Blended Learning environments able to respond to the technological imperatives challenging schools at present, and then illustrating this roadmap via specific, original research that details the 'how to' aspects of a successful technology-based design process. School leaders, teachers, teacher education students and researchers will all find highly relevant information about how to manage for disruption in the new and informative approach to Blended Learning (BL) they will discover in this book. This book arose from two different research projects the authors have been pursuing over the last 3-5 years, including school improvement research and Blended Learning research designed to investigate the role of technology in effective teaching and learning. By combining the insights gained from these two different research areas, this book is able to present a novel understanding of BL that is both insightful and clearly evidence-based. Improving Schools with Blended Learning also provides several original contributions to specific knowledge in the areas of BL and school improvement that most educators will find highly useful, including the use of BL schemas, a clear and extended BL continuum, how to measure and evaluate the success of BL, how to scaffold teacher ICT knowledge and skills, and a specific process for contextualising applied BL in relation to the 'disruption' imperatives of the Knowledge Economy.

Transport and mobility history is one of the most exciting areas of historical research at the present. As its scope expands, it entices scholars working in fields as diverse as historical geography, management studies, sociology, industrial archaeology, cultural and literary studies, ethnography, and anthropology, as well as those working in various strands of historical research. Containing contributions exploring transport and mobility history after 1800, this volume of eclectic chapters shows how new subjects are explored, new sources are being encountered, considered and used, and how increasingly diverse and innovative methodological lenses are applied to both new and well-travelled subjects. From canals to Concorde, from freight to passengers, from screen to literature, the contents of this book will therefore not only demonstrate the cutting edge of research, and deliver valuable new insights into the role and position of transport and mobility in history, but it will also evidence the many and varied directions and possibilities that exist for the field's future development.

To many in the United Kingdom, the British public school remains the disliked and mistrusted embodiment of privilege and elitism. They have educated many of the country's top bankers and politicians over the centuries right up to the present, including the present Prime Minister. David Turner's vibrant history of Great Britain's public schools, from the foundation of Winchester College in 1382 to the modern day, offers a fresh reappraisal of the controversial educational system. Turner argues that public schools are, in fact, good for the nation and are presently enjoying their true "Golden Age," countering the long-held belief that these institutions achieved their greatest glory during Great Britain's Victorian Era. Turner's engrossing and enlightening work is rife with colorful stories of schoolboy revolts, eccentric heads, shocking corruption, and financial collapse. His thoughtful appreciation of these learning establishments follows the progression of public schools from their sometimes brutal and inglorious pasts through their present incarnations as vital contributors to the economic, scientific, and political future of the country.

Edexcel's own Student Book for the new 2009 Edexcel International GCSE Mathematics specification. Provides complete coverage of the 2009 Edexcel International GCSE Mathematics specification. Attractive, full-colour design and engaging features makes the title accessible for every student. Contains exam practice throughout, with revision questions and practice exam questions. Linked to additional online material for students and teachers, provided by Edexcel, ensuring that you have as much support as possible. Full answers to the Student Book questions are available to teachers and parents by emailing [email protected] (for UK teachers and parents) or [email protected] (for all other teachers and parents).

The story concerns the terrible complications wrought by the servant Traffaldino when he gets himself jobs with two different people at the same time. Not all the complications are of his making; one of his 'masters' is in fact a lady in disguise, and the other master is her lover, but Truffaldino doesn't know this. This is only one of the comic elements in a plot that sparkles with invention.6 women, 9 men