The subject matter of this book - what happens in schools, the effects of curriculum change, the reasons why some children are successful and others are not - explains just why the sociology of education is one of the most important areas to achieve political importance. There are five sections to the book covering: Educational Achievement; Educational Provision; The Organization of the School; Roles in the School and Values and Learning. The editor discusses the implications of the material presented (much of which was available for the first time when this book was originally published).

In their appearance, schools often seem to be physically separated from their surroundings, cut off from the neighbouring houses and streets by high walls, by playgrounds or playing fields. Within the school, another world seems to exist, with a life of its own - its own routine, dress, rules and customs - which appears to have little relationship to the day-to-day life of the society outside. Yet despite these signs of separateness, we are becoming increasingly aware that a school's surroundings, the local society in which it is set and whose children it educates, play an important part in determining what actually goes on in the classrooms and the playgrounds. This book looks at some of the factors in the local context of the schools and describes and analyses some of the often complex ways in which the schools interact with them.

Within a single educational system that of England and Wales the nature of schooling available to a child can be dramatically different. Even between residential areas the differences in educational climate can be striking. Apart from differences in the organization of schools and the availability of buildings, teachers and resources, there are also significant ideological variations between local education authorities. This book considers the evidence of such differences, some of the environmental factors (political, social and economic) that may account for their distribution, and the consequences that appear to spring from them.

The authoritative guide to the NEC4 Engineering and Construction Contract The New Engineering Contract (NEC) is one of the leading standard forms of contract for major construction and infrastructure projects. The latest edition of the contract (NEC4) is now a suite of contracts widely used in the UK, Australia, Hong Kong, South Africa, Ireland, and New Zealand. This timely and important book provides a detailed commentary on the latest edition of the main NEC4 Engineering and Construction Contract (NEC4 ECC) form. It explains how the contract is intended to operate and examines each clause to consider its application and legal interpretation. It also draws upon the author's highly successful third edition of the book covering the previous contract. It identifies and comments on the changes between the current and previous version of the form. After a brief introduction to the new edition of the form, The NEC4 Engineering and Construction Contract offers in-depth chapters covering everything from main options and secondary option clauses to risk assurances and NEC 4 family contracts. In between, readers will learn about general core clauses, the obligations and responsibilities of the contractor, testing and defects, payments, compensation events, and much more. Covers the latest version of the NEC Engineering and Construction Contract, the leading standard form contract for major construction projects Examines the new contract clause by clause and compares it with the previous edition Previous editions were widely acknowledged as detailed and fair analyses of the NEC contracts Written by a highly regarded contracts commentator, experienced arbitrator, and adjudicator The NEC4 Engineering and Construction Contract: A Commentary is an excellent book for construction industry professionals working for clients, employers, main contractors, project managers, subcontractors, and specialist contractors.

Climate change has become the most pressing moral and political problem of our time. Ethical theories help us think clearly and more fully about important moral and political issues. And yet, to date, there have been no books that have brought together a broad range of ethical theories to apply them systematically to the problems of climate change. This volume fills that deep need. Two preliminary chapters-an up-to-date synopsis of climate science and an overview of the ethical issues raised by climate change-set the stage. After this, ten leading ethicists in ten separate chapters each present a major ethical theory (or, more broadly, perspective) and discuss the implications of that view for how we decide to respond to a rapidly warming planet. Each chapter first provides a brief exposition of the view before working out what that theory "has to say" about climate change and our response to the problems it poses. Key features: * Up-to-date synopsis of climate science * Clear overviews of a wide range of ethical theories and perspectives by leading experts * Insightful discussions of the implications of these theories and perspectives for our response to climate change * A unique opportunity to assess the relative strengths and weaknesses of various ethical viewpoints.

Originally published in 1980. School-based curriculum development was the dominant form of curriculum development in Britain. Though there were national projects, it was thought that the initiative for change must come from within the schools. Curriculum development arose directly from the needs and enthusiasms of the schools, their pupils and their teachers. Some large schools had undertaken their own programmes while others joined forces, sharing common needs and enjoying common achievements or based effective in-school initiatives on national projects. Given how much things have changed since, this book is enlightening. Case studies: Codsall, Staffordshire; Manor Park, Newcastle; Abraham Moss Centre, Manchester; and Hele's School, Exeter. There are also studies of the Independent Learning in Science Project and in the Nuffield Integrated Science Project.

Originally published in 1980. School-based curriculum development was the dominant form of curriculum development in Britain. Though there were national projects, it was thought that the initiative for change must come from within the schools. Curriculum development arose directly from the needs and enthusiasms of the schools, their pupils and their teachers. Some large schools had undertaken their own programmes while others joined forces, sharing common needs and enjoying common achievements or based effective in-school initiatives on national projects. Given how much things have changed since, this book is enlightening. Case studies: Codsall, Staffordshire; Manor Park, Newcastle; Abraham Moss Centre, Manchester; and Hele's School, Exeter. There are also studies of the Independent Learning in Science Project and in the Nuffield Integrated Science Project.

Work experience schemes were becoming an ever more central part of the curriculum in secondary schools in the early 1980s; indeed, 'work' had become a new subject in many. Fundamental changes in the nature of work and in its distribution and availability for school leavers made it particularly important that young people had experience of the kinds of work that may have awaited them in the outside world. A wide range of schemes were developed to meet this need, including work study, simulation, link courses and pairing. Yet schools and their teachers found it difficult to obtain information about these schemes and their results. This book, originally published in 1982, solved the problem by bringing together accounts from Britain, Australia, Ireland and the USSR, with an extended editorial introduction which examines both the reasons for providing work experience in schools and the underlying social economic issues.

Making decisions is one of the main activities of the teacher's work. Considered or apparently unconsidered, these decisions significantly affect the lives of all who work in classrooms, both children and the teachers themselves. Originally published in 1979, the aim of this collection of papers was to achieve greater understanding of classroom decision-making and its consequences, to identify and map existing knowledge, and to indicate where it might be augmented. The contributors were researchers and teachers from schools, universities and colleges at the time, and they examine the process of teacher decision-making from sociological, psychological, economic and other perspectives. The book includes a detailed analysis of life in the classroom from a phenomenological perspective, explorations based on micro-economic techniques, and structural perspectives on the role of the teacher in the school. The concluding papers examine the possibilities for social change, given the constraints on the work of the teacher.

The Outlands, a series of photographs taken by Eggleston between 1969 and 1974, establishes the groundbreaking visual themes and lexicon that the artist would continue to develop for decades to come. The work offers a journey through the mythic and evolving American South, seen through the artist's lens: vibrant colors and a profound sense of nostalgia echo throughout Eggleston's breathtaking oeuvre. His motifs of signage, cars, and roadside scenes create an iconography of American vistas that inspired a generation of photographers. With its in-depth selection of unforgettable images - a wood-paneled station wagon, doors flung open, parked in an expansive rural setting; the artist's grandmother in the moody interior of their family's Sumner, Mississippi home - The Outlands is emblematic of Eggleston's dynamic, experimental practice. The breadth of work reenergizes his iconic landscapes and forms a new perspective of the American South in transition. Accompanying the ninety brilliant Kodachrome images and details, a literary, fictional text by the critically acclaimed author Rachel Kushner imagines a story of hitchhikers trekking through the Deep South. New scholarship by Robert Slifkin reframes the art-historical significance of Eggleston's oeuvre, proposing affinities with work by Marcel Duchamp, Dan Graham, Jasper Johns, and Robert Smithson. A foreword by William Eggleston III offers important insights into the process of selecting and sequencing this series of images.

Within a single educational system that of England and Wales the nature of schooling available to a child can be dramatically different. Even between residential areas the differences in educational climate can be striking. Apart from differences in the organization of schools and the availability of buildings, teachers and resources, there are also significant ideological variations between local education authorities. This book considers the evidence of such differences, some of the environmental factors (political, social and economic) that may account for their distribution, and the consequences that appear to spring from them.

Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.

Making decisions is one of the main activities of the teacher's work. Considered or apparently unconsidered, these decisions significantly affect the lives of all who work in classrooms, both children and the teachers themselves. Originally published in 1979, the aim of this collection of papers was to achieve greater understanding of classroom decision-making and its consequences, to identify and map existing knowledge, and to indicate where it might be augmented. The contributors were researchers and teachers from schools, universities and colleges at the time, and they examine the process of teacher decision-making from sociological, psychological, economic and other perspectives. The book includes a detailed analysis of life in the classroom from a phenomenological perspective, explorations based on micro-economic techniques, and structural perspectives on the role of the teacher in the school. The concluding papers examine the possibilities for social change, given the constraints on the work of the teacher.

Work experience schemes were becoming an ever more central part of the curriculum in secondary schools in the early 1980s; indeed, 'work' had become a new subject in many. Fundamental changes in the nature of work and in its distribution and availability for school leavers made it particularly important that young people had experience of the kinds of work that may have awaited them in the outside world. A wide range of schemes were developed to meet this need, including work study, simulation, link courses and pairing. Yet schools and their teachers found it difficult to obtain information about these schemes and their results. This book, originally published in 1982, solved the problem by bringing together accounts from Britain, Australia, Ireland and the USSR, with an extended editorial introduction which examines both the reasons for providing work experience in schools and the underlying social economic issues.

Building on comprehensive research conducted in US schools, this accessible volume offers an effective model of school leadership to develop and implement school-wide, trauma-responsive approaches to student discipline. Recognizing that challenging student behaviours are often rooted in early experiences of trauma, the volume builds on a model from the Substance Abuse and Mental Health Services Administration (SAMHSA) to walk readers through the processes of realizing, recognizing, responding to, and resisting the impacts of trauma in school contexts. Research and interviews model an educational reform process and explain how a range of differentiated interventions including Positive Behaviour Interventions and Supports (PBIS), social-emotional learning (SEL), restorative justice, and family engagement can be used to boost student resilience and pro-social behaviour. Practical steps are supported by current theory, resources, and stories of implementation from superintendents, principals, and teachers. This text will benefit school leaders, teachers, and counsellors with an interest in restorative student discipline, emotional and behavioural difficulties in young people, and PreK-12 education more broadly. Those interested in school psychology, trauma studies, and trauma counselling with children and adolescents will also benefit from the volume.

In their appearance, schools often seem to be physically separated from their surroundings, cut off from the neighbouring houses and streets by high walls, by playgrounds or playing fields. Within the school, another world seems to exist, with a life of its own its own routine, dress, rules and customs which appears to have little relationship to the day-to-day life of the society outside. Yet despite these signs of separateness, we are becoming increasingly aware that a school s surroundings, the local society in which it is set and whose children it educates, play an important part in determining what actually goes on in the classrooms and the playgrounds. This book looks at some of the factors in the local context of the schools and describes and analyses some of the often complex ways in which the schools interact with them.

The subject matter of this book what happens in schools, the effects of curriculum change, the reasons why some children are successful and others are not explains just why the sociology of education is one of the most important areas to achieve political importance. There are five sections to the book covering: Educational Achievement; Educational Provision; The Organization of the School; Roles in the School and Values and Learning. The editor discusses the implications of the material presented (much of which was available for the first time when this book was originally published).

The governments of China and the United States - despite profound differences in history, culture, economic structure, and political ideology - both engage the private sector in the pursuit of public value. This book employs the term collaborative governance to describe relationships where neither the public nor private party is fully in control, arguing that such shared discretion is needed to deliver value to citizens. This concept is exemplified across a wide range of policy arenas, such as constructing high speed rail, hosting the Olympics, building human capital, and managing the healthcare system. This book will help decision-makers apply the principles of collaborative governance to effectively serve the public, and will enable China and the United States to learn from each other's experiences. It will empower public decision-makers to more wisely engage the private sector. The book's overarching conclusion is that transparency is the key to the legitimate growth of collaborative governance.

The governments of China and the United States - despite profound differences in history, culture, economic structure, and political ideology - both engage the private sector in the pursuit of public value. This book employs the term collaborative governance to describe relationships where neither the public nor private party is fully in control, arguing that such shared discretion is needed to deliver value to citizens. This concept is exemplified across a wide range of policy arenas, such as constructing high speed rail, hosting the Olympics, building human capital, and managing the healthcare system. This book will help decision-makers apply the principles of collaborative governance to effectively serve the public, and will enable China and the United States to learn from each other's experiences. It will empower public decision-makers to more wisely engage the private sector. The book's overarching conclusion is that transparency is the key to the legitimate growth of collaborative governance.

Reform of the welfare sector is an important yet difficult challenge for all countries in transition from socialist central planning to market-oriented democracies. Here a scholar of the economics of socialism and post-socialist transition and a health economist take on this challenge. This 2001 book offers health sector reform recommendations for ten countries of Eastern Europe, drawn consistently from a set of explicit guiding principles. After discussing sector-specific characteristics, lessons of international experience, and the main set of initial conditions, the authors advocate reforms based on organized public financing for basic care, private financing for supplementary care, pluralistic delivery of services, and managed competition. Policymakers need to achieve a balance, both assuring social solidarity through universal access to basic health services and expanding individual choice and responsibility through voluntary supplemental insurance. The authors also consider the problems that undermine effectiveness of market-based competition in the health sector.

Utilitarianism, the approach to ethics based on the maximization of overall well-being, continues to have great traction in moral philosophy and political thought. This Companion offers a systematic exploration of its history, themes, and applications. First, it traces the origins and development of utilitarianism via the work of Jeremy Bentham, John Stuart Mill, Henry Sidgwick, and others. The volume then explores issues in the formulation of utilitarianism, including act versus rule utilitarianism, actual versus expected consequences, and objective versus subjective theories of well-being. Next, utilitarianism is positioned in relation to Kantianism and virtue ethics, and the possibility of conflict between utilitarianism and fairness is considered. Finally, the volume explores the modern relevance of utilitarianism by considering its practical implications for contemporary controversies such as military conflict and global warming. The volume will be an important resource for all those studying moral philosophy, political philosophy, political theory, and history of ideas.