London's West End has a rich and unique collection of theatres, ranging in date from early the early 19th century to the end of the 20th;more than fifty are located within an area of two square miles. This book celebrates the working buildings at the heart of the British theatrical industry. Focusing on the theatres in the West End, it looks at their architecture and history as well as examining what it is that constitutes a West End Theatre. The exquisite photographs in the book lead the reader on a tour - taking in the front -of -house areas, the auditoria and the backstage spaces - of some of London's most famous theatres. From the Palladium to the Lyceum, it offers glimpses of those areas not normally seen by the public, Such as rehearsal spaces, dressing rooms, backstage areas and even a Royal reception room. In doing so, it enters the private realms of the theatre technicians and actors, and brings to light the theatre's hidden world.

Paediatric Neurosurgery for Nurses: Evidence-based care for children and their families provides accessible and up-to-date information for nurses working in paediatric neurosurgery. Referring throughout to the evidence-base for care and interventions, this complex area is described and explained in a meaningful and easily understandable way. The text includes chapters on the underpinning knowledge and principles for the care of children who need neurosurgery as well as the following common neurological problems: Hydrocephalus Traumatic Brain Injury Craniosynostosis Brain Tumours Surgical management of epilepsy in children Cerebrovascular disorders Neural tube defects The complexity of the nervous system and principles of care are presented logically with points to consider and essential care clearly highlighted and, where available, evidence-based practice is presented. It includes a range of pedagogical features, such as chapter overviews and summaries, diagrams, sample care plans, text boxes and a glossary. This book is essential reading for pre-registration nursing students and newly qualified nurses but will also be of use to allied healthcare professionals working with children and young people requiring neurosurgery.

Paediatric Neurosurgery for Nurses: Evidence-based care for children and their families provides accessible and up-to-date information for nurses working in paediatric neurosurgery. Referring throughout to the evidence-base for care and interventions, this complex area is described and explained in a meaningful and easily understandable way. The text includes chapters on the underpinning knowledge and principles for the care of children who need neurosurgery as well as the following common neurological problems: Hydrocephalus Traumatic Brain Injury Craniosynostosis Brain Tumours Surgical management of epilepsy in children Cerebrovascular disorders Neural tube defects The complexity of the nervous system and principles of care are presented logically with points to consider and essential care clearly highlighted and, where available, evidence-based practice is presented. It includes a range of pedagogical features, such as chapter overviews and summaries, diagrams, sample care plans, text boxes and a glossary. This book is essential reading for pre-registration nursing students and newly qualified nurses but will also be of use to allied healthcare professionals working with children and young people requiring neurosurgery.

As charter schools enter their third decade, research in this key sector remains overwhelmingly contradictory and confused. Many studies are narrowly focused; some do not meet the standards for high-quality academic research. In this definitive work, Wohlstetter and her colleagues isolate and distil the high-quality research on charter schools to identify the contextual and operational factors that influence these schools' performances. The authors examine the track record of the charter sector in light of the wide range of goals set for these schools in state authorising legislation--at the classroom level, the level of the school community, and system-wide. In particular, they show how the evolution of the charter movement has shaped research questions and findings. By highlighting what we know about the conditions for success in charter schools, the authors make a significant contribution to current debates in policy and practice, both within the charter sector and in the larger landscape of public education.

A dazzling, instantly compelling first novel that tells the universal story of the starting-out years of six college friends living in Brooklyn.

This volume offers the personal narratives of school, district, and state education leaders engaged in ongoing pursuits of equity, as well as findings from research and from research-practice partnerships. The chapters offer glimmers of hope through glimpses into the experiences of education leaders in the US and New Zealand. None of the stories told offer a fool-proof formula for achieving the goal of culturally responsive, socially just, equity-minded schools. They each present the inherent complexities of enacting change in schools and school systems, and the blunders that happen along the way. Each chapter begins with guiding questions to focus readers' attention as they listen to - and really hear - the lived experiences of these authors. Chapters end with reflection questions to push others to work to move aspiration into action, to build ideas of how to engage with communities in meaningful and productive ways, and how to keep stoking the passion and dedication to face the next hurdle. Taken as a whole, the book offers a reminder to pause and celebrate small successes along the way. The disproportionate impact of the pandemic on communities of color make an edited volume with accessible stories of culturally responsive leadership for social justice particularly relevant, even necessary.

This volume offers the personal narratives of school, district, and state education leaders engaged in ongoing pursuits of equity, as well as findings from research and from research-practice partnerships. The chapters offer glimmers of hope through glimpses into the experiences of education leaders in the US and New Zealand. None of the stories told offer a fool-proof formula for achieving the goal of culturally responsive, socially just, equity-minded schools. They each present the inherent complexities of enacting change in schools and school systems, and the blunders that happen along the way. Each chapter begins with guiding questions to focus readers' attention as they listen to - and really hear - the lived experiences of these authors. Chapters end with reflection questions to push others to work to move aspiration into action, to build ideas of how to engage with communities in meaningful and productive ways, and how to keep stoking the passion and dedication to face the next hurdle. Taken as a whole, the book offers a reminder to pause and celebrate small successes along the way. The disproportionate impact of the pandemic on communities of color make an edited volume with accessible stories of culturally responsive leadership for social justice particularly relevant, even necessary.

As charter schools enter their third decade, research in this key sector remains overwhelmingly contradictory and confused. Many studies are narrowly focused; some do not meet the standards for high-quality academic research. In this definitive work, Wohlstetter and her colleagues isolate and distil the high-quality research on charter schools to identify the contextual and operational factors that influence these schools' performances. The authors examine the track record of the charter sector in light of the wide range of goals set for these schools in state authorising legislation--at the classroom level, the level of the school community, and system-wide. In particular, they show how the evolution of the charter movement has shaped research questions and findings. By highlighting what we know about the conditions for success in charter schools, the authors make a significant contribution to current debates in policy and practice, both within the charter sector and in the larger landscape of public education.