Why is it that some teachers have a kind of magical charisma and charm which sets them apart from their peers? This book gives us a fresh and exciting answer They have the classroom X-Factor White and Gardner 's gripping text, The Classroom X Factor, examines the notion of having what the public has come to call the X-Factor from the perspective of the teacher, offering fascinating insights into the use of non verbal communication in the classroom.

Using classroom and curricular examples, this book sets out to show how both trainee and practising teachers can identify their own X-Factor in order to help transform their perspectives and perceptions of themselves during the live act of teaching. The book demonstrates how teachers can transform the way in which they connect with their students, whilst also creating meaningful and potent learning experiences for them. White and Gardner show that by following simple methods borrowed from psychology and cognitive science teachers can develop their own X-Factor and in so doing increase their enjoyment and efficacy as professionals. The techniques described include some of the following:

• Facial and vocal expression
• Gesture and body language
• Eye contact and smiling
• Teacher attire, colour and the use of space
• Nonverbal communication and pedagogical approaches

In addition, the book provides a section containing fictional stories that aim to contextualise the findings detailed throughout the text. The inclusion of chapter summaries, questions aimed at identifying the readers own X-Factor, lesson exemplars and a user-friendly self-evaluation framework all work together to make the book a stimulating and easy read where reflective learning and the practical application of classroom techniques are the order of the day.

This comprehensive guide to developing the classroom X-Factor within you will be of value to teaching and learning and is of immense use to both practising and student teachers and to schools seeking to develop models of reflective practice. It will also be of interest to curriculum and assessment agencies, policy makers, academics and others whose roles involve the design, provision, support and evaluation of teachers efficacy in the classroom.

Focusing on the move from primary to secondary school, this book aims to help teachers and school managers to recognize and accommodate the often traumatic effects that this transition has on young peoples lives. The text considers pupils, parents and teachers perspectives, and in particular deals with the concepts and practicalities of curriculum continuity and progression in the core subjects, English, maths and science. Section two of the book offers specific advice, illustrated with examples of good practice, on how the needs of children in transition may be met by teachers and schools. The authors provide materials for conducting a transition audit, which should enable schools to identify their strengths and weaknesses in their approach to transition. This is taken a step further with guidance on setting up school networks and liaison processes.

Assessment of educational achievement, whether by traditional examinations or by teachers in schools, attracts considerable public interest, particularly when it is associated with 'high stakes' outcomes such as university entry or selection for employment. When the individual's results do not chime with their or their teachers' expectations, doubts creep in about the process of assessment that has arrived at this result. However, educational assessment is made up of many layers of complexity, which are not always clear to the general public, including teachers, students, and parents, and which are not easily understood outside of the expert assessment community. These layers may be organized in highly co-dependent relationships that include reliability, validity, human judgment, and errors, and the uses and interpretations of the various types of assessment. No-one could reasonably argue that the principles and complexities of educational assessment should be core learning in public education, but there is a growing realization that trust in the UK assessment system is under some threat as the media and others sensationalize or politicize any problems that arise each year. This book offers the first comprehensive overview of how the general public is considered to perceive and understand a wide variety of aspects of educational assessment, and how this understanding may be improved. This book was originally published as a special issue of the Oxford Review of Education.

Focusing on the move from primary to secondary school, this book aims to help teachers and school managers to recognize and accommodate the often traumatic effects that this transition has on young peoples lives. The text considers pupils, parents and teachers perspectives, and in particular deals with the concepts and practicalities of curriculum continuity and progression in the core subjects, English, maths and science. Section two of the book offers specific advice, illustrated with examples of good practice, on how the needs of children in transition may be met by teachers and schools. The authors provide materials for conducting a transition audit, which should enable schools to identify their strengths and weaknesses in their approach to transition. This is taken a step further with guidance on setting up school networks and liaison processes.

Neurodivergence and Architecture, Volume Five, the latest release in the Developments in Neuroethics and Bioethics series, focuses on the new and fascinating ethical and legal challenges posed by neurotechnology and its global regulation. Topics in this new release cover STS on architecture, Embodied Rhetoric/ Disability Studies, Autoethnography, Bioethics/Materialist Feminism, Advocacy, Cultural Commentary: Being Autistic Together, An autistic perspective on built spaces, Empty spaces and refrigerator boxes: making autistic spaces, On the Losing Myself Project, Neither Use nor Ornament (NUNO) project, Madness and (Be)coming Out Within and Through Spaces of Confinement, and more.

Why is it that some teachers have a kind of magical charisma and charm which sets them apart from their peers? This book gives us a fresh and exciting answer They have the classroom X-Factor White and Gardner s gripping text, The Classroom X Factor, examines the notion of having what the public has come to call the X-Factor from the perspective of the teacher, offering fascinating insights into the use of non verbal communication in the classroom.

Using classroom and curricular examples, this book sets out to show how both trainee and practising teachers can identify their own X-Factor in order to help transform their perspectives and perceptions of themselves during the live act of teaching. The book demonstrates how teachers can transform the way in which they connect with their students, whilst also creating meaningful and potent learning experiences for them. White and Gardner show that by following simple methods borrowed from psychology and cognitive science teachers can develop their own X-Factor and in so doing increase their enjoyment and efficacy as professionals. The techniques described include some of the following:

• Facial and vocal expression
• Gesture and body language
• Eye contact and smiling
• Teacher attire, colour and the use of space
• Nonverbal communication and pedagogical approaches

In addition, the book provides a section containing fictional stories that aim to contextualise the findings detailed throughout the text. The inclusion of chapter summaries, questions aimed at identifying the readers own X-Factor, lesson exemplars and a user-friendly self-evaluation framework all work together to make the book a stimulating and easy read where reflective learning and the practical application of classroom techniques are the order of the day.

This comprehensive guide to developing the classroom X-Factor within you will be of value to teaching and learning and is of immense use to both practising and student teachers and to schools seeking to develop models of reflective practice. It will also be of interest to curriculum and assessment agencies, policy makers, academics and others whose roles involve the design, provision, support and evaluation of teachers efficacy in the classroom.

A pioneer of British Egyptology, Sir John Gardner Wilkinson (1797-1875) first travelled to Egypt in 1821, the year before Champollion published his breakthrough work on the Rosetta Stone. As public interest in Egypt grew, Wilkinson studied and sketched the country's major archaeological sites, most notably the tombs of Thebes. His celebrated Topography of Thebes and General View of Egypt (1835) and Manners and Customs of the Ancient Egyptians (1837) are also reissued in this series. A remodelled and enlarged version of the former work, this two-volume guide of 1843 not only gives practical advice for the contemporary traveller, but also provides modern readers with a vivid snapshot of Egypt in the middle of the nineteenth century. Volume 2 includes further information and guidance about places to visit, including Mount Sinai, along with a section on the history of Egypt that focuses on the Islamic period but also incorporates chronological tables of rulers from the pharaohs onward.

A pioneer of British Egyptology, Sir John Gardner Wilkinson (1797-1875) first travelled to Egypt in 1821, the year before Champollion published his breakthrough work on the Rosetta Stone. As public interest in Egypt grew, Wilkinson studied and sketched the country's major archaeological sites, most notably the tombs of Thebes. His Topography of Thebes and General View of Egypt (1835) and Modern Egypt and Thebes (1843) are also reissued in this series. This well-illustrated three-volume work, first published in 1837, remained for over a century a key text on the lives of ancient Egyptians. Writing in a popular genre that was normally focused on contemporary societies, Wilkinson covers areas ranging from daily life to funerary beliefs. His imaginative approach underpinned the book's considerable success. Volume 3 includes discussion of hunting techniques, decorative arts, the making of papyrus, ship construction, and the building and decoration of monuments.

A pioneer of British Egyptology, Sir John Gardner Wilkinson (1797-1875) first travelled to Egypt in 1821, the year before Champollion published his breakthrough work on the Rosetta Stone. As public interest in Egypt grew, Wilkinson studied and sketched the country's major archaeological sites, most notably the tombs of Thebes. His celebrated Topography of Thebes and General View of Egypt (1835) and Manners and Customs of the Ancient Egyptians (1837) are also reissued in this series. A remodelled and enlarged version of the former work, this two-volume guide of 1843 not only gives practical advice for the contemporary traveller, but also provides modern readers with a vivid snapshot of Egypt in the middle of the nineteenth century. Volume 1 includes a host of recommendations, such as which ships to take and which hotels to stay in, as well as a long list of useful items, including fez caps and Turkish slippers.

A pioneer of British Egyptology, Sir John Gardner Wilkinson (1797-1875) first travelled to Egypt in 1821, the year before Champollion published his breakthrough work on the Rosetta Stone. As public interest in Egypt grew, Wilkinson studied and sketched the country's major archaeological sites, most notably the tombs of Thebes. When published in 1835, the present work was the first major book in English on the subject and the most substantial since the French Description de l'Egypte. The text and plates present a detailed picture of contemporary Egypt in relation to its ancient heritage. Wilkinson remodelled and expanded the work as Modern Egypt and Thebes (1843), and his chapter here on daily life in the days of the pharaohs formed the basis of his celebrated Manners and Customs of the Ancient Egyptians (1837). Both titles are also reissued in this series.

Sir John Gardner Wilkinson (1797 1875) pioneered modern Egyptology and is best known for his Egyptian surveys with their detailed watercolours. His contributions to the subject earned him numerous honours as well as fellowship of the Royal Society. Wilkinson's passion for exploration led him to travel widely in Europe and the Mediterranean. In 1844, he toured Dalmatia and Montenegro, which were little-known regions in the nineteenth century. Dalmatia, a historical region of Croatia located on the eastern coast of the Adriatic Sea, was then a province of Austria and torn by ethnic conflicts. During his trip, Wilkinson gathered a significant amount of information about regional customs, architecture, history and language. This illustrated two-volume account of his travels was first published in 1848. Volume 2 chiefly covers Dalmatia's history from the arrival of the ancient Illyrians until the Austrians regained control of the region in 1814.

Sir John Gardner Wilkinson (1797 1875) pioneered modern Egyptology and is best known for his Egyptian surveys with their detailed watercolours. His contributions to the subject earned him numerous honours as well as fellowship of the Royal Society. Wilkinson's passion for exploration led him to travel widely in Europe and the Mediterranean. In 1844, he toured Dalmatia and Montenegro, which were little-known regions in the nineteenth century. Dalmatia, a historical region of Croatia located on the eastern coast of the Adriatic Sea, was then a province of Austria and torn by ethnic conflicts. During his trip, Wilkinson gathered a significant amount of information about regional customs, architecture, history and language. This illustrated two-volume account of his travels was first published in 1848. Volume 1 charts the physical features and cultural traditions of the area, with a substantial chapter devoted to Montenegro.

The adventures and challenges of Sir Gawain, King Arthur's nephew and a knight at the Round Table, including his duel with the mysterious Green Knight, are among the oldest and best known of Arthurian stories. Here the distinguished author and poet John Gardner has captured the humor, elegance, and richness of the original Middle English in flowing modern verse translations of this literary masterpiece. Besides the tale of "Sir Gawain and the Green Knight", this edition includes Gardner's substantial introduction to the works of the Gawain poet: his worldview and the conventions and traditions found in the poems, as well as an analysis of his poetic forms.

This 1973 volume is a fascinating collection of original studies on the immediate consequences and the likely long-term effects of the Chinese Cultural Revolution, the enormous social and political upheaval initiated by Mao Tse-Tung in 1966. The authors discuss a series of connected problems, all intimately related to the central theme of leadership and participation in the Chinese pattern of economic development and social change. The collection is edited by Stuart Schram, who also provides a long introduction; he puts the Cultural Revolution in the broad historical perspective of the Chinese revolution as it has taken shape since the end of the nineteenth century.

Official, original James Bond from a writer described by Len Deighton as a 'master storyteller'. She is beautiful. She is Russian. And she is very, very dangerous. Once Xenia worked for the KGB. But her new master is Janus, a powerful and ambitious Russian leader who no longer cares about ideology. Janus's ambitions are money and power: his normal business methods include theft and murder. And he has just acquired Goldeneye, a piece of high-tech space technology with the power to destroy or corrupt the West's financial markets. But Janus has underestimated his most determined enemy: James Bond.

Assessment of educational achievement, whether by traditional examinations or by teachers in schools, attracts considerable public interest, particularly when it is associated with 'high stakes' outcomes such as university entry or selection for employment. When the individual's results do not chime with their or their teachers' expectations, doubts creep in about the process of assessment that has arrived at this result. However, educational assessment is made up of many layers of complexity, which are not always clear to the general public, including teachers, students, and parents, and which are not easily understood outside of the expert assessment community. These layers may be organized in highly co-dependent relationships that include reliability, validity, human judgment, and errors, and the uses and interpretations of the various types of assessment. No-one could reasonably argue that the principles and complexities of educational assessment should be core learning in public education, but there is a growing realization that trust in the UK assessment system is under some threat as the media and others sensationalize or politicize any problems that arise each year. This book offers the first comprehensive overview of how the general public is considered to perceive and understand a wide variety of aspects of educational assessment, and how this understanding may be improved. This book was originally published as a special issue of the Oxford Review of Education.

This annual publication is devoted to the advancement of ethics research and education in the profession and practice of accounting. It aims to advance innovative and applied ethics research in all accounting-related disciplines on a global basis and to improve ethics education in the field.

""The authors are well-known in the Assessment field and this work presents their highly original analysis... It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning."
Professor Mary James, University of Cambridge, UK.

" This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.

The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?"

There is coverage of key professional learning dimensions including: The purposes of assessment The need for evidence to support innovation The process and steps to develop new practice Perceptions of what counts as quality assessment in schools The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them.

This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.

Inclusive learning for social belonging. Your College Experience provides a comprehensive, trusted framework for making the crucial first year of college impactful, inclusive, and positive for all students. For this groundbreaking new edition, the book's long-acclaimed authors partnered with Macmillan Learning's DICR Editorial Board to make diversity, inclusion, and social belonging the driving forces behind every word, photo, and example. Combined with new coverage on mental health, resilience, and mindset, Your College Experience speaks to the real needs of today's students, helping them overcome their barriers to success and become successful students in academic communities they can call their own.

Forty years after his death, Hans Kelsen (1881-1973) remains one of the most discussed and influential legal philosophers of our time. This collection of new essays takes Kelsen's Pure Theory of Law as a stimulus, aiming to move forward the debate on several central issues in contemporary jurisprudence. The essays in Part I address legal validity, the normativity of law, and Kelsen's famous but puzzling idea of a legal system's 'basic norm'. Part II engages with the difficult issues raised by the social realities of law and the actual practices of legal officials. Part III focuses on conceptual features of legal systems and the logical structure of legal norms. All the essays were written for this volume by internationally renowned scholars from seven countries. Also included, in English translation, is an important polemical essay by Kelsen himself.

Oxford Studies in Philosophy of Law is a forum for some of the best new philosophical work on law, by both senior and junior scholars from around the world. The essays range widely over issues in general jurisprudence (the nature of law, adjudication, and legal reasoning), the philosophical foundations of specific areas of law (from criminal law to evidence to international law), the history of legal philosophy, and related philosophical topics that illuminate the problems of legal theory. OSPL will be essential reading for philosophers, academic lawyers, political scientists, and historians of law who wish to keep up with the latest developments in this flourishing field.

Official, original James Bond from a writer described by Len Deighton as a 'master storyteller'. Bond has lost his licence to kill. After he took revenge on the CIA agent who handed his friend over to the master criminal, Sanchez, M revoked his double 0 status and he's considered a rogue agent. With MI6 trying to bring him in and only the support of Q behind him Bond goes after Sanchez. Boarding his ship, Bond tricks his way into Sanchez's inner circle and discovers the secret of his wealth. But Bond is walking a tightrope and it is surely only a matter of time before he slips ...

The first and most terrifying monster in English literature, from the great early epic BEOWULF, tells his side of the story.

Official, original James Bond from a writer described by Len Deighton as a 'master storyteller'. James Bond is back in action, with the stunning Flicka von Grusse at his side and his licence to kill renewed once more. His target is Sir Maxwell Tarn: a businessman whose legitimate empire spans the globe, whose wealth is uncountable, who also deals in illegal weapons on a breathtaking scale. But even Bond is unprepared for the speed of events, as a sting operation in a Cambridge hotel leads rapidly to an assassination in Spain, a fugitive in Israel and neo-Nazi plotters in Germany. Bond finally catches up with Tarn in Puerto Rico where his prey becomes his captor. Can he escape in time to stop Tarn?