Modern day organisations are more dependent on communication to achieve success than ever before. Rapid development and greater complexity of communication technologies, and the growing importance and popularity of social media, means that organisations can no longer rely on traditional methods alone to engage in effective business communication.

Social media and new communication forms, however, come with their own challenges and pitfalls. Organisations need to carefully and strategically consider the use of these new media as part of their effective communication plan.

Effective Business Communication In Organisations, 4th edition, builds on traditional communication forms with up-to-date theory. It discusses new communication trends and the changing nature of communication in businesses.

The first book-length selection from the extraordinary unpublished diary of the late-Victorian writer “Michael Field�—the pen name of two female coauthors and romantic partners Michael Field was known to late-Victorian readers as a superb poet and playwright—until Robert Browning let slip Field’s secret identity: in fact, “Michael Field� was a pseudonym for Katharine Bradley (1846–1914) and Edith Cooper (1862–1913), who were lovers, a devoted couple, and aunt and niece. For thirty years, they kept a joint diary titled Works and Days that eventually reached almost 10,000 pages. One Soul We Divided is the first critical edition of selections from this remarkable unpublished work. A fascinating personal and literary experiment, the diary tells the extraordinary story of the love, art, ambitions, and domestic life of a queer couple in fin de siècle London. It also tells vivid firsthand stories of the literary and artistic worlds Bradley and Cooper inhabited and of their encounters with such celebrities as Browning, Oscar Wilde, W. B. Yeats, Aubrey Beardsley, and Bernard Berenson. Carolyn Dever provides essential context, including explanatory notes, a cast of characters, a family tree, and a timeline. An unforgettable portrait of two writers and their unexpected romantic, literary, and artistic marriage, One Soul We Divided rewrites what we think we know about Victorian women, intimacy, and sexuality.

The Afghanistan File, written by the former head of Saudi Arabian Intelligence, tells the story of his Department's involvement in Afghanistan from the time of the Soviet invasion in 1979 to Nine Eleven 2001. It begins with the backing given by Saudi Arabia to the Mujahideen in their fight against the Soviet occupation, and moves on to the fruitless initiatives to broker peace among the Mujahideen factions after the Soviet withdrawal, the rise to power of the Taleban and the shelter the Taleban gave to Osama Bin Laden. A theme that runs through the book is the extraordinary difficulties Saudi Arabia and its allies had in dealing with the Mujahideen. Prince Turki found them magnificently brave, but exasperating. On one occasion in trying to arrange peace among them, he got permission from the King to open the Kaaba in Mecca, and had the leaders go inside, where they were overcome with emotion and swore never to fight each other again . A few hours later on their way to Medina they almost came to blows on the bus. Turki's account gives details of the Saudi attempts in the 1990s to bring its volunteers out of Afghanistan - with chequered success - and his negotiations with the Taleban for the surrender of Osama Bin Laden. The book includes a number of declassified Intelligence Department documents. Prince Turki explains that the nihilistic, apparently pointless terrorism that has been seen in the Middle East in the last twenty years had its origins in Afghanistan with Osama's deluded belief that he had helped defeat the Russians. There is no evidence that he ever fought them at all. Soon after Nine Eleven Saudi Arabia discovered that it had a home grown terrorist problem involving some of the returnees from Afghanistan. Much of the huge change that has taken place in the Kingdom since has stemmed from the campaign to tackle this.

The educational writings of John Macmurray, one of the finest 20th century philosophers of his generation, have a special relevance for us today. In similar circumstances of international crisis he argued for the central importance of education addressing fundamental issues of human purpose - how we lead good lives together, the emphasis on wisdom rather than knowledge alone, the advancement of a truly democratic culture, and the overriding importance of community in human flourishing. This remarkable collection of articles from leading international scholars includes the hitherto unpublished John Macmurray lecture - Learning to be Human - and brings together invited contributions from a range of fields and disciplines (e.g. philosophy of education, moral philosophy, care ethics, history of education, theology, religious education, future studies and learning technologies) and a number of countries across the world (e.g. Australia, the UK and the USA). Countering overemphasis on technique and its typical separation from wider human purposes emblematic of much of our current malaise, this book asks what it might mean to take the education of persons seriously and how such a perspective helps us to form judgments about the nature and worth of contemporary education policy and practice. This book was originally published as a special issue of the Oxford Review of Education.

What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions?

Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the 'common school', a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about.

Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education - teachers and students, academics and policy makers, parents and politicians.

Michael Fielding looks at what the Labour Government has achieved in the last four years with its policy of 'education, education, education'.
There has been widespread disappointment in New Labour's education policies, which on the whole have not steered too far wide of those put in place by Margaret Thatcher, including issues of marketisation, testing and performativity. Michael Fielding has called on the key policy thinkers in education to offer their opinions on what has happened in education over the first three to four years of the New Labour Government.
Education policy is a controversial subject and with a General Election expected within the next few months, this book will be read widely by people within education, politicians and journalists and by others anxious to get to facts and avoid the spin. The subject matter and the presence of so many high profile educationalists make this an essential read.

The keystones for provision in the new era of Further Education will be flexibility of response, open access, equality of opportunity, and valuing and accrediting alternative ways of learning - all linked together within the concepts of providing life-long learning opportunities. The provision of APL, along with the support services needed to ensure its success, can be used as the `acid test' of whether a college is truly open and accessible to a variety of learners. Written by an experienced manager, this book offers invaluable advice for other managers and senior staff engaged in transforming their colleges to meet students' needs.

Michael Fielding looks at what the Labour Government has achieved in the last four years with its policy of 'education, education, education'.There has been widespread disappointment in New Labour's education policies, which on the whole have not steered too far wide of those put in place by Margaret Thatcher, including issues of marketisation, testing and performativity. Michael Fielding has called on the key policy thinkers in education to offer their opinions on what has happened in education over the first three to four years of the New Labour Government.Education policy is a controversial subject and with a General Election expected within the next few months, this book will be read widely by people within education, politicians and journalists and by others anxious to get to facts and avoid the spin. The subject matter and the presence of so many high profile educationalists make this an essential read.

The passing of the Further and Higher Education Act 1992, has brought fundamental changes to the post-16 age sector. The important elements in this era are flexibility of response, open access, equality of opportunity, and valuing and accrediting alternative ways of learning. These should all be linked within the concept of providing life-long learning opportunities. Michael Field focuses on these developments, taking as his theme the accreditation of prior learning. The provision by a college of APL, along with the support services needed to ensure its success, can be used as the acid test to determine whether a college is truly open and accessible to a variety of learners. This book offers advice for managers and senior staff engaged in transforming their colleges to meet students' needs. It should also be a useful guide for tutors who plan and run courses to help academic and administrative staff come to terms with the changes they are facing.

The educational writings of John Macmurray, one of the finest 20th century philosophers of his generation, have a special relevance for us today. In similar circumstances of international crisis he argued for the central importance of education addressing fundamental issues of human purpose - how we lead good lives together, the emphasis on wisdom rather than knowledge alone, the advancement of a truly democratic culture, and the overriding importance of community in human flourishing. This remarkable collection of articles from leading international scholars includes the hitherto unpublished John Macmurray lecture - Learning to be Human - and brings together invited contributions from a range of fields and disciplines (e.g. philosophy of education, moral philosophy, care ethics, history of education, theology, religious education, future studies and learning technologies) and a number of countries across the world (e.g. Australia, the UK and the USA). Countering overemphasis on technique and its typical separation from wider human purposes emblematic of much of our current malaise, this book asks what it might mean to take the education of persons seriously and how such a perspective helps us to form judgments about the nature and worth of contemporary education policy and practice. This book was originally published as a special issue of the Oxford Review of Education.

What is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions?

Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the common school, a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about.

Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education - teachers and students, academics and policy makers, parents and politicians.

Superfractals is the long-awaited successor to Fractals Everywhere, in which the power and beauty of Iterated Function Systems were introduced and applied to producing startling and original images that reflect complex structures found for example in nature. This provoked the question of whether there is a deeper connection between topology, geometry, IFS and codes on the one hand and biology, DNA and protein development on the other. Now, 20 years later, Barnsley brings the story up to date by explaining how IFS have developed in order to address this issue. New ideas such as fractal tops and superIFS are introduced, and the classical deterministic approach is combined with probabilistic ideas to produce new mathematics and algorithms that open a whole theory that could have applications in computer graphics, bioinformatics, economics, signal processing and beyond. For the first time these ideas are explained in book form, and illustrated with breathtaking pictures.