This gorgeously photographed book offers a window into the finest courses in the UK and Ireland, with relatable tips and amusing commentary for the average golfer. Most golfers only dream of playing at St. Andrews, Ballybunion, Turnberry, or Royal County Down. With incomparable history, unique traditions, and ferociously beautiful seaside landscapes, it's no wonder that the British Isles are home to some of the most celebrated golf courses in the world. Peter Gray, a middle handicapper and weekend warrior, has nonetheless golfed his way around the UK and Ireland and has the misadventures to prove it: from a disaster on the legendary “Road Hole� at Old Course in St. Andrews, to braving gale force winds at Muirfield (characterized by locals as “a spot of bother�), and even being urged to drink an entire bottle of Jameson 18-year-old whiskey after a round at Lahinch to cure a fierce case of the shanks (it worked). Part amusing travelogue, part scenic showcase, Golfing the British Isles: The Weekend Warrior's Companion brims with the same beauty, character, and sheer fun exemplified by the courses it depicts. Featuring breathtaking photography from Gary Lisbon alongside insightful commentary and practical guidance, this distinctive book will have golf enthusiasts packing their clubs, booking tee times, and charting their own pilgrimage in celebration of this singular game.

Difficult pupil behaviour presents a number of issues for teachers, parents, other pupils as well as for children themselves. Inevitably it raises a number of emotions and challenges people's sense of their own personal effectiveness.
This edited collection of short, concise chapters provides advice and guidance to professionals on how to respond to the emotions experienced and generated by pupils with behavioural difficulties in schools. Many chapters are written by such professionals themselves and address common problems in a practical and accessible way. Working with Emotions is an essential text for all schools, support services, LEAs, SENCOs and voluntary agencies and includes discussions on the government's current Social Inclusion initiative.

eBook available with sample pages: 0203165519

Natural history illustration is a popular choice for artists and perfect for developing colour technique.

The 20th century saw air power transformed from novelists' fantasy into stark reality. From string and canvas to precision weaponry and stealth, air power has progressed to become not only the weapon of first political choice, but often the only conceivable option. This rapid development has given rise to considerable debate and controversy with those holding entrenched views rarely slow to shout their case. Many myths have grown over the period, ranging from the once much vaunted ability of air power to win wars alone through to its impact as a coercive tool.
This volume examines the theory and practice of air power from its earliest inception. The contributors have been drawn from academia and the military and represent some of the world's leading proponents on the subject. All significant eras on air power employment are examined: some are evidently turning points, while others represent continuous development. Perhaps more importantly, the book highlights the areas that could be considered to be significant, and invites the reader to enter the debate as to whether it constitutes a continuum, a turning point, or indeed a revolution.
The expert analysis in this volume will serve as a guide to past perceptions and will help to equip current analysts for the 21st century.

he 20th century saw air power transformed from novelists' fantasy into stark reality. From string and canvas to precision weaponry and stealth, air power has progressed to become not only the weapon of first political choice, but often the only conceivable option. This rapid development has given rise to considerable debate and controversy with those holding entrenched views rarely slow to shout their case. Many myths have grown over the period, ranging from the once much vaunted ability of air power to win wars alone through to its impact as a coercive tool.
This volume examines the theory and practice of air power from its earliest inception. The contributors have been drawn from academia and the military and represent some of the world's leading proponents on the subject. All significant eras on air power employment are examined: some are evidently turning points, while others represent continuous development. Perhaps more importantly, the book highlights the areas that could be considered to be significant, and invites the reader to enter the debate as to whether it constitutes a continuum, a turning point, or indeed a revolution.

A leading expert in childhood development makes the case for why self-directed learning -- "unschooling" -- is the best way to get kids to learn. In Free to Learn, developmental psychologist Peter Gray argues that in order to foster children who will thrive in today's constantly changing world, we must entrust them to steer their own learning and development. Drawing on evidence from anthropology, psychology, and history, he demonstrates that free play is the primary means by which children learn to control their lives, solve problems, get along with peers, and become emotionally resilient. A brave, counterintuitive proposal for freeing our children from the shackles of the curiosity-killing institution we call school, Free to Learn suggests that it's time to stop asking what's wrong with our children, and start asking what's wrong with the system. It shows how we can act-both as parents and as members of society-to improve children's lives and to promote their happiness and learning.

The emotional impact of difficult and challenging behaviour in schools has never made it easy for professionals to respond in a calm and considered manner. This applies equally to teachers, senior staff in schools, support services and administrators. Yet the pressure to respond effectively continues to grow. "Challenging Behaviour in Schools" describes effective practical approaches which have been developed by schools and support services. It acknowledges that, in dealing with difficult behaviour, it is necessary not only to consider techniques but also the support processes that accompany them. The editors have each had extensive professional experience in this field, and are the organizers of the annual "New Directions in Behaviour Support" courses at Nottingham, which have encouraged and disseminated new practice over recent years. All the contributors have been associated with these courses and their accounts should be of direct value to senior staff, special needs co-ordinators and governors in schools, educational psychologists, support teachers and those involved in policy and planning.

Great for developing colouring technique.

Difficult pupil behaviour can reflect and exacerbate stresses within a school, increasing the potential for conflicts among teachers, parents and support staff. The need to acknowledge and overcome this in practice is fully recognised and is a central challenge addressed by this book. Challenging Behaviour in Schools describes effective practical approaches that have been developed by schools and support services. It contains chapters on behaviour support in mainstream primary and secondary schools, the organisation of support services and also looks at the ways parents and schools can work together. Other chapters outline whole school approaches to building better behaviour, as well as specific techniques. Challenging Behaviour in Schools will be of direct, practical value to all teachers, senior staff, special needs coordinators and governors in schools, educational psychologists, support teachers and all those involved in policy and planning.

Difficult pupil behaviour presents a number of issues for teachers, parents, other pupils as well as for children themselves. Inevitably it raises a number of emotions and challenges people's sense of their own personal effectiveness. This edited collection of short, concise chapters provides advice and guidance to professionals on how to respond to the emotions experienced and generated by pupils with behavioural difficulties in schools. Many chapters are written by such professionals themselves and address common problems in a practical and accessible way. Working with Emotions is an essential text for all schools, support services, LEAs, SENCOs and voluntary agencies and includes discussions on the government's current Social Inclusion initiative.

This how-to-series is perfect for budding artists and amilam fans alike Children can learn to draw a wide range of popular animals, including tigers, dolphins, horses and butterflies.

Education has become synonymous with schooling, but it doesn’t have to be. As schooling becomes increasingly standardized and test driven, occupying more of childhood than ever before, parents and educators are questioning the role of schooling in society. Many are now exploring and creating alternatives. In a compelling narrative that introduces historical and contemporary research on self-directed education, Unschooled also spotlights how a diverse group of individuals and organizations are evolving an old schooling model of education. These innovators challenge the myth that children need to be taught in order to learn. They are parents who saw firsthand how schooling can dull children’s natural curiosity and exuberance and others who decided early on to enable their children to learn without school. Educators who left public school classrooms discuss launching self-directed learning centers to allow young people’s innate learning instincts to flourish, and entrepreneurs explore their disillusionment with the teach-and-test approach of traditional schooling.

This book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers' community, and educational innovation. Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.

This book examines the implementation of inquiry-based approaches in science teaching and learning. It explores the ways that those approaches could be promoted across various contexts in Europe through initial teacher preparation, induction programmes and professional development activities. It illustrates connections between scientific knowledge deriving from the science education research community, teaching practices deriving from the science teachers' community, and educational innovation. Inquiry-Based Science Teaching and Learning (IBST/L) has been promoted as a policy response to pressing educational challenges, including disengagement from science learning and the need for citizens to be in a position to evaluate evidence on pressing socio-scientific issues. Effective IBST/L requires well-prepared and skilful teachers, who can act as facilitators of student learning and who are able to adapt inquiry-based activity sequences to their everyday teaching practice. Teachers also need to engage creatively with the process of nurturing student abilities and to acquire new assessment competences. The task of preparing teachers for IBST/L is a challenging one. This book is a resource for the implementation of inquiry-oriented approaches in science education and illustrates ways of promoting IBST/L through initial teacher preparation, induction and professional development programmes.