All forms of government require popular support to survive, whether voluntary or involuntary. Following the collapse of the Soviet system, Russia s rulers took steps toward democracy, yet under Vladimir Putin Russia has become increasingly undemocratic. This book uses a unique source of evidence, eighteen surveys of Russian public opinion from the first month of the new regime in 1992 up to 2009, to track the changing views of Russians. Clearly presented and sophisticated figures and tables show how political support has increased because of a sense of resignation that is stronger than the uncertain economic reliance on exporting oil and gas. Russia is not only an outstanding example of popular support increasing for a government that rejects democracy, but is also representative of a surprising number of regimes around the world that have been able to mobilize popular support for undemocratic regimes. Richard Rose is Director of the Centre for the Study of Public Policy and Sixth Century Professor of Politics at the University of Aberdeen. William Mishler is Professor of Government and Public Policy at the University of Arizona, Visiting Professor of Political Science at the University of Aberdeen, and co-editor of the Journal of Politics. Neil Munro is currently a visiting lecturer in the Department of Asian Studies at the University of Edinburgh and was formerly a senior research fellow in the Centre for the Study of Public Policy at the University of Aberdeen.

First published in 1994, Implementing the Whole Curriculum for Pupils with Learning Difficulties explores practical ways of addressing the curriculum for pupils with learning difficulties. It draws upon the experience of classroom teachers in developing their practice within and beyond the National Curriculum. It provides examples of ways in which pupil's personal and social development may be fostered through pupil self-advocacy, pupil participation, pupil directed learning and group work. This book is an essential read for teachers and educationists.

First published in 1995. This book is about the issues in the education of pupils with learning difficulties. It redefines the relationship between the established curriculum for pupils with learning difficulties, the whole curriculum and the National Curriculum within the context of personal and social development. Particular themes running through the book include the ways in which the individual needs of pupils can be met through group work and planning for meaningful pupil involvement.

First published in 1995. This book is about the issues in the education of pupils with learning difficulties. It redefines the relationship between the established curriculum for pupils with learning difficulties, the whole curriculum and the National Curriculum within the context of personal and social development. Particular themes running through the book include the ways in which the individual needs of pupils can be met through group work and planning for meaningful pupil involvement.

This book, first published in 1987, is a study of the political processes that underlie the determination of taxation - and much else - in the centuries-old government of Britain. Governments inherit a large legacy of policies, and it is the inertia force of past commitments that determine much of what a government does. This is especially true of taxation, and this book explores the forces at work on the policies of taxation. It also helps us understand what might be the future of taxation.

A history of the world told through the prism of language, from Shakespeare to Anne Frank, Martin Luther King to Greta Thunberg. A History of Words for Children explores the uniquely human ability to transfer thoughts from one brain to another using words. Written in a lively narrative style, the book presents a history of the world and human development through the prism of language, introducing readers to the civilisations, inventions and wordsmiths who have shaped the way we communicate. Divided into themed chapters, the book explores what words are and how humans communicate using spoken language and sign; the development of written scripts and writing implements, including paper; the history of manuscripts and printed books, including worldwide bestsellers and famous libraries; the process of learning another language; dialects and accents and the way language can reflect our identity; the power of words to calm, inspire, rally crowds and rule nations; graffiti's role in spreading messages; codes and invented languages; the patterns of poetry; the future of words, including emojis; and languages facing extinction.

This book, first published in 1987, is a study of the political processes that underlie the determination of taxation - and much else - in the centuries-old government of Britain. Governments inherit a large legacy of policies, and it is the inertia force of past commitments that determine much of what a government does. This is especially true of taxation, and this book explores the forces at work on the policies of taxation. It also helps us understand what might be the future of taxation.

Confronting Obstacles to Inclusion uniquely and comprehensively addresses interpretations of inclusive education by drawing upon the experiences and expertise of leading writers and academics who have direct experience of teaching and researching this area around the world.

This landmark publication combines theoretical chapters with practical material demonstrating how the theories can be put in to action in the classroom. The contributors, who all have regular contact with pupils and teachers in inclusive settings, provide a broad spectrum of ideas, examine a number of key themes and interpret these in an international context, such as:

• the causes of exclusion, the obstacles to inclusion and how these can be overcome
• supporting families
• how we can learn from students
• professional development
• enhancing teaching and learning
• support in the classroom.

This authoritative text will be of immense interest and use to practitioners, policy-makers, researchers and campaigners who are working towards a more equitable and inclusive society. Through a synthesis of theory and practice the book offers readers an opportunity to explore local, national and international perspectives and raises questions with regards to our current understanding of inclusion. Whilst the interrogation of the concept of inclusion is, in itself important, the book provides examples of professional approaches to the key questions which are currently challenging the education of a diverse range of learners.

The fall of the Berlin Wall launched the transformation of government, economy and society across half of Europe and the former Soviet Union. This text deals with the process of change in former Communist bloc countries, ten of which have become new European Union (EU) democracies while Russia and her neighbours remain burdened by their Soviet legacy.

Drawing on more than a hundred public opinion surveys from the New Europe Barometer, the text compares how ordinary people have coped with the stresses and opportunities of transforming Communist societies into post-Communist societies and the resulting differences between peoples in the new EU member states and Russia.

Subjects covered by Understanding Post-Communist Transformation include:

• Stresses and opportunities of economic transformation
• Social capital and the development of civil society
• Elections and the complexities of party politics
• The challenges for the EU of raising standards of democratic governance
• Differences between Russia s and the West s interpretation of political life

Written by one of the world's most renowned authorities on this subject, this text is ideal for courses on transition, post-communism, democratization and Russian and Eastern European history and politics.

The fall of the Berlin Wall launched the transformation of government, economy and society across half of Europe and the former Soviet Union. This text deals with the process of change in former Communist bloc countries, ten of which have become new European Union (EU) democracies while Russia and her neighbours remain burdened by their Soviet legacy.

Drawing on more than a hundred public opinion surveys from the New Europe Barometer, the text compares how ordinary people have coped with the stresses and opportunities of transforming Communist societies into post-Communist societies and the resulting differences between peoples in the new EU member states and Russia.

Subjects covered by Understanding Post-Communist Transformation include:

• Stresses and opportunities of economic transformation
• Social capital and the development of civil society
• Elections and the complexities of party politics
• The challenges for the EU of raising standards of democratic governance
• Differences between Russia s and the West s interpretation of political life

Written by one of the world's most renowned authorities on this subject, this text is ideal for courses on transition, post-communism, democratization and Russian and Eastern European history and politics.

This textbook offers a fresh approach to the study of comparative politics and public policy. Instead of concentrating on why countries differ, Learning From Comparative Public Policy explores how countries can learn from each other about the success and failure of policy initiatives. With its theory and practise focus, the lively narrative analyses the cultural and resources problems involved in importing policies, and the roles of institutions, regulators, think tanks and experts. In addition to explaining the key tenets of policy analysis, the internationally renowned author offers a wide variety of international case-studies and useful boxes to highlight examples. Invaluable reading for students of public policy, for policy makers and practioners working in the public sector. * Learning from comparison * Defining a problem and creating awareness * Where to look for lessons * Applying the policy model * The problems of importing models * Using terms to evaluate future consequences.

This textbook offers a new approach for students of comparative public policy and comparative politics. Rather than concentrating solely on why countries differ, the author asks how countries can learn from each other about the success and failure of policy initiatives. In addition to explaining the key tenets of policy analysis, the author illustrates the theory with a wide variety of international case studies. "Comparative Public Policy "explains:
- Which countries compare and why?
- How national policy in one country is influenced by others
- How policy learning and policy transfer work in practice
- The cultural and resources problems of importing policies
- The roles of institutions, regulators, think tanks and experts
With its theory to practice focus, this book will be invaluable both for students of public policy and analysis and for policymakers and practitioners working in the public sector.

This book considers current issues in the development of policies to promote inclusive education for pupils with special educational needs. By examining issues from the perspective of individual pupils, schools, and local education authorities, it raises critical commentary on the ways forward for a co-ordinated approach to inclusion.
Strategies to Promote Inclusive Practice draws upon the experience and expertise of teachers, policy makers, and researchers, who explore the many factors which need to be addressed in the development of a more inclusive education system. The authors explore the link between theoretical perspectives and the production of policy, as well as the potential for translating this into good classroom practice. They provide examples of approaches which have proved successful in enabling pupils to become better equipped to address the needs of a wide range of pupils. In considering the impact of recent policy, legislation, and research, the authors suggest that several models of inclusion may be necessary in order to become an inclusive education system.
This book will be of interest to students, teachers, policy makers, and researchers, who are concerned to advance the debate on inclusion towards a more pragmatic approach to providing for all pupils with special needs. It is a companion text to Promoting Inclusive Practice edited by Christine Tilstone, Lani Florian and Richard Rose (RoutledgeFalmer, 1998), which was the joint winner of the 1999 TES/NASEN Academic Book Award.

This book incorporates an international perspective of research related to special education across all phases of education. It draws upon the experience and expertise of recognized researchers and practitioners in special education.
As a research handbook for practicing teachers this book provides exemplars of good classroom based research practice addressing a broad range of special needs issues. Methods are presented which can be generalized to situations beyond the case studies immediately presented.

'Overall, this is likely to prove a very useful sourcebook for a curriculum-orientated discussion of inclusion.' - Special Children

'... this book is an impressive contribution to a growing body of literature on inclusion. It clearly lives up to its title, in that it tackles practice-based issues in a combative and authoritative manner.' - British Journal of Educational Studies

Current policy demands that mainstream schools seek to include pupils with special educational needs. This book takes a close look at how exactly this aim can be achieved by examining the various parts of the educational process. The book discusses: the practicalities of inclusive education the gap between inclusive policy and practice a re-configured role for special schools how the process of inclusion will develop beyond the classroom. Individuals who have learning difficulties are increasingly finding their place in non-specialist schools. This book considers the ways in which society can continue to support the process of inclusion as full-time education leads on to employment and independent living. The text reflects current developments in thinking and practice, and brings together a broad range of expertise and experience - it brims with enthusiasm for a positive approach that leads on to practical success.

This second edition is revised and updated to take full account of recent developments in special needs. The core of the book focuses on planning for well-differentiated curriculum implementation. It describes a variety of models that explore progression, continuity, relevance and inclusion for pupils with special educational needs. The authors also offer an analysis of curriculum management issues in the light of the theoretical and statutory background since the latest revisions of the National Curriculum and the Code of Practice.

Life Story Therapy is an approach designed to enable children to explore, question and understand the past events of their lives. It aims to secure their future through strengthening attachment with their carers and providing the opportunity to develop a healthy sense of self and a feeling of wellbeing. This comprehensive overview lays out the theory underlying life story therapy, including an accessible explanation of contemporary research in neurobiology and trauma. Featuring tried and tested ideas, with tools and templates illustrated through instructive case studies, the author identifies how life story therapy can be implemented in practice. Finally, the relationships between life story therapy and traditional 'talking' therapies are explored. Life Story Therapy with Traumatized Children is essential reading for those working with children and adolescents, including social workers, teachers, child psychotherapists, residential care staff, long-term carers, psychologists and other professionals.

All forms of government require popular support to survive, whether voluntary or involuntary. Following the collapse of the Soviet system, Russia s rulers took steps toward democracy, yet under Vladimir Putin Russia has become increasingly undemocratic. This book uses a unique source of evidence, eighteen surveys of Russian public opinion from the first month of the new regime in 1992 up to 2009, to track the changing views of Russians. Clearly presented and sophisticated figures and tables show how political support has increased because of a sense of resignation that is stronger than the uncertain economic reliance on exporting oil and gas. Russia is not only an outstanding example of popular support increasing for a government that rejects democracy, but is also representative of a surprising number of regimes around the world that have been able to mobilize popular support for undemocratic regimes. Richard Rose is Director of the Centre for the Study of Public Policy and Sixth Century Professor of Politics at the University of Aberdeen. William Mishler is Professor of Government and Public Policy at the University of Arizona, Visiting Professor of Political Science at the University of Aberdeen, and co-editor of the Journal of Politics. Neil Munro is currently a visiting lecturer in the Department of Asian Studies at the University of Edinburgh and was formerly a senior research fellow in the Centre for the Study of Public Policy at the University of Aberdeen.

Life story work is an approach designed to enable traumatized children to explore, question and understand the past events of their lives. It aims to secure their future by strengthening attachment with their carers and providing the opportunity to develop a healthy sense of self and a feeling of wellbeing. This new edited volume documents innovative ways in which life story work has been developed. It draws on the work of nine life story centres based around the world and provides understanding and guidance for those working with children who have experienced trauma. The book illustrates current theory and practice and looks at how the approach is being used in a variety of settings including schools, intensive services, youth justice, and post-adoption support, highlighting its versatility. The importance of trauma-informed practice when working with vulnerable children is emphasised throughout, to help practitioners provide the best for the children in their care.

Originally published in 1985, this book provided comprehensive information on the nature and status of public employment in six western nations - Britain, America, France, Germany, Italy and Sweden. Beginning with a generalised account of public employment and its significance, the text moves through each of the six nations, devoting chapters to all of them. Through an abundant use of comparable statistics and the examination of substantial differences between states, a detailed analysis of public employment is developed. This analysis is enriched by its collaborative basis, with Rose, as the central editor and author, teaming up with a variety of experts from the field. As a significant example of comparative investigation and an important document of its age, this book will be invaluable to anyone with an interest in public employment and the nature of western government.

Conflicting pressures to increase public expenditure and restrict taxation have created fiscal stress in many major cities. In Britain, the problem is highlighted because central government is responsible for so large a portion of local government revenue, but not for its spending. The object of this book is to identify the extent, the causes and consequences of fiscal stress as it affected local government in the 1980s. To do this, the editors have brought together a multidisciplinary team of scholars working on the substantive problems facing cities, as well as experts in the urban economy and central-local government relations.

Since the fall of communism Russia has undergone a treble transformation of its political, social and economic system. The government is an autocracy in which the Kremlin manages elections and administers the law to suit its own ends. It does not provide the democracy that most citizens desire. Given a contradiction between what Russians want and what they get, do they support their government and, if so, why? Using the New Russia Barometer - a unique set of public opinion surveys from 1992 to 2005 - this book shows that it is the passage of time that has been most important in developing support for the new regime. Although there remains great dissatisfaction with the regime's corruption, it has become accepted as a lesser evil to alternatives. The government appears stable today, but will be challenged by constitutional term limits forcing President Putin to leave office in 2008.

Since the fall of communism Russia has undergone a treble transformation of its political, social and economic system. The government is an autocracy in which the Kremlin manages elections and administers the law to suit its own ends. It does not provide the democracy that most citizens desire. Given a contradiction between what Russians want and what they get, do they support their government and, if so, why? Using the New Russia Barometer - a unique set of public opinion surveys from 1992 to 2005 - this book shows that it is the passage of time that has been most important in developing support for the new regime. Although there remains great dissatisfaction with the regime"s corruption, it has become accepted as a lesser evil to alternatives. The government appears stable today, but will be challenged by constitutional term limits forcing President Putin to leave office in 2008.

Confronting Obstacles to Inclusion uniquely and comprehensively addresses interpretations of inclusive education by drawing upon the experiences and expertise of leading writers and academics who have direct experience of teaching and researching this area around the world.

This landmark publication combines theoretical chapters with practical material demonstrating how the theories can be put in to action in the classroom. The contributors, who all have regular contact with pupils and teachers in inclusive settings, provide a broad spectrum of ideas, examine a number of key themes and interpret these in an international context, such as:

• the causes of exclusion, the obstacles to inclusion and how these can be overcome
• supporting families
• how we can learn from students
• professional development
• enhancing teaching and learning
• support in the classroom.

This authoritative text will be of immense interest and use to practitioners, policy-makers, researchers and campaigners who are working towards a more equitable and inclusive society. Through a synthesis of theory and practice the book offers readers an opportunity to explore local, national and international perspectives and raises questions with regards to our current understanding of inclusion. Whilst the interrogation of the concept of inclusion is, in itself important, the book provides examples of professional approaches to the key questions which are currently challenging the education of a diverse range of learners.