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Making Sense of Construction Improvement provides a critical
evaluation of the construction improvement debate from the end of
the Second World War through to the modern era. The book offers
unique insights into the way the UK construction sector is
continuously shaped and re-shaped in accordance with changes in the
prevailing political economy. This second edition brings the book
up to date by including coverage of key trends from 2010-2023. The
book has been substantially revised and reworked to include new
material relating to the ‘age of austerity’ and the subsequent
period of political uncertainty initiated by the Brexit referendum.
Changes in the political economy are positioned alongside the rise
of the sustainability agenda and the advent of ‘zero carbon’.
Particular attention is paid to the ongoing skills crisis and the
advent of modern methods of construction (MMC) as the latest
supposed panacea of industry improvement. Coverage also includes
the Farmer (2016) report Modernise or Die and the Construction
Playbook (HM Government, 2020). However, perhaps the most important
addition is a focus on the Grenfell Disaster (2017) and the
subsequent revelations from the public enquiry. Further
intermediate milestones include Building a Safer Future (Hackitt,
2018) and the Construction Sector Deal (HM Government, 2018). The
emerging consensus points towards a systemic failure involving not
only the construction sector, but also the entire system of
regulation and compliance. Tracing the failings back over time and
scrutinising the role played by previous generations of policy
makers, Stuart Green ultimately argues that Grenfell was a disaster
entirely foretold. The insightful and critical analysis of the
industry contained within these pages is essential and timely
reading for anyone who wants to understand how the construction
sector arrived at where it is today, and with that knowledge, give
further thought to where it might go next.
The Singer-Songwriter in Europe is the first book to explore and
compare the multifaceted discourses and practices of this figure
within and across linguistic spaces in Europe and in dialogue with
spaces beyond continental borders. The concept of the
singer-songwriter is significant and much-debated for a variety of
reasons. Many such musicians possess large and zealous followings,
their output often esteemed politically and usually held up as the
nearest popular music gets to high art, such facets often yielding
sizeable economic benefits. Yet this figure, per se, has been the
object of scant critical discussion, with individual practitioners
celebrated for their isolated achievements instead. In response to
this lack of critical knowledge, this volume identifies and
interrogates the musical, linguistic, social and ideological
elements that configure the singer-songwriter and its various
equivalents in Europe, such as the French
auteur-compositeur-interprete and the Italian cantautore, since the
late 1940s. Particular attention is paid to the emergence of this
figure in the post-war period, how and why its contours have
changed over time and space subsequently, cross-cultural
influences, and the transformative agency of this figure as regards
party and identity politics in lyrics and music, often by means of
individual case studies. The book's polycentric approach endeavours
to redress the hitherto Anglophone bias in scholarship on the
singer-songwriter in the English-speaking world, drawing on the
knowledge of scholars from across Europe and from a variety of
academic disciplines, including modern language studies,
musicology, sociology, literary studies and history.
The Singer-Songwriter in Europe is the first book to explore and
compare the multifaceted discourses and practices of this figure
within and across linguistic spaces in Europe and in dialogue with
spaces beyond continental borders. The concept of the
singer-songwriter is significant and much-debated for a variety of
reasons. Many such musicians possess large and zealous followings,
their output often esteemed politically and usually held up as the
nearest popular music gets to high art, such facets often yielding
sizeable economic benefits. Yet this figure, per se, has been the
object of scant critical discussion, with individual practitioners
celebrated for their isolated achievements instead. In response to
this lack of critical knowledge, this volume identifies and
interrogates the musical, linguistic, social and ideological
elements that configure the singer-songwriter and its various
equivalents in Europe, such as the French
auteur-compositeur-interprete and the Italian cantautore, since the
late 1940s. Particular attention is paid to the emergence of this
figure in the post-war period, how and why its contours have
changed over time and space subsequently, cross-cultural
influences, and the transformative agency of this figure as regards
party and identity politics in lyrics and music, often by means of
individual case studies. The book's polycentric approach endeavours
to redress the hitherto Anglophone bias in scholarship on the
singer-songwriter in the English-speaking world, drawing on the
knowledge of scholars from across Europe and from a variety of
academic disciplines, including modern language studies,
musicology, sociology, literary studies and history.
Construction is one of the largest and most people-intensive
industrial sectors. In many countries, however, construction is
also one of the most highly criticized in terms of its employment
practices and industrial relations. People and culture are too
often seen as variables that must be manipulated in the cause of
improved productivity. This important new work provides an
essential corrective to the current literature by focusing on
people and culture rather than sector efficiency. It presents the
latest thinking from a diversity of perspectives derived from a
major ESRC seminar series and invited contributions from leading
researchers. Its interdisciplinary approach draws together industry
and research and is international in its relevance. Through several
multidisciplinary themes, People and Culture in Construction:
explores the industry's labour market and the major influences on
employment patterns examines how to improve the image and reality
of the construction sector as an employer looks at the forces
shaping the industry and implications for its stability considers
the current composition of the workforce and the potential impacts
of workforce diversification analyzes the impact of government
targets and policies on construction working practices and culture
investigates how to address the skills shortfall currently
affecting the industry's performance.
This collection of original research explores ways that educators
can create participatory spaces that foster civic engagement,
critical thinking, and authentic literacy practices for adolescent
youth in urban contexts. Casting youth as vital social actors,
contributors shed light on the ways in which urban youth develop a
clearer sense of agency within the structural forces of racial
segregation and economic development that would otherwise
marginalize and silence their voices and begin to see familiar
spaces with reimagined possibilities for socially just educational
practices.
Teaching Academic Literacy provides a unique outlook on a
first-year writing program's evolution by bringing together a group
of related essays that analyze, from various angles, how
theoretical concepts about writing actually operate in real
students' writing. Based on the beginning writing program developed
at the University of Wisconsin-Madison, a course that asks students
to consider what it means to be a literate member of a community,
the essays in the collection explore how students become (and what
impedes their progress in becoming) authorities in writing
situations. Key features of this volume include: * demonstrations
of how research into specific teaching problems (e.g., the problem
of authority in beginning writers' work) can be conducted by
examining student work through a variety of lenses such as task
interpretation, collaboration, and conference, so that instructors
can understand what factors influence students, and can then use
what they have learned to reshape their teaching practices; *
adaptability of theory and research to develop a course that
engages basic writers with challenging ideas; * a model of how a
large writing program can be administered, particularly in regards
to the integration of research and curriculum development; and *
integration of literary and composition theories.
This collection of original research explores ways that educators
can create participatory spaces that foster civic engagement,
critical thinking, and authentic literacy practices for adolescent
youth in urban contexts. Casting youth as vital social actors,
contributors shed light on the ways in which urban youth develop a
clearer sense of agency within the structural forces of racial
segregation and economic development that would otherwise
marginalize and silence their voices and begin to see familiar
spaces with reimagined possibilities for socially just educational
practices.
Construction is one of the largest and most people-intensive
industrial sectors. In many countries, however, construction is
also one of the most highly criticized in terms of its employment
practices and industrial relations. People and culture are too
often seen as variables that must be manipulated in the cause of
improved productivity. This important new work provides an
essential corrective to the current literature by focusing on
people and culture rather than sector efficiency. It presents the
latest thinking from a diversity of perspectives derived from a
major ESRC seminar series and invited contributions from leading
researchers. Its interdisciplinary approach draws together industry
and research and is international in its relevance. Through several
multidisciplinary themes, People and Culture in Construction:
explores the industry's labour market and the major influences on
employment patterns examines how to improve the image and reality
of the construction sector as an employer looks at the forces
shaping the industry and implications for its stability considers
the current composition of the workforce and the potential impacts
of workforce diversification analyzes the impact of government
targets and policies on construction working practices and culture
investigates how to address the skills shortfall currently
affecting the industry's performance.
Part comedy, part thriller, part social critique, The Granny and
the Heist (La estanquera de Vallecas) is the play with which Jose
Luis Alonso de Santos reinvigorated the Spanish stage during a
period of uncertainty upon the death of Francisco Franco and the
end of theatre censorship. Premiered in 1981, it established Alonso
de Santos as the most important playwright in Spain at a time when
the country was emerging from decades of relative isolation from
the rest of Europe. Set in a working class area of Madrid, the play
tells the story of Leandro and Tocho, two out of work builders
whose plan to rob a tobacconists goes awry due to the refusal of
its owner, feisty grandmother Justa, to hand over the money.
Barricading themselves in the shop as the forces of order arrive,
the men take Justa and her granddaughter Angeles hostage. In the
stand-off that ensues, Alonso de Santos deftly interweaves tense
excitement, comic banter and moments of great tenderness, eliciting
our sympathy for the residents of the Vallecas neighbourhood,
equally ignored by Spain's nascent democracy as they had been under
the dictatorship. This edition features Stuart Green's facing page
translation, as well as a critical introduction that provides
readers with knowledge of the historical and cultural context in
which the play was written and performed. The edition also includes
an extensive collection of classroom activities especially designed
by Lucy Meyer and Stuart Green to enable secondary school and
university teachers to use the play, its translation and other
authentic materials to teach a variety of linguistic and
grammatical features of Spanish in all four skills areas in
language learning.
Part comedy, part thriller, part social critique, The Granny and
the Heist (La estanquera de Vallecas) is the play with which Jose
Luis Alonso de Santos reinvigorated the Spanish stage during a
period of uncertainty upon the death of Francisco Franco and the
end of theatre censorship. Premiered in 1981, it established Alonso
de Santos as the most important playwright in Spain at a time when
the country was emerging from decades of relative isolation from
the rest of Europe. Set in a working class area of Madrid, the play
tells the story of Leandro and Tocho, two out of work builders
whose plan to rob a tobacconists goes awry due to the refusal of
its owner, feisty grandmother Justa, to hand over the money.
Barricading themselves in the shop as the forces of order arrive,
the men take Justa and her granddaughter Angeles hostage. In the
stand-off that ensues, Alonso de Santos deftly interweaves tense
excitement, comic banter and moments of great tenderness, eliciting
our sympathy for the residents of the Vallecas neighbourhood,
equally ignored by Spain's nascent democracy as they had been under
the dictatorship. This edition features Stuart Green's facing page
translation, as well as a critical introduction that provides
readers with knowledge of the historical and cultural context in
which the play was written and performed. The edition also includes
an extensive collection of classroom activities especially designed
by Lucy Meyer and Stuart Green to enable secondary school and
university teachers to use the play, its translation and other
authentic materials to teach a variety of linguistic and
grammatical features of Spanish in all four skills areas in
language learning.
This is a reproduction of a book published before 1923. This book
may have occasional imperfections such as missing or blurred pages,
poor pictures, errant marks, etc. that were either part of the
original artifact, or were introduced by the scanning process. We
believe this work is culturally important, and despite the
imperfections, have elected to bring it back into print as part of
our continuing commitment to the preservation of printed works
worldwide. We appreciate your understanding of the imperfections in
the preservation process, and hope you enjoy this valuable book.
++++ The below data was compiled from various identification fields
in the bibliographic record of this title. This data is provided as
an additional tool in helping to ensure edition identification:
++++ The Law Of The Tribe: An Indian Play In 3 Acts; Baker's
Edition Of Plays Frederick Stuart Greene Walter H. Baker & Co.,
1915
This is the first book-length English-language study of a group of
five artists closely linked with the Spanish avant-garde in the
1920s and 1930s, now known as the 'Other' Generation of 27. In the
same way that their contemporaries of the celebrated Generation of
27 (which included Federico Garcia Lorca) attempted a revolution of
the arts through poetry inspired by European modernism, the 'Other'
Generation of 27 attempted to renovate Spanish humour, first in
prose, and then in the theatre and cinema. This book demonstrates
how these humorists drew on the humour of Chaplin, Keaton, Lubitsch
and the Marx Brothers for their stage comedy, and how they
stretched the limits of the stage at the time by incorporating
cinematic techniques, such as flashback, voice-overs and montage,
in their search for new dramatic forms.
Bedtime Stories and Book Reports is the right book at the right
time... The editors have gathered an impressive group of
researchers and practitioners to provide insights into working with
families in productive and empowering ways. . . . Happy reading!
-Patricia A. Edwards, president, International Reading Association,
2010-2011. ""The fundamental ideological orientation of the
volume's authors is to set right the prevailing parents-as-problem
orientation sometimes put forward by school administrators,
teachers, and policymakers."" -From the Afterword by Shirley Brice
Heath, professor emerita, Stanford University. ""Children can't
reach their full potential for literacy development without the
participation of parents. The editors have brought together an
excellent group of authors who provide new information and a
hopeful look at family literacy. This is a must-read."" -Lesley
Morrow, Graduate School of Education, Rutgers University. This book
brings together the newest research on parent involvement and
family literacy-two strands of research that rarely exist in
conversation with one another. The discussion highlights how race,
class, gender, and history serve as potent factors that shape
children's school experiences. Each chapter offers portraits of
real families and schools that illustrate parents' awareness of
their children's school progress, their perceptions of teachers,
and their involvement in teaching their children life lessons that
extend beyond school achievement. Translating theory into action,
this resource: Extends conversations about parent involvement and
family literacy across time and multiple spaces-home, school,
church, and community; Challenges accepted notions by listening to
parents' counter-stories of how they are involved with their
children both in and out of school; Highlights the significance of
race, class, gender, religion, sexual preference, and history in
literacy learning and schooling.|""Bedtime Stories and Book Reports
is the right book at the right time... The editors have gathered an
impressive group of researchers and practitioners to provide
insights into working with families in productive and empowering
ways. . . . Happy reading!"" -Patricia A. Edwards, president,
International Reading Association, 2010-2011. ""The fundamental
ideological orientation of the volume's authors is to set right the
prevailing parents-as-problem orientation sometimes put forward by
school administrators, teachers, and policymakers."" -From the
Afterword by Shirley Brice Heath, professor emerita, Stanford
University. ""Children can't reach their full potential for
literacy development without the participation of parents. The
editors have brought together an excellent group of authors who
provide new information and a hopeful look at family literacy. This
is a must-read."" -Lesley Morrow, Graduate School of Education,
Rutgers University. This book brings together the newest research
on parent involvement and family literacy-two strands of research
that rarely exist in conversation with one another. The discussion
highlights how race, class, gender, and history serve as potent
factors that shape children's school experiences. Each chapter
offers portraits of real families and schools that illustrate
parents' awareness of their children's school progress, their
perceptions of teachers, and their involvement in teaching their
children life lessons that extend beyond school achievement.
Translating theory into action, this resource: Extends
conversations about parent involvement and family literacy across
time and multiple spaces-home, school, church, and community;
Challenges accepted notions by listening to parents'
counter-stories of how they are involved with their children both
in and out of school; Highlights the significance of race, class,
gender, religion, sexual preference, and history in literacy
learning and schooling.
The urgency to create equity in schools has never been greater,
especially since legislators are considering the re-authorization
of No Child Left Behind as a means to eliminating the achievement
gap. Studies continue to show that increased standards, testing,
and account-ability have simply maintained the status quo. In
response, this book proposes alternative ways of addressing these
educational inequities, taking an interdisciplinary approach to
understanding the complex historical, social, and global issues
that stand in the way of ensuring that all students have access to
literacy - issues that policy makers and educators can no longer
ignore. Literacy as a Civil Right assembles an impressive group of
essays that broaden the conversation taking place about school
reform, unmasking an ideology that maintains unequal relations of
power in school and society. The ideas presented here will help
readers re-imagine success in schools by understanding the
possibilities that grow from a democratic vision of education.
Together, this book provides an alternative framework to increased
testing, offering a more humane vision of education that values
agency, rigor, civic responsibility, and democracy.
Featuring contributions from a stellar group of teachers and
researchers, this volume opens new territory on a critical but
rarely addressed topic--the intersection of race with literacy
research and practice. Grounded in classroom experiences, this
insightful volume: Shows how race is constructed through literacy
instruction and how adopting a "colorblind" stance serves to
maintain a system of racism that is pervasive in and out of
schools. Develops authentic knowledge of teaching and learning
practices to insure that student and teacher voices are heard.
Considers the ethics of research agendas and the consequences of
their findings, discussing the importance of research in addressing
issues of racial inequality in school literacy achievement. Details
the value of the research process itself, coming to terms with the
researcher's aims, audiences, and his or her responsibilities as a
potential agent of change.
Featuring contributions from a stellar group of teachers and
researchers, this volume opens new territory on a critical but
rarely addressed topic-the intersection of race with literacy
research and practice. Grounded in classroom experiences, this
insightful volume: Shows how race is constructed through literacy
instruction and how adopting a "colorblind" stance serves to
maintain a system of racism that is pervasive in and out of
schools. Develops authentic knowledge of teaching and learning
practices to insure that student and teacher voices are heard.
Considers the ethics of research agendas and the consequences of
their findings, discussing the importance of research in addressing
issues of racial inequality in school literacy achievement. Details
the value of the research process itself, coming to terms with the
researcher's aims, audiences, and his or her responsibilities as a
potential agent of change.
In this important book, award-winning author Stuart Greene enters
the ongoing conversation about low-income African American families
and their role in helping their children flourish. Greene focuses
on parents' self-defined roles within the context of race, urban
development, and an economy that has created opportunity for some
and displaced others. Moving beyond analysis to action, the author
describes a partnering strategy to help educators understand the
lived experiences of children and families and to use their funds
of knowledge as resources for teaching. This book combines critical
race theory, critical geography, first-hand accounts, and research
on literacy practices at home to provide a powerful tool that will
help teachers and administrators see families in new ways. Book
features: describes a partnering model that encourages educators to
consider the social, cultural, racial, and economic factors that
shape parent engagement with schools, identifies important areas of
misunderstanding between African American parents and their
children's teachers, incorporates personal narratives of children
whose voices are rarely part of research on parent involvement.
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