This annual summary of educational policies and practices worldwide includes discussion of multi-skills and flexibility, school-work links, qualifications, and education for skills versus education for status.

Health planning is a critical component when responding to the health needs of low and middle income countries, characterised by particularly stringent resource constraints. The major communicable diseases such as AIDS, TB and malaria often appear in parallel with growing non-communicable diseases including heart disease and diabetes, and yet resources are often less than the levels recommended by the World Health Organisation for basic health care. The new edition of this well-respected text explains the importance of health planning in both developing regions such as Africa, and those in transition, such as Central and Eastern Europe. It stresses the importance of understanding the national and international context in which planning occurs, and provides an up to date analysis of the major current policy issues, including health reforms. Separate chapters are dedicated to the distinct issues of finance for health care and human resource planning. The various techniques used at each stage of the planning process are explained, starting with the situational analysis and then looking in turn at priority-setting, option appraisal, programming, implementation, monitoring, and evaluation. The book ends by examining the challenges facing planners in the 21st century, particularly in the light of growing globalisation. A major theme of the book is the need to recognise and reconcile the inevitable tension that lies between value judgements and 'rational' decision-making. As such, in addition to introducing techniques such as costing and economic appraisal, it also outlines techniques such as stakeholder analysis for understanding the relative attitudes and power of different groups in planning decisions. Each chapter includes a comprehensive bibliography (including key websites), a summary, and exercises to help the reader practise techniques and better understand the content. The book argues that all health professionals and community groups should be involved in the planning process for it to be effective, and will therefore appeal to anyone involved in planning.

This book offers a pivotal re-evaluation of English teaching one century on from The Newbolt Report of 1921, responding to this seminal work and exploring its impact on issues and contemporary aims of English teaching today. Bringing together a range of experts in English higher education, the book provides a twenty-first century inflection on the enduring issues highlighted by Newbolt’s original report. It examines topics including the demands of assessment, the narrowing of the literary curriculum, the impact of education reform, targets related to social mobility, class and widening participation, as well as broader questions about the function of literature and the arts in education. Chapters also consider issues surrounding the promotion of community cohesion, diversity and how technological advances might reshape literary education. This unique re-evaluation of the achievements and findings of the Newbolt Commission will be essential reading for those researching English education and the history of education.

Canada has over-promised and under-delivered on climate change, setting weak goals and allowing carve-outs, exceptions, and exemptions to undermine its climate policies. Why, in an era when climate change is front of mind for so many people, have we failed to make progress? This question has been the source of heated debate across the political spectrum. In Picking Up the Slack, Andrew Green draws together different perspectives on the challenge facing Canada to offer an accessible account of the ideas and institutions that have impeded climate change action. Picking Up the Slack embraces the complexity of the problem, showing that its sources lie deep in Canada's institutional arrangements - pointing to the role played by federal-provincial power sharing arrangements, the heavy reliance on discretion in Canadian law, the role of the courts, and the impact of social norms. Working from a broad perspective that incorporates the insights of economics, law, political science, and philosophy, Green unpacks the features of Canadian policy making that determine the successes and failures of climate policies. His message is ultimately optimistic: Picking Up the Slack sheds light on how we can bring about meaningful movement towards a fair and positive future.

Teaching English Literature 16 - 19 is an essential new resource that is suitable for use both as an introductory guide for those new to teaching literature and also as an aid to reflection and renewal for more experienced teachers. Using the central philosophy that students will learn best when actively engaged in discussion and encouraged to apply what they have learnt independently, this highly practical new text contains: discussion of the principles behind the teaching of literature at this level; guidelines on course planning, pedagogy, content and subject knowledge; advice on teaching literature taking into account a range of broader contexts, such as literary criticism, literary theory, performance, publishing, creative writing and journalism; examples of practical activities, worksheets and suggestions for texts; guides to available resources. Aimed at English teachers, teacher trainees, teacher trainers and advisors, this resource is packed full of new and workable ideas for teaching all English literature courses.

This book offers a pivotal re-evaluation of English teaching one century on from The Newbolt Report of 1921, responding to this seminal work and exploring its impact on issues and contemporary aims of English teaching today. Bringing together a range of experts in English higher education, the book provides a twenty-first century inflection on the enduring issues highlighted by Newbolt's original report. It examines topics including the demands of assessment, the narrowing of the literary curriculum, the impact of education reform, targets related to social mobility, class and widening participation, as well as broader questions about the function of literature and the arts in education. Chapters also consider issues surrounding the promotion of community cohesion, diversity and how technological advances might reshape literary education. This unique re-evaluation of the achievements and findings of the Newbolt Commission will be essential reading for those researching English education and the history of education.

The second edition of Clean Electricity from Photovoltaics, first published in 2001, provides an updated account of the underlying science, technology and market prospects for photovoltaics. All areas have advanced considerably in the decade since the first edition was published, which include: multi-crystalline silicon cell efficiencies having made impressive advances, thin-film CdTe cells having established a decisive market presence, and organic photovoltaics holding out the prospect of economical large-scale power production.

Begun within months of the war's outbreak, and not completed for a further 33 years, the writing of the Official Histories of World War I was a venture of unprecedented scale and complexity. Who, then, was responsible for producing such an enterprise? Did it aim to inform or did it have darker political motivations? Did the authors, who alone had access to records that were to remain classified for decades to come, seek to lay the facts and lessons of the war truthfully before the public? A number of critics have claimed that, on the contrary, the Official Histories were highly partial accounts written to protect reputations and cover up the true scale of British military incompetence. Andrew Green directly challenges these views, examining the progress by which official history was written, the motives and influences of its paymasters, and the literary integrity of its historians. The book focuses on four offical volumes covering arguably the most contentious battles of the war: Gallipoli, the Somme, Third Ypres (Passchendaele) and March 1918. What emerges from this is both a story of these great campaigns and an insight into the political intrigues and conflicting constraints that influenced the official writing of the Great War.

Teaching English Literature 16 - 19 is an essential new resource that is suitable for use both as an introductory guide for those new to teaching literature and also as an aid to reflection and renewal for more experienced teachers. Using the central philosophy that students will learn best when actively engaged in discussion and encouraged to apply what they have learnt independently, this highly practical new text contains: discussion of the principles behind the teaching of literature at this level; guidelines on course planning, pedagogy, content and subject knowledge; advice on teaching literature taking into account a range of broader contexts, such as literary criticism, literary theory, performance, publishing, creative writing and journalism; examples of practical activities, worksheets and suggestions for texts; guides to available resources. Aimed at English teachers, teacher trainees, teacher trainers and advisors, this resource is packed full of new and workable ideas for teaching all English literature courses.

Andrew Green presents his selection of the one hundred most significant objects in Welsh history. Wales in 100 Objects brings history to life, evoking key moments in Wales' past through tangible, physical artefacts. Photographs by Rolant Dafis. -- Welsh Books Council