Practice based research is burgeoning in a number of professional areas. An Ethical Approach to Practitioner Research covers a comprehensive range of issues and dilemmas encountered in practitioner and action research contexts. While principally focused upon practitioner inquiry in education it takes account of, and acknowledges that others engaged in professional practice such as in legal, nursing and social care contexts, face similar issues and dilemmas. It aims to stimulate ethical thinking and practice in enquiry and research contexts. Following moves to promote professional learning and development in the workplace, there is an increase in the number of practitioners engaging in action or inquiry based learning in the workplace supported by university staff or consultants, as evidenced in the emergence of professional learning communities and learning networks. There are many tensions inherent in relationships between practitioners and academics in terms of the setting of the research agenda, the policy implications that may flow from it and the right to publish outcomes. Negotiating that relationship requires ethical probity where each party recognises, understands and respects mutual responsibilities. The book explores this through a wide variety of roles from those of academic researchers, consultants and teachers to professional practitioners as researchers and, importantly, students and children. It therefore illustrates a number of differing perspectives about ethics and research which are allied to those roles Drawing on the expertise of international researchers and academics from America, Australia and Europe, the book provides invaluable support to the novice researcher and illuminates some of the more intricate issues for the more experienced research practitioner.Packed with detailed and thought-provoking examples this book contains both theoretical analyses of ethical matters and offers practical advice to practitioner and action researchers across the fields of schools hospitals and community and family settings.

Originally published in 1988, The Protean Text looks at the shifting evolution of medieval texts and how changing social and aesthetic values were depicted in the literature of the period. The book examines how this was reflected in the reworking and rewriting of texts - a common practice in medieval literature - as various groups adapted existing legends to their own socio-aesthetic needs. Such textual fluidity often resulted in a proliferation of versions. This tendency to experience the text in protean terms is intrinsic to medieval literary expression. This book uses the legend of "Doon and Olive", to discuss the protean text, and uses the diverse series of extant versions available, to enhance our understanding of the possibilities of literary shift and modulation through this period.

Drawing upon actual research, this book uses a fictional school setting and fictional characters to illustrate, at times in a humorous way, some of the dilemmas which arise in the day-to-day mentoring of students. It tells the stories of some of the main partners in the process (students, tutors, mentors and other teachers) and their triumphs and disasters. The authors comment on issues raised, provide practical and professional solutions to problems and give guidance on further reading. The book will aid the management of school-based training and collaborative work between students, teachers and tutors and will make interesting and instructive reading for all involved.

How might inquiry enhance the professional practice of student and practising teachers, teacher educators and other practitioners? What effect might this have on the learning of young people in and outside of the classroom?

Based on the findings of an international colloquium and drawing upon a range of practices from the UK, USA, Canada, Europe and Australia, this book is designed to make explicit the connections between Practitioner Inquiry and Teacher Professional Learning in Initial Teacher Education and Ongoing Teacher Professional Development.

Considering issues such as

• the relationship between practitioner inquiry and pedagogical content knowledge
• whether it is possible to scale up from small local and intensive innovations to more broadly-based inquiry
• inquiry's role in professional identity, both individual and communal
• prevailing socio-political contexts and consequences for social policy formation.

It brings together writers who work in designing teacher education courses, and those who are practice-based researchers and policy makers. Crucially, many of these writers inhabit both spheres, and their accounts of how they successfully combine their multiple roles will prove vital reading for all those involved in examining and improving practice leading to enhanced teacher professional learning.

How might inquiry enhance the professional practice of student and practising teachers, teacher educators and other practitioners? What effect might this have on the learning of young people in and outside of the classroom?

Based on the findings of an international colloquium and drawing upon a range of practices from the UK, USA, Canada, Europe and Australia, this book is designed to make explicit the connections between Practitioner Inquiry and Teacher Professional Learning in Initial Teacher Education and Ongoing Teacher Professional Development.

Considering issues such as

• the relationship between practitioner inquiry and pedagogical content knowledge
• whether it is possible to scale up from small local and intensive innovations to more broadly-based inquiry
• inquiry s role in professional identity, both individual and communal
• prevailing socio-political contexts and consequences for social policy formation.

It brings together writers who work in designing teacher education courses, and those who are practice-based researchers and policy makers. Crucially, many of these writers inhabit both spheres, and their accounts of how they successfully combine their multiple roles will prove vital reading for all those involved in examining and improving practice leading to enhanced teacher professional learning.

Practice based research is burgeoning in a number of professional areas. An Ethical Approach to Practitioner Research covers a comprehensive range of issues and dilemmas encountered in practitioner and action research contexts. While principally focused upon practitioner inquiry in education it takes account of, and acknowledges that others engaged in professional practice such as in legal, nursing and social care contexts, face similar issues and dilemmas. It aims to stimulate ethical thinking and practice in enquiry and research contexts. Following moves to promote professional learning and development in the workplace, there is an increase in the number of practitioners engaging in action or inquiry based learning in the workplace supported by university staff or consultants, as evidenced in the emergence of professional learning communities and learning networks. There are many tensions inherent in relationships between practitioners and academics in terms of the setting of the research agenda, the policy implications that may flow from it and the right to publish outcomes. Negotiating that relationship requires ethical probity where each party recognises, understands and respects mutual responsibilities. The book explores this through a wide variety of roles from those of academic researchers, consultants and teachers to professional practitioners as researchers and, importantly, students and children. It therefore illustrates a number of differing perspectives about ethics and research which are allied to those roles Drawing on the expertise of international researchers and academics from America, Australia and Europe, the book provides invaluable support to the novice researcher and illuminates some of the more intricate issues for the more experienced research practitioner.Packed with detailed and thought-provoking examples this book contains both theoretical analyses of ethical matters and offers practical advice to practitioner and action researchers across the fields of schools hospitals and community and family settings.

Originally published in 1988, The Protean Text looks at the shifting evolution of medieval texts and how changing social and aesthetic values were depicted in the literature of the period. The book examines how this was reflected in the reworking and rewriting of texts - a common practice in medieval literature - as various groups adapted existing legends to their own socio-aesthetic needs. Such textual fluidity often resulted in a proliferation of versions. This tendency to experience the text in protean terms is intrinsic to medieval literary expression. This book uses the legend of "Doon and Olive", to discuss the protean text, and uses the diverse series of extant versions available, to enhance our understanding of the possibilities of literary shift and modulation through this period.

Research in the field of human social development is moving at an astonishing pace. Within psychology, children's social behaviour has attracted interest from cognitive, social, clinical, and educational psychologists employing a wide variety of techniques that range from conversational analysis to experimental designs. Contributions have also come from beyond the domain of traditional psychology such as evolutionary theorists, behaviour geneticists, cultural anthropologists, and ethologists. This book aims to bring the reader to the cutting edge of this work by including original contributions from those in the very forefront of their discipline. Each contributor has spent years working in their specialist area and the authors have been given the freedom to argue for very different positions on the origins and sequence of children's social competence. The Social Child brings together controversial and sometimes conflicting positions on issues of central importance to society. It considers the likely impact of rising divorce rates and single parenting, how media images affect children's understanding and behaviour, how genes inform development, the role parents have, whether changing sex roles have had an impact on children's social interactions, and the sources from which children acquire behaviour. This book will be relevant to those interested in children's behaviour both professionally (social workers, teachers, educational psychologists, therapists, youth workers) and academically. It can also be used as a textbook for second and third year undergraduates and by postgraduates.

Take a trip through Alberta with some of Canada's finest established and emerging poets as your guides. Writing the Terrain: Travelling Through Alberta with the Poets is the first anthology dedicated solely to the poetry of the Alberta landscape and cityscape, by authors who have travelled the main roads, back roads, and gravel roads of this vast province. This collection offers a series of poetic journeys through Calgary and Edmonton, through the foothills, the badlands, the Rockies, the central parklands, and the northern boreal forests. Following in the Canadian literary tradition of "preoccupation with place" these are poems that demonstrate a response to the landscape and ponder its effect on the body, mind, and spirit. With Contributions By: Ian Adam Tammy Armstrong Margaret Avison Douglas Barbour John O. Barton Doug Beardsley BonnieBishop E.D. Blodgett Robert Boates George Bowering Tim Bowling Jan Boydol Gordon Burles Murdoch Burnett Anne Campbell Weyman Chan Leonard Cohen Dennis Cooley Joan Crate Michael Cullen Cyril Dabydeen Lorne Daniel Alexa DeWiel Jason Dewinetz Ryan Fitzpatrick Cecelia Frey Gary Geddes Gail Ghai Deborah Godin Jim Green Leslie Greentree Vivian Hansen Tom Henihan Michael Henry Walter Hildebrandt Gerald Hill Robert Hilles Nancy Holmes Richard Hornsey Tom Howe Bruce Hunter Aislinn Hunter Laurence Hutchman Sally Ito Pauline Johnson Aleksei Kazuk Robert Kroetsch Fiona Lam William Latta Tim Lilburn Alice Major Kim Maltman Miriam Mandel Sid Marty David McFadden Barry McKinnon Erin Michie Deborah Miller Anna Mioduchowska James M. Moir Colin Morton Erin Moure Charles Noble P.K. Page Rajinderpal Pal Ruth Roach Pierson Joseph Pivato Roberta Rees D.C. Reid Monty Reid r. rickey Ken Rivard Stephen Scobie Allan Serafino Joan Shillington Greg Simison Carol Ann Sokoloff Karen Solie Robert Stamp Stephan Stephansson Peter Stevens Ivan Sundal Anne Swannell Vanna Tessier Colleen Thibadeau John O. Thompson James M. Thurgood Eva Tihanyi Yvonne Trainer Aritha van Herk Rosalee van Stelten Miriam Waddington Wilfred Watson James Wreford Watson Tom Wayman Phyllis Webb Jon Whyte Christine Wiesenthal Sheri-D Wilson Christopher Wiseman Stacie Wolfer Rita Wong Richard Woollatt Jan Zwicky

Highly Commended, BMA Medical Book Awards 2014 This highly practical manual presents an ideal introduction to adolescent substance use. It offers invaluable guidance for all professionals involved with adolescents including social workers, health and social care professionals, youth workers, family support workers, teachers, counsellors, mental health teams, A&E staff, police and probation officers. The approach these practitioners take in dealing with the problem has considerable influence over outcomes. It succinctly covers a wealth of information on key matters such as counselling, treatment options, motives for substance abuse, sexual and mental health, policy development, ethical and legal considerations, and the important role of the family. Adolescents and Substance Use provides a user-friendly foundation for effective, evidence-based practice.

'Readers at all levels of experience will be able to reflect on how to develop creative and constructive paths leading to a partnership of professionals, and to make teams work in a way that really benefits the learning of children in their care' - Min Wilkie, School of Education, University of Leicester Over recent years, there has been a vast increase in the number of people who support children's learning in classrooms and other educational settings, both as employees and as volunteers. This book provides teachers with advice on how to work collaboratively to achieve the best outcomes. Using stories of successful practice, the book explores the roles that can be played by people other than qualified teachers.

This book reviews the evolutionary forces behind sex differences in fear responses and, crucially, delves into the mechanisms through which sexual selection might have driven sex differences in connection with fear. Fear is an evolved mechanism that helps us stay alive, but is also an emotion experienced more intensely, more frequently, and longer in women than in men. This book therefore asks the following question: Why might evolution have made women more motivated than men to avoid danger? It provides an overview of the brain areas underpinning the experience of fear and evaluates the evidence that these areas manifest sex-specific differences in their structure and function. Given its scope, the book will be essential reading for anyone interested in an evolutionary perspective on psychological sex differences.

'Luminous' The Times 'Beautiful' Caught by the River Bringing together contemporary Scottish writing on nature and landscape, this inspiring collection takes us from walking to wild swimming, from red deer to pigeons and wasps, from remote islands to back gardens, through prose, poetry and photography. Edited and introduced by Kathleen Jamie, and with contributions from Amy Liptrot, Jim Crumley, Chitra Ramaswamy, Malachy Tallack, Amanda Thomson and many more, Antlers of Water urges us to renegotiate our relationship with the more-than-human world, in writing which is by turns celebratory, radical and political.

With his geometric structures perched upon the hillsides, beaches, and deserts of California, John Lautner (1911-1994) was behind some of the most striking and innovative architectural designs in mid-20th-century America. This introductory book brings together the most important of Lautner's projects to explore his his ingenious use of modern building materials and his bold stylistic repertoire of sweeping rooflines, glass-paneled walls, and steel beams. From commercial buildings to such iconic homes as the Chemosphere, we look at Lautner's sensitivity to a building's surroundings and his unique capacity to integrate structures into the Californian landscape. With several of Lautner's houses now labeled Los Angeles Historic-Cultural Monuments, we'll also consider the architect's cultural legacy, as much as his pioneering of a visual paradigm of 1950s optimism, economic growth, and space-age adventure. About the series Born back in 1985, the Basic Art Series has evolved into the best-selling art book collection ever published. Each book in TASCHEN's Basic Architecture series features: an introduction to the life and work of the architect the major works in chronological order information about the clients, architectural preconditions as well as construction problems and resolutions a list of all the selected works and a map indicating the locations of the best and most famous buildings approximately 120 illustrations (photographs, sketches, drafts, and plans)

Drawing directly on the work of teachers and other professional trainers concerned with programmes for continuing professional development, this book promotes action research for practitioners so as to develop qualities of critical appraisal and analysis of practice, appropriate to professional contexts. The authors suggest activities and give support for teaching, and evaluation of teaching, by using actual examples of teacher research into professional issues. They also aim to encourage teachers' narrative writing and autobiographical approaches to researching their professional lives. There is a specific focus on processes of professional development, which connects with current needs, demands and challenges of the `modernized' profession. This book will support those involved in appraisal activity, performance management and threshold application. This book is for schoolteachers and others involved with professional training across all age phases, and for those who support teachers' professional development: university tutors, consultants and senior staff in LEAs. It is also suitable for police and nurse trainers, further education tutors and advisory teachers.

'Readers at all levels of experience will be able to reflect on how to develop creative and constructive paths leading to a partnership of professionals, and to make teams work in a way that really benefits the learning of children in their care' - Min Wilkie, School of Education, University of Leicester Over recent years, there has been a vast increase in the number of people who support children's learning in classrooms and other educational settings, both as employees and as volunteers. This book provides teachers with advice on how to work collaboratively to achieve the best outcomes. Using stories of successful practice, the book explores the roles that can be played by people other than qualified teachers.

Social work research often focuses on qualitative designs and many students believe that the quantitative research pathway is either too complicated or is beyond their grasp. This book outlines how social work students can undertake a research project from either a qualitative, quantitative or mixed methodological approach. The authors introduce key concepts in an accessible and structured manner and go on to demonstrate each of the approaches from inception of research idea, to realisation of methodological approach, to research process, to data analysis and conclusion. More than just another research text, this book remains grounded in social work practice and has clear links to the Professional Capabilities Framework for Social Work.

"Regina's Secret Spaces: Love and Lore of Local Geography "is an anthology of essays and poems by eighty writers, artists, architects, musicians, patrons of the arts, and cultural theorists who were inspired by and answered the call of editors Lorne Beug, Anne Campbell, and Jeannie Mah to share their favourite "Regina secret." Some submissions were quirky and whimsical, delighting in those things--small, yet significant--which bring joy and connect us to the palce we live; others were more serious and more theoretical, examining power structures--both past and present--and how these have shaped and are still shaping the city. Reflective, engaging and insightful, all express and abiding fondness for the city of Regina.

Action Research in Education traces the evolution of classroom research as it connects to curriculum, pedagogy and professional practice in schools. It includes an original introduction by the editors that makes the argument for the selection of each piece and shows where each sits in the field. Volume One: Historical Perspectives in Action Research in Schools: From Curriculum Development to Enhancing Teacher Professional Learning traces the focus for classroom research from curriculum development in the 1970s and 1980s to professional development and learning and teaching in the 1990s and to the present day. This volume also presents some key papers from classroom research that focus on pupil learning, teachers' teaching, teachers' learning, and development and pupil voice. Volume Two: Distinctive Methodologies Employed in Action Research in Schools takes up major methodological issues by drawing on critiques of action inquiry while also seeking to further illuminate matters in relation to the construction of professional knowledge and professional agency. Volume Three: Key Examples of Action Research in Schools within International Settings draws on major research projects focusing on classrooms from the 1970s to the present day.