The rise and spread of feminism should be at the center of the world historical narrative, but feminism is often treated as a sub-heading. For specific cultural reasons, feminism grew out of democratic ideals right after the Protestant Reformation and developed into the most powerful force currently shaping the world. Traditional "Western-Civ." narratives often connect the Protestant Reformation to the Enlightenment and the Enlightenment to the development of participatory governments. However, given that democratic ideals also produced feminism, maybe it is time to recognize that the most impressive outcome of the Declaration of Independence was not that it produced an American Revolution and a Constitution, but that it inspired the genius of Mary Wollstonecraft. It is true that democratic ideals created both the American Congress and feminism, but which is more important? Femocracy: How Educators can Teach Democratic Ideals and Feminism is an indispensable work for teachers of history, sociology, and women's studies.

Thought experiments do not require a laboratory and need no funding, yet they are responsible for several major intellectual revolutions throughout history. Given their importance, and the way that they immediately engage students, it is surprising that thought experiments are not used more frequently as teaching tools in the academic disciplines. Thought Experiments: History and Applications forEducation explains how thought experiments developed and shows how thought experiments can be applied to subjects as varied as theoretical physics, mathematics, politics, personal identity, and ethics. Teachers at all levels and in all disciplines will discover how to use thought experiments effectively in their own classrooms.

Americans have seen it all in education over the last twenty years: charter schools, vouchers, private schools, ever-changing sets of technology, increased funding for schools, decreased funding for schools, accountability measures for teachers, and on and on. These schemes never seem to make any real changes in student outcomes. This is because the obsolete educational system is simply not compatible with what we now know about how students learn and how teachers are developed and sustained. Beyond Obsolete: How to Upgrade Classroom Practice and School Structure delves into the history of Western Civilization, shows how a misunderstanding of this history informs our current educational system, and then makes a broad argument for a full-scale upgrade in teacher practice (the software) and school structure (the hardware). If educational reform is to be achieved, then superintendents, assistant superintendents, principals, assistant principals etc. will have to be declared obsolete. Education will have to move beyond them into a new era where teachers are the educational leaders in their field and their classroom practice is compatible with learning theory.

Erasmus praised folly and the Romantics waxed poetically about love, but no one until now has traced the history and impact of insincerity on society and the humanities. Insincerity arises when someone feels one way but acts another and an insincere situation looks to have one purpose but really hides another. Insincerity finds expression in four types of relationships: 1. From authority to the subordinate, 2. From the subordinate to authority, 3. Between equals 4. In society and in the self. Educators can discover how highlight insincerity in literature, history, psychology, sociology, politics, and popular culture. All readers can learn how to identify insincerity in their everyday relationships. Was that meeting at work really about conveying information and soliciting responses, or was it really about reinforcing the corporate hierarchy? When Galileo apologized to the Inquisition for positing a "solar" system, did he bring an end to an era of great religious sincerity? What did George Orwell get so wrong about insincerity in 1984? Most importantly, readers can find out what they should do when they you encounter that modern phrase that manifests insincerity: Thanks so much for your feedback.

This comprehensive textbook, first published in 1985, on the world economic, written specifically for non-specialists, compares neo-classical, neo-Ricardian and Marxist theories and policies in international economics. Theories of trade and money, and issues such as international debt crisis, the rise of the newly industrializing countries and the demands for a New International Economic Order, and explained clearly and concisely. A wide range of political economics across the political spectrum are discussed. This accessible book will be of interest to anyone who wants to make sense of the complexities of international economy and the competing theories on trade, money and crisis.

In his previously written articles and books, Chris Edwards has argued that Teaching should be considered a field that is separate from both the field of Education and from the content area fields. Teaching is a field which synthesizes content and method for classroom application. All of the other major intellectual fields have a canon of works which practitioners can learn from and add to, but Teaching does not. The Connecting-the-Dots in World History: A Teacher's Literacy-Based Curriculum series changes this by showing how effective a teacher-generated curriculum can be. These books can inspire other teachers to create their own curriculums and inspire a change in the way that the public views teachers and teaching.

In his previously written articles and books, Chris Edwards has argued that teaching should be considered a field that is separate from both the field of education and from the content area fields. Teaching is a field which synthesizes content and method for classroom application. All of the other major intellectual fields have a canon of works which practitioners can learn from and add to, but teaching does not. The Connecting the Dots in World History: A Teacher's Literacy-Based Curriculum series changes this by showing how effective a teacher-generated curriculum can be. These books can inspire other teachers to create their own curricula and inspire a change in the way that the public views teachers and teaching.

This comprehensive textbook, first published in 1985, on the world economic, written specifically for non-specialists, compares neo-classical, neo-Ricardian and Marxist theories and policies in international economics. Theories of trade and money, and issues such as international debt crisis, the rise of the newly industrializing countries and the demands for a New International Economic Order, and explained clearly and concisely. A wide range of political economics across the political spectrum are discussed. This accessible book will be of interest to anyone who wants to make sense of the complexities of international economy and the competing theories on trade, money and crisis.

In his previously written articles and books, Chris Edwards has argued that Teaching should be considered a field that is separate from both the field of Education and from the content area fields. Teaching is a field which synthesizes content and method for classroom application. All of the other major intellectual fields have a canon of works which practitioners can learn from and add to, but Teaching does not. The Connecting-the-Dots in World History: A Teacher's Literacy-Based Curriculum series changes this by showing how effective a teacher-generated curriculum can be. These books can inspire other teachers to create their own curriculums and inspire a change in the way that the public views teachers and teaching.

The American educational structure is a feudal system designed around an inefficient seat time model. This structure sets students against each other in competition, creates zip-code inequalities, and empowers an expensive and often damaging bureaucratic class of administrators. Due to shortages of teachers and staff, and to needless problems with curricula and testing, this system is about to fall. Historically, when feudal systems collapse, they create opportunities for new structures to emerge. Technology has made it possible to develop a new educational model that connects students to their community and reduces pressure on students and teachers. This new model makes it possible to deliver high quality education for all students, regardless of zip code, while turning students into active learners. Self Taught: Moving from a Seat Time Model to a Mastery Learning Model explains how this process can begin by asking just one question: what would you do if you needed to learn something?

Since the 1980s the "institutional" lease has undergone a dramatic transformation. Landlord-orientated FRI leases for a term of twenty-five years with no breaks and upwards-only rent reviews have retreated before market demands for shorter, more flexible letting arrangements and, recently, in the face of threatened legislation. Nevertheless, valuers and lawyers will have to understand and deal with the 1980s leases until well into the second decade of the twnety-first century.The book sets out to explain the main changes that have occurred since the early 1990s (such as the rules relating to privity of contract). It also provides guidance on the factors driving further change, including the Code of Practice for Commercial Leases and the proposed new accounting standards.

In his previously written articles and books, Chris Edwards has argued that Teaching should be considered a field that is separate from both the field of Education and from the content area fields. Teaching is a field which synthesizes content and method for classroom application. All of the other major intellectual fields have a canon of works which practitioners can learn from and add to, but Teaching does not. The Connecting-the-Dots in World History: A Teacher's Literacy-Based Curriculum series changes this by showing how effective a teacher-generated curriculum can be. These books can inspire other teachers to create their own curriculums and inspire a change in the way that the public views teachers and teaching.

In his previously written articles and books, Chris Edwards has argued that Teaching should be considered a field that is separate from both the field of Education and from the content area fields. Teaching is a field which synthesizes content and method for classroom application. All of the other major intellectual fields have a canon of works which practitioners can learn from and add to, but Teaching does not. The Connecting-the-Dots in World History: A Teacher's Literacy-Based Curriculum series changes this by showing how effective a teacher-generated curriculum can be. These books can inspire other teachers to create their own curriculums and inspire a change in the way that the public views teachers and teaching.

Since the 1980s the "institutional" lease has undergone a dramatic transformation. Landlord-orientated FRI leases for a term of twenty-five years with no breaks and upwards-only rent reviews have retreated before market demands for shorter, more flexible letting arrangements and, recently, in the face of threatened legislation. Nevertheless, valuers and lawyers will have to understand and deal with the 1980s leases until well into the second decade of the twnety-first century. The book sets out to explain the main changes that have occurred since the early 1990s (such as the rules relating to privity of contract). It also provides guidance on the factors driving further change, including the Code of Practice for Commercial Leases and the proposed new accounting standards.

In this book on new fiscal approaches, nineteen experts examine topics ranging from constitutional reform and debt fatigue to fiscal rules and zero-based budgeting. Together, these contributions inform a multifaceted, nuanced argument for the need to formalize spending restraint and redefine state debt to include unfunded liabilities. Scholars will find the book useful as a reference tool explaining how rules-based fiscal policy is used to address debt fatigue and unsustainable spending growth. Legislators and practitioners will find the book useful as a reference source in designing and simulating second generation fiscal rules, and educators will find the book helpful for its close analysis of policies in representative states such as Illinois, New York, New Jersey, Nebraska, and California.

In 1620, the British politician and philosopher Francis Bacon published Novum Organum (New Method) and formalized the previously scattershot methods of scientific experimentation into a method able to be replicated. In due time, the Western world would build an intellectual empire on the basis of Bacon's concepts of scientific research. The West's university and its scientific and medical systems all stem from Bacon's philosophy. But after nearly four hundred years; it is time for something new again. In mathematics, theoretical physics, and philosophy, a quiet revolution has begun. Thinkers who can study across disciplines and form analogies, who take seriously the History and Philosophy of Science and its problems of metaphysics and epistemology, have been making impressive breakthroughs. These methods have been, up until now, as random as the process of experimentation was in Bacon's day. This timely book has come to formalize these methods, build upon Bacon's scientific research model, and to ultimately go beyond it.

World history is not a subject; it is all the subjects. Because of this, world history as a discipline has never fit well with the traditional definition of historical research. H.G. Wells wrote the first true book of world history in 1920 and only a few authors have made the attempt to "explain it all" since Wells. In that time, world history has become the chosen subject of polymaths and possesses the most potential to unite all of the fields of knowledge. The subject of world history has developed several approaches, with "Big History" being the most modern, and flawed, of its variants.

World history is not a subject; it is all the subjects. Because of this, world history as a discipline has never fit well with the traditional definition of historical research. H.G. Wells wrote the first true book of world history in 1920 and only a few authors have made the attempt to “explain it all” since Wells. In that time, world history has become the chosen subject of polymaths and the field possesses the most potential to unite all of the disciplines of knowledge. The subject of world history has developed several approaches, with “Big History” being the most modern, and flawed, of its variants.

This book lays out an intuitive and practical approach to mental health and wellbeing that any school can adopt to transform their mental health support for students. With a focus on providing staff with practical tools on a limited budget, the book helps schools make a real difference to student mental health. It sets out a roadmap for staff to create robust mental health support for students without requiring qualifications in psychology or counselling. It covers key areas including staff training, creating safe spaces for wellbeing and how to harness the support of parents and the local community. It also includes practical advice for addressing concerns such as stress, self-harm and body image. From small, everyday improvements that foster a culture of mental wellbeing to whole school campaigns, this book shows how to embed mental health at the heart of a school's philosophy.