Now in its fourth edition, Vascular Ultrasound offers a compact yet comprehensive practical guide for anyone working in the field of vascular sonography. The book is written by expert practitioners as an easily accessible reference, providing key information suited to sonographers in their day-to-day practice. It covers essential vascular investigations undertaken by ultrasound departments and vascular laboratories in more detail than general ultrasound textbooks, but without overwhelming sonographers with highly complex information that may not be relevant to them. Here you will find essential information including the principle of ultrasound physics to enable accurate assessment of the peripheral circulation and blood flow, the use of the main scanner functions and controls, the main disorders of the arterial and venous circulation system with appropriate treatment and management, and techniques for the diagnosis and grading of disease. Practical and focused, with clear explanations. Step-by-step guide to scanning and obtaining optimal images. Extensive diagrams and figures to demonstrate key information with practical examples. Appendices and quick reference tables. Small and compact - easy to carry to studies, teaching sessions and clinics.

Informed professional debate about primary teacher education is long overdue. This book provides a sense of direction and impetus in this debate by focusing on pressing topical issues of policy and provision. There is focus on the current national scrutiny of initial and inservice teacher training, which is resulting in the development of a National Curriculum for ITE, the proposal of a General Teaching Council and Continuing Professional Development initiatives from the TTA. In addition, the book will be of direct use in the design and implementation of new courses in teacher education, and it takes a proactive stand on the issues in contrast to the dominant culture in teacher education, which is largely reactive to government policy shifts. All the contributions have been specially commissioned for this book, and will analyze trends, identify emerging issues and draw conclusions about likely future developments.

Originally published in 1982. This book analyses developments in primary education since 1974 and from this analysis draws out issues gaining rapidly in currency and seem likely to have significant impact on primary education in the following decade. As well as including a substantial number of papers written specially for the book, it draws on some of the best of writing on primary education at the time. This is extremely useful for those interested in curriculum history.

Originally published in 1983. This book provides the first overview of developments in primary science prior to and following the national survey of primary schools in 1978. Key issues central to contemporary policy and practice are identified, set in context and interrelated for teachers, students, tutors and policymakers. Contributors to the book include most of the leading figures in contemporary primary science at the time.

Originally published in 1978 and as a second edition in 1984. The greatly enlarged second edition of the bibliography contains sections on curriculum history, curriculum management, 'official' publications, and journals. It also added expanded sections on the sociology of the curriculum and on curriculum evaluation, assessment, and accountability, reflecting the continuing development of curriculum studies in the United Kingdom, the interest shown in the curriculum by scholars in other areas of educational enquiry, and the rapid changes in the socio-cultural context in which the curriculum is discussed, designed and transacted.

Architecture is a powerful medium for representing, ordering and classifying the world, and understanding the use of space is fundamental to archaeological inquiry. Architecture and Order draws on the work of archaeologists, social theorists and architects to explore the way in which people relate to the architecture which surrounds them. In many societies, houses and tombs have encoded cultural meanings and values which are invoked and recalled through the practices of daily life. Chapters include explorations of the early farming r archi*eye of Europe, from before the use of metals, to the Classical and Medieval worlds of the Mediterranean and Europe. Research of the recent past and present include an overview of hunter-gatherers' camp organization, a reassessment of the use of space amongst the Dogon of West Africa and an examination of mental disorders relating to the use of space in Britain. The volume goes beyond the implication that culture determines form to develop an approach that integrates meaning and practice.

Originally published in 1983. This book provides the first overview of developments in primary science prior to and following the national survey of primary schools in 1978. Key issues central to contemporary policy and practice are identified, set in context and interrelated for teachers, students, tutors and policymakers. Contributors to the book include most of the leading figures in contemporary primary science at the time.

Originally published in 1982. This book analyses developments in primary education since 1974 and from this analysis draws out issues gaining rapidly in currency and seem likely to have significant impact on primary education in the following decade. As well as including a substantial number of papers written specially for the book, it draws on some of the best of writing on primary education at the time. This is extremely useful for those interested in curriculum history.

Primary education is currently at the centre of political attention. Reform is constantly under consideration, though the leading proponents of reform are often far removed from the classroom and the world of hard-pressed, demoralised primary teachers. Colin Richards rectifies this by communicating the big picture of primary school culture. He takes the world of the primary school since Plowden (1967) and traces perennial and emergent issues - the issues that need to be understood in order to make a difference to the future of primary education. Through constructive criticism of the national curriculum, OFSTED, ITT and teaching methodology the book will influence and improve the understanding of policy makers, headteachers, governors and teachers and students.

Key Issues for Primary Schools is a concise comprehensive guide to the main issues in primary education and the implications for schools. Presented in a convenient A-Z format, the book includes coverage of:
* special educational needs
* attendance, truancy and exclusion
* bullying and behavioural problems
* management and administration
* safety and security.
There is also a review of up-to-date DfEE requirements and suggestions for further action and reading. The addresses of useful contacts help to make it a reference book no primary school should be without.

This work seeks to provide a sense of direction and impetus to the debate on primary education. It focuses on issues of policy and provision, the current national scrutiny of initial and inservice teacher training which is resulting in the development of a National Curriculum for ITE, the proposal of a general teaching council, and continuing professional development initiatives from the TTA. In addition, the book may prove to be of value in the design and implementation of courses in teacher education, and it takes a proactive stand on the issues in contrast to the dominant culture in teacher education, which is largely reactive to government policy shifts.

A team of contributors were invited to take a rational look at the future of primary schools, particularly in the first 20 years of the millennium. They were asked to consider many questions, including: what are the roots of primary education? What is the justification for a radical agenda?; how well is the system working and in what ways could it futher optimize its effectiveness in the interests of the participants?; What is a primary school, and what purpose does it serve, and what ends does it have in view? Are these ends appropriate for the future?; What are the roles and indentities of teachers, pupils and parents, and were are they going to be? What are the means by which primary education accomplishes its ends? What are the yardsticks against which it is judged?;This book represents the key thinking of key scholars and researchers working in the area of primary education.

Key Issues for Primary Schools is a concise comprehensive guide to the main issues in primary education and the implications for schools. Presented in a convenient A-Z format, the book includes coverage of: special educational needs attendance, truancy and exclusion bullying and behavioural problems management and administration safety and security.There is also a review of up-to-date DfEE requirements and suggestions for further action and reading. The addresses of useful contacts help to make it a reference book no primary school should be without.

Originally published in 1978 and as a second edition in 1984. The greatly enlarged second edition of the bibliography contains sections on curriculum history, curriculum management, 'official' publications, and journals. It also added expanded sections on the sociology of the curriculum and on curriculum evaluation, assessment, and accountability, reflecting the continuing development of curriculum studies in the United Kingdom, the interest shown in the curriculum by scholars in other areas of educational enquiry, and the rapid changes in the socio-cultural context in which the curriculum is discussed, designed and transacted.

In this book we offer an exciting new perspective on a distinctive form of megalithic monument that is found across most areas of northern Europe. In order to achieve this we have abandoned outmoded typological classifications and re-introduced the term 'dolmen' to embrace a range of sites that share a common form of megalithic architecture: the elevation and display of a substantial stone. By critically assessing the traditionally assigned role of these monuments and their architecture as megalithic tombs, the presence of the dead is reassessed and argued to form part of a process generating vibrancy to the materiality of the dolmen. As such this book argues that the megalithic architecture identified as a dolmen is not a chambered tomb at all but instead is a qualitatively different form of monument. We also provide an entirely different conception of the utility of this extraordinary megalithic architecture - one that seeks to emphasise its building as articulating discourses of wonder as a broad social strategy. In this respect it is important to remember that many of these monuments were erected very early in the Neolithic and as a consequence of new people entering new lands, or social transformation. In short, dolmens are monumental constructions employing experimental and emergent technologies to raise huge stones, which, once built, enchant those who come within their spaces. Our claim is that dolmens were megalithic installations of affect, magical and extraordinary in construction and strategically positioned to induce both drama and awe in their encounter.

Considering that Orkney is a group of relatively small islands lying off the northeast coast of the Scottish mainland, its wealth of Neolithic archaeology is truly extraordinary. An assortment of houses, chambered cairns, stone circles, standing stones and passage graves provides an unusually comprehensive range of archaeological and architectural contexts. Yet, in the early 1990s, there was a noticeable imbalance between 4th and 3rd millennium cal BC evidence, with house structures, and 'villages' being well represented in the latter but minimally in the former. As elsewhere in the British Isles, the archaeological visibility of the 4th millennium cal BC in Orkney tends to be dominated by the monumental presence of chambered cairns or tombs. In the 1970s Claude Levi-Strauss conceived of a form of social organisation based upon the'house' - societes a maisons - in order to provide a classification for social groups that appeared not to conform to established anthropological kinship structures. In this approach, the anchor point is the 'house', understood as a conceptual resource that is a consequence of a strategy of constructing and legitimising identities under ever shifting social conditions. Drawing on the results of an extensive programme of fieldwork in the Bay of Firth, Mainland Orkney, the text explores the idea that the physical appearance of the house is a potent resource for materialising the dichotomous alliance and descent principles apparent in the archaeological evidence for the early and later Neolithic of Orkney. It argues that some of the insights made by Levi-Strauss in his basic formulation of societesa maisons are extremely relevant to interpreting the archaeological evidence and providing the parameters for a 'social' narrative of the material changes occurring in Orkney between the 4th and 2nd millennia cal BC. The major excavations undertaken during the Cuween-Wideford Landscape Project provided an unprecedented depth and variety of evidence for Neolithic occupation, bridging the gap between domestic and ceremonial architecture and form, exploring the transition from wood to stone and relationships between the living and the dead and the role of material culture. The results are described and discussed in detail here, enabling tracing of the development and fragmentation of societes a maisons over a 1500 year period of Northern Isles prehistory.

Series Information:
Material Cultures