Containing two works addressing the problems we have all had with money and with credit. ""On the Real Causes of the Recession, Banking and Credit Crises 2007/2008"" is a conventional analysis which identifies a key factor in why the credit crunch has arisen. It is this key aspect of the credit crunch which must be tackled to restore the levels of credit the world needs. Whilst scrambling for Keynesian fiscal stimulus responses we seem to have overlooked a rather more important factor John Maynard Keynes identified from his experiences in the 1930's. In recent decades the world of economics has somewhat neglected Keynes' ideas on the Trade Cycle at its peril. ""The Economics of Money, Poverty and Wealth and What We Should Do About It"" argues for a very unconventional alternative approach and cure to the problems of modern economics and our financial systems.

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 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.

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.

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.

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.

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.

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.

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.

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.

Series Information:
Material Cultures

Extremes in a stroy of love and hate during the beginning of the 20th century Sir Sydney Somerton is traumatised by a savage Boer attack, and wreaks revenge on the Boers and their families. His young wife at home in England also experiences extremes of love making at the hands of her husbands friends