In twenty short books, Penguin brings you the classics of the environmental movement. The courageous, unflinching speeches and writings collected in The Most Dammed Country in the World detail the devastating human and environmental cost of China's economic rise. Over the past 75 years, a new canon has emerged. As life on Earth has become irrevocably altered by humans, visionary thinkers around the world have raised their voices to defend the planet, and affirm our place at the heart of its restoration. Their words have endured through the decades, becoming the classics of a movement. Together, these books show the richness of environmental thought, and point the way to a fairer, saner, greener world.

This book provides new knowledge, insights and experience about school-university partnerships. Drawing upon evidence from international research of the world's most improved systems, and learning from a UK research council funded 'knowledge exchange' project, it reveals that when the profound differences between the practice worlds of schools and the theoretical worlds of university academics are embraced and cherished, rather than eschewed, school-university partnerships become exciting avenues of learning which connect, challenge and transform the thinking and practice of all those involved. Over its eight chapters, the book explores uncertainties, challenges and possibilities faced by those who seek to create, develop and sustain school-university partnerships that aspire to improve the practice and understanding of the leadership of teaching and learning in schools. It explicates and elucidates precepts, principles and practices for achieving such successful partnerships between higher education and school leaders, and contextualises these in terms of policy wide developments internationally. This book will appeal to school leaders internationally, leadership training organisations, and academics who lead postgraduate leadership and management programmes.

This book provides new knowledge, insights and experience about school-university partnerships. Drawing upon evidence from international research of the world's most improved systems, and learning from a UK research council funded 'knowledge exchange' project, it reveals that when the profound differences between the practice worlds of schools and the theoretical worlds of university academics are embraced and cherished, rather than eschewed, school-university partnerships become exciting avenues of learning which connect, challenge and transform the thinking and practice of all those involved. Over its eight chapters, the book explores uncertainties, challenges and possibilities faced by those who seek to create, develop and sustain school-university partnerships that aspire to improve the practice and understanding of the leadership of teaching and learning in schools. It explicates and elucidates precepts, principles and practices for achieving such successful partnerships between higher education and school leaders, and contextualises these in terms of policy wide developments internationally. This book will appeal to school leaders internationally, leadership training organisations, and academics who lead postgraduate leadership and management programmes.

The New Lives of Teachers examines the varied, often demanding commitments on teachers' lives today as they attempt to pursue careers in primary and secondary education. Building upon Huberman's classic study, it probes not only teachers' everyday lives, but also the ways in which they negotiate the pitfalls of professional development and the different life and work 'scenarios' that challenge their sense of identity, well-being and effectiveness.

The authors provide a new evidence-based framework to investigate and understand teachers' lives. Using a range of contemporary examples of teaching, they demonstrate that it is the relative success with which teachers manage various personal, work and external policy challenges that is a key factor in the satisfaction, commitment, well-being and effectiveness of teachers in different contexts and at different times in their work and lives. The positive and negative influences upon career and professional development and the influences of school leadership, culture, colleagues and conditions are also shown to be profound and relate directly to teacher retention and the work-life balance agenda. The implications of these insights for teaching quality and teacher retention are discussed.

This book will be of special interest to teachers, teachers' associations, policy makers, school leaders, and teacher educators, and should also be of interest to students on postgraduate courses.

In the ongoing courageous struggle of a relatively small group of Chinese to prevent the completion of the Three Gorges Dam in China, Dai Qing is the outspoken leader whose eloquent voice is always heard despite threats and intimidation by the Chinese authorities to silence it. Dai Qing, an investigative journalist and author with a wide audience in China and abroad, compiled this book of essays and field reports assessing the impact of the Three Gorges megadam now under construction at Sandouping in China's Hubei province at great risk to her own freedom. This book is an effort to prevent history from repeating itself ten-fold (a reference to the great floods in 1975 during which over 60 dams collapsed and at least 100,000 people lost their lives) if the 39 billion cubic metres of water in the Three Gorges reservoir ever escapes by natural or man-made catastrophes. These comprehensive essays reveal the deep rooted problems presented by the Three Gorges project that the government is attempting to disguise or suppress. The main concerns are population resettlement and human rights, the irreversible environmental and economic impact, the loss of cultural antiquities and historical sites, military considerations, and hidden dam disasters from the past. Opponents of the dam are attempting to kill the project or at least reduce the size of the megadam now planned to be the biggest, most expensive and, incidentally, the most hazardous of all hydro-electric projects on this planet.

In the ongoing courageous struggle of a relatively small group of Chinese to prevent the completion of the Three Gorges Dam in China, Dai Qing is the outspoken leader whose eloquent voice is always heard despite threats and intimidation by the Chinese authorities to silence it. Dai Qing, an investigative journalist and author with a wide audience in China and abroad, compiled this book of essays and field reports assessing the impact of the Three Gorges megadam now under construction at Sandouping in China's Hubei province at great risk to her own freedom. This book is an effort to prevent history from repeating itself ten-fold (a reference to the great floods in 1975 during which over 60 dams collapsed and at least 100,000 people lost their lives) if the 39 billion cubic metres of water in the Three Gorges reservoir ever escapes by natural or man-made catastrophes. These comprehensive essays reveal the deep rooted problems presented by the Three Gorges project that the government is attempting to disguise or suppress. The main concerns are population resettlement and human rights, the irreversible environmental and economic impact, the loss of cultural antiquities and historical sites, military considerations, and hidden dam disasters from the past. Opponents of the dam are attempting to kill the project or at least reduce the size of the megadam now planned to be the biggest, most expensive and, incidentally, the most hazardous of all hydro-electric projects on this planet.

This work investigates a case of political persecution that occurred over 50 years ago (the Wang case), but which still raises profound issues for the relationship between revolutionary regimes and the intellectuals who serve them. Song Jinshou has compiled a list of the documents of the Wang case.

This book unpicks the complex, dynamic blend of individuals' psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances. Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions which are essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers' work and identities, the authors discuss the dynamic nature, forms and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of their professional lives. The authors conclude that resilience in teachers can be nurtured by the intellectual, social and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools.

This book unpicks the complex, dynamic blend of individuals' psychological and professional assets, workplace conditions and leadership support which enable teachers who stay in teaching to continue to make a difference in their careers, regardless of shifts in policy, workplace, professional and personal circumstances. Whilst much has been written over the years about teacher stress and burnout, there is very little research which reports on the conditions which are essential for teachers to sustain their commitment and effectiveness over their professional lives, in contexts of challenge and change. Drawing upon a range of educational, psychological, socio-cultural and neuro-scientific research, together with vivid accounts from teachers in a variety of primary and secondary schools internationally, and from their own research on teachers' work and identities, the authors discuss the dynamic nature, forms and practices of teacher resilience. They argue that resilience in teachers is not only their ability to bounce back in extremely adverse circumstances but that it is the capacity of teachers for everyday resilience which enables them to sustain their commitment and effectiveness in responding positively to the unavoidable uncertainties inherent of their professional lives. The authors conclude that resilience in teachers can be nurtured by the intellectual, social and organisational environments in which teachers work and live, rather than being simply a personal attribute or trait, determined by nature. Resilient Teachers, Resilient Schools will be of key interest to policy makers, head teachers, teachers and training and development organisations who wish to improve quality and standards in schools.

The New Lives of Teachers examines the varied, often demanding commitments on teachers' lives today as they attempt to pursue careers in primary and secondary education. Building upon Huberman's classic study, it probes not only teachers' everyday lives, but also the ways in which they negotiate the pitfalls of professional development and the different life and work 'scenarios' that challenge their sense of identity, well-being and effectiveness.

The authors provide a new evidence-based framework to investigate and understand teachers' lives. Using a range of contemporary examples of teaching, they demonstrate that it is the relative success with which teachers manage various personal, work and external policy challenges that is a key factor in the satisfaction, commitment, well-being and effectiveness of teachers in different contexts and at different times in their work and lives. The positive and negative influences upon career and professional development and the influences of school leadership, culture, colleagues and conditions are also shown to be profound and relate directly to teacher retention and the work-life balance agenda. The implications of these insights for teaching quality and teacher retention are discussed.

This book will be of special interest to teachers, teachers' associations, policy makers, school leaders, and teacher educators, and should also be of interest to students on postgraduate courses.