Most university teachers have ideas about the typical good or not-so-good student in their classes, but rarely do they share these thoughts with others. By keeping quiet about the preconceptions or stereotypes they harbour, teachers put themselves at risk of missing key evidence to help them revise their beliefs; more importantly, they may fail to notice students in real need of their support and encouragement.

In this unique work, the authors explore UK and US university teachers beliefs about their students performance and reveal which beliefs are well-founded, which are mistaken, which mask other underlying factors, and what they can do about them. So is it true, for instance, that British Asian students find medicine more difficult than their white counterparts, or that American students with sports scholarships take their studies less seriously? Is it the case that students who sit at the front of the lecture hall get better grades than those who sit at the back?

By comparing students demographic data and their actual performance with their teachers expectations, the authors expose a complex picture of multiple factors affecting performance. They also contrast students comments about their own study habits with their views on what makes a good learner. For each preconception, they offer clear advice on how university teachers can redesign their courses, introduce new activities and assignments and communicate effective learning strategies that students will be able to put into practice. Finally, the authors explore the ramifications of teachers beliefs and suggest actions that can be taken at the level of the institution, department or programme and in educational development events, designed to level the playing field so that students have a more equitable chance of success.

Ideal for both educational developers and university teachers, this book:

• reveals general tendencies and findings that will inform developers own work with university teachers,
• provides practical guidance and solutions for university teachers to be able to identify and address students actual rather than assumed needs,
• explores means of addressing and challenging people 's natural tendency to rely on preconceived ideas and stereotypes, and
• explains an action research method that educational developers can use on their own campuses to unravel some of the local preconceptions that may be hampering student success.

This book contains papers from a conference held to celebrate the 70th birthday of one of the world's foremost astronomical historians, Professor F. Richard Stephenson, the latest recipient of the American Astronomical Society's highest award for research in astronomical history, the LeRoy Doggett Prize. Reflecting Professor Stephenson's extensive research portfolio, this book brings together under one cover papers on four different areas of scholarship: applied historical astronomy (which Stephenson founded); Islamic astronomy; Oriental astronomy and amateur astronomy. These papers are penned by astronomers from Canada, China, England, France, Georgia, Iran, Japan, Lebanon, the Netherlands, Portugal, Thailand and the USA. Its diverse coverage represents a wide cross-section of the history of astronomy community. Under discussion are ways in which recent research using historical data has provided new insights into auroral and solar activity, supernovae and changes in the rotation rate of the Earth. It also presents readers with results of recent research on leading historical figures in Islamic and Oriental astronomy, and aspects of eighteenth and nineteenth century Australian, British, German and Portuguese amateur astronomy, including the fascinating 'amateur-turned-professional syndrome'.

This study analyzes how Jill Ker Conway, first woman president of Smith College, implemented programmatic initiatives and changes to Smith's institutional culture that fit with her vision for higher education.

This study analyses how Jill Ker Conway, first woman president of Smith College, Massachusetts, US, implemented programmatic initiatives and changes to Smith's institutional culture that fitted with her vision for higher education.

Most university teachers have ideas about the typical good or not-so-good student in their classes, but rarely do they share these thoughts with others. By keeping quiet about the preconceptions - or stereotypes - they harbour, teachers put themselves at risk of missing key evidence to help them revise their beliefs; more importantly, they may fail to notice students in real need of their support and encouragement. In this unique work, the authors explore UK and US university teachers' beliefs about their students' performance and reveal which beliefs are well-founded, which are mistaken, which mask other underlying factors, and what they can do about them. So is it true, for instance, that British Asian students find medicine more difficult than their white counterparts, or that American students with sports scholarships take their studies less seriously? Is it the case that students who sit at the front of the lecture hall get better grades than those who sit at the back? By comparing students' demographic data and their actual performance with their teachers' expectations, the authors expose a complex picture of multiple factors affecting performance. They also contrast students' comments about their own study habits with their views on what makes a good learner. For each preconception, they offer clear advice on how university teachers can redesign their courses, introduce new activities and assignments and communicate effective learning strategies that students will be able to put into practice. Finally, the authors explore the ramifications of teachers' beliefs and suggest actions that can be taken at the level of the institution, department or programme and in educational development events, designed to level the playing field so that students have a more equitable chance of success. Ideal for both educational developers and university teachers, this book: reveals general tendencies and findings that will inform developers' own work with university teachers, provides practical guidance and solutions for university teachers to be able to identify and address students' actual - rather than assumed - needs, explores means of addressing and challenging people's natural tendency to rely on preconceived ideas and stereotypes, and explains an action research method that educational developers can use on their own campuses to unravel some of the local preconceptions that may be hampering student success.

When Children Kill Children: Penal Populism and Political Culture examines the role of political culture and penal populism in the response to the emotive subject of child-on-child homicide. The book explores the reasons underlying the vastly differing responses of the English and Norwegian criminal justice systems to the cases of James Bulger and Silje Redergard respectively. Whereas James Bulger's killers were subject to extreme press and public hostility, held in secure detention for nine months and tried in an adverserial court; Redergard's killers were shielded from public antagonism and carefully reintegrated into the local community. This book argues that English adverserial political culture creates far more incentives to politicize high-profile crimes than Norwegian consensus political culture. Drawing on a wealth of empirical research, the author suggests that the tendency for politicians to justify punitive responses to crime by invoking harsh political attitudes is based upon a flawed understanding of public opinion. In a compelling study, this book proposes a more deliberative response to crime that accommodates the informed public in news ways - ways that might help build social capital and remove incentives for cynical penal populism.

This text, written by two leading experts, reviews the historical observations of supernova explosions in our Galaxy over the past two thousand years and discusses modern observations of the remnants of these explosions at radio and other wavelengths.

This title examines the role of political culture and penal populism in the response to the emotive subject of child-on-child homicide. Green explores the reasons underlying the vastly differing responses of the English and Norwegian criminal justice systems to the cases of James Bulger and Silje Redergard respectively. Whereas James Bulger's killers were subject to extreme press and public hostility, and held in secure detention for nine months before being tried in an adversarial court, and served eight years in custody, a Redergard's killers were shielded from public antagonism and carefully reintegrated into the local community. This book argues that English adversarial political culture creates far more incentives to politicize high-profile crimes than Norwegian consensus political culture. Drawing on a wealth of empirical research, Green suggests that the tendency for politicians to justify punitive responses to crime by invoking harsh political attitudes is based upon a flawed understanding of public opinion. In a compelling study, Green proposes a more deliberative response to crime is possible by making English culture less adversarial and by making informed public judgment more assessable.

This book is a Reformed/Calvinist response to Keith Mathison's multi-authored book When Shall These Things Be, which was a critique and condemnation of (full) preterism. David Green, Edward Hassertt, and Michael Sullivan demonstrate that the advent of preterism in church history is the result of "organic development" from within the historic, Reformed church, and that it represents the uniting of the divided house of Reformed eschatology. As the authors navigate through the confusing maze of the Mathison volume, they overturn the arguments that the authors of that book levied against the truth that Jesus Himself taught in no uncertain terms. This Second Edition includes added material throughout the book, especially chapter four (the response to Mathison's chapter in When Shall These Things Be). It also includes an Appendix in response to critics of the first edition of House Divided.

Is Canada becoming a more polarized society? Or is it a kind-hearted nation that takes care of its disadvantaged? This volume closely examines these differing views through a careful analysis of the causes, trends, and dimensions of inequality to provide an overall assessment of the state of inequality in Canada. Contributors include economists, sociologists, philosophers, and political scientists, and the discussion ranges from frameworks for thinking about inequality, to original analyses using Canadian data, to assessments of significant policy issues, methodologies, and research directions. What emerges is the most detailed picture of inequality in Canada to date and, disturbingly, one that shows signs of us becoming a less just society. An invaluable source of information for policy makers, researchers, and students from a broad variety of disciplines, Dimensions of Inequality in Canada will also appeal to readers interested or involved in public debates over inequality.