The micro- and nano-modification of infrastructure materials and the associated multi-scale characterization and simulation has the potential to open up whole new uses and classes of materials, with wide-ranging implications for society. The use of multi-scale characterization and simulation brings the ability to target changes at the very small scale that predictably effect the bulk behavior of the material and thus allowing for the optimization of material behavior and performance. The International RILEM Symposium on Multi-Scale Modeling and Characterization of Infrastructure Materials (Stockholm, June 10-12, 2013) brought together key researchers from around the world to present their findings and ongoing research in this field in a focused environment with extended discussion times. From asphalt to concrete, from chemistry to mechanics, from nano- to macro-scale: the collection of topics covered by the Symposium represents the width and depth of the currently ongoing efforts of developing more sustainable infrastructure materials. Researchers, practitioners, undergraduates and graduate students engaged in infrastructure materials or multi-scale characterization and modeling efforts can use this book as a comprehensive reference, to learn about the currently ongoing research efforts in this field or as an inspiration for new research ideas to enhance the long-term performance of infrastructure materials from a fundamental perspective. The Symposium was held under the auspices of the RILEM Technical Committee on Nanotechnology-Based Bituminous Materials 231-NBM and the Transport Research Board (TRB) Technical Committee on Characteristics of Asphalt Materials AFK20.

This is a practical step-by-step guide to how the quality of teaching and learning in schools can be improved through the development of organizational capacity and professional networking. Whether you're involved in the National College of School Leadership's Networked Learning Communities scheme, or simply wish to enable teachers to initiate and sustain education change, this replacement to David Frost's earlier Reflective Action Planning for Teachers will be of great benefit.

The book demonstrates how secondary and primary teachers can contribute fully to the improvement of their school, while pursuing their own continued professional development and gaining accreditation through school-based work. It provides guidelines for school managers, higher education tutors, external consultants and LEA advisors establishing school-based support, and gives tried and tested flexible proformas, checklists and other practical tools that are ideal for training, INSET or a personal audit.

A fresh look at school improvement from the perspective of professional development.
There are many things that teachers can do to improve the conditions for learning and teaching in their own schools. This book shows how staff can take the initiative and identify areas in their school in need of attention, and tackle them. It provides case-study accounts of schemes in a number of schools, together with accounts of the action research based development work undertaken by teachers to improve their schools. The studies illuminate issues such as: improving the quality of learning and teaching; developing an effective school council; building partnerships and community schemes; developing economic and industrial understanding.

A fresh look at school improvement from the perspective of professional development.
There are many things that teachers can do to improve the conditions for learning and teaching in their own schools. This book shows how staff can take the initiative and identify areas in their school in need of attention, and tackle them. It provides case-study accounts of schemes in a number of schools, together with accounts of the action research based development work undertaken by teachers to improve their schools. The studies illuminate issues such as: improving the quality of learning and teaching; developing an effective school council; building partnerships and community schemes; developing economic and industrial understanding.

It has been argued for some time that to improve language learning in Britain we need to start earlier, as many other European countries do.
This book is addressed to policy makers and teachers who are considering the possibility of getting involved in the teaching of MFL in the primary school.

It has been argued for some time that to improve language learning in Britain we need to start earlier, as many other European countries do.
This book is addressed to policy makers and teachers who are considering the possibility of getting involved in the teaching of MFL in the primary school.

This text reviews the current scene in careers education and examines a range of different approaches in practice. It seeks to show how staff can use and adapt these ideas to implement change and improve careers education.

This text reviews the current scene in careers education and examines a range of different approaches in practice. It seeks to show how staff can use and adapt these ideas to implement change and improve careers education.

In Blind Evolution?: The Nature of Humanity and the Origin of Life, Professor David Frost challenges the dominant worldview derived from Darwin's evolutionary theories and perpetuated in Richard Dawkins's atheistic propaganda for Neo-Darwinism: that our universe has 'at bottom, no design, no purpose, no evil and no good, nothing but blind, pitiless indifference'. Frost deploys recent findings from a range of scientific studies that shake Neo-Darwinism to its foundation. Citing entertaining examples, from the inner workings of a single cell to the animal kingdom at large, from elephants and giraffes to the Japanese pufferfish, Frost maintains that Darwinian premises are wholly inadequate to engage with life or to provide a framework for our experiences of joy and sorrow, the problem of suffering, and the stark realities of good and evil. Reflecting on the nature of existence, Frost points to a mode of human understanding parallel to scientific enquiry through the path of 'vision' accessed via the nous (or spiritual intellect). He argues that 'vision' is as much essential to our understanding of creation as is scientific enquiry - reality is best approached through a complementary partnership of both.

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with 'formative assessment' or 'assessment for learning'. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find: an introductory in-service session self-evaluation questionnaires an action planning activity workshops tools for school development a network mapping activity guidance about different ways of using the resources teachers descriptions of ways they have used of adapted them references to further information and advice. In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.

In Blind Evolution?: The Nature of Humanity and the Origin of Life, Professor David Frost challenges the dominant worldview derived from Darwin's evolutionary theories and perpetuated in Richard Dawkins's atheistic propaganda for Neo-Darwinism: that our universe has 'at bottom, no design, no purpose, no evil and no good, nothing but blind, pitiless indifference'. Frost deploys recent findings from a range of scientific studies that shake Neo-Darwinism to its foundation. Citing entertaining examples, from the inner workings of a single cell to the animal kingdom at large, from elephants and giraffes to the Japanese pufferfish, Frost maintains that Darwinian premises are wholly inadequate to engage with life or to provide a framework for our experiences of joy and sorrow, the problem of suffering, and the stark realities of good and evil. Reflecting on the nature of existence, Frost points to a mode of human understanding parallel to scientific enquiry through the path of 'vision' accessed via the nous (or spiritual intellect). He argues that 'vision' is as much essential to our understanding of creation as is scientific enquiry - reality is best approached through a complementary partnership of both.

The micro- and nano-modification of infrastructure materials and the associated multi-scale characterization and simulation has the potential to open up whole new uses and classes of materials, with wide-ranging implications for society. The use of multi-scale characterization and simulation brings the ability to target changes at the very small scale that predictably effect the bulk behavior of the material and thus allowing for the optimization of material behavior and performance. The International RILEM Symposium on Multi-Scale Modeling and Characterization of Infrastructure Materials (Stockholm, June 10-12, 2013) brought together key researchers from around the world to present their findings and ongoing research in this field in a focused environment with extended discussion times. From asphalt to concrete, from chemistry to mechanics, from nano- to macro-scale: the collection of topics covered by the Symposium represents the width and depth of the currently ongoing efforts of developing more sustainable infrastructure materials. Researchers, practitioners, undergraduates and graduate students engaged in infrastructure materials or multi-scale characterization and modeling efforts can use this book as a comprehensive reference, to learn about the currently ongoing research efforts in this field or as an inspiration for new research ideas to enhance the long-term performance of infrastructure materials from a fundamental perspective. The Symposium was held under the auspices of the RILEM Technical Committee on Nanotechnology-Based Bituminous Materials 231-NBM and the Transport Research Board (TRB) Technical Committee on Characteristics of Asphalt Materials AFK20.

Learning how to learn is an essential preparation for lifelong learning. This book offers a set of in-service resources to help teachers develop new classroom practices informed by sound research. It builds on previous work associated with 'formative assessment' or 'assessment for learning'. However, it adds an important new dimension by taking account of the conditions within schools that are conducive to the promotion, in classrooms, of learning how to learn as an extension of assessment for learning. Among the materials included you will find: an introductory in-service session self-evaluation questionnaires an action planning activity workshops tools for school development a network mapping activity guidance about different ways of using the resources teachers descriptions of ways they have used of adapted them references to further information and advice. In addition, there is a support website and examples of how individual schools have used or adapted these materials to maximize their benefits.

Examining a decade of research and practice, this book makes the case for a radical reappraisal of leadership, learning, and their interrelationship in educational policy. Discussing whether policy direction is progressively constraining the professionalism and initiative of teachers and school leaders, it challenges conventional understanding and argues the case for thinking differently about the way to lead learning. Based on the Leadership for Learning (LfL) Project, the book clarifies, extends, and refines LfL principles and practices, and their contribution to ameliorating some of the difficult conditions encountered in the contemporary educational policy environment. It starts by discussing the direction and influence of current education policy and its subsequent consequences; chapters then move on to explore the framing values informing the LfL Projects, particularly focusing on what they imply for commitments to social justice, children's rights and breadth in student learning, and considering how to create favourable conditions for learning. Identifying a disconnect between seminal principles and the nature of day-to-day practice, Strengthening the Connections between Leadership and Learning challenges school policy and practice at national and local levels. It is an essential read for postgraduate students, especially those studying leadership in education, as well as for teachers and policymakers in schools.

Examining a decade of research and practice, this book makes the case for a radical reappraisal of leadership, learning, and their interrelationship in educational policy. Discussing whether policy direction is progressively constraining the professionalism and initiative of teachers and school leaders, it challenges conventional understanding and argues the case for thinking differently about the way to lead learning. Based on the Leadership for Learning (LfL) Project, the book clarifies, extends, and refines LfL principles and practices, and their contribution to ameliorating some of the difficult conditions encountered in the contemporary educational policy environment. It starts by discussing the direction and influence of current education policy and its subsequent consequences; chapters then move on to explore the framing values informing the LfL Projects, particularly focusing on what they imply for commitments to social justice, children's rights and breadth in student learning, and considering how to create favourable conditions for learning. Identifying a disconnect between seminal principles and the nature of day-to-day practice, Strengthening the Connections between Leadership and Learning challenges school policy and practice at national and local levels. It is an essential read for postgraduate students, especially those studying leadership in education, as well as for teachers and policymakers in schools.

Most people know Billy Graham the preacher.Many know Billy Graham the author.In this remarkable book, Graham reveals a personal side that few have seen before. For thirty years, Billy Graham and David Frost fascinated television audiences with their conversations about God, the Bible, and Graham's decades-long ministry. Frost asked the questions that thousands of viewers wanted to ask. Graham answered them with authenticity and grace. Along the way, Graham provided insight into life as an evangelist, a Christian father and grandfather, and a public figure in a changing culture. Most of all, Graham's words show what it means to live out your beliefs--whether you speak to millions of people around the world or simply want to live faithfully at home and work. With a chronology of Graham's life, a preface from Frost, and a foreword from his grandson, Tullian Tchividjian, this weaving of stories, interviews, and reflections will inspire you to respond to God's call with no reserve.

Following the resounding success of the eponymous West End and Broadway hit play, "Frost/Nixon" tells the extraordinary story of how Sir David Frost pursued and landed the biggest fish of his career--and how the series drew larger audiences than any news interview ever had in the United States, before being shown all over the world.

This is Frost's absorbing story of his pursuit of Richard Nixon, and is no less revealing of his own toughness and pertinacity than of the ex-President's elusiveness. Frost's encounters with such figures as Swifty Lazar, Ron Ziegler, potential sponsors, and Nixon as negotiator are nothing short of hilarious, and his insight into the taping of the programs themselves is fascinating.

"Frost/Nixon" provides the authoritative account of the only public trial that Nixon would ever have, and a revelation of the man's character as it appeared in the stress of eleven grueling sessions before the cameras. Including historical perspective and transcripts of the edited interviews, this is the story of Sir David Frost's quest to produce one of the most dramatic pieces of television ever broadcast, described by commentators at the time as "a catharsis" for the American people.

Witness to Injustice by David Frost, Jr. edited by Louise Westling with an introduction by Charles Reagan Wilson There were two events in particular that had a lasting effect on the life of David Frost, Jr. Watching my parents make moonshine in our back yard in a washpot, he says, and listening to my parents tell the story of how the Peterson boy was lynched here in Eufaula. My parents would tell it like it had just happened. In this compelling account of his life as an African American in Eufaula, Alabama, Frost illuminates the strange world of the rural South. He was a living witness to both the dramatic racial violence and the heroic struggles of the civil rights movement. This world included lynchings as well as the quieter activities of everyday life. His story, told honestly and earnestly, pictures an alternately violent and placid community where whites not only brutalized blacks but also came to their aid. Frost tells of the intricate web of collusion, cooperation, treachery, competition, and sometimes gleeful gamesmanship that wove together the lives of black and white people in this typical southern community. His story recounts his unique perspective on this complex social culture in which strange twists governed daily life, in which a black moonshiner evading the law might take the white sheriff hunting on his property, a culture in which a white doctor, the leader of a lynch mob, spent the rest of his life trying to atone by serving the medical needs of the black community. Although there are multitudinous analyses, narratives, and reports detailing the baffling enigmas of southern history, in this exceptional memoir a fresh, previously unheard voice reveals cultural complexities that most historians have neglected. David Frost, Jr. (deceased) lived in Eufaula, Alabama. Louise Westling is Professor Emerita of English at the University of Oregon. Charles Reagan Wilson is a professor of history and southern studies at the University of Mississippi.