So far, the agendas for child protection, safeguarding, and the safer recruitment of people working with children have been driven mainly by a small number of very high profile and shocking cases involving physical abuse, sexual abuse, or neglect. Those cases have invariably highlighted failures in established procedures that are supposed to prevent these things from happening. The resulting initiatives have put a great deal of effort into reforming relevant social work and law agencies, and how they work together. However, as a consequence of most focus being placed on those cases because of huge media and political pressure, other issues have not received the attention they need. Emotional abuse can have a profound, long-lasting impact on a child, as can emotional well-being. The classroom environment can have an impact well into adulthood. Most adults have experienced emotional abuse in some classroom at some time In a similar way, a positive classroom environment can also lead to life-long happy memories. .Research results are clear about all of this. What research is not so clear about is the extent to which teachers may realize their effect but there is no doubts that good and bad teachers leave a life-long mark. The UK's Every Child Matters (ECM) programme has identified a much broader range of issues affecting child well-being beyond many of the specific problems lying behind those tragic high profile cases. Combined with observations by UNICEF, including where the UK has been at the bottom of several league tables for child well-being, there are issues mentioned in ECM, but for which very little is done, and few resources are available to help professionals and interested parties. This book is focussed on emotional abuse, specifically emotional abuse in the classroom; it is essential reading for all who need to know about these aspects of safeguarding: teachers, parents, social workers, school managers, politicians, and pupils themselves. It provides research-based self-evaluation tools for teachers and pupils to help identify potentially problematic classroom situations. The book contains several important tools and ideas, including: practical self-evaluation checklists so teachers can check their own behaviour and pupils can check their own experiences-these tools can help teachers to provide positive happy child classroom experiences; essential material to supplement ECM and bring UN children rights into schools; suggestions for school policy changes; references into relevant literature for those who wish to study further; an associated website to research classroom emotional abuse in more depth. Whatever your view about safeguarding and ECM, you will find this book stimulating, challenging, and thought provoking.

So far, the agendas for child protection, safeguarding, and the safer recruitment of people working with children have been driven mainly by a small number of very high profile and shocking cases involving physical abuse, sexual abuse, or neglect. Those cases have invariably highlighted failures in established procedures that are supposed to prevent these things from happening. The resulting initiatives have put a great deal of effort into reforming relevant social work and law agencies, and how they work together. However, as a consequence of most focus being placed on those cases because of huge media and political pressure, other issues have not received the attention they need. Emotional abuse can have a profound, long-lasting impact on a child, as can emotional well-being. The classroom environment can have an impact well into adulthood. Most adults have experienced emotional abuse in some classroom at some time In a similar way, a positive classroom environment can also lead to life-long happy memories. .Research results are clear about all of this. What research is not so clear about is the extent to which teachers may realize their effect but there is no doubts that good and bad teachers leave a life-long mark. The UK's Every Child Matters (ECM) programme has identified a much broader range of issues affecting child well-being beyond many of the specific problems lying behind those tragic high profile cases. Combined with observations by UNICEF, including where the UK has been at the bottom of several league tables for child well-being, there are issues mentioned in ECM, but for which very little is done, and few resources are available to help professionals and interested parties. This book is focussed on emotional abuse, specifically emotional abuse in the classroom; it is essential reading for all who need to know about these aspects of safeguarding: teachers, parents, social workers, school managers, politicians, and pupils themselves. It provides research-based self-evaluation tools for teachers and pupils to help identify potentially problematic classroom situations. The book contains several important tools and ideas, including: practical self-evaluation checklists so teachers can check their own behaviour and pupils can check their own experiences-these tools can help teachers to provide positive happy child classroom experiences; essential material to supplement ECM and bring UN children rights into schools; suggestions for school policy changes; references into relevant literature for those who wish to study further; an associated website to research classroom emotional abuse in more depth. Whatever your view about safeguarding and ECM, you will find this book stimulating, challenging, and thought provoking.

Since its first edition 15 years ago, Business Process Analysis has become a standard reference work in the library of many business process practitioners. This new edition continues the presentation of a portfolio of analysis techniques essential for any serious business process analysis work - and goes much further. Since those early days, there has been a rapid expansion of approaches to business process work, and most of these are reflected in the book's subtitle: architecture, engineering, improvement, management, and maturity. All these (and others) are addressed in the book, discussing the strengths and limitations of each. Whichever way you approach business process work, this book is essential reading for all practitioners because of its breadth and depth of commentary. It is careful to document sources, and has a comprehensive list of relevant material. The book is also essential reading for all students of business processes at final year undergraduate, and master's levels, as it meets relevant level descriptors. The book contains several innovative ideas, including: information technology is not the only enabling technology for business process improvement: business processes have been improved since time immemorial by the utilization of technology, not only information technology - and this will continue given modern technology convergence; the origin of virtually all approaches to systems analysis (including object-oriented analysis, and relational theory), is identified and documented; diagrammatic approaches to analyzing business processes are incapable of yielding models that can be checked for completeness and consistency, particularly as the number of processes increases; increasingly, the issue is not only business processes within an organization - the issue is business processes that cross organizational boundaries and may involve many enterprises; the book calls for a business process epistemology to complement business process ontology. Whatever your view about approaches to business processes, you will find this book stimulating, challenging, comprehensive, and thought provoking.

Since its first edition 15 years ago, Business Process Analysis has become a standard reference work in the library of many business process practitioners. This new edition continues the presentation of a portfolio of analysis techniques essential for any serious business process analysis work - and goes much further. Since those early days, there has been a rapid expansion of approaches to business process work, and most of these are reflected in the book's subtitle: architecture, engineering, improvement, management, and maturity. All these (and others) are addressed in the book, discussing the strengths and limitations of each. Whichever way you approach business process work, this book is essential reading for all practitioners because of its breadth and depth of commentary. It is careful to document sources, and has a comprehensive list of relevant material. The book is also essential reading for all students of business processes at final year undergraduate, and master's levels, as it meets relevant level descriptors. The book contains several innovative ideas, including: information technology is not the only enabling technology for business process improvement: business processes have been improved since time immemorial by the utilization of technology, not only information technology - and this will continue given modern technology convergence; the origin of virtually all approaches to systems analysis (including object-oriented analysis, and relational theory), is identified and documented; diagrammatic approaches to analyzing business processes are incapable of yielding models that can be checked for completeness and consistency, particularly as the number of processes increases; increasingly, the issue is not only business processes within an organization - the issue is business processes that cross organizational boundaries and may involve many enterprises; the book calls for a business process epistemology to complement business process ontology. Whatever your view about approaches to business processes, you will find this book stimulating, challenging, comprehensive, and thought provoking.