Set against the backdrop of globalization and global philanthropy, this book offers new perspectives on the sociological dynamics and governance implications of 'social entrepreneurial' policy in education. It examines the spatialities, relationships and culture that powerfully mediated the making and localisation of 'Teach for Bangladesh'. This globalised and philanthropy-backed reform model is based on 'Teach for America/All' (TfA) which promotes social entrepreneurial solutions to educational problems across continents. The authors demonstrate how TfB's policy model travelled through networks of diaspora, finance, technology and media and became established in Bangladesh through complex policy work. The book documents empirical research from Bangladesh to draw out broader implications in relation to education policy-making and policy content in today's globalizing world. The book also contributes to ongoing debates in contemporary comparative education about North-South dialogue, policy mobility and transfer, philanthrocapitalism, and international teacher education.

Contests are an important aspect of the lives of diverse animals, from sea anemones competing for space on a rocky shore to fallow deer stags contending for access to females. Why do animals fight? What determines when fights stop and which contestant wins? Addressing fundamental questions on contest behaviour, this volume presents theoretical and empirical perspectives across a range of species. The historical development of contest research, the evolutionary theory of both dyadic and multiparty contests, and approaches to experimental design and data analysis are discussed in the first chapters. This is followed by reviews of research in key animal taxa, from the use of aerial displays and assessment rules in butterflies and the developmental biology of weapons in beetles, through to interstate warfare in humans. The final chapter considers future directions and applications of contest research, making this a comprehensive resource for both graduate students and researchers in the field.

School Reform in an Era of Standardization explores how teachers and school-based administrators navigate the processes of accountability and standardization in schooling systems and settings. It provides clear insights into how the work and learning of teachers and students in schools have been dramatically reconstituted by increased pressures of external, political scrutiny and accountability. The book reveals in detail the nature and effects of standardization processes upon schools and schooling systems. Specifically, it shows how curriculum development, teaching and assessment practices have all been recalibrated under conditions of increased external scrutiny of teacher and student work and learning, and how such processes are manifest in curriculum dominated by attention to literacy and numeracy, more 'scripted' pedagogies and standardized testing. However, the research not only elaborates the detrimental effects of such processes, but also how those responsible for educating in schools - teachers, heads of curriculum, deputy-principals and principals - have responded proactively by interpreting, interrogating and challenging these conditions. In this way, it provides resources for hope - evidence of what are described as more 'authentic accountabilities' - and at the same time it provides a clear portrait of the difficulty of fostering substantive curriculum, teaching and assessment reform during an era of increasingly reductive accountability processes. It will be an invaluable resource for understanding and enhancing practices in schools and school systems in the decades to come, and for giving hope to educators in the ongoing work of rebuilding trust in public education.

School Reform in an Era of Standardization explores how teachers and school-based administrators navigate the processes of accountability and standardization in schooling systems and settings. It provides clear insights into how the work and learning of teachers and students in schools have been dramatically reconstituted by increased pressures of external, political scrutiny and accountability. The book reveals in detail the nature and effects of standardization processes upon schools and schooling systems. Specifically, it shows how curriculum development, teaching and assessment practices have all been recalibrated under conditions of increased external scrutiny of teacher and student work and learning, and how such processes are manifest in curriculum dominated by attention to literacy and numeracy, more 'scripted' pedagogies and standardized testing. However, the research not only elaborates the detrimental effects of such processes, but also how those responsible for educating in schools - teachers, heads of curriculum, deputy-principals and principals - have responded proactively by interpreting, interrogating and challenging these conditions. In this way, it provides resources for hope - evidence of what are described as more 'authentic accountabilities' - and at the same time it provides a clear portrait of the difficulty of fostering substantive curriculum, teaching and assessment reform during an era of increasingly reductive accountability processes. It will be an invaluable resource for understanding and enhancing practices in schools and school systems in the decades to come, and for giving hope to educators in the ongoing work of rebuilding trust in public education.

This book aims to help teachers and those who support them to re-imagine the work of teaching, learning and leading. In particular, it shows how transformations of educational practice depend on complementary transformations in classroom-school- and system-level organisational cultures, resourcing and politics. It argues that transforming education requires more than professional development to transform teachers; it also calls for fundamental changes in learning and leading practices, which in turn means reshaping organisations that support teachers and teaching - organisational cultures, the resources organisations provide and distribute, and the relationships that connect people with one another in organisations. The book is based on findings from new research being conducted by the authors - the research team for the (2010-2012) Australian Research Council-funded Discovery Project Leading and Learning: Developing Ecologies of Educational Practice.

The Politics of Teacher Professional Development: Policy, Research and Practice provides innovative insights into teachers' continuing development and learning in contemporary western contexts. Rather than providing a list of "how-tos" and "must dos," this volume is premised on the understanding that by learning more about the current conditions under which teachers and other educators work and learn, it is possible to understand, and consequently improve, the learning opportunities teachers experience. Teacher professional development is not simply construed as an isolated series of events, such as day-long workshops marking the beginning of each school year or term, or individualistic "one-off" activities focused on new teaching approaches, curricula or assessment strategies. Rather, through application of sociologist Pierre Bourdieu's understanding of social practices as contested, teacher professional development is revealed as a complex social practice which exists as policy, as a research product and process, and as an important part of teachers' work. The book reveals how PD as policy, research and teachers' work are inherently contested. An extended series of case studies of teacher professional development practices from Canada, England and Australia are employed to show how these tensions play out in complex ways in policy and practice.

The Politics of Teacher Professional Development: Policy, Research and Practice provides innovative insights into teachers' continuing development and learning in contemporary western contexts. Rather than providing a list of "how-tos" and "must dos," this volume is premised on the understanding that by learning more about the current conditions under which teachers and other educators work and learn, it is possible to understand, and consequently improve, the learning opportunities teachers experience. Teacher professional development is not simply construed as an isolated series of events, such as day-long workshops marking the beginning of each school year or term, or individualistic "one-off" activities focused on new teaching approaches, curricula or assessment strategies. Rather, through application of sociologist Pierre Bourdieu's understanding of social practices as contested, teacher professional development is revealed as a complex social practice which exists as policy, as a research product and process, and as an important part of teachers' work. The book reveals how PD as policy, research and teachers' work are inherently contested. An extended series of case studies of teacher professional development practices from Canada, England and Australia are employed to show how these tensions play out in complex ways in policy and practice.

The Economics of Land Use brings together the most significant journal essays in key areas of contemporary agricultural, food and resource economics and land use policy. The editors provide a state-of-the-art overview of the topic and access to the economic literature that has shaped contemporary perspectives on land use analysis and policy.

For students of finance at both undergraduate and postgraduate level, or those preparing for professional examinations, Investment and Portfolio Management develops knowledge and understanding of the key financial products, investment strategies and risks in financial markets in the UK and internationally. With an emphasis on practice, Investment and Portfolio Management presents the theory and its relevance and application in the financial workplace. The authors draw on their experience working in the financial sector to illustrate concepts with case studies, examples and problems, including material relevant to candidates studying for professional examinations offered by the major professional bodies in the subject area (Charted Institute of Investment, CII & Chartered Institute of Securities and Investment, CISI). Each chapter is written in an easy-to-follow style, allowing readers to navigate their way through different topics without issue, avoiding complicated technical jargon, in favour of simpler terms and writing style. To meet the criteria for those studying for academic and professional courses, links are provided to more in-depth material and in-chapter features to encourage self-directional learning. Online supporting resources for this book include lecture slides and figures from the book.

The Oxford Reading Tree All Stars Handbook has been designed to help you get the most from this inspiring, challenging and age-appropriate fiction series. It contains valuable advice and resources to stretch and deepen children's higher-order comprehension skills, and to encourage and fuel their love of reading. It includes: * 60 photocopiable activity sheets designed to deepen higher-order comprehension skills (1 activity sheet per book) * Advice on challenging and engaging your able young readers * Information for parents to help you achieve successful home-school links * Guidance on running guided reading sessions for able readers

Two classic Doctor Who adventures, one from the 1970s and one from the 1980s, both featuring those sinister humanoids the Cybermen. In 'Revenge of the Cybermen' (1975), the Doctor (Tom Baker), Sarah Jane (Elisabeth Sladen) and Harry (Ian Marter) return to the space station Nerva (from 'The Ark in Space') to recover the TARDIS. They discover the crew decimated by a strange plague, to which Sarah falls prey. The Doctor realises that the plague is part of a plot by the Cybermen to destroy Voga, the planet of gold - gold being the only thing which is lethal to them. At the same time the Vogans are planning to destroy the Cybermen with their Skystriker rocket. The three-part adventure 'Silver Nemesis' (1988) was made to celebrate Dr Who's 25th anniversary. A statue, blasted into space 350 years ago, crashes into Earth in the core of a meteor. The Doctor (Baker) and his assistant Ace (Sophie Aldred) must fight two armies from different time periods, a regiment from 1988 and a battallion of soldiers from 2688, whilst guarding the statue from the clutches of the Cybermen.

This book aims to help teachers and those who support them to re-imagine the work of teaching, learning and leading. In particular, it shows how transformations of educational practice depend on complementary transformations in classroom-school- and system-level organisational cultures, resourcing and politics. It argues that transforming education requires more than professional development to transform teachers; it also calls for fundamental changes in learning and leading practices, which in turn means reshaping organisations that support teachers and teaching - organisational cultures, the resources organisations provide and distribute, and the relationships that connect people with one another in organisations. The book is based on findings from new research being conducted by the authors - the research team for the (2010-2012) Australian Research Council-funded Discovery Project Leading and Learning: Developing Ecologies of Educational Practice.

Deep maps are finely detailed, multimedia depictions of a place and the people, buildings, objects, flora, and fauna that exist within it and which are inseparable from the activities of everyday life. These depictions may encompass the beliefs, desires, hopes, and fears of residents and help show what ties one place to another. A deep map is a way to engage evidence within its spatio-temporal context and to provide a platform for a spatially-embedded argument. The essays in this book investigate deep mapping and the spatial narratives that stem from it. The authors come from a variety of disciplines: history, religious studies, geography and geographic information science, and computer science. Each applies the concepts of space, time, and place to problems central to an understanding of society and culture, employing deep maps to reveal the confluence of actions and evidence and to trace paths of intellectual exploration by making use of a new creative space that is visual, structurally open, multi-media, and multi-layered.

Deep maps are finely detailed, multimedia depictions of a place and the people, buildings, objects, flora, and fauna that exist within it and which are inseparable from the activities of everyday life. These depictions may encompass the beliefs, desires, hopes, and fears of residents and help show what ties one place to another. A deep map is a way to engage evidence within its spatio-temporal context and to provide a platform for a spatially-embedded argument. The essays in this book investigate deep mapping and the spatial narratives that stem from it. The authors come from a variety of disciplines: history, religious studies, geography and geographic information science, and computer science. Each applies the concepts of space, time, and place to problems central to an understanding of society and culture, employing deep maps to reveal the confluence of actions and evidence and to trace paths of intellectual exploration by making use of a new creative space that is visual, structurally open, multi-media, and multi-layered.

All four episodes of the drama miniseries about the life of Queen Elizabeth I. Anne-Marie Duff stars as the Virgin Queen and portrays pivotal moments in her life as monarch including her passionate affair with Robert Dudley (Tom Hardy), her triumph over the Armada and her unorthodox relationship with the Earl of Essex (Hans Matheson).

There are probably just about as many opinions about how to hit your golf ball further as there are golfers in the world but the reality is most of them either don't work or if they do they only add a little distance and generally create massive slices for most golfers When most golfers want to hit the ball further they do things that instinctively seem like they would work like; Tensing up and getting all 'manly and aggressive' ready to hit the ball so hard that if the cover stays on it - it's going to be hit into next week sometime Then as they have heard that the best way to hit the golf ball further is to get the club moving faster, their entire swing gets faster The last thing they do is another thing that you would think was instinctively right They take the club further back than normal on their backswing the idea being that the further it has to come back to the ball - the more time they will have to generate speed and therefore hit the golf ball further Seems logical right? It doesn't actually work like that How to drive the golf ball as far as you possibly can - without buying a new driver or doing any exercises Is a simple easy to follow step by step guide which will allow you to develop your driving by firstly providing you with an understanding of just what you need to do, then giving you a bunch of different experiences to apply to your game, all of which will allow you to develop your ability - to drive the golf ball as far as you possibly can And before you start thinking this is all about elite level golfers who can already hit the golf ball 'for miles' and just want to hit it further again That's not entirely correct either As in actual fact, the golfers who can benefit the most from driving the ball as far as they possibly can are the golfers who hit the ball a relatively short distance compared to other golfers, consider a golfer that currently hits the ball 80 yards off the tee and then has a fairway wood distance of 60 yards Let's imagine that over the period of a few weeks our intrepid golfer, takes the information inside this book, works on it a bit and manages to add 20 yards to their drive It's not as difficult as you may think Also bear in mind that the 20 yards they add to their drive should also directly add (you'll understand why that happens when you read the book) another 10 yards to their fairway shot What difference do you think that can make to their game? A couple of shots better a round, maybe three or four at best? You'd be wrong if you guessed that low and even if you went way out on a limb and said a stupid number like say 10 shots - you're still going to be too low How about 22 shots better per round? Impossible? No, it's actually quite easily achievable as you can read about in the book The mind-set of trying to drive the golf ball as far as you possibly can, not only helps the elite golfer score a few shots better a round - it can dramatically transform any golfer's game - even if they are what would be considered to be a short hitter to begin with So is this all about elite golfers, testosterone, manliness and ego? In actual fact those are the golfers that will get the least help from this book The golfers who are going to get the best outcome from following my advice are those who don't hit too far for a start and it makes no difference whether you are old or young, new or experienced, male or female Everyone can change their game and scores by driving as far as you possibly can by following the six main basic points that the book covers then blending them with some controls and fine adjustments that will allow you to keep the golf ball on the golf course while you are driving it much further, as well as few other handy ideas that will then allow you to really take your new found distance and turn into a major advantage to your game on the golf course Better golf performance as a result of driving the golf ball as far as you possibly can Now that's a good outcome

British miniseries starring Ian McDiarmid, covering the 37 days between the assassination of Archduke Franz Ferdinand and Britain's declaration of war against Germany in 1914. The episodes comprise: 'One Month in Summer', 'One Week in July' and 'One Long Weekend'.

Set against the backdrop of globalization and global philanthropy, this book offers new perspectives on the sociological dynamics and governance implications of ‘social entrepreneurial’ policy in education. It examines the spatialities, relationships and culture that powerfully mediated the making and localisation of 'Teach for Bangladesh'. This globalised and philanthropy-backed reform model is based on 'Teach for America/All' (TfA) which promotes social entrepreneurial solutions to educational problems across continents. The authors demonstrate how TfB's policy model travelled through networks of diaspora, finance, technology and media and became established in Bangladesh through complex policy work. The book documents empirical research from Bangladesh to draw out broader implications in relation to education policy-making and policy content in today’s globalizing world. The book also contributes to ongoing debates in contemporary comparative education about North-South dialogue, policy mobility and transfer, philanthrocapitalism, and international teacher education.

This multi-author volume provides both a conceptual context and an instruction in methods for many aspects of sex ratio research. The book discusses theory, statistical analysis, and genetics, as well as research in one of a wide spectrum of animal, plant, and microbial taxa. Sex Ratios: Concepts and Research Methods is primarily intended for graduate and professional behavioral and evolutionary ecologists in this field, but it will also be useful to biologists building evolutionary models, and researchers analyzing data involving proportions or comparisons across phylogenetically related species.