Over the past decade there has been an increasing demand for suitable material in the area of mathematical modelling as applied to science, engineering, business and management. Recent developments in computer technology and related software have provided the necessary tools of increasing power and sophistication which have significant implications for the use and role of mathematical modelling in the above disciplines. In the past, traditional methods have relied heavily on expensive experimentation and the building of scaled models, but now a more flexible and cost effective approach is available through greater use of mathematical modelling and computer simulation. In particular, developments in computer algebra, symbolic manipulation packages and user friendly software packages for large scale problems, all have important implications in both the teaching of mathematical modelling and, more importantly, its use in the solution of real world problems. Many textbooks have been published which cover the art and techniques of modelling as well as specific mathematical modelling techniques in specialist areas within science and business. In most of these books the mathematical material tends to be rather tailor made to fit in with a one or two semester course for teaching students at the undergraduate or postgraduate level, usually the former. This textbook is quite different in that it is intended to build on and enhance students' modelling skills using a combination of case studies and projects.

When we first invited the group of distinguished scholars represented here to contribute to a new volume on Austrian economics, four themes were stressed: tensions, new directions, selectivity, and criticism. In this brief introduction we will explain why those themes were emphasized and thereby shed light on our intentions and aspirations for the volume. The subtitle "Tensions and New Directions" indicates clearly the intent of the volume desired. If we take the 1871 publication of Carl Menger's Principles of Economics (Grundsiitze der Volkswirthschaftslehre) as mark ing its birth, the Austrian tradition is now well over one hundred years old. The origins of the so-called "Austrian Revival" are more difficult to pinpoint precisely, but many would accept two decades as a reasonable estimate of its lifespan. In any case, since the mid-1970s several collections of articles written by Austrians have been published. The intent of these collections appeared to be to educate, persuade, and inspire various audiences. Uninformed readers needed to be told about the specifics of the Austrian position, to be shown how it differed from and improved upon its rivals. The initiated needed to be reassured that their commitment to a novel program was justified. As such, much of the recent Austrian literature has consisted either of exegetical accounts of the views of past figures, or of critical assessments of the positions of alternative research programs in economics from an Austrian perspective."

Over the past decade there has been an increasing demand for suitable material in the area of mathematical modelling as applied to science and engineering. There has been a constant movement in the emphasis from developing proficiency in purely mathematical techniques to an approach which caters for industrial and scientific applications in emerging new technologies. In this textbook we have attempted to present the important fundamental concepts of mathematical modelling and to demonstrate their use in solving certain scientific and engineering problems. This text, which serves as a general introduction to the area of mathematical modelling, is aimed at advanced undergraduate students in mathematics or closely related disciplines, e.g., students who have some prerequisite knowledge such as one-variable calculus, linear algebra and ordinary differential equations. Some prior knowledge of computer programming would be useful but is not considered essential. The text also contains some more challenging material which could prove attractive to graduate students in engineering or science who are involved in mathematical modelling. In preparing the text we have tried to use our experience of teaching mathematical modelling to undergraduate students in a wide range of areas including mathematics and computer science and disciplines in engineering and science. An important aspect of the text is the use made of scientific computer software packages such as MAPLE for symbolic algebraic manipulations and MA TLAB for numerical simulation.

In recent years, mathematical modelling allied to computer simulation has emerged as en effective and invaluable design tool for industry and a discipline in its own right. This has been reflected in the popularity of the growing number of courses and conferences devoted to the area. The North East Polytechnics Mathematical Modelling and Computer Simulation Group has a balanced representation of academics and industrialists and, as a Group, has the objective of promoting a continuing partnership between the Polytechnics in the North East and local industry. Prior to the present conference the Group has organised eight conferences with a variety of themes related to mathematical modelling and computer simulation. The theme chosen for the Polymodel 9 Conference held in Newcastle upon Tyne in May 1986 was Industrial Vibration Modelling, which is particularly approp riate for 'Industry Year' and is an area which continues to present industry and academics with new and challenging problems. The aim of the Conference was to calIon and use the modelling experience of eminent academics and industrialists who are deeply involved in the solution of vibration problems. To this end the following four sessions were organised: (1) Vehicular Vibrations led by keynote speaker Dr S King (Westland Helicopters Ltd) (2) Acoustics led by Dr M Petyt (Southampton University) (3) Fluid/Structural Vibrations led by G T Willshare (British Maritime Technology) (4) Special Problems and Developing Areas to include nonlinearities, ultrasonics, transients, elastic stability, etc.

Originally published in 1989. The pursuit of excellence is much discussed with reference to education, but the question remains, 'How can a school become excellent?' This book demonstrates that excellence depends on good management which, in turn, depends not only on a clear understanding of good management theory, but on the ability to translate theory into practice. The authors offer profound insights into three crucial areas of leadership: culture, structure, and public accountability. Drawing on areas outside education, such as advertising and business, they discuss many innovations that are already current - flexitime, the vertical curriculum, mastery learning, community support - and depict ways in which these can be brought together into a total educational experience. More strikingly, however, they look ahead, examining the potential changes to our concept of schooling: for instance those brought about by the growth of information technology. This book emphasises that at the heart of outstanding schooling are visionary leadership, a clear sense of purpose, and creatively conceived and flexible support structures.

Much has been written about globalization and the challenge of preparing young people for the new world of work and life in times of complexity and continuous change. However, few works have examined how globalization has and will continue to shape education in the East. This volume discusses education within the context of globalization and examines what is occurring in schools and systems of education in the People's Republic of China, Hong Kong, Chinese Taipei, Singapore, and Australia. Closer examination of recent developments and current trends reveal the same turbulence and a range of common issues in areas such as assessment, curriculum, leadership, management of change, pedagogy, policy, professional capacity and technology. This volume demonstrates the commonalities and differences and offers tremendous insight into the way things are done in places where student achievement is high but there is also a sense of urgency in continuing an agenda of change.

Much has been written about globalization and the challenge of preparing young people for the new world of work and life in times of complexity and continuous change. However, few works have examined how globalization has and will continue to shape education in the East. This volume discusses education within the context of globalization and examines what is occurring in schools and systems of education in the People's Republic of China, Hong Kong, Chinese Taipei, Singapore, and Australia. Closer examination of recent developments and current trends reveal the same turbulence and a range of common issues in areas such as assessment, curriculum, leadership, management of change, pedagogy, policy, professional capacity and technology. This volume demonstrates the commonalities and differences and offers tremendous insight into the way things are done in places where student achievement is high but there is also a sense of urgency in continuing an agenda of change.

This landmark book presents a careful selection of the most important literature in the philosophy and methodology of economics - an area that has grown explosively in the last twenty years. This important and timely three volume reference collection contains the best of the recent work together with a number of classic articles by economists and philosophers. It focuses in the main on articles and papers that have not been previously reprinted and presents in an accessible form important material that is scattered throughout the literature.

This text provides an analysis of the efforts to establish systems of self-managing schools around the world. The core of this book is the description of the transformation of the education system in the state of Victoria, Australia, from dependence in a highly centralized and bureaucratized structure to one that values local decision making and the creation of a system of self-managing schools. The text goes on to show how these and similar programmes in other nations could lay the foundations for similar reform. The authors propose that there must be changes in the role of key stakeholders, including government, community and profession; traditional approaches must be challenged and new ways to fund schools to be canvassed.

This text provides an analysis of the efforts to establish systems of self-managing schools around the world. The core of this book is the description of the transformation of the education system in the state of Victoria, Australia, from dependence in a highly centralized and bureaucratized structure to one that values local decision making and the creation of a system of self-managing schools. The text goes on to show how these and similar programmes in other nations could lay the foundations for similar reform. The authors propose that there must be changes in the role of key stakeholders, including government, community and profession; traditional approaches must be challenged and new ways to fund schools to be canvassed.

This is a book on the good practice of mentoring written by scholars and practitioners in education, health and industry. It considers the roles of the mentor-mentee in changing workplaces affected by external forces including technology, the economy and the dismantling of middle- management structures, and offers guidelines for those who seek good practice, and the nurturing of the individual in a caring and collaborative culture.; A brief history of mentoring and its subsequent usage is presented, with special attention paid to the gender issues. New concepts such as "shadowing" and "reflective interviewing" are introduced and explained, and strategies are presented in such a way that they can be applied and adapted in any setting. The whole process, therefore, aims to empower the professional in a school, university or industrial level, and with others, towards a more effective and perceptive practice.; All those involved in education and training of individuals at a school, college or industrial level training will find this useful.

Caldwell and Spinks' sequel to the highly successful The Self-Managing School deals with leadership responsibilities on two levels - as head of a school responsible for local management and as a director in a Local Education Authority responsible, in turn, for the local framework within which local management should proceed. Guidelines for action at both levels are provided.

This work is a sequel to The Self-Managing School and deals with leadership responsibilities on two levels - as head of a school responsible for loca management and as a director in a Local Education Authority responsible

Offers a model for self-management based on research in effective schools. Guidelines and illustrations based on successful adoption are offered throughout. The aim is quality in education, with the beneficiary being the pupil.

The Self-Transforming School combines an insightful meta-analysis of factors contributing to the success of schools, and an examination of powerful mega-trends that are shaping developments in education, to offer the first mega-analysis in education policy and practice. The book spans fifty years, beginning with Caldwell and Spinks' ground-breaking work The Self-Managing School which advocated innovative approaches that are now accepted as preferred practice, before offering a prognosis and plan for the future. The book argues that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. Although schools find some support in local and global networks, externally designed re-structuring, re-staffing, or command-and-control direction isn't sufficient to achieve transformation. Instead of replicating particular approaches to achieve modest improvement, leadership of the highest quality needs to be deeply embedded in schools and their systems. Caldwell and Spinks propose three important points that need to be taken into consideration: -schools are often at different stages of self-transformation -self-transformation requires a high level of professionalism, and must include teacher education and on-going professional development -funding is critically important, and efforts to build a capacity for self-transformation are constrained by what is available. The book gives particular attention to developments in Australia, Brazil, Canada, England, Finland, Hong Kong, India, New Zealand, Shanghai, Singapore and the United States. It will be of key interest to school leaders, policy makers, and academics and postgraduate students engaged in research on equity, student performance in highly disadvantaged settings and education policy.

When we first invited the group of distinguished scholars represented here to contribute to a new volume on Austrian economics, four themes were stressed: tensions, new directions, selectivity, and criticism. In this brief introduction we will explain why those themes were emphasized and thereby shed light on our intentions and aspirations for the volume. The subtitle "Tensions and New Directions" indicates clearly the intent of the volume desired. If we take the 1871 publication of Carl Menger's Principles of Economics (Grundsiitze der Volkswirthschaftslehre) as mark ing its birth, the Austrian tradition is now well over one hundred years old. The origins of the so-called "Austrian Revival" are more difficult to pinpoint precisely, but many would accept two decades as a reasonable estimate of its lifespan. In any case, since the mid-1970s several collections of articles written by Austrians have been published. The intent of these collections appeared to be to educate, persuade, and inspire various audiences. Uninformed readers needed to be told about the specifics of the Austrian position, to be shown how it differed from and improved upon its rivals. The initiated needed to be reassured that their commitment to a novel program was justified. As such, much of the recent Austrian literature has consisted either of exegetical accounts of the views of past figures, or of critical assessments of the positions of alternative research programs in economics from an Austrian perspective."

The Self-Transforming School combines an insightful meta-analysis of factors contributing to the success of schools, and an examination of powerful mega-trends that are shaping developments in education, to offer the first mega-analysis in education policy and practice. The book spans fifty years, beginning with Caldwell and Spinks' ground-breaking work The Self-Managing School which advocated innovative approaches that are now accepted as preferred practice, before offering a prognosis and plan for the future. The book argues that all schools in all settings can secure success for all students in an era where society and the economy are changing constantly and dramatically. Although schools find some support in local and global networks, externally designed re-structuring, re-staffing, or command-and-control direction isn't sufficient to achieve transformation. Instead of replicating particular approaches to achieve modest improvement, leadership of the highest quality needs to be deeply embedded in schools and their systems. Caldwell and Spinks propose three important points that need to be taken into consideration: -schools are often at different stages of self-transformation -self-transformation requires a high level of professionalism, and must include teacher education and on-going professional development -funding is critically important, and efforts to build a capacity for self-transformation are constrained by what is available. The book gives particular attention to developments in Australia, Brazil, Canada, England, Finland, Hong Kong, India, New Zealand, Shanghai, Singapore and the United States. It will be of key interest to school leaders, policy makers, and academics and postgraduate students engaged in research on equity, student performance in highly disadvantaged settings and education policy.

During the past few years the rapid development of computer tech nology has made high power computing facilities more readily accessible to a greater proportion of our industrial and academic community. This development coupled with the recent upsurge in mathematical modelling and computer simulation has led to signif icant developments in electromagnetic field theory and its applic ations to industry. In view of such developments and the present high interest to both academics and industry the theme chosen for the Polymodel 6 Conference held at Newcastle upon Tyne in May 1983 was Industrial Electromagnetics Modelling. To date the North East Polytechnics Mathematical Modelling and Computer Simulation Group has organised five successful Polymodel. conferences each with a different theme. The objectives of the Polymodel group include the promotion of collaborative research between Newcastle, Sunderland and Teesside Polytechnics and industry in the areas of mathematical modelling and computer simulation. The aim of the Polymodel 6 Conference was to call on and use the modelling and computer.simulation expertise of eminent academics and industrialists who are deeply involved in the area of electro magnetics. These proceedings have a twofold purpose in that they contain current analytical and numerical techniques relevant to electromagnetic field problems and useful ideas on the modelling and simulation techniques which are most appropriate. It was also felt important to include implications. of. computer developments (both hardware and software) on such work."

In recent years, mathematical modelling allied to computer simulation has emerged as en effective and invaluable design tool for industry and a discipline in its own right. This has been reflected in the popularity of the growing number of courses and conferences devoted to the area. The North East Polytechnics Mathematical Modelling and Computer Simulation Group has a balanced representation of academics and industrialists and, as a Group, has the objective of promoting a continuing partnership between the Polytechnics in the North East and local industry. Prior to the present conference the Group has organised eight conferences with a variety of themes related to mathematical modelling and computer simulation. The theme chosen for the Polymodel 9 Conference held in Newcastle upon Tyne in May 1986 was Industrial Vibration Modelling, which is particularly approp riate for 'Industry Year' and is an area which continues to present industry and academics with new and challenging problems. The aim of the Conference was to calIon and use the modelling experience of eminent academics and industrialists who are deeply involved in the solution of vibration problems. To this end the following four sessions were organised: (1) Vehicular Vibrations led by keynote speaker Dr S King (Westland Helicopters Ltd) (2) Acoustics led by Dr M Petyt (Southampton University) (3) Fluid/Structural Vibrations led by G T Willshare (British Maritime Technology) (4) Special Problems and Developing Areas to include nonlinearities, ultrasonics, transients, elastic stability, etc.

Over the past decade there has been an increasing demand for suitable material in the area of mathematical modelling as applied to science, engineering, business and management. Recent developments in computer technology and related software have provided the necessary tools of increasing power and sophistication which have significant implications for the use and role of mathematical modelling in the above disciplines. In the past, traditional methods have relied heavily on expensive experimentation and the building of scaled models, but now a more flexible and cost effective approach is available through greater use of mathematical modelling and computer simulation. In particular, developments in computer algebra, symbolic manipulation packages and user friendly software packages for large scale problems, all have important implications in both the teaching of mathematical modelling and, more importantly, its use in the solution of real world problems. Many textbooks have been published which cover the art and techniques of modelling as well as specific mathematical modelling techniques in specialist areas within science and business. In most of these books the mathematical material tends to be rather tailor made to fit in with a one or two semester course for teaching students at the undergraduate or postgraduate level, usually the former. This textbook is quite different in that it is intended to build on and enhance students' modelling skills using a combination of case studies and projects.

Over the past decade there has been an increasing demand for suitable material in the area of mathematical modelling as applied to science and engineering. There has been a constant movement in the emphasis from developing proficiency in purely mathematical techniques to an approach which caters for industrial and scientific applications in emerging new technologies. In this textbook we have attempted to present the important fundamental concepts of mathematical modelling and to demonstrate their use in solving certain scientific and engineering problems. This text, which serves as a general introduction to the area of mathematical modelling, is aimed at advanced undergraduate students in mathematics or closely related disciplines, e.g., students who have some prerequisite knowledge such as one-variable calculus, linear algebra and ordinary differential equations. Some prior knowledge of computer programming would be useful but is not considered essential. The text also contains some more challenging material which could prove attractive to graduate students in engineering or science who are involved in mathematical modelling. In preparing the text we have tried to use our experience of teaching mathematical modelling to undergraduate students in a wide range of areas including mathematics and computer science and disciplines in engineering and science. An important aspect of the text is the use made of scientific computer software packages such as MAPLE for symbolic algebraic manipulations and MA TLAB for numerical simulation.

Originally published in 1989. The pursuit of excellence is much discussed with reference to education, but the question remains, 'How can a school become excellent?' This book demonstrates that excellence depends on good management which, in turn, depends not only on a clear understanding of good management theory, but on the ability to translate theory into practice. The authors offer profound insights into three crucial areas of leadership: culture, structure, and public accountability. Drawing on areas outside education, such as advertising and business, they discuss many innovations that are already current - flexitime, the vertical curriculum, mastery learning, community support - and depict ways in which these can be brought together into a total educational experience. More strikingly, however, they look ahead, examining the potential changes to our concept of schooling: for instance those brought about by the growth of information technology. This book emphasises that at the heart of outstanding schooling are visionary leadership, a clear sense of purpose, and creatively conceived and flexible support structures.

Raising the Stakes provides an understanding of the breadth of resources that are needed in order to provide a quality education to all students so that every individual, organisation and institution can become a stakeholder in the enterprise. This comprehensive book draws on best practice in several countries to show how resources can be allocated to help achieve high expectations for all schools. The book demonstrates how schools can move from satisfaction with improvement to accepting the challenge to transform, identifying and exploring the need to align four kinds of resources: intellectual capital, that is, the knowledge and skill of talented professionals social capital, being support in the form of cash, expertise and advocacy drawn from a range of individuals, organisations, agencies and institutions in the broader community financial capital, which must be carefully targeted to ensure that these resources are aligned and focused on priorities for learning; and finally spiritual capital, which can be viewed in a religious sense or in terms of the culture and values that bring coherence and unity to these endeavours. The authors also outline a Student-Focused Planning Model with particular attention to the deployment of resources to support each student and embracing the notion of personalising learning. Practitioners and researchers reading this book will be inspired to work more closely in networking knowledge about how 'high quality' and 'high equity' can be achieved. Raising the Stakes is essential reading for those with the responsibility of ensuring that resources are acquired and allocated to achieve the best possible outcomes for students.