Researching, Reflecting and Writing about Work provides a guide to the research skills and critical thinking required to complete a research project for professional learning courses in counselling and psychotherapy.

Written at a level easily accessible to those enrolled on a work-based qualification as well as those considering postgraduate research at master's level, this book includes:

• how we reflect on our work
• discussion on preparation and structuring of a case study
• how to present work in supervision with advice on process recording
• essay plan structures and appropriate methodologies for research
• ethical considerations and critical linking
• dilemmas and tensions involved in 'research at work'.

Key learning points and reflective exercises are included throughout and theory is supported by contributions detailing specific learning experiences from a variety of work settings, including the public sector, an organisation, in the community, and as an independent counsellor in a voluntary agency. There is also a section on how to prepare your research for consideration for publication and how to present your findings to colleagues.

Researching, Reflecting and Writing about Work will be of interest to all those on counselling courses, or training as psychotherapists, as well as people involved in professional learning linked to the helping professions, including those interested in work-based research linked to therapy in any setting.

Researching, Reflecting and Writing about Work provides a guide to the research skills and critical thinking required to complete a research project for professional learning courses in counselling and psychotherapy.

Written at a level easily accessible to those enrolled on a work-based qualification as well as those considering postgraduate research at master's level, this book includes:

• how we reflect on our work
• discussion on preparation and structuring of a case study
• how to present work in supervision with advice on process recording
• essay plan structures and appropriate methodologies for research
• ethical considerations and critical linking
• dilemmas and tensions involved in research at work .

Key learning points and reflective exercises are included throughout and theory is supported by contributions detailing specific learning experiences from a variety of work settings, including the public sector, an organisation, in the community, and as an independent counsellor in a voluntary agency. There is also a section on how to prepare your research for consideration for publication and how to present your findings to colleagues.

Researching, Reflecting and Writing about Work will be of interest to all those on counselling courses, or training as psychotherapists, as well as people involved in professional learning linked to the helping professions, including those interested in work-based research linked to therapy in any setting.

While expert systems technology originated in the United States, its development has become an international concern. Since the start of the DENDRAL project at Stanford University over 15 years ago, with its objective of problem-solving via the automation of actual human expert knowledge, significant expert systems projects have been completed in countries rang ing from Japan to France, Spain to China. This book presents a sample of five such projects, along with four substantial reports of mature studies from North American researchers. Two important issues of expert system design permeate the papers in this volume. The first concerns the incorporation of substantial numeric knowledge into a system. This has become a significant focus of work as researchers have sought to apply expert systems tech nology to complex, real-world domains already subject to statistical or algebraic description (and handled well at some level in numeric terms). A second prominent issue is that of representing control knowledge in a manner which is both explicit, and thus available for inspection, and compatible with the semantics of the problem domain."

Stars of Africa is a reading series developed for Grade R to 7. It brings together the best authors and illustrators form South Africa and from across the African continent. The titles are especially suitable for learners whose home language not necessarily English. The wide range of readers at the Grade 7 level, together with the Stars of Africa Grade 7 teacher's guide, covers all requirements for teaching and learning English first additional language within the revised national curriculum statement. Stars of Africa Grade 7 reading series offers these exceptional features: language on the level of the learner; graded to allow for steady progression as learners become more confident; introduction of concepts and knowledge from all learning areas that explore a vast spectrum of relevant themes; vibrant illustrations in different styles, techniques and colours capture children's interest and help develop their love of reading; extensive range of visual literacy elements such as maps and photographs that further encourages reading skills; 24 stories and information books that reflect the aspirations, social and personal issues of the Grade 7 learner; glossaries to assist learners with further language acquisition skills; encourages comprehensive language skills and reading skills. The teacher's guide offers: assessment and teaching support; guidelines on extension and enrichment work; photocopiable learner worksheets, book report worksheets, learner assessment worksheets and sample assessment grids, enabling learners and teacher to get the most benefit from each reader; skills-building activities that cover the six learning outcomes for English First Additional Language; the Stars of Africa Grade 7 readers provide learners with a magnificent range of stories that will build confidence, widen knowledge and increase reading pleasure! The reading series includes an additional resource, reading in the primary school - Grade R to Grade 7 teacher's guide, to further assist the teacher with reading strategies.

When an oil spill occurs in coastal waters of the United States, responders have several options for managing the environmental impacts of the spill, including the use of chemical dispersants and well containment. Dispersants do not reduce the total amount of oil entering the environment; rather, they help break down oil into small droplets that can more easily mix into the water below the surface, increasing biodegradation rates and potentially decreasing the impact of spilled oil on the shoreline. However, because chemical dispersants promote the movement of oil below the surface, their use exposes the underwater environment and the ocean floor to more of the spilled oil, where it may also have harmful effects. This book examines and assesses new spill response capabiities and technologies, with a focus on dispersants and well containment.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

This is an EXACT reproduction of a book published before 1923. This IS NOT an OCR'd book with strange characters, introduced typographical errors, and jumbled words. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book.

Key Concepts in Educational Assessment provides expert definitions and interpretations of common terms within the policy and practice of educational assessment. Concepts such as validity, assessment for learning, measurement, comparability and differentiation are discussed, and there is broad coverage of UK and international terminology. Drawing on the considerable expertise of the authors, the entries provide:

- clear definitions

- accounts of the key issues

- authoritative and reliable information

- suggestions for further reading

Created to support students of education on undergraduate and postgraduate courses, and established education professionals including those who are members of the Chartered Institute of Educational Assessors (CIEA), this book is an accessible guide for anyone engaged in educational assessment.

Tina Isaacs is Director of the MA in Educational Assessment at the Institute of Education, London.

Catherine Zara was most recently Director of the MA in Educational Assessment and Director of the BA (Hons) in Post Compulsory Education and Training at the University of Warwick.

Graham Herbert was most recently Director of the CIEA.

Steve J. Coombs is Head of Department for Continuing Professional Development at Bath Spa University, which offers an MA in Educational Assessment.

Charles Smith is senior lecturer in economics and education at Swansea Metropolitan University of Wales Trinity Saint David.

Key Concepts in Educational Assessment provides expert definitions and interpretations of common terms within the policy and practice of educational assessment. Concepts such as validity, assessment for learning, measurement, comparability and differentiation are discussed, and there is broad coverage of UK and international terminology. Drawing on the considerable expertise of the authors, the entries provide:

- clear definitions

- accounts of the key issues

- authoritative and reliable information

- suggestions for further reading

Created to support students of education on undergraduate and postgraduate courses, and established education professionals including those who are members of the Chartered Institute of Educational Assessors (CIEA), this book is an accessible guide for anyone engaged in educational assessment.

Tina Isaacs is Director of the MA in Educational Assessment at the Institute of Education, London.

Catherine Zara was most recently Director of the MA in Educational Assessment and Director of the BA (Hons) in Post Compulsory Education and Training at the University of Warwick.

Graham Herbert was most recently Director of the CIEA.

Steve J. Coombs is Head of Department for Continuing Professional Development at Bath Spa University, which offers an MA in Educational Assessment.

Charles Smith is senior lecturer in economics and education at Swansea Metropolitan University of Wales Trinity Saint David.