The 'Troubles' in Northern Ireland have endured for so long that eventually the abnormal has become normal. This volume examines the processes by which society has become gradually dehumanised, and the inhuman conditions under which people have been forced to live so long have come about. The authors seek to understand this situation and build upon the current literature, using their different personal and professional backgrounds to great effect to create a wider perspective. They describe the political background, the framework of Kleinian psychoanalysis, and then bring the two together to create a new foundation from which to move from a troubled mind to a mind at peace. So how can we increase our understanding of [the 'Troubles'] and discuss the conditions whereby people may be more able to relate to each other in more humane rather than destructive ways? The following book is a modest attempt to answer some of these complex questions, using perspectives which, we hope, are novel and which can add to the existing body of literature on the 'Troubles' to date. Of course the way we build up our views on the world are contingent upon many factors, not least the way we have grown up, witnessed and processed events which surround us in our everyday lives. Both authors have sought to understand how and why the abnormality and violence of many aspects of life in Northern Ireland have become normal, but from different personal and professional standpoints. -- From the Introduction

A collection of four all-new strange stories from the sleepy town of Gravity Falls in one original graphic novel. Written by Alex Hirsch.

International Perspectives on Social Work and Political Conflict provides an important basis for readers to recognise and understand the unique and specialist role that social workers have played and continue to play in international contexts of political conflict. Social workers make an important contribution in these difficult and sometimes dangerous situations across all continents. This book highlights the importance of social work in these very challenging contexts. The first part of this book includes four chapters that summarise the existing knowledge base. The second part focuses on a case study of Northern Ireland where, for the first time, a detailed examination of the social work role was completed which involved researching the views of social work practitioners, managers and educators. Part three then draws together international experts in the field who have written chapters on those regions where social workers have been dealing with long standing periods of political conflict. At a time when violent conflagrations are currently a feature of many countries and regions across the continents of the world, this book offers a critical view of the social work role in these contexts and should thus be considered essential reading for all social work academics, students and professionals working in conflict-affected societies.

International Perspectives on Social Work and Political Conflict provides an important basis for readers to recognise and understand the unique and specialist role that social workers have played and continue to play in international contexts of political conflict. Social workers make an important contribution in these difficult and sometimes dangerous situations across all continents. This book highlights the importance of social work in these very challenging contexts. The first part of this book includes four chapters that summarise the existing knowledge base. The second part focuses on a case study of Northern Ireland where, for the first time, a detailed examination of the social work role was completed which involved researching the views of social work practitioners, managers and educators. Part three then draws together international experts in the field who have written chapters on those regions where social workers have been dealing with long standing periods of political conflict. At a time when violent conflagrations are currently a feature of many countries and regions across the continents of the world, this book offers a critical view of the social work role in these contexts and should thus be considered essential reading for all social work academics, students and professionals working in conflict-affected societies.

The "Troubles" in Northern Ireland have endured for so long that eventually the abnormal has become normal. This volume examines the processes by which society has become gradually dehumanised, and how the inhuman conditions, under which people have been forced to live so long, have come about. The authors seek to understand this situation and buil

Professor Ailsa McKay, who was known not only for her work as a feminist economist but also her influence on Scottish social and economic policy, died in 2014 at the height of her academic career and impact on public life. Organised around the key themes of Ailsa McKay's work, this collection brings together eminent contributors to argue for the importance of making women's roles and needs more visible in economic and social policies. Feminist Economics and Public Policy presents a uniquely coherent analysis of key issues including gender mainstreaming, universal childcare provision and universal basic income security, in the context of today's challenging economic and political environments. It draws on international perspectives to look at the economic role of women, presenting readers with interrelated sections on gender budgeting and work and childcare, before concluding with a discussion on Citizens Basic Income and how it could contribute towards a more efficient, equitable social security system. The theoretical, empirical and practice based contributions assembled here present recommendations for more effective public policy, working towards a world in which women's diverse roles are recognized and fully accounted for. This book is a unique collection, which will be of great relevance to those studying gender and economics, as well as to researchers or policy makers.

Effective teaching for gifted and talented students is high on the agenda of school systems across the world. Written by leading international scholars in the field, Effective Teaching in Gifted Education presents a thoroughly enlightening analysis of the practice of schools judged to be outstanding in their effective teaching of gifted and talented students.

Eight in-depth case studies draw upon the voices of school leaders, classroom teachers and students to illustrate and explore Gifted and Talented provision across a range of educational settings and circumstances, including:

• differentiated teaching and learning in an urban City Technology College
• gifted education in an inner-city, multi-ethnic school and a rural comprehensive school
• school ethos, student voice and motivation in a girls' grammar school
• curricular depth, enrichment and interactive teaching in a boys' grammar school
• learning in a residential summer school for gifted students.

Providing a rich evidence base, these and other examples place best practice within a framework of theory and policy. School leaders, Gifted and Talented Co-ordinators and classroom practitioners reading this book will understand the principles behind the practice, as well as how and why to apply the practice in their own schools.

This distinctive book will also be immensely useful to all those involved with Gifted and Talented education programmes and schemes and those following Continuing Professional Development and school leadership programmes, as well as NQTs, M-level students and researchers in education.

Effective teaching for gifted and talented students is high on the agenda of school systems across the world. Written by leading international scholars in the field, Effective Teaching in Gifted Education presents a thoroughly enlightening analysis of the practice of schools judged to be outstanding in their effective teaching of gifted and talented students.

Eight in-depth case studies draw upon the voices of school leaders, classroom teachers and students to illustrate and explore Gifted and Talented provision across a range of educational settings and circumstances, including:

• differentiated teaching and learning in an urban City Technology College
• gifted education in an inner-city, multi-ethnic school and a rural comprehensive school
• school ethos, student voice and motivation in a girls' grammar school
• curricular depth, enrichment and interactive teaching in a boys' grammar school
• learning in a residential summer school for gifted students.

Providing a rich evidence base, these and other examples place best practice within a framework of theory and policy. School leaders, Gifted and Talented Co-ordinators and classroom practitioners reading this book will understand the principles behind the practice, as well as how and why to apply the practice in their own schools.

This distinctive book will also be immensely useful to all those involved with Gifted and Talented education programmes and schemes and those following Continuing Professional Development and school leadership programmes, as well as NQTs, M-level students and researchers in education.

How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation? Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that: * teachers may be more effective with some categories of students than with others * teachers may be more effective with some teaching contexts than others * teachers may be more effective with some subjects or components than with others. Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.

How can we really evaluate teacher effectiveness? Systems of teacher appraisal and evaluation are being created across the world in order to monitor and assess teacher performance. But do the models used really give a fair evaluation? Based on international research, the authors argue that teacher effectiveness is too narrowly conceptualised and methods of measuring it are not attuned to the real contexts in which teachers work. They propose a model of differential teacher effectiveness which takes into account that: * teachers may be more effective with some categories of students than with others * teachers may be more effective with some teaching contexts than others * teachers may be more effective with some subjects or components than with others. Building on and developing previous research on models of teacher effectiveness and current theories, the authors open up possible new debates which will be of interest to academics and researchers working in this area throughout the world.

First published in 1998, this pioneering text examines how social, political and organisational changes in Ireland have shaped mental health social work practice in the late twentieth century. The co-editors have gathered together a range of contributors who provide knowledge and expertise in a variety of disciplines and practice settings which helps reveal the complex relationship between mental health social work, the citizen and the state in Ireland, North and South. The volume includes chapters on a range of current issues facing mental health social workers and practitioners drawing on various sources in Ireland, Europe and North America. These include psychiatric social work practice, mental health policy, mental health social work and the law, community care policies, addictions work, and work with older people.

First published in 1998, this pioneering text examines how social, political and organisational changes in Ireland have shaped mental health social work practice in the late twentieth century. The co-editors have gathered together a range of contributors who provide knowledge and expertise in a variety of disciplines and practice settings which helps reveal the complex relationship between mental health social work, the citizen and the state in Ireland, North and South. The volume includes chapters on a range of current issues facing mental health social workers and practitioners drawing on various sources in Ireland, Europe and North America. These include psychiatric social work practice, mental health policy, mental health social work and the law, community care policies, addictions work, and work with older people.

The first part of this book charts and analyses 2,688 working days of 384 teachers in 91 LEAs in 1991. It shows how they spent their working lives, how well matched their teaching was to their academic background, and the balance between teaching and other aspects of their work. The analysis uses five major categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The authors argue that there is an occupational split between `the managers' and `the teachers'. The second part comments on the findings by relating them to issues of school management, and teacher professionalism, arguing that `conscientiousness' poses a professional dilemma for secondary teachers.

The first part of this book charts and analyses 2,688 working days of 384 teachers in 91 LEAs in 1991. It shows how they spent their working lives, how well matched their teaching was to their academic background, and the balance between teaching and other aspects of their work. The analysis uses five major categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The authors argue that there is an occupational split between `the managers' and `the teachers'. The second part comments on the findings by relating them to issues of school management, and teacher professionalism, arguing that `conscientiousness' poses a professional dilemma for secondary teachers.

The first part of this book charts and analyzes the working days of 326 primary school teachers. It shows how they spent their working lives, the nature of the curriculum they taught, and analyzes their work into five main categories: Teaching, Preparation, Administration, Professional Development and Other Activities. The second part comments on the findings by relating them to issues of school management and curriculum manageability and looks at how the idea of conscientiousness' among primary school teachers may have led to their exploitation.

This is the full and unabridged play as a graphic novel! 'But soft, what light through yonder window breaks? It is the east and Juliet is the sun'! This title presents the tragic tale of doomed love, set in Verona, Italy, where the Montagues and the Capulets constantly feud and bring unrest to the city. So how could love possibly survive between this pair of star-crossed lovers, Romeo Montague and Juliet Capulet? Only Shakespeare could take such a romantic story and turn it into a soul-searching tragedy.