Why is it that some teachers have a kind of magical charisma and charm which sets them apart from their peers? This book gives us a fresh and exciting answer They have the classroom X-Factor White and Gardner 's gripping text, The Classroom X Factor, examines the notion of having what the public has come to call the X-Factor from the perspective of the teacher, offering fascinating insights into the use of non verbal communication in the classroom.

Using classroom and curricular examples, this book sets out to show how both trainee and practising teachers can identify their own X-Factor in order to help transform their perspectives and perceptions of themselves during the live act of teaching. The book demonstrates how teachers can transform the way in which they connect with their students, whilst also creating meaningful and potent learning experiences for them. White and Gardner show that by following simple methods borrowed from psychology and cognitive science teachers can develop their own X-Factor and in so doing increase their enjoyment and efficacy as professionals. The techniques described include some of the following:

• Facial and vocal expression
• Gesture and body language
• Eye contact and smiling
• Teacher attire, colour and the use of space
• Nonverbal communication and pedagogical approaches

In addition, the book provides a section containing fictional stories that aim to contextualise the findings detailed throughout the text. The inclusion of chapter summaries, questions aimed at identifying the readers own X-Factor, lesson exemplars and a user-friendly self-evaluation framework all work together to make the book a stimulating and easy read where reflective learning and the practical application of classroom techniques are the order of the day.

This comprehensive guide to developing the classroom X-Factor within you will be of value to teaching and learning and is of immense use to both practising and student teachers and to schools seeking to develop models of reflective practice. It will also be of interest to curriculum and assessment agencies, policy makers, academics and others whose roles involve the design, provision, support and evaluation of teachers efficacy in the classroom.

Focusing on the move from primary to secondary school, this book aims to help teachers and school managers to recognize and accommodate the often traumatic effects that this transition has on young peoples lives. The text considers pupils, parents and teachers perspectives, and in particular deals with the concepts and practicalities of curriculum continuity and progression in the core subjects, English, maths and science. Section two of the book offers specific advice, illustrated with examples of good practice, on how the needs of children in transition may be met by teachers and schools. The authors provide materials for conducting a transition audit, which should enable schools to identify their strengths and weaknesses in their approach to transition. This is taken a step further with guidance on setting up school networks and liaison processes.

Assessment of educational achievement, whether by traditional examinations or by teachers in schools, attracts considerable public interest, particularly when it is associated with 'high stakes' outcomes such as university entry or selection for employment. When the individual's results do not chime with their or their teachers' expectations, doubts creep in about the process of assessment that has arrived at this result. However, educational assessment is made up of many layers of complexity, which are not always clear to the general public, including teachers, students, and parents, and which are not easily understood outside of the expert assessment community. These layers may be organized in highly co-dependent relationships that include reliability, validity, human judgment, and errors, and the uses and interpretations of the various types of assessment. No-one could reasonably argue that the principles and complexities of educational assessment should be core learning in public education, but there is a growing realization that trust in the UK assessment system is under some threat as the media and others sensationalize or politicize any problems that arise each year. This book offers the first comprehensive overview of how the general public is considered to perceive and understand a wide variety of aspects of educational assessment, and how this understanding may be improved. This book was originally published as a special issue of the Oxford Review of Education.

Focusing on the move from primary to secondary school, this book aims to help teachers and school managers to recognize and accommodate the often traumatic effects that this transition has on young peoples lives. The text considers pupils, parents and teachers perspectives, and in particular deals with the concepts and practicalities of curriculum continuity and progression in the core subjects, English, maths and science. Section two of the book offers specific advice, illustrated with examples of good practice, on how the needs of children in transition may be met by teachers and schools. The authors provide materials for conducting a transition audit, which should enable schools to identify their strengths and weaknesses in their approach to transition. This is taken a step further with guidance on setting up school networks and liaison processes.

Why is it that some teachers have a kind of magical charisma and charm which sets them apart from their peers? This book gives us a fresh and exciting answer They have the classroom X-Factor White and Gardner s gripping text, The Classroom X Factor, examines the notion of having what the public has come to call the X-Factor from the perspective of the teacher, offering fascinating insights into the use of non verbal communication in the classroom.

Using classroom and curricular examples, this book sets out to show how both trainee and practising teachers can identify their own X-Factor in order to help transform their perspectives and perceptions of themselves during the live act of teaching. The book demonstrates how teachers can transform the way in which they connect with their students, whilst also creating meaningful and potent learning experiences for them. White and Gardner show that by following simple methods borrowed from psychology and cognitive science teachers can develop their own X-Factor and in so doing increase their enjoyment and efficacy as professionals. The techniques described include some of the following:

• Facial and vocal expression
• Gesture and body language
• Eye contact and smiling
• Teacher attire, colour and the use of space
• Nonverbal communication and pedagogical approaches

In addition, the book provides a section containing fictional stories that aim to contextualise the findings detailed throughout the text. The inclusion of chapter summaries, questions aimed at identifying the readers own X-Factor, lesson exemplars and a user-friendly self-evaluation framework all work together to make the book a stimulating and easy read where reflective learning and the practical application of classroom techniques are the order of the day.

This comprehensive guide to developing the classroom X-Factor within you will be of value to teaching and learning and is of immense use to both practising and student teachers and to schools seeking to develop models of reflective practice. It will also be of interest to curriculum and assessment agencies, policy makers, academics and others whose roles involve the design, provision, support and evaluation of teachers efficacy in the classroom.

This book draws on medical sociology and science and technology studies to develop a novel conceptual framework for understanding innovation processes, using the case study of deep brain stimulation in paediatric neurology. It addresses key questions, including: How are promising and potentially disruptive new health technologies integrated into busy resource-constrained clinical contexts? What activities are involved in establishing a new clinical service? How do social and cultural forces shape these services, and importantly, how are understandings of 'health' and 'illness' reconfigured in the process? The book explores how the ideals of patient-centred medicine influence innovation in the clinic, and it introduces the concept of patient-centred proto-platforms. It argues that patient-centred innovation can constitute an expansion of medical power, as the clinical gaze is directed not only towards the body but also towards the patient as a social being. This will be an innovative and insightful read for academics and advanced students, as well as health service researchers with an interest in technology adoption processes.

This book draws on medical sociology and science and technology studies to develop a novel conceptual framework for understanding innovation processes, using the case study of deep brain stimulation in paediatric neurology. It addresses key questions, including: How are promising and potentially disruptive new health technologies integrated into busy resource-constrained clinical contexts? What activities are involved in establishing a new clinical service? How do social and cultural forces shape these services, and importantly, how are understandings of 'health' and 'illness' reconfigured in the process? The book explores how the ideals of patient-centred medicine influence innovation in the clinic, and it introduces the concept of patient-centred proto-platforms. It argues that patient-centred innovation can constitute an expansion of medical power, as the clinical gaze is directed not only towards the body but also towards the patient as a social being. This will be an innovative and insightful read for academics and advanced students, as well as health service researchers with an interest in technology adoption processes.

The adventures and challenges of Sir Gawain, King Arthur's nephew and a knight at the Round Table, including his duel with the mysterious Green Knight, are among the oldest and best known of Arthurian stories. Here the distinguished author and poet John Gardner has captured the humor, elegance, and richness of the original Middle English in flowing modern verse translations of this literary masterpiece. Besides the tale of "Sir Gawain and the Green Knight", this edition includes Gardner's substantial introduction to the works of the Gawain poet: his worldview and the conventions and traditions found in the poems, as well as an analysis of his poetic forms.

This annual publication is devoted to the advancement of ethics research and education in the profession and practice of accounting. It aims to advance innovative and applied ethics research in all accounting-related disciplines on a global basis and to improve ethics education in the field.

Assessment of educational achievement, whether by traditional examinations or by teachers in schools, attracts considerable public interest, particularly when it is associated with 'high stakes' outcomes such as university entry or selection for employment. When the individual's results do not chime with their or their teachers' expectations, doubts creep in about the process of assessment that has arrived at this result. However, educational assessment is made up of many layers of complexity, which are not always clear to the general public, including teachers, students, and parents, and which are not easily understood outside of the expert assessment community. These layers may be organized in highly co-dependent relationships that include reliability, validity, human judgment, and errors, and the uses and interpretations of the various types of assessment. No-one could reasonably argue that the principles and complexities of educational assessment should be core learning in public education, but there is a growing realization that trust in the UK assessment system is under some threat as the media and others sensationalize or politicize any problems that arise each year. This book offers the first comprehensive overview of how the general public is considered to perceive and understand a wide variety of aspects of educational assessment, and how this understanding may be improved. This book was originally published as a special issue of the Oxford Review of Education.

Neurodivergence and Architecture, Volume Five, the latest release in the Developments in Neuroethics and Bioethics series, focuses on the new and fascinating ethical and legal challenges posed by neurotechnology and its global regulation. Topics in this new release cover STS on architecture, Embodied Rhetoric/ Disability Studies, Autoethnography, Bioethics/Materialist Feminism, Advocacy, Cultural Commentary: Being Autistic Together, An autistic perspective on built spaces, Empty spaces and refrigerator boxes: making autistic spaces, On the Losing Myself Project, Neither Use nor Ornament (NUNO) project, Madness and (Be)coming Out Within and Through Spaces of Confinement, and more.

""The authors are well-known in the Assessment field and this work presents their highly original analysis... It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning."
Professor Mary James, University of Cambridge, UK.

" This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.

The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?"

There is coverage of key professional learning dimensions including: The purposes of assessment The need for evidence to support innovation The process and steps to develop new practice Perceptions of what counts as quality assessment in schools The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them.

This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.

Official, original James Bond from a writer described by Len Deighton as a 'master storyteller'. In this heart-stopping thriller, James Bond teams up with CIA agent Cedar Leiter, to investigate a dangerous criminal, suspected of reviving the notorious organisation SPECTRE. The organisation was believed to have been disbanded years earlier following the death of its leader, Ernst Stavro Blofeld, at the hands of Bond (in You Only Live Twice), but it seems that this is far from true. Bond discovers that the revitalised SPECTRE has the most devastating, world-threatening plans: to gain control of America's military space satellite network.

The vapor compression cycle (VCC) underpins the vast majority of refrigeration systems throughout the world. Most undergraduate thermodynamics courses cover the VCC, albeit in a cursory fashion. This book is designed to offer an in-depth look at the analysis, design and operation of large-scale industrial ammonia-based refrigeration systems. An important feature of this work is a treatment of computer-aided analysis using CoolProp, an open source resource for evaluating thermodynamic properties. CoolProp can be incorporated into a large number of common computational platforms including Microsfot Excel, Python, and Matlab, all of which are covered in this book.

Official, original James Bond from a writer described by Len Deighton as a 'master storyteller'. Bond reluctantly finds himself recruited into a dangerous mission involving an equally dangerous and treacherous alliance of agents from the CIA, the KGB and Israel's Mossad. The team dubbed 'Icebreaker' waste no time double crossing each other, as they try to root out the leader of the murderous National Socialist Action Army, Count Konrad von Gloda, a one time SS officer, who now perceives himself as the New Adolf Hitler.

Inclusive learning for social belonging. Your College Experience provides a comprehensive, trusted framework for making the crucial first year of college impactful, inclusive, and positive for all students. For this groundbreaking new edition, the book's long-acclaimed authors partnered with Macmillan Learning's DICR Editorial Board to make diversity, inclusion, and social belonging the driving forces behind every word, photo, and example. Combined with new coverage on mental health, resilience, and mindset, Your College Experience speaks to the real needs of today's students, helping them overcome their barriers to success and become successful students in academic communities they can call their own.

Official, original James Bond from a writer described by Len Deighton as a 'master storyteller'. She is beautiful. She is Russian. And she is very, very dangerous. Once Xenia worked for the KGB. But her new master is Janus, a powerful and ambitious Russian leader who no longer cares about ideology. Janus's ambitions are money and power: his normal business methods include theft and murder. And he has just acquired Goldeneye, a piece of high-tech space technology with the power to destroy or corrupt the West's financial markets. But Janus has underestimated his most determined enemy: James Bond.

'History is moving pretty quickly these days, and the heroes and villains keep on changing parts' Ian Fleming Ian Fleming's 007 returns in an original, authorised Bond thriller with a new introduction from Sunday Times bestselling author M J Arlidge Bond has been assigned to investigate one Dr. Anton Murik, a brilliant nuclear physicist who is thought to have been meeting with a terrorist known as Franco. Together they plan to hijack six nuclear power plants around the world and start a global meltdown, unless Bond can stop them... A brilliant nuclear scientist and a known terrorist - James Bond's most dangerous mission yet.

Oxford Studies in Philosophy of Law is a forum for some of the best new philosophical work on law, by both senior and junior scholars from around the world. The essays range widely over issues in general jurisprudence (the nature of law, adjudication, and legal reasoning), the philosophical foundations of specific areas of law (from criminal law to evidence to international law), the history of legal philosophy, and related philosophical topics that illuminate the problems of legal theory. OSPL will be essential reading for philosophers, academic lawyers, political scientists, and historians of law who wish to keep up with the latest developments in this flourishing field.

Ethics, Literature, and Theory: An Introductory Reader brings together the work of contemporary scholars, teachers, and writers into lively discussion on the moral role of literature and the relationship between aesthetics, art, and ethics. Do the rich descriptions and narrative shapings of literature provide a valuable resource for readers, writers, philosophers, and everyday people to imagine and confront the ultimate questions of life? Do the human activities of storytelling and complex moral decision-making have a deep connection? What are the moral responsibilities of the artist, critic, and reader? What can religious perspectives_from Catholic to Protestant to Mormon_contribute to literary criticism? What do we mean when we talk about ethical criticism and how does this differ from the common notion of censorship? Thirty well known contributors reflect on these questions including: literary theorists Marshall Gregory, James Phelan, and Wayne Booth; philosophers Martha Nussbaum, Richard Hart, and Nina Rosenstand; and authors John Updike, Charles Johnson, Flannery O'Connor, and Bernard Malamud. Divided into four sections, with introductory matter and questions for discussion, this accessible anthology represents the most crucial work today exploring the interdisciplinary connections among literature, religion and philosophy.

The first and most terrifying monster in English literature, from the great early epic BEOWULF, tells his side of the story.

Official, original James Bond from a writer described by Len Deighton as a 'master storyteller'. James Bond is back in action, with the stunning Flicka von Grusse at his side and his licence to kill renewed once more. His target is Sir Maxwell Tarn: a businessman whose legitimate empire spans the globe, whose wealth is uncountable, who also deals in illegal weapons on a breathtaking scale. But even Bond is unprepared for the speed of events, as a sting operation in a Cambridge hotel leads rapidly to an assassination in Spain, a fugitive in Israel and neo-Nazi plotters in Germany. Bond finally catches up with Tarn in Puerto Rico where his prey becomes his captor. Can he escape in time to stop Tarn?

Assessment and Learning places learning at the centre of our concerns and explicitly underscores the importance of assessment in that learning. This new edition provides a comprehensive overview of assessment that is used to support learning, practice-based theory on assessment for learning, and formative assessment to support individual development and motivate learners. With a strong list of existing and new contributors, this second edition has been updated to include the latest work on assessment. Readers will find research-informed insights from a wide variety of international contexts. It features: - New chapters on e-assessment, the learner's perspective on assessment and learning and the influence of assessment on how we value learning - Teacher-friendly assessment topics - Practical examples and chapter summaries throughout This book is useful to teacher educators and researchers on postgraduate courses in education, teaching, learning and assessment. John Gardner is a professor of education at Queens University Belfast, and President of the British Educational Research Association.