This book is open access under a CC BY 4.0 license. This book delves into the widely held belief that the 21st century will be the "Asian Century" by examining the Asia's rapid economic development in the post-war era and the challenges it faces in forging ahead of world leaders in the West. The impact of the current turbulent global political climate on Asia is critically analyzed, employing a holistic and multidisciplinary approach, combining economic, social, political and geopolitical perspectives. Written in an accessible style, the book offers students, business, government, and civil society players powerful insights on Asia.

Evidence suggests that school improvement can be achieved if a school has a commitment to its community. By developing a deep and mutual relationship with people and organisations in the local community, your school gains not only information, knowledge and support but a sense of moral purpose. Educational Leadership and the Community has been written in conjunction with the Community Education Development Centre (CEDC) and offers you different approaches to educational leadership, which are focused on community engagement and social regeneration. This practical book offers a reconsideration of the principles and purposes of your school's role in community education and leadership. Using research and case studies from around the world, Educational Leadership and the Community enables your school to move from being 'a school in the community' to 'a school of the community'. It covers:education and schools in the community educational leadership and the community learning in the community school improvement social and economic regeneration.

Literature of the Stuart Successionsis an anthology of primary material relating to the Stuart successions. The six Stuart successions (1603, 1625, 1660, 1685, 1688-9, 1702) punctuate this turbulent period of British history. In addition, there were two accessions to the role of Lord Protector (those of Oliver and Richard Cromwell). Each succession generated an outpouring of publications in a wide range of forms and genres, including speeches, diary-entries, news reports, letters and sermons. Above all, successions were marked in poems, by some of the greatest writers of the age. By gathering together some of the very best Stuart succession writing, Literature of the Stuart Successions offers fresh perspectives upon the history and culture of the period. It includes fifty texts (or extracts), selected to demonstrate the breadth and significance of succession writing, as well as introductory and explanatory material. -- .

This book explores the intersection of a number of academic areas of study that are all, individually, of growing importance: translation studies, crime fiction and world literature. The scholars included here are leaders in one or more of these areas. The frame of this volume is imagological; its focus is on the ways in which national allegories are constructed and deconstructed, encompassing descriptions of national characteristics as they play out at the level of the local or the individual as well as broader, political analyses. Its corpus, crime fiction, is shown to be a privileged site for writing the national narrative, and often in ways that are more complex and dynamic than is suggested by the genre's much-cited role as vehicle for a new realism. Finally, these two areas are problematised through the lens of translation, which is a crucial player in both the development of crime fiction and the formation, rather than simply the interlingual transfer, of national allegory. In this volume national allegories, and the crime novels in which they emerge, are shown to be eminently versatile, foundationally plural texts that promote critical rewriting as opposed to sites for fixing meaning. This book was originally published as a special issue of The Translator.

Many pre-service teachers admit to feeling unsure about the mathematics they will have to teach in primary school. Others find it difficult to know how to apply the theories of teaching and learning they study in other courses to the teaching of mathematics. This book begins by outlining some of the key considerations of effective mathematics teaching and learning. These include understanding student motivation, classroom management, overcoming maths anxiety and developing a positive learning environment. The authors also introduce the curriculum and assessment processes, and explore the use of ICT in the maths classroom. Part B outlines in a straightforward and accessible style the mathematical content knowledge required of a primary teacher. The content extends beyond the primary level to Year 9 of the Australian Curriculum as, while primary teachers may not have to teach this content, knowing it is a key part of being a strong teacher and will assist pre-service teachers to meet the requirements of the LANTITE (the Literacy and Numeracy Test for Initial Teacher Education students). Featuring graphics and worked examples and using clear and friendly language throughout, this is the essential introduction for students wishing to begin teaching primary mathematics with confidence and enthusiasm. 'The writing style is clean and uncomplicated; exactly what my maths education students need. The blend of theories, curriculum, planning, assessment and mathematical content knowledge strikes the balance that is missing in many texts.' -- Dr Geoff Hilton, University of Queensland

Many pre-service teachers admit to feeling unsure about the mathematics they will have to teach in primary school. Others find it difficult to know how to apply the theories of teaching and learning they study in other courses to the teaching of mathematics. This book begins by outlining some of the key considerations of effective mathematics teaching and learning. These include understanding student motivation, classroom management, overcoming maths anxiety and developing a positive learning environment. The authors also introduce the curriculum and assessment processes, and explore the use of ICT in the maths classroom. Part B outlines in a straightforward and accessible style the mathematical content knowledge required of a primary teacher. The content extends beyond the primary level to Year 9 of the Australian Curriculum as, while primary teachers may not have to teach this content, knowing it is a key part of being a strong teacher and will assist pre-service teachers to meet the requirements of the LANTITE (the Literacy and Numeracy Test for Initial Teacher Education students). Featuring graphics and worked examples and using clear and friendly language throughout, this is the essential introduction for students wishing to begin teaching primary mathematics with confidence and enthusiasm. 'The writing style is clean and uncomplicated; exactly what my maths education students need. The blend of theories, curriculum, planning, assessment and mathematical content knowledge strikes the balance that is missing in many texts.' -- Dr Geoff Hilton, University of Queensland

This book provides a detailed examination of Japan's diplomatic relations in the 1950s, an important decade in international affairs when new structures and systems emerged, and when Japan established patterns in its international relationships which continue today. It examines the process of Japan's attempts to rehabilitate itself and reintegrate into a changing world, and the degree of success to which Japan achieved its goals in the political, economic and security spheres. The book is divided into three parts, each containing three chapters: Part I looks at Japan in the eyes of the Anglo-American powers; Part II at Japanese efforts to gain membership of newly forming regional and international organizations; and Part III considers the role of domestic factors in Japanese foreign policy making. Important issues are considered including Japanese rearmament and the struggle to gain entry into the United Nations. In contrast to much of the academic literature on post-war Japanese diplomacy, generally presenting Japan as a passive actor of little relevance or importance, this book shows that Japan did not simply sit passively by, but formed and attempted to instigate its own visions into the evolving regional and global structures. It also shows that whilst Japan did not always figure as highly as its politicians and policy makers may have liked in the foreign policy considerations of other nation states, many countries and organizations did attach a great deal of importance to re-building relations with Japan throughout this period of re-adjustment and transformation.

This book provides a detailed examination of Japan's diplomatic relations in the 1950s, an important decade in international affairs when new structures and systems emerged, and when Japan established patterns in its international relationships which continue today. It examines the process of Japan's attempts to rehabilitate itself and reintegrate into a changing world, and the degree of success to which Japan achieved its goals in the political, economic and security spheres. The book is divided into three parts, each containing three chapters: Part I looks at Japan in the eyes of the Anglo-American powers; Part II at Japanese efforts to gain membership of newly forming regional and international organizations; and Part III considers the role of domestic factors in Japanese foreign policy making. Important issues are considered including Japanese rearmament and the struggle to gain entry into the United Nations. In contrast to much of the academic literature on post-war Japanese diplomacy, generally presenting Japan as a passive actor of little relevance or importance, this book shows that Japan did not simply sit passively by, but formed and attempted to instigate its own visions into the evolving regional and global structures. It also shows that whilst Japan did not always figure as highly as its politicians and policy makers may have liked in the foreign policy considerations of other nation states, many countries and organizations did attach a great deal of importance to re-building relations with Japan throughout this period of re-adjustment and transformation.

Endorsed by Chi Sigma Iota, Counseling Academic and Professional Honor Society International.

A profession that is distinguished by its commitment to personal development, concern for interpersonal relationships, and service to the community is shaped by the contribution, participation, and leadership of its members. Leaders and Legacies discusses leadership involvements in the historical development of the profession of counseling and opportunities for the cultivation of leadership. The lives of 23 noteworthy counselors are also chronicled, documenting their dreams, work, and accomplishments. These leaders embody a deep commitment to the well being of society and to the profession of counseling. They are noted for their involvement in positions of prominence within the American Counseling Association or its affiliated bodies. In their devotion to the unique philosophy, mission, and identity of counseling they have built a solid foundation for the future of the profession, paving the way for the leaders of tomorrow.

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This book is open access under a CC BY 4.0 license. This book delves into the widely held belief that the 21st century will be the "Asian Century" by examining the Asia's rapid economic development in the post-war era and the challenges it faces in forging ahead of world leaders in the West. The impact of the current turbulent global political climate on Asia is critically analyzed, employing a holistic and multidisciplinary approach, combining economic, social, political and geopolitical perspectives. Written in an accessible style, the book offers students, business, government, and civil society players powerful insights on Asia.

John West (1809 1873) was an English-born minister who received a Colonial Missionary Society post in Tasmania in 1838. West became an outspoken opponent of the ongoing government policy of transporting convicts from Britain to Tasmania. Around 1847 a wealthy supporter approached West to write the colony's history, although it had been a British territory only since 1803. West accepted the task and, amid his campaigning and other responsibilities, completed this two-volume work which was published in 1852. It is divided between a straightforward narrative of events and thematic issues such as the treatment of the Aboriginal peoples and the issue of the convict transport system. In Volume 2, the first ten sections discuss the early encounters with Europeans and the subsequent mistreatment of the native people in Tasmania. The remainder of the volume considers the island's development as a penal colony.

John West (1809 1873) was an English-born minister who received a Colonial Missionary Society post in Tasmania in 1838. West became an outspoken opponent of the ongoing government policy of transporting convicts from Britain to Tasmania. Around 1847 a wealthy supporter approached West to write the colony's history, although it had been a British territory only since 1803. West accepted the task and, amid his campaigning and other responsibilities, completed this two-volume work which was published in 1852. It is divided between a straightforward narrative of events and thematic issues such as the treatment of the Aboriginal peoples and the issue of the convict transport system. Volume 1 covers the development of the colony, starting with the arrival of the Dutch in the seventeenth century, who named the island Van Diemen's Land, through to British control and its subsequent settlement as the colony of Tasmania.

This brilliant book, focused on the education of the most vulnerable and disadvantaged children, offers a radical critique of traditional approaches to school improvement. The text argues for a movement away from the focus on social mobility to placing equity at the heart of school leadership. It suggests moving from improvement to social justice through a re-examination of the school's role in relation to its communities. The book is evidence-based and combines a focus on moral leadership with strategies to turn principle into practice.