New Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. The curriculum framework, consisting of seven essential learning areas, has been progressively introduced with completionnotexpecteduntil 2002. Thenew Qualifications Framework, based on unit standards, was launched in 1994. The introduction of unit standards signalled an emphatic movement towards the use of internal assessment for awarding qualifications at the seniorsecondaryschoollevel. Eachcoursehadunitstandardsdefined, which described the outcomes and the performance criteria that would be used to determine whether or not the standard had been achieved. Approximately five to eight standards would be used for each full year course and each standard had a number of credits associated with it. The plan, which has since been modified, was for these credits to contribute to a National Certificate of Educational Achievement, at years 12 and 13, and other, subject specific, National Certificates. Secondary schools were faced with the task of recording and reporting 1 unit standardresults to theNew Zealand Qualifications Authority . This, by itself, was not a major issue as the significant suppliers of CSIS had modules availablewhichsatisfiedthis need. Atthistimeamodelwasbeingpresented to school audiences demonstrating how the recording, reporting and evaluation ofassessment data, relating to the curriculumframework, could be relatively straight forward IF there was a common assessment 'currency' across the school. This model was converted into software form for demonstration purposes.

This book develops a framework for discussing primary school teachers making changes to their understandings and practices. The framework has been developed to allow the complexity of external and internal aspects of change processes to be explored in a holistic way.

External factors influencing teachers include increased specification of the curriculum, changing demands for styles of pedagogy and a rhetoric of Lifelong Learning. Such factors have to be looked at in relation to individual teacher's internal responses to mathematics. For many primary school teachers mathematics is a subject that causes concern; its place within their personal biographies may be uncomfortable and replete with memories of confusion, pain and limited success. Professional understandings of mathematics build upon the understandings from personal histories. Discussing teacher change within the interplay of the external and internal is inherently difficult. Responses to this difficulty have tended to take the form of simplifying the task and dealing with the external separately from the internal.

This book will be of interest to a wide range of people working in the field of primary mathematics education, including policy makers, Initial Teacher Education lecturers, Master's students and researchers, practising primary school teachers and those engaged in the management of mathematics in primary schools. While the context of the book is specific to a period of time when a National Numeracy Strategy was being introduced into schools in England, the themes that the chapters tackle are broader and consider issues of interest to anyone concerned with the development of mathematics teaching.

This ninth volume presents about 1,100 letters, many unpublished, from the years 1859 to 1861. It records the writing of two major novels, A Tale of Two Cities and Great Expectations; the planning and writing of a substantial amount of the three Christmas numbers of this period, `A Haunted House', `A Message from the Sea', and `Tom Tiddler's Ground'; and the establishment of All the Year Round as a new journal to succeed Household Words. It also shows Dickens's delight with his new Kentish home, Gad's Hill.

Throughout history, societies have had to decide whom to "sacrifice" and whom to help in times of disaster. This volume examines how elite groups attempt to maintain power through the use of particular economic, political, and ideological instruments and how both ruling elites and common people endeavor to create meaningful traditions while enduring hardship.The Political Economy of Hazards and Disasters demonstrates how vulnerability is economically constructed, primary producers adapt their production regimes, how traders and merchants adapt their practices, and how political economic objectives play out in recovery efforts.

New Zealand schools have experienced unprecedented change during the lastdecade. Radicalrestructuringoftheframeworksforbothcurriculumand qualificationsfollowedamovementtowards self-managementin 1989. The curriculum framework, consisting of seven essential learning areas, has been progressively introduced with completionnotexpecteduntil 2002. Thenew Qualifications Framework, based on unit standards, was launched in 1994. The introduction of unit standards signalled an emphatic movement towards the use of internal assessment for awarding qualifications at the seniorsecondaryschoollevel. Eachcoursehadunitstandardsdefined,which described the outcomes and the performance criteria that would be used to determine whether or not the standard had been achieved. Approximately five to eight standards would be used for each full year course and each standard had a number of credits associated with it. The plan, which has since been modified, was for these credits to contribute to a National Certificate of Educational Achievement, at years 12 and 13, and other, subject specific, National Certificates. Secondary schools were faced with the task of recording and reporting 1 unit standardresults to theNew Zealand Qualifications Authority . This, by itself, was not a major issue as the significant suppliers of CSIS had modules availablewhichsatisfiedthis need. Atthistimeamodelwasbeingpresented to school audiences demonstrating how the recording, reporting and evaluation ofassessment data, relating to the curriculumframework, could be relatively straight forward IF there was a common assessment 'currency' across the school. This model was converted into software form for demonstration purposes.

This book develops a framework for discussing primary school teachers making changes to their understandings and practices. The framework has been developed to allow the complexity of external and internal aspects of change processes to be explored in a holistic way.

External factors influencing teachers include increased specification of the curriculum, changing demands for styles of pedagogy and a rhetoric of Lifelong Learning. Such factors have to be looked at in relation to individual teacher's internal responses to mathematics. For many primary school teachers mathematics is a subject that causes concern; its place within their personal biographies may be uncomfortable and replete with memories of confusion, pain and limited success. Professional understandings of mathematics build upon the understandings from personal histories. Discussing teacher change within the interplay of the external and internal is inherently difficult. Responses to this difficulty have tended to take the form of simplifying the task and dealing with the external separately from the internal.

This book will be of interest to a wide range of people working in the field of primary mathematics education, including policy makers, Initial Teacher Education lecturers, Master's students and researchers, practising primary school teachers and those engaged in the management of mathematics in primary schools. While the context of the book is specific to a period of time when a National Numeracy Strategy was being introduced into schools in England, the themes that the chapters tackle are broader and consider issues of interest to anyone concerned with the development of mathematics teaching.

Written in the 1950s and discovered by family members years after her death, Margaret Brown Kilik's shocking coming-of-age novel of the emotional and sexual brutality of young women's lives in wartime San Antonio deserves a place on the shelf alongside classic novels like Sylvia Plath's The Bell Jar and Carson McCullers's The Member of the Wedding. The Duchess of Angus reworks Kilik's unusual personal history (her mother spent the 1930's running flophouse hotels all over the United States, leaving Margaret to be brought up by a host of relatives) into a riveting portrait of a young woman navigating a conflicted and rapidly changing world, one in which sex promises both freedom from convention and violent subjection to men's will. Strikingly modern in its depiction of protagonist Jane Davis and her gorgeous, unreadable friend Wade Howell, The Duchess of Anguscovers some of the same emotional territory as novels like Emma Cline's The Girls and Robyn Wasserman's Girls on Fire. Includes an introduction by Jenny Davidson and contextual essays by Laura Hernandez-Ehrisma and Char Miller.

This eleventh volume presents 1158 letters, many previously unpublished or published only in part. Dickens's main work in the period is the completion of the monthly parts of Our Mutual Friend; unusually, it comes out in two volumes (January and November 1865) during the period of its run. The three All the Year Round Christmas numbers, `Doctor Marigold's Prescriptions', `Mugby Junction', and `No Thoroughfare' (written jointly with Wilkie Collins) are again highly successful. The most dramatic event in this volume is the railway accident at Staplehurst, Kent, on 9 June 1865, in which he is involved on returning from France, accompanied by Ellen Ternan and her mother. He gives two provincial reading tours, in 1866 and 1867, besides frequent readings in London, and on 9 November 1867 sails from Liverpool to Boston, to begin his American reading tour.

This volume presents 918 letters, 435 previously unpublished. Our Mutual Friend, Dickens's main work in this period, comes out monthly from 30 April 1864 to 31 October 1865. The three highly successful All the Year Round Christmas numbers, "Somebody's Luggage", "Mrs. Lirriper's Lodgings" and "Mrs. Lirriper's Legacy", take up much of his energies. Public readings continue, though less frequently; and Gad's Hill, where he entertains many of his friends, plays an increasingly major part in his life. But there is no other period in which he visits France so often, generally alone. The deliberately mystifying language he uses about these visits suggests he was seeing Ellen Ternan there, but there is no evidence to prove it.

With nearly 900,000 federal civilian employees around the world, DOD has responsibilities for preventing and responding to sexual harassment and assault within its workforce. Chapter 1 examines the extent to which DOD has visibility over such reported incidents and has developed and implemented policies and procedures to respond to and resolve these incidents. The Department of Veterans Affairs (VA) has policies to prevent and address sexual harassment in the workplace, but some aspects of the policies and of the complaint processes may hinder those efforts. Chapters 2 and 3 address the extent to which VA has policies to prevent and address sexual harassment, how available data inform VA about sexual harassment, and the extent to which VA provides training to employees on preventing and addressing sexual harassment. The Department of the Interior has a sexual harassment problem. For decades women and men in national parks, refuges, and other public lands and offices have not been given the protections they need to do their work free from harm as reported in chapter 4. The Smithsonian Institution (Smithsonian) is the worlds largest museum, education, and research complex, with 19 museums and the National Zoo. An allegation of sexual harassment between two Smithsonian affiliated persons was made public and is discussed in chapter 5. Chapters 6-8 look at how sexual harassment and assault has affected NOAA employees, and how NOAA is trying to address the issue.

In this groundbreaking contribution to the field of culture and medicine, twenty-five professionals in medicine, nursing, and the social sciences have contributed fourteen papers on the influence of culture in health care. The topics range from the perception of skills of international medical graduates, to conflicting expectations of patient care of various cultural groups, to cultural issues at the end of life. Health care educators, practitioners, sociologists, policy makers, and learners at all levels will find this book makes a significant foray into an underexplored sector of research. [Video at http://www.youtube.com/watch?v=LSJCuGeE5M0]

This concluding volume covers the final two and a half years of Dickens's life: his reading tours in America and around England, the writing of Edwin Drood (left unfinished on his sudden death), and his characteristic involvement in scores of different interests and in writing to literally hundreds of correspondents. Also included are a large gathering of letters and items of new information which came to light too late for earlier volumes, an index to the present volume, and a cumulative Index of Correspondents.

The decades-old question surrounding the death of the Red Baron has been embroiled in controversy. In this book, the author has uncovered new information and insights, shedding new light on the events of that day. This is a true story of young men who fought and died for their country. It puts the reader behind the stick of a Sopwith Camel from the pilot's point of view. This is the second of two volumes. Part One of this comprehensive study covers the life of Captain Arthur Roy Brown, who is well-known as an ace fighter pilot. The basic story is told in Brown's own words, via his previously unpublished letters home and the entries in his Pilot's Flying Log Book. His surviving Combat Reports are also included. The letters and the Combat Reports are unedited, and are used to tell the story within a military, historical and geographical context. They are accompanied by over 500 photographs, most of them never before published, plus diagrams and maps. Part Two of the book covers Captain Brown's encounter with Manfred von Richthofen, the Red Baron, in detail. The story is told on the basis of recently released official documents of the time, together with recently offered letters written by some of the participants and witnesses. The new information corrects several well-established beliefs, and is able to provide the true story together with the necessary confirmation. In 1995 Alan Bennett toured the site in France where Captain Brown had attacked the Red Baron on 21 April, 1918. As an experienced pilot of similar aircraft, he had grave doubts as to the truth of some parts of the story. The eventual result was a book written in conjunction with Norman Franks: "The Red Baron's Last Flight." After plentiful information from readers, Captain Roy Brown's family and Wop May's son, plus further research in France, a considerably different picture of the entire event and of Roy Brown's life emerged. The new book, Captain Roy Brown, tells the complete definitive story. Margaret Harmon is Captain Roy Brown's daughter. She lives in Arizona, and provided most of her father's letters. Denny May is Wilfrid "Wop" May's son. He lives in Alberta and is very active in keeping his father's legacy alive. Alan Bennett finished compiling his book on Captain Roy Brown around Christmas of 2006. He was always striving for perfection to make sure his manuscript would be as complete as possible. He received correspondence from around the world to help him in this endeavour. Though not in great health towards the end, he nevertheless continued his research with passion and zeal. Alan Bennett passed away in January 2007.