Teaching excellence is a topic of international significance, having importance for higher education worldwide, yet is generally considered to be poorly defined and understood. The current discourse of teaching excellence is narrowly framed, instrumental and performative, with an onus on measurement and quantification. Wood and Su investigate and rethink excellence in higher education, connecting this to the understanding of the role and purpose of higher education. Stakeholder perspectives on teaching excellence are explored, and the authors argue that it is through engaging with higher education constituencies, to examine teaching excellence from different angles and stances, that more inclusive understandings may be built. These stakeholder perspectives, which form the central chapters of the book, include higher education institutions, academics, students, employers and parents. The importance of a commitment to engaging with understandings situated in the diverse experiences and contexts of stakeholders for an 'inclusive perspective' on teaching excellence is affirmed. At the close of the book, the Coda examines some of the implications of the responses to the COVID-19 global pandemic for inclusive perspectives on teaching excellence in higher education.

This book explores what academic leadership in higher education might mean in the cosmopolitan and increasingly globalised 21st century through individual academics' narrative accounts drawn from a range of international contexts. The book shows that academic leadership is key to an individual's development and that it could mean different things in different settings as academics operate across the levels of professional practice, institutional organisation, sector-wide systems and international networks. This book argues for the importance of cosmopolitan perspectives on academic leadership which are developed from the particularities of local and everyday situated experience. Part I of the book explores key theoretical perspectives; Part II provides first-hand accounts from the contributors of their own development as academic leaders; and Part III discusses some of the implications for those with responsibility for academic development and for all those concerned with developing the qualities necessary for leadership practices.

To date, there has been little consideration of the many different ways in which accounting and risk intersect, despite organisations being more determined than ever to build resilience against potential risks. This comprehensive volume overcomes this gap by providing an overview of the field, drawing together current knowledge of risk in a wide range of different accounting contexts. Key themes such as corporate governance, trust, uncertainty and climate change are covered by a global array of contributing scholars. These contributions are divided into four areas: The broader aspects of risk and risk management Risk in financial reporting Risk in management accounting Risk monitoring The book is supported by a series of illustrative case studies which help to bring together theory and practice. With its wealth of examples and analyses, this volume provides essential reading for students, scholars and practitioners charged with understanding diverse facets of risk in the context of accounting in the business world.

The story of a camp in Europe and after the war, where the dispossessed still live in a stateless and hopeless condition.1 woman, 3 men

'This book is a useful addition to the body of literature that informs teachers and policy makers in the ever increasing, but so often misunderstood area of quality in education.' - M. Waring, British Journal of Educational Studies

'What Hoy et al. do is make a convincing case that issues around change and development in education are complex and highly political. Furthermore, the drive to control human relations through the mistrust of teachers is detrimental to pupil learning, and so what is important about this book is not only the critique of officially approved systems but also the presentation of an alternative approach.' - Helen Gunter, Educational Review

This text makes a significant contribution to existing teachers competence in the area of quality enhancement and present reflections on practice distilled over a lifetime of work in education towards developing teachers and enhancing the effectiveness of learning. Methods by which this can be done are discussed and strategies for unlocking the potential within an organization are explored. The role of a critical friend is outlined, and the potential power of somebody who is trusted probing an action plan in order to clarify ideas is suggested. A model of validated self review is put forward, and a case study from one LEA is used to provide evidence of the theory in practice.

The light-hearted and entertaining play concerns four elderly actresses passing their days in a Home for Retired Artistes. They bicker and banter, showing the different parts of thier profession. Only Dame Anthea's dresser, Gladys, keeps an observant distance, injecting pithy comments into the actresses' small talk. Needing a man for their projected Christmas play, they enlist the help of newcomer Arthur Pendragon. But it is the dapper Antony Redfern who devises an entertainment ideally suited to their personalities, whilst the redoubtable Gladys in installed as costume mistress, as usual!5 women, 2 men

The course of true love never did run too smoothly, and it certainly isn't doing so for Meg, housekeeper to the tyranical Trevor Lloyd. Meg is sweet on Trevor's younger brother Hughie, who feels the same about her, but lacks the con dence and imagination to make the first move.

Most people have heard of the Tolpuddle Martyrs of 1834, but what of their wives, the women behind the men in that troubled strife? This is the story of those women, who watched and worried as their husbands banded together to try to get a fair wage, and were then left behind to suffer and manage as best they could when the men were savagely sentenced to seven years' transportation.4 women, 6 men

Life does not hold out much pleasure for either Elizabeth or Elinor: Elizabeth in love with a man of whom her overbearing mother does not approve, Elinor in love with the man Mrs Hartley is determined Elizabeth shall marry. Coincidentally with a social visit by the awesome Lady Charlotte, however, the prospects of both girls are made much brighter - through the machinations of the quiet Miss Jane, who is dismissed as "a person of no consequence" by Lady Charlotte when she is told her surname - Miss Austen.8 women

The delegates from many governments arrive in an atmosphere of suspect bonhomie. The two cleaners, backed by the troops and ordinary people, take over and announce a slight amendment to international law: in future a formal declaration of any war shall be by the public execution of all members of governments concerned.8 women, 8 men

Provides a range of up-to-date case studies to help students understand the real world practice of risk management in organisations Includes an overview situating the subject of risk management in the wider context of corporate governance, aiding student understanding The case studies on Tesco and Birmingham City Council are radically updated to reflect recent controversies, whilst a case study on cyber risk is added for the new edition

Essays on aspects of the natural world, its heritage, and how best to preserve it. Europe's engagement from the late sixteenth century onwards in scientific Earth science inquiry has generated numerous and varied collections of minerals, rocks, and fossils, together with their associated archives, artworks and publications, forming a rich cultural geoheritage held in major private and especially royal and aristocratic collections, museums, universities, archives and libraries. The mines, quarries, geological structures, landforms, minerals, rocks and fossils - or geodiversity - that underpin these collections populate past and present-day Earth science literature. However, for too long their scientific, historic and cultural significance was not universally recognised and generally they were not accorded adequate resources and protection - or geoconservation. Hence, geotourism was developed in the 1990s to raise public awareness of Europe's geoheritage and geodiversity and to promote itsgeoconservation; the volume's theoretical essays and case studies examine these four core geoelements and provide a timely introduction for anyone interested in natural history museums, countryside management, and landscape-basedtourism. Dr Thomas A. Hose is an Honorary Research Associate in the School of Earth Sciences, University of Bristol. He has pioneered the recognition of and research into geotourism, and is the author of the world's first doctoral thesis on the subject. Contributors: Kevin Crawford, Peter Davis, John E. Gordon. Thomas A. Hose, Jonathan G. Larwood, Slobodan B. Markovic, Martin Munt, Emmanuel Reynard, Nemanja Tomic, Djordjije A. Vasiljevic, Margaret Wood, Volker Wrede

To date, there has been little consideration of the many different ways in which accounting and risk intersect, despite organisations being more determined than ever to build resilience against potential risks. This comprehensive volume overcomes this gap by providing an overview of the field, drawing together current knowledge of risk in a wide range of different accounting contexts. Key themes such as corporate governance, trust, uncertainty and climate change are covered by a global array of contributing scholars. These contributions are divided into four areas: The broader aspects of risk and risk management Risk in financial reporting Risk in management accounting Risk monitoring The book is supported by a series of illustrative case studies which help to bring together theory and practice. With its wealth of examples and analyses, this volume provides essential reading for students, scholars and practitioners charged with understanding diverse facets of risk in the context of accounting in the business world.

This book is very practical in its international usefulness (because current risk practice and understanding is not equal across international boundaries). For example, an accountant in Belgium would want to know what the governance regulations are in that country and what the risk issues are that he/she needs to be aware of.
This book covers the international aspect of risk management systems, risk and governance, and risk and accounting. In doing so the book covers topics such as: internal control and corporate governance; risk management systems; integrating risk into performance management systems; risk and audit; governance structures; risk management of pensions; pension scheme risks e.g. hedging derivatives, longevity bonds etc; risk reporting; and the role of the accountant in risk management.
There are the case studies through out the book which illustrate by way of concrete practical examples the major themes contained in the book. The book includes highly topical areas such as the Sarbanes Oxley Act and pension risk management.

* provides a cross European perspective (because current practice and understanding is not equal across international boundaries) on the key issues of risk management, internal control and governance
* covers the implications of Sarbanes Oxley Act for European companies and the associated risks
* explains what the current risk reporting practices are and what the analysts are really looking for
* looks at the key issues you need to address in order to manage your company's pension risk

Provides a range of up-to-date case studies to help students understand the real world practice of risk management in organisations Includes an overview situating the subject of risk management in the wider context of corporate governance, aiding student understanding The case studies on Tesco and Birmingham City Council are radically updated to reflect recent controversies, whilst a case study on cyber risk is added for the new edition

Teaching excellence is a topic of international significance, having importance for higher education worldwide, yet is generally considered to be poorly defined and understood. The current discourse of teaching excellence is narrowly framed, instrumental and performative, with an onus on measurement and quantification. Wood and Su investigate and rethink excellence in higher education, connecting this to the understanding of the role and purpose of higher education. Stakeholder perspectives on teaching excellence are explored, and the authors argue that it is through engaging with higher education constituencies, to examine teaching excellence from different angles and stances, that more inclusive understandings may be built. These stakeholder perspectives, which form the central chapters of the book, include higher education institutions, academics, students, employers and parents. The importance of a commitment to engaging with understandings situated in the diverse experiences and contexts of stakeholders for an 'inclusive perspective' on teaching excellence is affirmed. At the close of the book, the Coda examines some of the implications of the responses to the COVID-19 global pandemic for inclusive perspectives on teaching excellence in higher education.

This book explores what academic leadership in higher education might mean in the cosmopolitan and increasingly globalised 21st century through individual academics' narrative accounts drawn from a range of international contexts. The book shows that academic leadership is key to an individual's development and that it could mean different things in different settings as academics operate across the levels of professional practice, institutional organisation, sector-wide systems and international networks. This book argues for the importance of cosmopolitan perspectives on academic leadership which are developed from the particularities of local and everyday situated experience. Part I of the book explores key theoretical perspectives; Part II provides first-hand accounts from the contributors of their own development as academic leaders; and Part III discusses some of the implications for those with responsibility for academic development and for all those concerned with developing the qualities necessary for leadership practices.