How can excellence in the teaching of research methods be encouraged and ensured? This question has become increasingly important following the adoption of research methodology as a core part of many postgraduate and undergraduate courses. There has, however, been little discussion about the aims and methods of teaching the subject. In this volume; a number of authors from a variety of countries and disciplines employ their knowledge and experience towards the development of a 'pedagogical culture' in research methods. Their aim is to establish the extent of common concerns and challenges and to demonstrate ways in which these are being met. Intended to provide both a stimulus and source materials for the development of a more substantial and systematic literature in the field, the book will be of great interest to all those teaching research methods courses within social science disciplines.

Ecological thinking has in recent years come a long way from its origins in biology, to become a new paradigm within many disciplines. Its approach is holistic, and focuses on dynamic, interactive systems and the interrelationships between the object of study and its context. The author demonstrates how adopting such an ecological perspective fundamentally changes our understanding of human language, and calls into question a number of assumptions: that language is rule-governed, for example, or that it represents a distinctive form of knowledge. From an ecological point of view, language is inseparable from all expressions of human sociality, such as communication, culture, and community. Arising from this perspective are key concepts, such as patterning, predictability, and creativity, which the author suggests as the basis of a very different approach to linguistics. Linguists, along with everyone interested in the many facets of meaningful human behavior, will find the ideas presented here both stimulating and challenging. Furthermore, an ecological framework supersedes the distinction between theoretical and applied linguistics, and the book is specifically addressed to language practitioners of all kinds, for whom an ecological view of language is particularly relevant.

Many countries have national policies in relation to English language teaching that are monitored through standardized tests, and students' performance in these tests may have a significant impact on their career prospects. When such high stakes become attached to a language test, it begins to play a far greater role than originally intended. A preeminent example is the College English Test (CET), taken biannually by upwards of ten million students in China, which makes it the world's largest national English test. Its impact is evident in many areas of Chinese society. Specified grades on the CET are requirements for graduation from universities, many job applications and even some residence permits. Consolidated CET results are widely used for rating teachers for promotion and for competitively grading institutions, hence influencing strategic planning by universities, government departments and companies, particularly those engaged in publishing or bookselling. The CET has, furthermore, given rise to a highly organized cheating 'industry', which is the subject of frequent governmental disclaimers and warnings. This book reports on an extensive study of the impact of the CET in China, both on the lives of students and teachers and on educational and governmental institutions. The authors also draw theoretical and practical implications from their study for educational planners in other countries.

How can excellence in the teaching of research methods be encouraged and ensured? This question has become increasingly important following the adoption of research methodology as a core part of many postgraduate and undergraduate courses. There has, however, been little discussion about the aims and methods of teaching the subject. In this volume; a number of authors from a variety of countries and disciplines employ their knowledge and experience towards the development of a 'pedagogical culture' in research methods. Their aim is to establish the extent of common concerns and challenges and to demonstrate ways in which these are being met. Intended to provide both a stimulus and source materials for the development of a more substantial and systematic literature in the field, the book will be of great interest to all those teaching research methods courses within social science disciplines.

Ever wondered what it's like to be an ambulance paramedic? Do they really just attend nasty accidents or is that just media hype? If not, what jobs do they really go to? What sort of people call for an ambulance? Why would anyone want to be a paramedic in the first place? All these questions (and many others) are answered in this light-hearted and humorous, real life account of a seasoned paramedic & fireman. Come along for the ride as the author takes you into fascinating places and predicaments you have never experienced before. For the first time ever, this Kiwi Paramedic takes you behind the scenes of one of the countries most trusted professions. So buckle up and be prepared to laugh, cry and be entertained by this unique account that is Priority One.