Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

This book addresses issues and challenges arising in the theory and practice of international education. Written by leading international experts in the field, it draws on up-to-date scholarship relating to this burgeoning area of study. The book reflects research that focuses on the increasing importance worldwide of the international schools sector. Acknowledging the seminal contribution made to development of the field by Professor Jeff Thompson, it discusses topical and fundamental questions relating to international education that are faced by researchers and practitioners. These include the aims of international education, its underpinning philosophy and values, the role of curriculum, the nature of pedagogy in this context and challenges for teaching and leadership. The volume is research-focused and comprises chapters from well-regarded experts based in 11 different countries who have academic and professional experience in teaching and researching international education. As a major contribution to this growing field of knowledge in a rapidly changing educational context, this book will be of great interest to academics, students and researchers in the field of international education worldwide, as well as those with research interests in comparative education and curriculum studies.

This book addresses issues and challenges arising in the theory and practice of international education. Written by leading international experts in the field, it draws on up-to-date scholarship relating to this burgeoning area of study. The book reflects research that focuses on the increasing importance worldwide of the international schools sector. Acknowledging the seminal contribution made to development of the field by Professor Jeff Thompson, it discusses topical and fundamental questions relating to international education that are faced by researchers and practitioners. These include the aims of international education, its underpinning philosophy and values, the role of curriculum, the nature of pedagogy in this context and challenges for teaching and leadership. The volume is research-focused and comprises chapters from well-regarded experts based in 11 different countries who have academic and professional experience in teaching and researching international education. As a major contribution to this growing field of knowledge in a rapidly changing educational context, this book will be of great interest to academics, students and researchers in the field of international education worldwide, as well as those with research interests in comparative education and curriculum studies.

This book establishes that normativity has necessary characteristics explicable only through the natural law formulation developed by Aquinas and based on loving God and neighbor, albeit understood in terms other than Christian charity and updated according to the personalism of John Paul II. The resulting personalist natural law can counter objections rising from classical and contemporary metaethics, moral diversity, undeserved suffering, antithetical interpretations of Aquinas's natural law, and alternative ethical theories, e.g., atheistic eudaimonism. Also established are the virtues of love; the nature of indefeasibility, moral objectivity, human flourishing, and Thomistic self-evidence; the relationship between the Bonum Precept (good is to be done and pursued; evil is to be avoided) and the love precepts (God is to be loved above all; neighbors are to be loved as oneself) as well as specific moral and legal obligations. These specifications update the nature of the common good, Just War Theory, the warrant for capital punishment, environmental obligations, and the basis for universal, unalienable rights, including religious liberty. The Appendix sketches the history of natural law from its origins in ancient Greek philosophy and Roman law, through developments during the Enlightenment and the American revolution, to contemporary incarnations. Overall, the book's scope and detailed arguments make it a comprehensive resource for those interested in normative foundations, justifying morality's objectivity and universality, global jurisprudence, and recasting Thomistic natural law in terms of personalist love.

This first-ever interdisciplinary study of woman as prophet shows that, in these troubling times, ordinary women-especially Christian women-need to function as prophets by proclaiming, in word and deed, the indispensability of lovingly seeking the welfare of others. More specifically, social science shows that the person-centered love prophesied by women prophets is able to meet interpersonal challenges within the home and world, while philosophy and theology establish that women are able to excel as prophets due to the virtuous dispositions inculcated by femininity, the choice to be caring, a God-centered spirituality, and a pro-life humanitarian/personalist feminism that welcomes male collaborators. Facilitating the ability of Christian women to prophesy love are Baptismal graces, Thomistic virtues, and a much needed prophetic Marian ecclesiology based on what John Paul II calls the "prophetism of femininity." These interdisciplinary findings provide an essential resource for educators and students of humanity, the theology of women, and evangelization. These findings emerge, first, from an investigation into the cognitive and ontological underpinnings of what John Paul II called the "feminine genius." A second set of findings emerges from exploring the prophetic dimensions of the feminine genius, secular feminism's need to adopt the insights of Christianity, and the ability of femininity's prophetism to recast both femininity and feminism as Marian prophecies. A third set of findings arises from analyzing the spirituality of women prophets within the Christian tradition by considering the conditions necessary for prophesying, explicating requisite Thomistic virtues, and delving into the spirituality of Hildegard, Catherine of Siena, Julian of Norwich, and Teresa of Avila. A fourth set of findings arises from innovative studies of polarization, secularization, lust, romantic love, the conditions whereby mothers with careers can flourish, and the ability of nuns to combat racism in a small Midwestern town. Overall, these interdisciplinary investigations explicate the theology of women and show that women who prophesy love, either in the order of grace or nature, can help heal lives, families, and culture.

This work tackles the issues that staff and management of international schools need to address in order to ensure that their teaching and organization is of a high standard and quality. It contains a wide range of contributions from international school experts around the world.

Edited by three leading figures in the field, this book offers an absolutely authoritative interpretation of international education today. Under the umbrella of groups such as the International Baccalaureate Organization, academic research, increasing student numbers and interest from national school systems, international schools are rapidly developing in terms of curriculum, standards and influence. This book brings together present thinking on all aspects of international education, its management and the best practices. Truly international in scope, this is a book that anyone involved with international education should read.

The growth in the number of international schools has been marked in recent years. However, the interest in international education goes beyond the considerable international schools sector, with national schools systems increasingly looking to international models of education and wide interest in qualifications such as the International Baccalaureate. Each chapter of this volume addresses a key issue in international education. It seeks to blend practical issues with leading research. This revised edition includes a new introduction by the editors.

This international-contributed work examines the fundamental thinking about the nature and purpose of international education in the context of global issues. Detailing improvements in practice worldwide, it explores the relationship between current thinking and practice in international education, and how each is evolving. With contributions from, among others, the Director of the United Nations International School in New York, the Principal of an international school in Japan, it looks at issues such as inclusive and encapsulated school cultures and an international curriculum as a stimulus for national educational reform.

This book takes a look at the history and use of cut, rubbed and gauged brickwork; the use of tools and equipment and the differences between historic and contemporary bricks with a view to inform conservation and restoration decisions. The book uses case studies from England, Ireland and the US to illustrate the use of different materials and techniques on buildings ranging in age. Written by Dr. Gerard Lynch, the leading authority in this subject area, this book will be of particular interest to architectural historians, architects working on historic buildings and building conservators.

International education has an ever-increasing profile. This is not only reflected in the growth in the number of international schools around the world; it is also highlighted by the reform of national education systems; by interest in educational models such as the International Baccalaureate programmes; and by the development of international dimensions within national schools and curricula. Perhaps most pertinently of all, world events have repeatedly focused attention on the importance of developing understanding in an international context as a central dimension of any education system.;This book is about the state and future of international education in relation to national schools and education systems as well as those that are classed as "international schools". As a survey and introduction to education in an international context in practice, the book is an introduction for any educator. It should also help those with more experience in the field to develop their understanding of the possibilities and realities of international education. It tackles a wide range of issues, including: the history and nature of international education; translating concepts into formal curriculum frameworks; supporting and developing teaching in an international context; organizing and managing schools and their communities for effective international education.;With its scope, authoritative contributions and practical emphasis, the book is intended as an important resource and guide for many teachers and school leaders, curriculum developers, educational administrators, politicians and students of education.

Expert writers share their thoughts and opinions on the future of the International Baccalaureate Diploma Programme. The editors and contributors, all experts in their field, identify issues arising from current practice and indicate how those issues need to be addressed as part of a policy for future growth.

Expert writers share reflections on their experience, and explore issues for the future, of the International Baccalaureate Middle Years Programme. The issues raised are of interest and relevance to those with responsibility for MYP teaching, learning and administration in schools and will provoke interest in the programme amongst those considering its adoption.

As the young daughter of the last American vice governor general of The Philippines, Mary Burgess attended feasts with once-notorious headhunters, and also formal dances in Manila's ancient Malacanang Palace. Back home in Ann Arbor, Michigan, she matured in the bosom of an old University of Michigan family. For more than two years she entertained and comforted GIs in England and on the Continent. endeavor and a place almost as foreign to her as London under wartime blackout. She carved out time from motherhood and ranching to take up painting, eventually becoming a well-known artist. and then by his death. Her journey has continued through grief and recaptured joy. literary ease. But her greatest asset in Both Sides of the Canvas is her appreciation of the humorous, the painful, and the passionate details of life.

'This is a book for all who work in international education or want to understand more about a rapidly expanding sector. For those who are new to the field it provides an excellent introduction. To tackle such varied subjects... needed a professional of wide expertise, wisdom and clarity of composition. These Mary Hayden, with her vast experience of international education and research, provides... highly recommended' - is (International Schools Magazine) 'Essential reading for everyone involved in international education' - International Schools Worldwide 'The first thing to be said about this informative book is that it's a good read! I found myself enjoying every page as the author has a writing style that is engaging and instructive...The book has something for everyone, from those experienced in the field of international education to interested novices' - International Schools Journal Interest in the field of international education has never been more intense, and a rapidly expanding number of schools and organizations worldwide now offer curricula that claim to be international in nature. Written by an expert in the field of international education, this comprehensive guide examines the key themes of this evolving field. The book explores the various origins, definitions and classifications of international education, and considers the audiences it serves, including the students, teachers, parents and administrators. It also looks at issues including quality assurance and role of international schools in the future. This valuable book will be an excellent source of reference to academics, those engaged in postgraduate study and practising teachers.

Assessment and evaluation are two concepts at the core of schooling which are also central to other forms of education worldwide. In an international context, assessment and evaluation data are increasingly widely used for accountability and quality assurance purposes at individual student, institutional, national and global levels. This book does not attempt to include consideration of all the issues that could possibly be covered in a title that addresses assessment and evaluation in education internationally. Nor has it set out to cover the myriad technical issues with which assessment and evaluation are inevitably concerned. Rather, a number of authors working within different contexts of international education (whether as teachers or leaders in international schools, administrators in international examination bodies, or researchers in international educational research organisations) have been invited to share ideas arising from their own experiences of what might be interpreted as assessment or evaluation, be that assessment of student achievement, evaluation of teacher effectiveness or evaluation of school quality. The international dimension presents a range of challenges to those with responsibility for implementing assessment and evaluation strategies in widely diverse linguistic, cultural, social and personal contexts, and in this book valuable contributions are shared by colleagues who are authorities in the field. It is their personal views on assessment and evaluation, derived from professional practice in the international sphere, that have been brought together here.

Since its introduction in 2000, well over 1000 schools in more than 65 different countries have adopted the IPC. In this book, educators raise and discuss implications for the future implementation of this innovative curriculum within the context of a changing world.

The Diploma Programme was the first programme to be devised and implemented by the International Baccalaureate over fifty years ago. Since its creation, the curriculum upon which the programme is based has been continuously developed to take into account the rapidly changing needs of students, schools, higher education and employment contexts. For much of that time, the programme has included three essential components that must be undertaken by students who wish to graduate with the Diploma: Theory of Knowledge, Extended Essay and Creativity, Activity, Service (CAS). Taken together, over time these have come to be regarded as a "core" of the Diploma Programme, although they were not described as such at the outset. This edited collection is intended to provide input into the current review of the IB Diploma Programme. It comprises contributions from experienced authors - researchers and practitioners - who were invited to reflect upon the nature of the core as it exists at present, to raise issues in relation to the future development of the core, and to share experience in the learning and teaching of the core components across a wide range of schools, in both national and international systems of education. Questions concerning the concept of the core as a whole, developing students as internationally-minded thinkers, and the challenges of bringing coherence to the core in establishing a holistic approach to the curriculum, underpin the individual chapters throughout. Contributors: Edward Allanson, Tom Brodie, John Cannings, Christian Chiarenza, Mary Donnellan, Jenny Gillett, Robin Julian, Julian Kitching, Justin Laleh, Ann Lautrette, James MacDonald, Shona McIntosh, Heather Michael, Paul Regan, John Royce, John Sprague, George Walker.