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Modern day organisations are more dependent on communication to achieve success than ever before. Rapid development and greater complexity of communication technologies, and the growing importance and popularity of social media, means that organisations can no longer rely on traditional methods alone to engage in effective business communication.
Social media and new communication forms, however, come with their own challenges and pitfalls. Organisations need to carefully and strategically consider the use of these new media as part of their effective communication plan.
Effective Business Communication In Organisations, 4th edition, builds on traditional communication forms with up-to-date theory. It discusses new communication trends and the changing nature of communication in businesses.
The first book-length selection from the extraordinary unpublished
diary of the late-Victorian writer “Michael Field”—the pen
name of two female coauthors and romantic partners Michael Field
was known to late-Victorian readers as a superb poet and
playwright—until Robert Browning let slip Field’s secret
identity: in fact, “Michael Field” was a pseudonym for
Katharine Bradley (1846–1914) and Edith Cooper (1862–1913), who
were lovers, a devoted couple, and aunt and niece. For thirty
years, they kept a joint diary titled Works and Days that
eventually reached almost 10,000 pages. One Soul We Divided is the
first critical edition of selections from this remarkable
unpublished work. A fascinating personal and literary experiment,
the diary tells the extraordinary story of the love, art,
ambitions, and domestic life of a queer couple in fin de siècle
London. It also tells vivid firsthand stories of the literary and
artistic worlds Bradley and Cooper inhabited and of their
encounters with such celebrities as Browning, Oscar Wilde, W. B.
Yeats, Aubrey Beardsley, and Bernard Berenson. Carolyn Dever
provides essential context, including explanatory notes, a cast of
characters, a family tree, and a timeline. An unforgettable
portrait of two writers and their unexpected romantic, literary,
and artistic marriage, One Soul We Divided rewrites what we think
we know about Victorian women, intimacy, and sexuality.
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The Afghanistan File (Hardcover)
Prince Turki Alfaisal Al Saud; Edited by Michael Field
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R624
R565
Discovery Miles 5 650
Save R59 (9%)
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Ships in 9 - 15 working days
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The Afghanistan File, written by the former head of Saudi Arabian
Intelligence, tells the story of his Department's involvement in
Afghanistan from the time of the Soviet invasion in 1979 to Nine
Eleven 2001. It begins with the backing given by Saudi Arabia to
the Mujahideen in their fight against the Soviet occupation, and
moves on to the fruitless initiatives to broker peace among the
Mujahideen factions after the Soviet withdrawal, the rise to power
of the Taleban and the shelter the Taleban gave to Osama Bin Laden.
A theme that runs through the book is the extraordinary
difficulties Saudi Arabia and its allies had in dealing with the
Mujahideen. Prince Turki found them magnificently brave, but
exasperating. On one occasion in trying to arrange peace among
them, he got permission from the King to open the Kaaba in Mecca,
and had the leaders go inside, where they were overcome with
emotion and swore never to fight each other again . A few hours
later on their way to Medina they almost came to blows on the bus.
Turki's account gives details of the Saudi attempts in the 1990s to
bring its volunteers out of Afghanistan - with chequered success -
and his negotiations with the Taleban for the surrender of Osama
Bin Laden. The book includes a number of declassified Intelligence
Department documents. Prince Turki explains that the nihilistic,
apparently pointless terrorism that has been seen in the Middle
East in the last twenty years had its origins in Afghanistan with
Osama's deluded belief that he had helped defeat the Russians.
There is no evidence that he ever fought them at all. Soon after
Nine Eleven Saudi Arabia discovered that it had a home grown
terrorist problem involving some of the returnees from Afghanistan.
Much of the huge change that has taken place in the Kingdom since
has stemmed from the campaign to tackle this.
The educational writings of John Macmurray, one of the finest 20th
century philosophers of his generation, have a special relevance
for us today. In similar circumstances of international crisis he
argued for the central importance of education addressing
fundamental issues of human purpose - how we lead good lives
together, the emphasis on wisdom rather than knowledge alone, the
advancement of a truly democratic culture, and the overriding
importance of community in human flourishing. This remarkable
collection of articles from leading international scholars includes
the hitherto unpublished John Macmurray lecture - Learning to be
Human - and brings together invited contributions from a range of
fields and disciplines (e.g. philosophy of education, moral
philosophy, care ethics, history of education, theology, religious
education, future studies and learning technologies) and a number
of countries across the world (e.g. Australia, the UK and the USA).
Countering overemphasis on technique and its typical separation
from wider human purposes emblematic of much of our current
malaise, this book asks what it might mean to take the education of
persons seriously and how such a perspective helps us to form
judgments about the nature and worth of contemporary education
policy and practice. This book was originally published as a
special issue of the Oxford Review of Education.
What is education, what is it for and what are its fundamental
values? How do we understand knowledge and learning? What is our
image of the child and the school? How does the ever more pressing
need to develop a more just, creative and sustainable democratic
society affect our responses to these questions?
Addressing these fundamental issues, Fielding and Moss contest
the current mainstream dominated by markets and competition,
instrumentality and standardisation, managerialism and technical
practice. They argue instead for a radical education with democracy
as a fundamental value, care as a central ethic, a person-centred
education that is education in the broadest sense, and an image of
a child rich in potential. Radical education, they say, should be
practiced in the 'common school', a school for all children in its
local catchment area, age-integrated, human scale, focused on depth
of learning and based on team working. A school understood as a
public space for all citizens, a collective workshop of many
purposes and possibilities, and a person-centred learning
community, working closely with other schools and with local
authorities. The book concludes by examining how we might bring
such transformation about.
Written by two of the leading experts in the fields of early
childhood and secondary education, the book covers a wide vista of
education for children and young people. Vivid examples from
different stages of education are used to explore the full meaning
of radical democratic education and the common school and how they
can work in practice. It connects rich thinking and experiences
from the past and present to offer direction and hope for the
future. It will be of interest and inspiration to all who care
about education - teachers and students, academics and policy
makers, parents and politicians.
Michael Fielding looks at what the Labour Government has achieved in the last four years with its policy of 'education, education, education'. There has been widespread disappointment in New Labour's education policies, which on the whole have not steered too far wide of those put in place by Margaret Thatcher, including issues of marketisation, testing and performativity. Michael Fielding has called on the key policy thinkers in education to offer their opinions on what has happened in education over the first three to four years of the New Labour Government. Education policy is a controversial subject and with a General Election expected within the next few months, this book will be read widely by people within education, politicians and journalists and by others anxious to get to facts and avoid the spin. The subject matter and the presence of so many high profile educationalists make this an essential read.
The keystones for provision in the new era of Further Education
will be flexibility of response, open access, equality of
opportunity, and valuing and accrediting alternative ways of
learning - all linked together within the concepts of providing
life-long learning opportunities. The provision of APL, along with
the support services needed to ensure its success, can be used as
the `acid test' of whether a college is truly open and accessible
to a variety of learners. Written by an experienced manager, this
book offers invaluable advice for other managers and senior staff
engaged in transforming their colleges to meet students' needs.
Michael Fielding looks at what the Labour Government has achieved
in the last four years with its policy of 'education, education,
education'.There has been widespread disappointment in New Labour's
education policies, which on the whole have not steered too far
wide of those put in place by Margaret Thatcher, including issues
of marketisation, testing and performativity. Michael Fielding has
called on the key policy thinkers in education to offer their
opinions on what has happened in education over the first three to
four years of the New Labour Government.Education policy is a
controversial subject and with a General Election expected within
the next few months, this book will be read widely by people within
education, politicians and journalists and by others anxious to get
to facts and avoid the spin. The subject matter and the presence of
so many high profile educationalists make this an essential read.
The passing of the Further and Higher Education Act 1992, has
brought fundamental changes to the post-16 age sector. The
important elements in this era are flexibility of response, open
access, equality of opportunity, and valuing and accrediting
alternative ways of learning. These should all be linked within the
concept of providing life-long learning opportunities. Michael
Field focuses on these developments, taking as his theme the
accreditation of prior learning. The provision by a college of APL,
along with the support services needed to ensure its success, can
be used as the acid test to determine whether a college is truly
open and accessible to a variety of learners. This book offers
advice for managers and senior staff engaged in transforming their
colleges to meet students' needs. It should also be a useful guide
for tutors who plan and run courses to help academic and
administrative staff come to terms with the changes they are
facing.
The educational writings of John Macmurray, one of the finest 20th
century philosophers of his generation, have a special relevance
for us today. In similar circumstances of international crisis he
argued for the central importance of education addressing
fundamental issues of human purpose - how we lead good lives
together, the emphasis on wisdom rather than knowledge alone, the
advancement of a truly democratic culture, and the overriding
importance of community in human flourishing. This remarkable
collection of articles from leading international scholars includes
the hitherto unpublished John Macmurray lecture - Learning to be
Human - and brings together invited contributions from a range of
fields and disciplines (e.g. philosophy of education, moral
philosophy, care ethics, history of education, theology, religious
education, future studies and learning technologies) and a number
of countries across the world (e.g. Australia, the UK and the USA).
Countering overemphasis on technique and its typical separation
from wider human purposes emblematic of much of our current
malaise, this book asks what it might mean to take the education of
persons seriously and how such a perspective helps us to form
judgments about the nature and worth of contemporary education
policy and practice. This book was originally published as a
special issue of the Oxford Review of Education.
This book provides a rigorous introduction to the techniques and
results of real analysis, metric spaces and multivariate
differentiation, suitable for undergraduate courses. Starting from
the very foundations of analysis, it offers a complete first course
in real analysis, including topics rarely found in such detail in
an undergraduate textbook such as the construction of non-analytic
smooth functions, applications of the Euler-Maclaurin formula to
estimates, and fractal geometry. Drawing on the author's extensive
teaching and research experience, the exposition is guided by
carefully chosen examples and counter-examples, with the emphasis
placed on the key ideas underlying the theory. Much of the content
is informed by its applicability: Fourier analysis is developed to
the point where it can be rigorously applied to partial
differential equations or computation, and the theory of metric
spaces includes applications to ordinary differential equations and
fractals. Essential Real Analysis will appeal to students in pure
and applied mathematics, as well as scientists looking to acquire a
firm footing in mathematical analysis. Numerous exercises of
varying difficulty, including some suitable for group work or class
discussion, make this book suitable for self-study as well as
lecture courses.
What is education, what is it for and what are its fundamental
values? How do we understand knowledge and learning? What is our
image of the child and the school? How does the ever more pressing
need to develop a more just, creative and sustainable democratic
society affect our responses to these questions?
Addressing these fundamental issues, Fielding and Moss contest
the current mainstream dominated by markets and competition,
instrumentality and standardisation, managerialism and technical
practice. They argue instead for a radical education with democracy
as a fundamental value, care as a central ethic, a person-centred
education that is education in the broadest sense, and an image of
a child rich in potential. Radical education, they say, should be
practiced in the common school, a school for all children in its
local catchment area, age-integrated, human scale, focused on depth
of learning and based on team working. A school understood as a
public space for all citizens, a collective workshop of many
purposes and possibilities, and a person-centred learning
community, working closely with other schools and with local
authorities. The book concludes by examining how we might bring
such transformation about.
Written by two of the leading experts in the fields of early
childhood and secondary education, the book covers a wide vista of
education for children and young people. Vivid examples from
different stages of education are used to explore the full meaning
of radical democratic education and the common school and how they
can work in practice. It connects rich thinking and experiences
from the past and present to offer direction and hope for the
future. It will be of interest and inspiration to all who care
about education - teachers and students, academics and policy
makers, parents and politicians.
The first book-length selection from the extraordinary unpublished
diary of the late-Victorian writer “Michael Field”—the pen
name of two female coauthors and romantic partners Michael Field
was known to late-Victorian readers as a superb poet and
playwright—until Robert Browning let slip Field’s secret
identity: in fact, “Michael Field” was a pseudonym for
Katharine Bradley (1846–1914) and Edith Cooper (1862–1913), who
were lovers, a devoted couple, and aunt and niece. For thirty
years, they kept a joint diary titled Works and Days that
eventually reached almost 10,000 pages. One Soul We Divided is the
first critical edition of selections from this remarkable
unpublished work. A fascinating personal and literary experiment,
the diary tells the extraordinary story of the love, art,
ambitions, and domestic life of a queer couple in fin de siècle
London. It also tells vivid firsthand stories of the literary and
artistic worlds Bradley and Cooper inhabited and of their
encounters with such celebrities as Browning, Oscar Wilde, W. B.
Yeats, Aubrey Beardsley, and Bernard Berenson. Carolyn Dever
provides essential context, including explanatory notes, a cast of
characters, a family tree, and a timeline. An unforgettable
portrait of two writers and their unexpected romantic, literary,
and artistic marriage, One Soul We Divided rewrites what we think
we know about Victorian women, intimacy, and sexuality.
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Long Ago
Michael Field; Created by Michael Field (Pseud )
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R834
Discovery Miles 8 340
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Ships in 10 - 15 working days
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Long Ago (Paperback)
Michael Field; Created by Michael Field (Pseud )
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R492
Discovery Miles 4 920
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Ships in 10 - 15 working days
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