Through a unique dataset covering half a century of policy-making in Britain, this book traces how topics like the economy, international affairs, and crime have changed in their importance to government. The data concerns key venues of decision-making - the Queen's Speech, laws and budgets - which are compared to the media and public opinion. These trends are conveyed through accessible figures backed up by a series of examples of important policies. As a result, the book throws new light on the key points of change in British politics, such as Thatcherism and New Labour and explores different approaches to agenda setting helping to account for these changes: incrementalism, the issue attention cycle and the punctuated equilibrium model. What results is the development of a new approach to agenda setting labelled focused adaptation whereby policy-makers respond to structural shifts in the underlying pattern of attention.

This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks. The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.

This book explores pedagogy appropriate for the secondary school technology education classroom. It covers the dimensions of pedagogy for technology with scholarly research, including information strongly related to practice. The book discusses the nature of technology courses in secondary schools across various jurisdictions and considers how they might be viewed with regard to different epistemological frameworks. The writing is informed by, but not limited to, research and strongly related to practice with acknowledged experts in the field of technology education contributing chapters supported by evidence from technology education research or other fields. The authors speculate on pedagogical possibilities in their areas of expertise in order to consider pedagogical possibilities and develop a view of where pedagogy for technology education should move and how teachers might respond in the way they develop their practice.

This book provides an overview of contemporary postgraduate research in Technology Education, bringing recent research on technology education to the attention of teachers so that they can use the findings to inform their practice, while also informing the education research community about studies being carried out in the field of Technology Education. The book brings together significant international research on Technology Education by focusing on contemporary PhD theses. While the conceptual underpinnings of each research project are explained, the focus is on elaborating the findings in ways that are relevant for practitioners. The book features contributions from doctoral students who completed their research in 2013. Each chapter employs a similar structure, with a focus on what the research means for classroom teachers. The book offers a valuable resource for researchers, teachers and potential researchers, with suggestions for further study. Each chapter also includes references to the digital edition of the respective full thesis, allowing readers to consult the research in detail if necessary.

This book addresses notions of critique in Design and Technology Education, facilitating a conceptual and practical understanding of critique, and enabling both a personal and pedagogical application to practice. Critique can be a frame of mind, and may be related to a technology, product, process or material. In a holistic sense, critique is an element of a person's technological literacy, a fundamentally critical disposition brought to bear on all things technological. This book provides a reasoned conceptual framework within which to develop critique, and examples of applying the framework to Design and Technology Education. The book builds on The Future of Technology Education published by Springer as the first in the series Contemporary Issues in Technology Education. In the 21st century, an 'age of knowledge', students are called upon to access, analyse and evaluate constantly changing information to support personal and workplace decision making and on-going innovation. A critical Design and Technology Education has an important role to play, providing students with opportunities to integrate economic, environmental, social and technological worlds as they develop and refine their technological literacy. Through the design and development of technology, they collaborate, evaluate and critically apply information, developing cognitive and manipulative skills appropriate to the 21st century. Critique goes beyond review or analysis, addressing positive and negative technological development. This book discusses and applies this deeper perspective, identifying a clear role for critique in the context of Design and Technology Education.

This book provides an overview of contemporary postgraduate research in Technology Education, bringing recent research on technology education to the attention of teachers so that they can use the findings to inform their practice, while also informing the education research community about studies being carried out in the field of Technology Education. The book brings together significant international research on Technology Education by focusing on contemporary PhD theses. While the conceptual underpinnings of each research project are explained, the focus is on elaborating the findings in ways that are relevant for practitioners. The book features contributions from doctoral students who completed their research in 2013. Each chapter employs a similar structure, with a focus on what the research means for classroom teachers. The book offers a valuable resource for researchers, teachers and potential researchers, with suggestions for further study. Each chapter also includes references to the digital edition of the respective full thesis, allowing readers to consult the research in detail if necessary.

Twenty-five years ago there was increasing optimism in policy, curriculum and research about the contribution that technology education might make to increased technological literacy in schools and the wider population. That optimism continues, although the status of technology as a learning area remains fragile in many places. This edited book is offered as a platform from which to continue discussions about how technology education might progress into the future, and how the potential of technology education to be truly relevant and valued in school learning can be achieved. The book results from a collaboration between leading academics in the field, the wider group of authors having had input into each of the chapters. Through the development of a deep understanding of technology, based on a thoughtful philosophy, pathways are discussed to facilitate student learning opportunities in technology education. Consideration is given to the purpose(s) of technology education and how this plays out in curriculum, pedagogies, and assessment. Key dimensions, including design, critique, students' cultural capital are also explored, as are the role and place of political persuasion, professional organisations, and research that connects with practice. The discussion in the book leads to a conclusion that technology education has both an ethical and moral responsibility to support imaginings that sustain people and communities in harmony and for the well being of the broader ecological and social environment.

Designing Inclusive Interactions contains the proceedings of the fifth Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT), incorporating the 8th Cambridge Workshop on Rehabilitation Robotics, held in Cambridge, England, in March 2010. It contains contributions from an international group of leading researchers in the fields of Universal Access and Assistive Technology. This conference will mainly focus on the following principal topics: 1. Designing assistive and rehabilitation technology for working and daily living environments 2. Measuring inclusion for the design of products for work and daily living 3. Inclusive interaction design and new technologies for inclusive design 4. Assembling new user data for inclusive design 5. The design of accessible and inclusive contexts: work and daily living environments 6. Business advantages and applications of inclusive design 7. Legislation, standards and government awareness of inclusive design

Modelling for Business Improvement contains the proceedings of the First International Conference on Process Modelling and Process Management (MMEP 2010) held in Cambridge, England, in March 2010. It contains contributions from an international group of leading researchers in the fields of process modelling and process management. This conference will showcase recent trends in the modelling and management of engineering processes, explore potential synergies between different modelling approaches, gather and discuss future challenges for the management of engineering processes and discuss future research areas and topics. Modelling for Business Improvement is divided into three main parts: 1. Theoretical foundation of modelling and management of engineering processes, and achievements in theory. 2. Experiences from management practice using various modelling methods and tools, and their future challenges. 3. New perspectives on modelling methods, techniques and tools.

There is an ever-increasing need for designers to create products that are genuinely inclusive of members of society with special needs. The population is growing older and legislative demands on industry to provide equal access for all are growing ever more stringent. Several research disciplines are working to find solutions to the problem of how to develop more inclusive products and the aim of Universal Access and Assistive Technology is to bring experiences from these different perspectives into a single reference. This book contains the proceedings of the first Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT), incorporating the fourth Cambridge Workshop on Rehabilitation Robotics, held in Cambridge, England in March 2002. This book contains contributions from an international group of leading researchers in the fields of Universal Access and Assistive Technology. Contributions include papers on design, robotics and computer access, as well as the experiences of industry.It is composed of three parts containing material on: * design issues for universal access and assistive technology; * enabling computer access and new technologies; * assistive technology and rehabilitation robotics. Reflecting the spirit of recent moves to extend rights to universal accessibility, this series of workshops and accompanying books is aimed at a broad range of interests, with a general focus on the development of products and solutions. Numerous case studies are used to raise awareness of the challenges faced in developing truly inclusive products, along with examples of good practice.

Designing Inclusive Futures reflects the need to explore, in a coherent way, the issues and practicalities that lie behind design that is intended to extend our active future lives. This encompasses design for inclusion in daily life at home but also extends to the workplace and for products within these contexts. For example, given trends in employment sector growth, skills requirements, labour supply and demographic change, there is a need to predict the critical areas where individual capabilities are mismatched with the physical, social and organisational demands of work. This mismatch, which can be addressed within the domain of inclusive design, is pervasively linked to real artefacts in workspaces and their intersection with the health factors that relate to ageing. This book is the result of the fourth CWUAAT workshop held in Cambridge, England in April 2008.

This book was stimulated by the third Cambridge Workshop Series on Universal Access and Assistive Technology held in April 2006; the contributors represent leading researchers in the fields of Inclusive Design, Rehabilitation Robotics, Universal Access and Assistive Technology. Contributions focus on design issues for a more inclusive world; enabling computer access and the development of new technologies; assistive technology and rehabilitation robotics; and understanding users and involving them in design.

Modelling for Business Improvement contains the proceedings of the First International Conference on Process Modelling and Process Management (MMEP 2010) held in Cambridge, England, in March 2010. It contains contributions from an international group of leading researchers in the fields of process modelling and process management. This conference will showcase recent trends in the modelling and management of engineering processes, explore potential synergies between different modelling approaches, gather and discuss future challenges for the management of engineering processes and discuss future research areas and topics. Modelling for Business Improvement is divided into three main parts: theoretical foundation of modelling and management of engineering processes, and achievements in theory; experiences from management practice using various modelling methods and tools, and their future challenges; and, new perspectives on modelling methods, techniques and tools. Based on the latest achievements in this and related fields, the editors aim to landmark the research map for modelling and management of engineering processes for 2020.

Designing Inclusive Interactions contains the proceedings of the fifth Cambridge Workshop on Universal Access and Assistive Technology (CWUAAT), incorporating the 8th Cambridge Workshop on Rehabilitation Robotics, held in Cambridge, England, in March 2010. It contains contributions from an international group of leading researchers in the fields of Universal Access and Assistive Technology. This conference will mainly focus on the following principal topics: 1. Designing assistive and rehabilitation technology for working and daily living environments 2. Measuring inclusion for the design of products for work and daily living 3. Inclusive interaction design and new technologies for inclusive design 4. Assembling new user data for inclusive design 5. The design of accessible and inclusive contexts: work and daily living environments 6. Business advantages and applications of inclusive design 7. Legislation, standards and government awareness of inclusive design

"Designing Inclusive Futures" reflects the need to explore, in a coherent way, the issues and practicalities that lie behind design that is intended to extend our active future lives. This encompasses design for inclusion in daily life at home but also extends to the workplace and for products within these contexts. For example, given trends in employment sector growth, skills requirements, labour supply and demographic change, there is a need to predict the critical areas where individual capabilities are mismatched with the physical, social and organisational demands of work. This mismatch, which can be addressed within the domain of inclusive design, is pervasively linked to real artefacts in workspaces and their intersection with the health factors that relate to ageing. This book is the result of the fourth CWUAAT workshop held in Cambridge, England in April 2008.

This is the most comprehensive book on nanocrystals on the market. It is an up-to-date monograph on an important aspect of nanoscience and technology. It opens with an elegant introduction including a brief historical account. Emphasis is then given to diverse synthetic methods, both chemical and physical, in addition to modern hybrid methods. Tables providing information at a glance, cartoons and schematic diagrams, make the monograph appealing to read.

Re-energizing Citizenship examines the dual character of civil society. The book provides a critical examination of attempts to re-energize citizenship in a range of contexts and offers insights into what works.

"Re-energizing Citizenship" examines the dual character of civil society. The malaise in civil society is seen as a key to understanding anti-social behaviour, the weaknesses of regeneration schemes and the divisions and antagonisms of our societies. Yet the resources and skills hidden away in civil society, if they could be unlocked, are seen as the key to effective intervention. The book provides a critical examination of attempts to re-energize citizenship in a range of contexts and offers insights into what works.

Inclusive design, universal design and universal access are long standing, familiar terms with clear and laudable goals. However, their teaching and industrial uptake has been very limited. Many products still exclude users unnecessarily for reasons ranging from corporate insensitivity and the size of the market for inclusive products to the individual designer's inability to design them.

This pragmatic approach to making inclusive design desirable to industry addresses these issues and discusses why existing methods have failed to be assimilated into industry. Through the use of case studies and examples, Countering Design Exclusion introduces the mind-set necessary to think through the challenges raised by inclusive design and to adapt their solutions to the needs of particular companies. The practical outlook will appeal to anyone who wishes to take account of the largest possible part of the population in their designs.

Inclusive Design: What's in It for Me? presents a comprehensive review of current practice in inclusive design. With emphasis on new ideas for improvement and arguments for wider implementation in future, a unique combination of leading opinions on inclusive design from both industry and academia are offered. The theme throughout encourages a positive view of inclusive design as a good and profitable process and to produce a change to more effective approaches to "design for all". Inclusive Design is composed of two parts with a common chapter structure so that the business and design arguments in favour of inclusive design can be easily compared and assimilated: The Business Case presents the industrial and management benefits of inclusive design. It concentrates on demographic, legal and ethical reasons for all businesses being better off taking inclusivity into account in the design of their products or services. Case histories demonstrating the commercial success of inclusive design are drawn from the experiences of companies such as Tesco, Fiat and The Royal Mail. The Designers' Case focuses on the factors a designer needs to take into account when dealing with inclusivity. "Who is going to use my design?" "What do they need from my design?" "How do I take any medical needs into account?" "Just how "inclusive" is my design?" are all questions answered in this section which presents the necessary tools for effective inclusive design. This part of the book aims to convince a designer that inclusive design is a realistic goal. Inclusive Design will appeal to designers, researchers and students and to managers making decisions about the research and design strategies of their companies.

Leading theoreticians and researchers present current thinking about the role played by group memberships in people's sense of who they are and what they are worth. The chapters build on the assumption, developed out of social identity theory, that people create a social self that both defines them and shapes their attitudes and behaviors. The authors address new developments in the theoretical frameworks through which we understand the social self, recent research on the nature of the social self, and recent findings about the influence of social context upon the development and maintenance of the social self.

There has been a growing interest in indigenous knowledge systems and research. This interest has been mainly triggered by the need to decolonize education as a response to the colonial onslaught on indigenous knowledge and people. Research has, however, concentrated on the generality of the indigenous knowledge system rather than on its related dimensions. One area that has suffered a lack of attention is indigenous conceptions of science, technology, engineering, and mathematics (STEM) despite the unquestionable evidence of STEM in indigenous contexts. Most STEM is presented by colonial establishments and representations, especially in developed/modern/urban contexts, which portray STEM as a colonial construct.   This book focuses on indigenous technological knowledge systems education (ITKSE). Indigenous people have been at the front of technological developments from pre-colonial times. The list of precolonial industries, science, and technology is extensive, including blacksmithing, wood-carving, textile-weaving and dyeing, leather works, beadworks, pottery making, architecture, agricultural breeding, metal-working, salt production, gold-smithing, copper-smithing, leather-crafting, soap-making, bronze-casting, canoe-building, brewing, glass-making, and agriculture, for example. In some parts of the world such as Africa and Australia, these technologies still exist. ITKSE should not be left to exist outside of the technology education curriculum and classroom as it can benefit both indigenous students, who have been denied learning about what is relevant to them, and non-indigenous students. These cultural groups can expand their knowledge of technology by learning both ITKSE and Western technological knowledge systems education (WTKSE). ITKSE also presents opportunities for technology teachers to reflect on and revisit their depth of technological knowledge, pedagogies, and assessment.   The intent of this book is transformational in the sense that it brings decolonial and indigenous perspectives into the technology education context. It extends technology education in the sense that it will not only influence Western-minded architects, artisans, designers, etc. but encourage indigenous-mindedness as well.