Britain's emergence as one of Europe's major maritime powers has all too frequently been subsumed by nationalistic narratives that focus on operations and technology. This volume, by contrast, offers a daring new take on Britain's maritime past. It brings together scholars from a range of disciplines to explore the manifold ways in which the sea shaped British history, demonstrating the number of approaches that now have a stake in defining the discipline of maritime history. The chapters analyse the economic, social, and cultural contexts in which English maritime endeavour existed, as well as discussing representations of the sea. The contributors show how people from across the British Isles increasingly engaged with the maritime world, whether through their own lived experiences or through material culture. The volume also includes essays that investigate encounters between English voyagers and indigenous peoples in Africa, and the intellectual foundations of imperial ambition.

Injury is recognized as a major public health issue worldwide. In most countries, injury is the leading cause of death and disability for children and young adults age 1 to 39 years. Each year in the United States, injury claims about 170,000 lives and results in over 30 million emergency room visits and 2.5 million hospitalizations. Injury is medically defined as organ/tissue damages inflicted upon oneself or by an external agent either accidentally or deliberately. Injury encompasses the undesirable consequences of a wide array of events, such as motor vehicle crashes, poisoning, burns, falls, and drowning, medical error, adverse effects of drugs, suicide and homicide. The past two decades have witnessed a remarkable growth in injury research, both in scope and in depth. To address the tremendous health burden of injury morbidity and mortality at the global level, the World Health Organization in 2000 created the Department of Injury and Violence Prevention, which has produced several influential reports on violence, traffic injury, and childhood injury. The biennial World Conference on Injury Control and Safety Promotion attracts a large international audience and has been successfully convened nine times in different countries. In the United States, the National Center for Injury Prevention and Control became an independent program of the federal Centers for Disease Prevention and Control in 1997. Since then, each state health department has created an office in charge of injury prevention activities and over a dozen universities have established injury control research centers. This volume will fill an important gap in the scientific literature by providing a comprehensive and up-to-date reference resource to researchers, practitioners, and students working on different aspects of the injury problem and in different practice settings and academic fields.

In the first ever book on the Agreements of the People, the essays explore the origins, impact and legacy of the attempt to settle the nation by a written constitution at the height of the English Revolution. The volume sheds new light on the Levellers, the army, the nature of civil war radicalism and the fragmentation of the Parliamentarian cause.

Higher education worldwide, including the university and other related academic programs, is currently undergoing intensive change and transformation perhaps as no other time in its long history. One factor contributing to this rapid transformation is the global expansion of higher education at unprecedented rates. More of the world's population is continuing to higher education (and other forms of tertiary education) now than ever before. In fact, enrollment in institutions of higher education around the world is growing at a rapid rate. Some scholars have suggested that one reason for this rapid expansion is that the role of higher education has shifted over the last 50 years from an elite to a mass institution. As a result of this rapid expansion and shift in focus, the nature of students, faculty, the curriculum, and assessment is changing within the institution. And in society, the value of higher education and its impact on socioeconomic status, human capital, and technical innovation is changing as well. As a whole, the chapters in this volume in the "International Perspectives on Education and Society" series present a thoughtful discussion of the worldwide transformation of higher education from multiple perspectives. Contributors include Gaele Goastellec, David Turner, John C. Weidman, Adiya Enkhjargal, Christine Min Wotipka, Francisco O. Ramirez, Karin Amos, Lucia Bruno, Marcelo Parreira do Amaral, Mark S. Johnson, Christopher Collins, Robert A. Rhoads, Sunwoong Kim, Jun Li, Jing Lin, Chuing Prudence Chou, Philip G. Altbach, and Patti McGill Peterson.

Since the World Conference on Education for All (EFA) in Jomtien, Thailand in 1990, the push for modern mass schooling has become a primary focus of national education policymakers and researchers around the world. The EFA declaration that grew out of this conference served as a culmination of a century-long movement to transform existing national educational systems into the most comprehensive mass system of schooling ever devised.
Comparative education researchers have been studying both the promises and the challenges surrounding EFA for decades, but in comparative education research literature there is still neither consensus on the impact that EFA has nor clearly identified global trends in either EFA policymaking or policy implementation. It seems that for every promise that EFA brings, there is an accompanying challenge. It is this struggle between the global promises and the national challenges that this volume of International Perspectives on Education and Society seeks to identify and explain.
Chapters range from critical syntheses of EFA policymaking or policy implementation to original comparative education research on the impact that EFA has had in specific nations or across clusters of nations.
*Compares and contrasts the promises of EFA v. implementation of policy
*International contributions ensure global coverage of content
*Part of the International Perspectives on Education and Society series

The theme of warfare as a collective enterprise investigated in the theatres of both land and sea. From warhorses to the men-at-arms who rode them; armies that were raised to the lords who recruited, led, administered, and financed them; and ships to the mariners who crewed them; few aspects of the organisation and logistics ofwar in late medieval England have escaped the scholarly attention, or failed to benefit from the insights, of Dr Andrew Ayton. The concept of the military community, with its emphasis on warfare as a collective social enterprise, has always lain at the heart of his work; he has shown in particular how this age of warfare is characterised by related but intersecting military communities, marked not only by the social and political relationships within armies and navies, but by communities of mind, experience, and enterprise. The essays in this volume, ranging from the late thirteenth to the early fifteenth century, address various aspects of this idea. They offer investigations of soldiers' and mariners' equipment; their obligations, functions, status, and recruitment; and the range and duration of their service. Gary P. Baker is a Research Associate at the University of East Angliaand a Researcher in History at the University of Groningen; Craig L. Lambert is Lecturer in Maritime History at the University of Southampton; David Simpkin teaches history at Birkenhead Sixth-Form College. Contributors: Gary P. Baker, Adrian R. Bell, Peter Coss, Anne Curry, Robert W. Jones, Andy King, Craig L. Lambert, Tony K. Moore, J.J.N. Palmer, Philip Preston, Michael Prestwich, Matthew Raven, Clifford J. Rogers, Nigel Saul, David Simpkin.

This volume of International Perspectives on Education and Society explores how educational research from a comparative perspective has been instrumental in broadening and testing hypotheses from institutional theory. Institutional theory has also played an increasingly influential role in developing an understanding of education in society. This symbiotic relationship has proven intellectually productive.

In light of the impact that comparative education research has had on institutional theory, the chapters in this volume ask where the comparative and international study of education as an institution is heading in the 21st century.

Chapters range from theoretical discussions of the impact that comparative research has had on institutional theory to highly empirical comparative scholarship that tests basic institutional assumptions and trends.

Two pioneers in the field, John W. Meyer and Francisco O. Ramirez, contribute the Forward and the concluding chapter.

In addition to the editors, other contributors to this volume include M. Fernanda Astiz, Janice Aurini, Jason Beech, Edward F. Bodine, Karen Bradley, Claudia Buchmann, Scott Davies, Gili S. Drori, David H. Kamens, Jong-Seon Kim, Hyeyoung Moon, Hyunjoon Park, Emilio A. Parrado, Lauren Rauscher, John G. Richardson, David F. Suarez, and Regina E. Werum.

Contains the following plays: "As A Man Thinks," by Augustus Thomas; "The Return of Peter Grimm," by David Belasco; "Romance," by Edward Shelton; "The Unchastened Woman," by Louis Kaufman Anspacher; and "Plots and Playwrights," by Edward Massey.

Superior CAPS coverage and written by expert authors. Superior illustrations and activities to improve results and motivate learners. Superior teacher support to save time and make teaching easy. Superior quality = exam success!

• A special day (story) (p. 6)
• Taking off (poem) (p. 9)
• Why dogs chase cars (story)
• A true friend (story) (p. 13)
• Sorry! (social text: letters) (p. 16)
• Making a mobile (information text)
• Holidays (poems) (p. 20)
• A lucky escape (story) (p. 21)
• Finding out about fire (information text) (p. 24)
• Lighting up our lives (information text) (p. 26)
• Dudu and the evil giant – Part 1 (story) (p. 28)
• Dudu and the evil giant – Part 2 (story)
• Our teacher says (poem) (p. 34)
• Go, Slow and Whoa Foods (information text) (p. 35)
• It takes courage (media text: newspaper article)
• Cecilia Makiwane (media text: newspaper article) (p. 39)
• World of Birds (social text: postcard) (p. 40)
• Save the crane (media text: poster)
• Why the giraffe and the oxpecker are good friends (story) (p. 42)
• The four friends (drama) (p. 44)
• The wonders of Egypt (information text)
• A journalist’s world (social text: letter) (p. 54)
• Poems about jobs (poems)
• Swim safely (media text: magazine article) (p. 58)
• Funny poems (poems) (p. 60)
• Nomathemba’s fire (story)
• Be my friend (drama) (p. 66)
• Miss you! (social text: emails) (p. 70)
• Digging up the past (information text)

What makes the Platinum English FAL course unique? Strong support for reading and writing skills, featuring annotations and models of all writing texts; integrated and explicit grammar teaching; predictable, consistent structure; high quality, relevant artwork; strong teacher support through explicit methods and assessment. Platinum - simply superior: Superior CAPS coverage and written by expert authors; superior illustrations and activities to improve results and motivate learners; superior teacher support to save time and make teaching easy, including photocopiable worksheets; superior quality = exam success!

This volume of International Perspectives on Education and Society highlights the valuable role that educational policy plays in the development of education and society around the world.

The role of policy in the development of education is crucial. Much rests on the decisions, support, and most of all resources that policymakers can either give or withhold in any given situation. The eleven chapters in this volume present persuasive arguments that the internationalization of educational policy has a wide and irreversible effect on schooling and society around the world. Indeed, educational policy is intricately woven into the development of societies.

Chapters range from empirical investigations of educational policies impact on national schooling trends to narrative histories of policy-important multilateral organizations and professional societies. In addition to the editors, the contributors include Sheng Y. Cheng, Holger Daun, Diane G. Gal, Stephen P. Heyneman, W. James Jacob, Nancy O. Kendall, Veronica Martini, Mary Ann Maslak, Diane B. Napier, Jordan Naidoo, and David N. Wilson.

Winner of the 2017 Award for Significant Research on International Higher Education (CIHE/ASHE) Winner of the 2018 American Publishers Awards for Professional & Scholarly Excellence: Education Theory In The Century of Science, a multicultural, international team of authors examine the global rise of scholarly research in science, technology, engineering, mathematics, and health (STEM+) fields. This insightful text provides historical and sociological understandings of the ways that higher education has become an institution that, more than ever before, shapes science and society. Case studies, supported by the most historically and spatially extensive database on STEM+ publications available, of selected countries in Europe, North America, East Asia, and the Middle East, emphasize recurring themes: the institutionalization and differentiation of higher education systems to the proliferation of university-based scientific research fostered by research policies that support continued university expansion leading to the knowledge society. Growing worldwide, research universities appear to be the most legitimate sites for knowledge production. The chapters offer new insights into how countries develop the university-based knowledge thought fundamental to meeting social needs and economic demands. Despite repeated warnings that universities would lose in relevance to other organizational forms in the production of knowledge, these findings demonstrate incontrovertibly that universities have become more-not less-important actors in the world of knowledge. The past hundred years have seen the worldwide triumph of the research university.

Learn to use, and not be used by, data to make more insightful decisions The availability of data and various forms of AI unlock countless possibilities for business decision makers. But what do you do when you feel pressured to cede your position in the decision-making process altogether? Decision Intelligence For Dummies pumps the brakes on the growing trend to take human beings out of the decision loop and walks you through the best way to make data-informed but human-driven decisions. The book shows you how to achieve maximum flexibility by using every available resource, and not just raw data, to make the most insightful decisions possible. In this timely book, you'll learn to: Make data a means to an end, rather than an end in itself, by expanding your decision-making inquiries Find a new path to solid decisions that includes, but isn't dominated, by quantitative data Measure the results of your new framework to prove its effectiveness and efficiency and expand it to a whole team or company Perfect for business leaders in technology and finance, Decision Intelligence For Dummies is ideal for anyone who recognizes that data is not the only powerful tool in your decision-making toolbox. This book shows you how to be guided, and not ruled, by the data.

What makes the English FAL Today course unique? 2 complete sets of mid-year and end-of-year examination papers; one set for practice, one set for testing; the learner has everything in the learner's book - notes, rubrics, exercises, tests and homework exercises!; skills boxes provide added help and guidance. Trust Today to be up-to-date and fresh for the classroom: Opportunities for revision, exam practice and assessment throughout; develops language skills alongside subject knowledge; all content is fully CAPS-compliant. Your easy-to-use complete classroom solution! Today, for successful teaching tomorrow.

What makes the Platinum English first additional language course unique? Strong support for reading and writing skills, featuring annotations and models of all writing texts; integrated and explicit grammar teaching; predictable, consistent structure; high quality, relevant artwork; strong teacher support through explicit methods and assessment. Platinum! - Simply superior: superior CAPS coverage and written by expert authors; superior illustrations and activities to improve results and motivate learners; superior teacher support to save time and make teaching easy, including photocopiable worksheets. Superior quality = exam success!