Six years after Brexit, it can feel like we're still having the same conversations. This is the explainer we need to move on. And we do need to move on, because in the meantime so much has changed. The economic realities that are making the UK less competitive, less productive and less well-off are ever more obvious - and more and more people are finding out the Brexit they were sold was based on falsehoods and fantasy. So what exactly went wrong with Brexit? In this book, Peter Foster dispels the myths and, most importantly, shows what a better future for Britain after Brexit might look like. With clear-headed practicality, he considers the real costs of leaving the EU, how we can recover international trust in the UK, how to improve cooperation and trade with our neighbours, and how to begin to build the Global Britain that Brexit promised but failed to deliver. The politicians won't talk about it, so we need to.

What knowledge will make you most effective as a teacher? New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable book will help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise. What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including: * Does anyone agree on what makes great teaching? * How should I use evidence in my planning? * Why isn't subject knowledge enough? * What should I know about my students? * How do experts make and break habits? * How can teachers think creatively whilst automating good habits? * What do we need to know about the curriculum? * How should Cognitive Load Theory affect our pedagogical decisions? Packed with case studies and interviews with new and training teachers alongside key takeaways for the classroom, this book is essential reading for early career teachers, those undertaking initial teacher training and current teachers looking to develop their expertise.

This fascinating case study, first published in 1990, of how policies work out in a real school setting is placed in the context of the wider debate about multi-cultural, anti-racist education. This book also makes suggestions for the shaping of future policy. This book should be of interest to lecturers and students of education and sociology.

What knowledge will make you most effective as a teacher? New teachers are often bombarded with information about the concepts they should understand and the topics they should master. This indispensable book will help you navigate the research on curriculum, cognitive science, student data and more, providing clarity and key takeaways for those looking to grow their teaching expertise. What Do New Teachers Need to Know? explores the fundamentals of teacher expertise and draws upon contemporary research to offer the knowledge that will be most useful, the methods to retain that knowledge, and the ways expert teachers use it to solve problems. Written by an educator with extensive experience and understanding, each chapter answers a key question about teacher knowledge, including: * Does anyone agree on what makes great teaching? * How should I use evidence in my planning? * Why isn't subject knowledge enough? * What should I know about my students? * How do experts make and break habits? * How can teachers think creatively whilst automating good habits? * What do we need to know about the curriculum? * How should Cognitive Load Theory affect our pedagogical decisions? Packed with case studies and interviews with new and training teachers alongside key takeaways for the classroom, this book is essential reading for early career teachers, those undertaking initial teacher training and current teachers looking to develop their expertise.

The issue of educational opportunity has long been of public concern and a major focus for eduational research. As a result, there is now a substantial body of research findings in this field, both quantitative and qualitative.; This work relates to various levels of the educational system and to different categories of student, but particularly social class, gender, ethnicity and race. The central trend has been to find persisting inequalities despite reform at system, institutional and classroom levels. Furthermore, the educational system is frequently portrayed as playing a key role in reproducing wider social and economic inequalities.; This book examines the status of educational inequality as a social problem, explores the conceptual issues surrounding it, assesses a representative sample of recent research, and seeks to clarify the relevant methodological ground rules, thereby laying the basis for future research in the field.

This fascinating case study, first published in 1990, of how policies work out in a real school setting is placed in the context of the wider debate about multi-cultural, anti-racist education. This book also makes suggestions for the shaping of future policy. This book should be of interest to lecturers and students of education and sociology.

The Jaguar was an iconic aircraft to come from Anglo-French collaboration and one of the first to be conceived with a predatory attack and low-level strike capability. First planned as a trainer, it emerged as a fighter bomber taking much from the TSR2 concept when a string of cancelled projects identified a gap in strike/attack capability; it soon evolved into a supersonic aircraft ready for reconnaissance and tactical nuclear strike roles. Retired before its time, for France in 2005 and for the RAF in 2007, it is still revered both by those that operated it and those that stared in wonder. The end for the Jaguar in the United Kingdom was sudden and rushed with the big cat going out with a meow rather than a roar. However, it survived on other continents providing a growl and bite in maintaining sovereignty for several decades on. This book is a stunning pictorial tribute to those final days.

The Uncrowned King of Mont Blanc by Peter Foster is the biography of scientist and mountaineer Thomas Graham Brown, whose encyclopaedic knowledge of the mountain earned him the soubriquet, and whose achievements in the Alps and Greater Ranges place him at the forefront of British mountaineering between the two world wars. Born in Edinburgh in 1882, Graham Brown first pursued a career in the sciences as a physiologist - his exacting father demanding the highest standards - and the results of his research, largely unrecognised at the time, now underpin current understanding of the nervous control of movement in animals and man. His mountaineering career began in earnest after the First World War. From rock climbing in the Lake District he progressed to guided climbs in the Alps, where in 1927 he was fatefully introduced to Frank Smythe with whom he made the groundbreaking first ascents of the Sentinelle Rouge and the Route Major on the Brenva Face of Mont Blanc. This resulted in an obsession with the mountain and a feud between the pair that smouldered and flared for twenty years. Ambitious, determined and uncompromising in his views, he never left others feeling neutral: Geoffrey Winthrop Young thought him `a vicious lunatic', yet Charles Houston felt closer to Graham Brown `than almost anyone else I know'. Graham Brown's life was one of turbulence in his career, relationships and in the mountains, whether on expeditions to Mount Foraker, Nanda Devi and Masherbrum, or most frequently, the Alps. Peter Foster has drawn upon diaries, letters and extensive archival research that illuminate the highs and lows of Graham Brown's scientific and climbing careers, and explores the imbalance between the significance of his achievements and the lack of recognition he received. But, above all, The Uncrowned King of Mont Blanc allows one to hear Graham Brown's voice: querulous, opinionated and, to the discomfort of his many adversaries, almost always right.

In Why We Bite the Invisible Hand, Peter Foster delves into a conundrum: How can we at once live in a world of expanding technological wonders and unprecedented well-being, and yet hear a constant drumbeat of condemnation of the system that created it? That system, capitalism, which is based on private property and voluntary dealings, is guided by the "Invisible Hand," the metaphor for economic markets associated with the great Eighteenth Century Scottish philosopher Adam Smith. The hand guides people to serve others while pursuing their own interests, and produces a broader good that, as Smith put it, is "no part of their intention." Critics. however, claim that the hand is tainted by greed, leads to inequity and dangerous corporate power, and threatens not merely resource depletion but planetary disaster. Foster probes misunderstanding, fear and dislike of capitalism from the dark satanic mills of the Industrial Revolution through to the murky concept of sustainable development. His journey takes him from Kirkcaldy, the town of Smith's birth, through Moscow McDonald's and Karl Marx's Manchester, on a trip to Cuba to smuggle dollars, and into the backrooms of the United Nations. His cast of characters includes the man who wrote the entry for "capitalism" in the Great Soviet Encyclopaedia, a family of Kirkcaldy butchers, radical individualist Ayn Rand, father of evolutionary theory Charles Darwin, numerous Nobel prizewinning economists, colonies of chimpanzees, and "philanthrocapitalist" Bill Gates. Foster suggests that the key to his conundrum lies in the field of evolutionary psychology, which offers to help us understand both why some of what Adam Smith called our complex "moral sentiments" may be outdated, and why so many of our economic assumptions tend to be wrong. We are hunter gatherers with iPhones. The Invisible Hand is counterintuitive to minds formed predominantly in small close-knit tribal communities where there were no extensive markets, no money, no technological advance and no economic growth. Equally important, we don't have to understand the rapidly evolving economic "natural order" to operate within it and enjoy its benefits any more than we need to understand our nervous or respiratory systems to stay alive. But that also makes us prone to support morally-appealing but counterproductive policies, such as minimum wage legislation. Foster notes that politicians and bureaucrats -- consciously or unconsciously -- exploit moral confusion and economic ignorance. Ideological obsession with market imperfections, income gaps, corporate power, resource exhaustion and the environment are useful justifications for those seeking political control of our lives. The book refutes claims that capitalism's validity depends on the system being "perfect" or economic actors "rational." It also notes the key difference between capitalism and capitalists, who are inclined to misunderstand the system as much as anyone. Foster points to the astonishing rise in recent decades of radical, unelected environmental non-governmental organizations, ENGOs. Closely related to that rise, Foster examines with one of the biggest and most contentious issues of our time: projected catastrophic man-made climate change. He notes that while this theory is cited as the greatest example in history of "market failure," it in fact demonstrates how both scientific analysis and economic policy can become perverted once something is framed as a "moral issue," and thus allegedly "beyond debate." Foster's book is not a paean to greed, selfishness or radical individualism. He stresses that the greatest joys in life come from family, friendship and participation in community, sport and the arts. What has long fascinated him is the relentless claim that capitalism taints or destroys these aspects of humanity rather than promoting them. Moreover, he concludes, when you bite the Invisible Hand... it always bites back.

Follow Calinor to another world, where she, along with two friends, will take you on an adventure full of magic and hope, as they search for the Lost Pixie Tribe. Battle with them an array of mystical monsters, witches and wizards, as they journey ever onwards towards their goal. You will meet new aquaintances along the way and share in the excitement as the three would-be heroes face one challenge after another.

Concentrates on Tornado Reconnaissance, looking at the two squadrons, II(AC) and XII, the systems they employed, and their worth to the overall structure, interspersed with personal tales of front line operations. This book explains the concept of the internal recce system, TIRRS and covers the replacement systems JRP and Raptor.

This is the most comprehensive guide to the current uses and importance of case study methods in social research. The editors bring together key contributions from the field which reflect different interpretations of the purpose and capacity of case study research. The address issues such as: the problem of generalizing from study of a small number of cases; and the role of case study in developing and testing theories. The editors offer in-depth assessments of the main arguments. An annotated bibliography of the literature dealing with case study research makes this an exhaustive and indispensable guide. `This is a worthwhile book which will be useful to readers. It collects together key sources on a topic which is a "hardy perennial", guaranteeing its relevance for academics, researchers, and students on higher level methods programmes. The editorial contributions are by well-known authorities in the field, are carefully-constructed, and take a clear position. I would certainly want this book on my shelf' - Nigel Fielding, University of Surrey

'This relatively short book ... repays reading as a whole after which it will be a valuable reference for particular aspects of observational methodology' - EERA Bulletin Observing Schools discusses the nature and purposes of observational research in schools. It covers the different observational techniques which can be used, and their advantages and disadvantages, bridging the gap between qualitative and quantitative approaches. The preparations which must be made before observation, the process of observation itself, and the recording and analysis of observations are discussed in detail. The book also explores how assessments can be made of observational accounts and discusses the ethical issues raised by this kind of research. These discussions are illustrated throughout by examples drawn from recent observational work conducted on a variety of aspects of school life.