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This gorgeously photographed book offers a window into the finest
courses in the UK and Ireland, with relatable tips and amusing
commentary for the average golfer. Most golfers only dream of
playing at St. Andrews, Ballybunion, Turnberry, or Royal County
Down. With incomparable history, unique traditions, and ferociously
beautiful seaside landscapes, it's no wonder that the British Isles
are home to some of the most celebrated golf courses in the world.
Peter Gray, a middle handicapper and weekend warrior, has
nonetheless golfed his way around the UK and Ireland and has the
misadventures to prove it: from a disaster on the legendary “Road
Hole” at Old Course in St. Andrews, to braving gale force winds
at Muirfield (characterized by locals as “a spot of bother”),
and even being urged to drink an entire bottle of Jameson
18-year-old whiskey after a round at Lahinch to cure a fierce case
of the shanks (it worked). Part amusing travelogue, part scenic
showcase, Golfing the British Isles: The Weekend Warrior's
Companion brims with the same beauty, character, and sheer fun
exemplified by the courses it depicts. Featuring breathtaking
photography from Gary Lisbon alongside insightful commentary and
practical guidance, this distinctive book will have golf
enthusiasts packing their clubs, booking tee times, and charting
their own pilgrimage in celebration of this singular game.
Difficult pupil behaviour presents a number of issues for teachers, parents, other pupils as well as for children themselves. Inevitably it raises a number of emotions and challenges people's sense of their own personal effectiveness. This edited collection of short, concise chapters provides advice and guidance to professionals on how to respond to the emotions experienced and generated by pupils with behavioural difficulties in schools. Many chapters are written by such professionals themselves and address common problems in a practical and accessible way. Working with Emotions is an essential text for all schools, support services, LEAs, SENCOs and voluntary agencies and includes discussions on the government's current Social Inclusion initiative. eBook available with sample pages: 0203165519
Natural history illustration is a popular choice for artists and
perfect for developing colour technique.
A leading expert in childhood development makes the case for why
self-directed learning -- "unschooling" -- is the best way to get
kids to learn. In Free to Learn, developmental psychologist Peter
Gray argues that in order to foster children who will thrive in
today's constantly changing world, we must entrust them to steer
their own learning and development. Drawing on evidence from
anthropology, psychology, and history, he demonstrates that free
play is the primary means by which children learn to control their
lives, solve problems, get along with peers, and become emotionally
resilient. A brave, counterintuitive proposal for freeing our
children from the shackles of the curiosity-killing institution we
call school, Free to Learn suggests that it's time to stop asking
what's wrong with our children, and start asking what's wrong with
the system. It shows how we can act-both as parents and as members
of society-to improve children's lives and to promote their
happiness and learning.
The 20th century saw air power transformed from novelists' fantasy
into stark reality. From string and canvas to precision weaponry
and stealth, air power has progressed to become not only the weapon
of first political choice, but often the only conceivable option.
This rapid development has given rise to considerable debate and
controversy with those holding entrenched views rarely slow to
shout their case. Many myths have grown over the period, ranging
from the once much vaunted ability of air power to win wars alone
through to its impact as a coercive tool.
This volume examines the theory and practice of air power from its
earliest inception. The contributors have been drawn from academia
and the military and represent some of the world's leading
proponents on the subject. All significant eras on air power
employment are examined: some are evidently turning points, while
others represent continuous development. Perhaps more importantly,
the book highlights the areas that could be considered to be
significant, and invites the reader to enter the debate as to
whether it constitutes a continuum, a turning point, or indeed a
revolution.
The expert analysis in this volume will serve as a guide to past
perceptions and will help to equip current analysts for the 21st
century.
he 20th century saw air power transformed from novelists' fantasy
into stark reality. From string and canvas to precision weaponry
and stealth, air power has progressed to become not only the weapon
of first political choice, but often the only conceivable option.
This rapid development has given rise to considerable debate and
controversy with those holding entrenched views rarely slow to
shout their case. Many myths have grown over the period, ranging
from the once much vaunted ability of air power to win wars alone
through to its impact as a coercive tool.
This volume examines the theory and practice of air power from its
earliest inception. The contributors have been drawn from academia
and the military and represent some of the world's leading
proponents on the subject. All significant eras on air power
employment are examined: some are evidently turning points, while
others represent continuous development. Perhaps more importantly,
the book highlights the areas that could be considered to be
significant, and invites the reader to enter the debate as to
whether it constitutes a continuum, a turning point, or indeed a
revolution.
The emotional impact of difficult and challenging behaviour in
schools has never made it easy for professionals to respond in a
calm and considered manner. This applies equally to teachers,
senior staff in schools, support services and administrators. Yet
the pressure to respond effectively continues to grow. "Challenging
Behaviour in Schools" describes effective practical approaches
which have been developed by schools and support services. It
acknowledges that, in dealing with difficult behaviour, it is
necessary not only to consider techniques but also the support
processes that accompany them. The editors have each had extensive
professional experience in this field, and are the organizers of
the annual "New Directions in Behaviour Support" courses at
Nottingham, which have encouraged and disseminated new practice
over recent years. All the contributors have been associated with
these courses and their accounts should be of direct value to
senior staff, special needs co-ordinators and governors in schools,
educational psychologists, support teachers and those involved in
policy and planning.
Difficult pupil behaviour can reflect and exacerbate stresses
within a school, increasing the potential for conflicts among
teachers, parents and support staff. The need to acknowledge and
overcome this in practice is fully recognised and is a central
challenge addressed by this book. Challenging Behaviour in Schools
describes effective practical approaches that have been developed
by schools and support services. It contains chapters on behaviour
support in mainstream primary and secondary schools, the
organisation of support services and also looks at the ways parents
and schools can work together. Other chapters outline whole school
approaches to building better behaviour, as well as specific
techniques. Challenging Behaviour in Schools will be of direct,
practical value to all teachers, senior staff, special needs
coordinators and governors in schools, educational psychologists,
support teachers and all those involved in policy and planning.
Difficult pupil behaviour presents a number of issues for teachers,
parents, other pupils as well as for children themselves.
Inevitably it raises a number of emotions and challenges people's
sense of their own personal effectiveness. This edited collection
of short, concise chapters provides advice and guidance to
professionals on how to respond to the emotions experienced and
generated by pupils with behavioural difficulties in schools. Many
chapters are written by such professionals themselves and address
common problems in a practical and accessible way. Working with
Emotions is an essential text for all schools, support services,
LEAs, SENCOs and voluntary agencies and includes discussions on the
government's current Social Inclusion initiative.
This how-to-series is perfect for budding artists and amilam fans
alike Children can learn to draw a wide range of popular animals,
including tigers, dolphins, horses and butterflies.
This book examines the implementation of inquiry-based approaches
in science teaching and learning. It explores the ways that those
approaches could be promoted across various contexts in Europe
through initial teacher preparation, induction programmes and
professional development activities. It illustrates connections
between scientific knowledge deriving from the science education
research community, teaching practices deriving from the science
teachers' community, and educational innovation. Inquiry-Based
Science Teaching and Learning (IBST/L) has been promoted as a
policy response to pressing educational challenges, including
disengagement from science learning and the need for citizens to be
in a position to evaluate evidence on pressing socio-scientific
issues. Effective IBST/L requires well-prepared and skilful
teachers, who can act as facilitators of student learning and who
are able to adapt inquiry-based activity sequences to their
everyday teaching practice. Teachers also need to engage creatively
with the process of nurturing student abilities and to acquire new
assessment competences. The task of preparing teachers for IBST/L
is a challenging one. This book is a resource for the
implementation of inquiry-oriented approaches in science education
and illustrates ways of promoting IBST/L through initial teacher
preparation, induction and professional development programmes.
This book examines the implementation of inquiry-based approaches
in science teaching and learning. It explores the ways that those
approaches could be promoted across various contexts in Europe
through initial teacher preparation, induction programmes and
professional development activities. It illustrates connections
between scientific knowledge deriving from the science education
research community, teaching practices deriving from the science
teachers' community, and educational innovation. Inquiry-Based
Science Teaching and Learning (IBST/L) has been promoted as a
policy response to pressing educational challenges, including
disengagement from science learning and the need for citizens to be
in a position to evaluate evidence on pressing socio-scientific
issues. Effective IBST/L requires well-prepared and skilful
teachers, who can act as facilitators of student learning and who
are able to adapt inquiry-based activity sequences to their
everyday teaching practice. Teachers also need to engage creatively
with the process of nurturing student abilities and to acquire new
assessment competences. The task of preparing teachers for IBST/L
is a challenging one. This book is a resource for the
implementation of inquiry-oriented approaches in science education
and illustrates ways of promoting IBST/L through initial teacher
preparation, induction and professional development programmes.
With the rapid globalization of higher education as well as related
changes in social, political, economic, and other conditions over
the last 25 years there have been ever increasing expectations for
higher education, in general, and Engineering Education, in
particular. These expectations are often expressed in terms of the
need for Quality Assurance locally, regionally, and globally. In
some cases, there is a long tradition of independence and
self-regulation of higher education institutions and programs. In
other contexts, there has been c- siderable governmental regulation
and disciplinary direction over time. The authors in this volume
represent essentially all continents and 15 different countries.
The common issues that they raise and their accounts of past,
present, and future ch- lenges provide a snapshot of the current
state of Quality Assurance in higher edu- tion and Engineering
Education. This volume begins with an overview of the history and
background of Quality Assurance in higher education and Engineering
Education over the last century. The discussion of the historical,
philosophical, political, and social background of Quality
Assurance sets the stage for the other chapters. Following this
broad brush stoke introduction, in the next part of the book,
authors describe the general issues and challenges facing Quality
Assurance in the twenty-first century from both regional and
national perspectives. These authors have extensive experience in
the area of Quality Assurance and have observed its growth and
develop first hand over many years.
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