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.

Air Warfare provides an introduction to the subject's theory, history and practice. As well as delivering an up to date look at the strategy, and historiography of air power, Peter Gray explores the theories behind air power and looks at the political, legal and moral dimensions of the application of air power. Topics covered include: - Key military strategists and their legacy - Air power's strategic effects - Leadership, management and command - Tactics, technology and operations The book draws on primary sources including official narratives and published reports, examines key thinkers in the study of air power, and discusses topics such as concepts of warfare as an art or science, cultural perceptions of air power, and the experience of being an airman. With its broad scope and thorough coverage of a range of key topics, Air Warfare takes air power beyond the study of individual campaigns, or controversies, providing a multi-disciplinary approach to air power studies.

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

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.

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.

Hardbound. The EMU and the Euro are transforming European banking institutions, regulations, performance, and bank-state relationships. This book analyzes these dynamic challenges and processes. It presents contemporary and historical perspectives to guide an informed understanding of European banks, banking culture, and the role of the banking sector in the EMU's new financial and competitive environment.

Memories of catastrophes - those which occur naturally and those which are consequences of human actions - loom large in the modern consciousness. This volume draws on the latest scholarship to investigate this phenomenon in both contemporary and historical contexts. collective memory and the relationships between them. Arguing that a pervasive catastrophic memory may be as disabling as it is instructive, Gray and Oliver stress the necessity of rendering the phenomenon subject to secular critical inquiry. The value of such an approach is then demonstrated in a series of case studies. These range across period, place and methodological approach, from longitudinal studies of the memory of the English Civil War and Irish Famine, to oral-history analysis of the legacy of Indian partition, and participant-observation of more recent events in Croatia. Several studies concentrate on the moulding of memories by hegemonic or demotic languages and institutions; others focus on the mutability and ambiguities of memory as expressed in a variety of forms. They exemplify the diversity of memorial languages and responses to catastrophic events. Yet they also speak to each other in their central concerns: the dynamics of memory and erasure, rupture and recovery, uniqueness and universality, exploitation and authenticity, power and resistance, the personal and the social. the field. It should be of value to all with an interest in the subject of memory and its relationship with the cataclysms of the past.

In 1918, the British Expeditionary Force (BEF) played a critical role in defeating the German army and thus winning the First World War. This 'Hundred Days' campaign (August to November 1918) was the greatest series of land victories in British military history. 1918 also saw the creation of the Royal Air Force, the world's first independent air service, from the Royal Flying Corps and the Royal Naval Air Service. Until recently, British histories of the First World War have tended to concentrate on the earlier battles of 1916 and 1917 and often underplayed this vitally important period."Changing War" fills this significant gap in our knowledge by providing in-depth examinations of key aspects of the operations of the British Army, the Royal Air Force and its antecedents in the climactic year of the First World War. Written by a group of established historians and emerging scholars it sheds light not only on 1918, but on the revolutionary changes in warfare that took place at that time.

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 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.

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.

Hardbound. This book contains a collection of chapters discussing the issues involved in establishing a stable global exchange rate system. In doing so, the authors review the advantages and disadvantages of the various exchange rate regimes used throughout the world during the last fifty years, analyze the role of exchange rate systems in recent international financial crises and explore the probability of constructing a stable global arrangement in the next century.

Leadership, Direction and Legitimacy of the RAF Bomber Offensive from Inception to 1945 offers a fresh approach to the debate on the RAF's strategic bomber offensive by using modern strategic leadership theory as an analytical tool to examine the campaign. In particular, it looks at the legality and legitimacy of the offensive and explores the key interfaces between the military leaders, the politicians and allies. It also looks at the major controversies in the aims and objectives of the campaign and the personalities involved.Modern literature from the leadership field is used to consider the challenges facing those charged with the formulation and execution of the offensive. Aspects of the senior leadership disputes are also dealt with in the context of the leadership literature and in the wider context of the strategic challenges then facing Churchill, Sinclair and Portal.Furthermore there is a multi-disciplinary bent to the book that enables the reader to move beyond the narrow confines of military considerations to the thorough investigation of the legality, legitimacy and morality of the offensive that is provided.

Education has become synonymous with schooling, but it doesn’t have to be. As schooling becomes increasingly standardized and test driven, occupying more of childhood than ever before, parents and educators are questioning the role of schooling in society. Many are now exploring and creating alternatives. In a compelling narrative that introduces historical and contemporary research on self-directed education, Unschooled also spotlights how a diverse group of individuals and organizations are evolving an old schooling model of education. These innovators challenge the myth that children need to be taught in order to learn. They are parents who saw firsthand how schooling can dull children’s natural curiosity and exuberance and others who decided early on to enable their children to learn without school. Educators who left public school classrooms discuss launching self-directed learning centers to allow young people’s innate learning instincts to flourish, and entrepreneurs explore their disillusionment with the teach-and-test approach of traditional schooling.

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.