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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.
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