An exploration of the key issues in the teaching of mathematics, a key subject in its own right, and one that forms an important part of many other disciplines. The volume includes contributions from a wide range of experts in the field, and has a broad and international perspective. It is part of a series on effective learning and teaching in higher education. Each volume in the series contains advice, guidance and expert opinion on teaching in the key subjects in higher education today, and are backed up by the authority of the Institute for Learning and Teaching.

Packed with advice, vignettes and case studies, as well as useful tips and checklists for improving teaching, the second edition of Developing Your Teaching is the ideal toolkit to support the development of teaching practice. Providing a blend of ideas, interactive review points and case study examples from university teachers, this accessible handbook for professional practice provides ideas on a range of topics including: learning from student feedback and peer review students as consumers and their expectations building effective partnerships with students and colleagues developing a teaching portfolio choosing effective teaching practices the challenges and benefits of securing an initial teacher qualification A must-read for all those new to teaching in higher education, as well as more experienced lecturers looking to refresh and advance the quality of their teaching, this fully updated new edition is the ideal toolkit to support the development of teaching practice.

Systematic support for improving education and learning in further and higher education, has moved to centre stage in recent years. This is reflected in the increasing membership of professional bodies. Most new staff are encouraged to engage in staff development programmes, but receive little training to do so. This book has been written to meet this need: it is a practical handbook that introduces the key issues in staff and educational development, ideal for any education professional in the early years of their career at further or higher education level.

Systematic support for improving education and learning in further and higher education has moved to centre stage in recent years- a phenomenon reflected in the booming membership of professional development bodies. This title complements the authors' introductory Guide to Staff and Educational Development, also in this series. This book provides a more detailed consideration of the fundamental issues in staff and educational development, analysing the context in which it functions, the roles undertaken by practitioners and ways in which staff and educational development can be promoted and managed at senior and institutional levels, as well as for individuals. Written in an engaging, accessible style, it is rooted in practice with a wealth of case study material and practical advice. The book covers areas such as: * how professionals learn and develop * developing institutional policy and strategy for development * leading an educational development unit * programmes in learning and teaching in higher education * areas of specialist expertise * career pathways Enhancing Staff and Educational Development combines the insights of seasoned developers with the innovations of new developers, and will be a compelling read for anyone dedicated to the improvement of teaching and learning.

Systematic support for improving education and learning in further and higher education has moved to centre stage in recent years- a phenomenon reflected in the booming membership of professional development bodies.
This title complements the authors' introductory Guide to Staff and Educational Development, also in this series. This book provides a more detailed consideration of the fundamental issues in staff and educational development, analysing the context in which it functions, the roles undertaken by practitioners and ways in which staff and educational development can be promoted and managed at senior and institutional levels, as well as for individuals.
Written in an engaging, accessible style, it is rooted in practice with a wealth of case study material and practical advice. The book covers areas such as:
* how professionals learn and develop
* developing institutional policy and strategy for development
* leading an educational development unit
* programmes in learning and teaching in higher education
* areas of specialist expertise
* career pathways
Enhancing Staff and Educational Development combines the insights of seasoned developers with the innovations of new developers, and will be a compelling read for anyone dedicated to the improvement of teaching and learning.

Staff and educational development, the systematic support for improving education and learning, has moved in recent years to centre stage within further and higher education around the world. This is reflected in the booming membership of professional bodies. Most new staff are encouraged to engage in staff development programmes, but receive little training to do so. This book has been written to meet this need. It is a practical handbook that introduces the key issues in staff and educational development, ideal for any education professional in the early years of their career at further or higher education level.

Packed with advice, vignettes and case studies, as well as useful tips and checklists for improving teaching, the second edition of Developing Your Teaching is the ideal toolkit to support the development of teaching practice. Providing a blend of ideas, interactive review points and case study examples from university teachers, this accessible handbook for professional practice provides ideas on a range of topics including: learning from student feedback and peer review students as consumers and their expectations building effective partnerships with students and colleagues developing a teaching portfolio choosing effective teaching practices the challenges and benefits of securing an initial teacher qualification A must-read for all those new to teaching in higher education, as well as more experienced lecturers looking to refresh and advance the quality of their teaching, this fully updated new edition is the ideal toolkit to support the development of teaching practice.

The Effective Learning and Teaching in Higher Education series is packed with up-to-date advice, guidance and expert opinion on teaching in the key subjects in higher education today, and is backed up by the authority of the Institute for Learning and Teaching. This book covers all of the key issues surrounding the effective teaching of maths- a key subject in its own right, and one that forms an important part of many other disciplines. The book includes contributions from a wide range of experts in the field, and has a broad and international perspective.

Collaborative working is an increasingly vital part of Higher Education academic life. Traditionally, university culture supported individual research and scholarship. Today, the focus has shifted from the individual to the group or team. Collaborative Working in Higher Education takes the reader on a journey of examination, discussion, and reflection of emerging collaborative practices. The book offers suggestions for developing practice via a broad overview of the key aspects of collaboration and collaborative working, informed by focused case studies and the international perspectives of the contributing authors.

The book has three main parts:

Part I: Examines the social nature of collaborative working from a practical and critical perspective, focusing on four dimensions of collaborative working: academic practice, professional dialogues, personal and organizational engagement and social structures. It considers organizational models, varied approaches, potential challenges posed by collaborative working, and reflection on the management of collaboration at different stages.

Part II: Focuses on the different aspects of collaborative working, building on the dimensions introduced in Part I, and addressing the crossing of boundaries. It looks at different contexts for collaboration (e.g. discipline-based, departmental, institutional and international) using case studies as examples of collaborative strategies in action, providing learning points and recommendations for practical applications.

Part III: In addition to considering forms of collaboration for the future, this part of the book engages the reader with a though-provoking round-table discussion that itself embodies an act of collaboration.

Collaborative Working in Higher Education is a comprehensive analysis of how collaboration is reforming academic life. It examines the shifts in working practices and reflects on how that shift can be supported and developed to improve practice. Higher Education faculty, administrators, researchers, managers and anyone involved in collaborative working across their institution will find this book a highly useful guide as they embark on their own collaborations.

Collaborative working is an increasingly vital part of Higher Education academic life. Traditionally, university culture supported individual research and scholarship. Today, the focus has shifted from the individual to the group or team. Collaborative Working in Higher Education takes the reader on a journey of examination, discussion, and reflection of emerging collaborative practices. The book offers suggestions for developing practice via a broad overview of the key aspects of collaboration and collaborative working, informed by focused case studies and the international perspectives of the contributing authors.

The book has three main parts:

Part I: Examines the social nature of collaborative working from a practical and critical perspective, focusing on four dimensions of collaborative working: academic practice, professional dialogues, personal and organizational engagement and social structures. It considers organizational models, varied approaches, potential challenges posed by collaborative working, and reflection on the management of collaboration at different stages.

Part II: Focuses on the different aspects of collaborative working, building on the dimensions introduced in Part I, and addressing the crossing of boundaries. It looks at different contexts for collaboration (e.g. discipline-based, departmental, institutional and international) using case studies as examples of collaborative strategies in action, providing learning points and recommendations for practical applications.

Part III: In addition to considering forms of collaboration for the future, this part of the book engages the reader with a though-provoking round-table discussion that itself embodies an act of collaboration.

Collaborative Working in Higher Education is a comprehensive analysis of how collaboration is reforming academic life. It examines the shifts in working practices and reflects on how that shift can be supported and developed to improve practice. Higher Education faculty, administrators, researchers, managers and anyone involved in collaborative working across their institution will find this book a highly useful guide as they embark on their own collaborations.

Theorising Learning to Teach in Higher Education provides both lecturers embarking on a career in higher education and established members of staff with the capacity to improve their teaching. The process of learning to teach, and the associated field of professional academic development for teaching, is absolutely central to higher education. Offering innovative alternatives to some of the dominant work on teaching theory, this volume explores three significant approaches in detail: critical and social realist, social practice and sociomaterial approaches, which are divided into four sections: Sociomaterialism Practice theories Critical and social realism Crossover perspectives. Readers will benefit from discussions on the role and place of theory in the process of learning to teach, whilst international case studies demonstrate the kinds of insights and recommendations that could emanate from the three approaches examined, drawing together contributions from Europe, Africa and Australasia. Both challenging and enlightening, this book argues the need for theory in order to advance scholarship in the field and achieve goals related to social justice in higher education systems across the world. It draws attention to newly emerging theoretical perspectives and relatively underused perspectives to demonstrate the need for theory in relation to learning to teach. This book will appeal to academics interested in how they come to learn to teach, to administrators and academic developers responsible for professional development strategies at universities and masters and PhD level students researching professional development in higher education.

Theorising Learning to Teach in Higher Education provides both lecturers embarking on a career in higher education and established members of staff with the capacity to improve their teaching. The process of learning to teach, and the associated field of professional academic development for teaching, is absolutely central to higher education. Offering innovative alternatives to some of the dominant work on teaching theory, this volume explores three significant approaches in detail: critical and social realist, social practice and sociomaterial approaches, which are divided into four sections: Sociomaterialism Practice theories Critical and social realism Crossover perspectives. Readers will benefit from discussions on the role and place of theory in the process of learning to teach, whilst international case studies demonstrate the kinds of insights and recommendations that could emanate from the three approaches examined, drawing together contributions from Europe, Africa and Australasia. Both challenging and enlightening, this book argues the need for theory in order to advance scholarship in the field and achieve goals related to social justice in higher education systems across the world. It draws attention to newly emerging theoretical perspectives and relatively underused perspectives to demonstrate the need for theory in relation to learning to teach. This book will appeal to academics interested in how they come to learn to teach, to administrators and academic developers responsible for professional development strategies at universities and masters and PhD level students researching professional development in higher education.

Our greatest suffering is that we do not feel complete as we are. Right here, right now! We have been trained to reject our uniqueness and our value. We live in a prison; a cage of guilt, anxiety and worthlessness, believing that we are never 'good enough' just as we are. Mark Kahn, a practicing clinical psychologist of 35 years, and management consultant with 17 years' worth of experience, has devoted his life to helping people to realise self-love, without arrogance. In this unique Self-Esteem work, penned straight from the heart and shooting straight from the hip; readers will be taken through the theory, as well as a range of simple, yet powerful techniques enabling individuals: -Dissolve your feelings of victimhood in the face of conflict and threat.-To no longer be a slave to the conditioned rules of society.-To reclaim the power and confidence you have given away to others.-To choose to risk yourself more than you avoid.-To let go of the noose of guilt and performance anxiety, which society has placed around your neck.-To move from the hell of wanting to be loved, to the heaven of loving yourself for no reason!"This insightful book is both a direct and powerful response to the prison walls created by our conditioning. To dismantle these walls enables a freedom of spirit and psyche to emerge, that honours the individuality, the uniqueness and the genius of every one of us."Dr. John F. Demartini

Braunstein, an Argentine doctor and psychoanalyst who lives in Mexico, invites his reader to travel through this book as if on a safari hunting for first memories--her or his own included. This is the English version of the first volume of a trilogy on memory.

The Golden Shovel Anthology celebrates the life and work of poet and civil rights icon Gwendolyn Brooks through a dynamic new poetic form, the Golden Shovel, created by National Book Award-winner Terrance Hayes. An array of writers-including winners of the Pulitzer Prize, the T. S. Eliot Prize, and the National Book Award, as well as a couple of National Poets Laureate-have written poems for this exciting new anthology: Rita Dove, Billy Collins, Danez Smith, Nikki Giovanni, Sharon Olds, Tracy K. Smith, Mark Doty, Sharon Draper, Richard Powers, and Julia Glass are just a few of the contributing poets. This second edition includes Golden Shovel poems by two winners and six runners-up from an international student poetry competition judged by Nora Brooks Blakely, Gwendolyn Brooks's daughter. The poems by these eight talented high school students add to Ms. Brooks's legacy and contribute to the depth and breadth of this anthology.

For Chicago's Oak Park and River Forest High School's Spoken Word Club, there is one phrase that reigns supreme: Respect the Mic. It's been the club's call to arms since its inception in 1999. As its founder Peter Kahn says, 'It's a call of pride and history and tradition and hope.' This vivid collection of poetry and prose -- curated by award-winning and bestselling poets Hanif Abdurraqib, Franny Choi, Peter Kahn, and Dan 'Sully' Sullivan -- illuminates just that, uplifting the incredible legacy this community has cultivated. Among the dozens of current students and alumni, Respect the Mic features work by NBA champion Iman Shumpert, National Youth Poet Laureate Kara Jackson, National Youth Poet Laureate Kara Jackson, National Student Poet Natalie Richardson, comedian Langston Kerman, and more.

The 1960s were heady years in Argentina. Visual artists, curators, and critics sought to fuse art and politics; to broaden the definition of art to encompass happenings and assemblages; and, above all, to achieve international recognition for new, cutting-edge Argentine art. A bestseller in Argentina, Avant-Garde, Internationalism, and Politics is an examination of the 1960s as a brief historical moment when artists, institutions, and critics joined to promote an international identity for Argentina's visual arts. The renowned Argentine art historian and critic Andrea Giunta analyzes projects specifically designed to internationalize Argentina's art and avant-garde during the 1960s: the importation of exhibitions of contemporary international art, the sending of Argentine artists abroad to study, the organization of prize competitions involving prestigious international art critics, and the export of exhibitions of Argentine art to Europe and the United States. She looks at the conditions that made these projects possible-not least the Alliance for Progress, a U.S. program of "exchange" and "cooperation" meant to prevent the spread of communism through Latin America in the wake of the Cuban Revolution-as well as the strategies formulated to promote them. She describes the influence of Romero Brest, prominent art critic, supporter of abstract art, and director of the Centro de Artes Visuales del Instituto Tocuato Di Tella (an experimental art center in Buenos Aires); various group programs such as Nueva Figuracion and Arte Destructivo; and individual artists including Antonio Berni, Alberto Greco, Leon Ferrari, Marta Minujin, and Luis Felipe Noe. Giunta's rich narrative illuminates the contentious postwar relationships between art and politics, Latin America and the United States, and local identity and global recognition.

As students of mathematics or its applications progress, courses focus increasingly on mathematical theories and applications themselves, and less on how to study these complex ideas. Studying Mathematics and its Applications aims to bridge this gap by focusing on the essential skills needed by students, helping them to study more effectively and successfully. The book leads the student through tasks, demonstrating how to use examples and cope with symbols and encouraging them to use these tools to apply mathematics and construct proofs. Offering practical advice on assessment and modes of study, this book is an invaluable companion to any Mathematics or Applications of Mathematics course.

"In a State of Memory" is a novelistic memoir about exile, displacement, and return. Tununa Mercado explores the psychological and physical effects of the narrator's transition into a life in exile: the splintering of her identity, the difficulties of incorporating herself into a host culture, her physical illness, and the haunting memories of her past and the loved ones she left behind. In exile the narrator is constantly confronted with the vicariousness of her experiences--she wears secondhand clothes, buys secondhand furniture, and experiences other people's lives at second hand. After periods of exile in France and Mexico, she returns to Buenos Aires and finds it difficult to recognize the city, to attach memories to particular places. Through flashbacks, recollections, and short narratives, this story powerfully communicates an individual's experience of exile from an emotional and psychological perspective while at the same time linking the individual experience to the collective one. A well-known writer throughout Latin America and beyond, Tununa Mercado is a champion of literary style. Cautious, precise, and attentive to the rhythms of prose, her measured style is her hallmark. She lives in Buenos Aires. "In a State of Memory" is the first book-length English translation of Mercado's work.

The Sixth Edition of Wills, Trusts, and Estate Administration is an established textbook in the field of paralegal education dating back to the first edition in 1979. The intention of the textbook is to provide a learning tool for the paralegal student introducing them to the basics of property law and its application to the main theme of wills, trusts, and estate administration. A discussion of the laws that govern construction and administration of wills and trusts is presented in detail along with the roles of various participants in the process. A section is devoted to the taxes involved with the administration of estates which include income, fiduciary, gift, inheritance, and estate tax returns. The sections include examples, exhibits, assignments, key terms, review questions, and case problems to aid and challenge the student in understanding the material along with essential probate and tax forms found in the Appendix. The development of an estate plan to dispose of assets and diminish or eliminate estate taxes through the effective use of wills and trusts is presented allowing the student to apply what has been learned throughout the textbook. Ethics is addressed to prepare the paralegal student for the necessity to adhere to a prescribed set of rules and guidelines that will apply to their work. The textbook is a good reference source for both the student and lay person interested in basic and understandable information on the subject of wills, trusts, and estate administration.