This collection of edited papers, first published in 1990, has two broad sets of objectives. The first relates to transport in the wider context of New Right governments and a policy agenda for state activity which clearly reflects a shifting relationship between public and private sectors. The second focuses on transport per se and to provide evidence of the contexts, policies and practical outcomes of deregulatory measures.

This collection of edited papers, first published in 1990, has two broad sets of objectives. The first relates to transport in the wider context of New Right governments and a policy agenda for state activity which clearly reflects a shifting relationship between public and private sectors. The second focuses on transport per se and to provide evidence of the contexts, policies and practical outcomes of deregulatory measures.

Internet Environments for Science Education synthesizes 25 years of research to identify effective, technology-enhanced ways to convert students into lifelong science learners--one inquiry project at a time. It offers design principles for development of innovations; features tested, customizable inquiry projects that students, teachers, and professional developers can enact and refine; and introduces new methods and assessments to investigate the impact of technology on inquiry learning. The methodology--design-based research studies--enables investigators to capture the impact of innovations in the complex, inertia-laden educational enterprise and to use these findings to improve the innovation. The approach--technology-enhanced inquiry--takes advantage of global, networked information resources, sociocognitive research, and advances in technology combined in responsive learning environments. Internet Environments for Science Education advocates leveraging inquiry and technology to reform the full spectrum of science education activities--including instruction, curriculum, policy, professional development, and assessment. The book offers: *the knowledge integration perspective on learning, featuring the interpretive, cultural, and deliberate natures of the learner; *the scaffolded knowledge integration framework on instruction summarized in meta-principles and pragmatic principles for design of inquiry instruction; *a series of learning environments, including the Computer as Learning Partner (CLP), the Knowledge Integration Environment (KIE), and the Web-based Inquiry Science Environment (WISE) that designers can use to create new inquiry projects, customize existing projects, or inspire thinking about other learning environments; *curriculum design patterns for inquiry projects describing activity sequences to promote critique, debate, design, and investigation in science; *a partnership model establishing activity structures for teachers, pedagogical researchers, discipline experts, and technologists to jointly design and refine inquiry instruction; *a professional development model involving mentoring by an expert teacher; *projects about contemporary controversy enabling students to explore the nature of science; *a customization process guiding teachers to adapt inquiry projects to their own students, geographical characteristics, curriculum framework, and personal goals; and *a Web site providing additional links, resources, and community tools at www.InternetScienceEducation.org

"Confronting Theory" presents a critique of what has come to be known as theory in cross-disciplinary humanities education. Rather than dismissing theory writing as pretentious and abstract, "Confronting Theory" examines its principal concepts from the perspective of academic psychology and shows that although many of these analyses sound like revolutionary psychological theory, few, if any, have empirical implications that students can evaluate. By considering the educational implications of cultural theory, "Confronting Theory" will empower students with arguments, not just opinions, about the increasingly idealist and irrelevant anti-realist curricula they confront in their humanities education in today's universities.

A fresh exploration of the Second World War through twelve key events that shaped the conflict The Battle of Britain. Pearl Harbor. Stalingrad. D-Day. These defining events of the Second World War exemplify both the immense heroism and the grievous costs of global conflict. They are the tense, thrilling moments that had the potential to swing the war in favor of either side and in turn change the course of history. In this gripping new look at the twentieth century's most crucial conflict, historian P. M. H. Bell analyzes twelve unique turning points that determined the character and the ultimate outcome of the Second World War. Be they military campaigns, economic actions, or diplomatic summits, Bell's twelve turning points span the full breadth of the war, from the home front to the front line. Many are familiar-Barbarossa and Hiroshima among them-while sections on war production, the Atlantic convoy system, and the conferences at Tehran and Yalta emphasize the importance of the combatants' actions off the battlefield. Through these keenly narrated episodes, Bell reveals how the Allied and Axis powers achieved their greatest successes and stumbled into their strategic failures, inviting us to think about the Second World War in a fresh, stimulating way. Ultimately, his close study of these dozen turning points reminds us, often terrifyingly, how easily things might have turned out differently.

Internet Environments for Science Education synthesizes 25 years of research to identify effective, technology-enhanced ways to convert students into lifelong science learners--one inquiry project at a time. It offers design principles for development of innovations; features tested, customizable inquiry projects that students, teachers, and professional developers can enact and refine; and introduces new methods and assessments to investigate the impact of technology on inquiry learning. The methodology--design-based research studies--enables investigators to capture the impact of innovations in the complex, inertia-laden educational enterprise and to use these findings to improve the innovation. The approach--technology-enhanced inquiry--takes advantage of global, networked information resources, sociocognitive research, and advances in technology combined in responsive learning environments. Internet Environments for Science Education advocates leveraging inquiry and technology to reform the full spectrum of science education activities--including instruction, curriculum, policy, professional development, and assessment. The book offers: *the knowledge integration perspective on learning, featuring the interpretive, cultural, and deliberate natures of the learner; *the scaffolded knowledge integration framework on instruction summarized in meta-principles and pragmatic principles for design of inquiry instruction; *a series of learning environments, including the Computer as Learning Partner (CLP), the Knowledge Integration Environment (KIE), and the Web-based Inquiry Science Environment (WISE) that designers can use to create new inquiry projects, customize existing projects, or inspire thinking about other learning environments; *curriculum design patterns for inquiry projects describing activity sequences to promote critique, debate, design, and investigation in science; *a partnership model establishing activity structures for teachers, pedagogical researchers, discipline experts, and technologists to jointly design and refine inquiry instruction; *a professional development model involving mentoring by an expert teacher; *projects about contemporary controversy enabling students to explore the nature of science; *a customization process guiding teachers to adapt inquiry projects to their own students, geographical characteristics, curriculum framework, and personal goals; and *a Web site providing additional links, resources, and community tools at www.InternetScienceEducation.org