The 1990s promise to be a period of rapid political change, as old political boundaries dissolve and new political forces emerge. These changes throw into question our understanding of capitalism and socialism, of the character of the nation state and of the relationship between the economy and the state. However, these changes are only the culmination of developments which have been unfolding over the past two decades. The papers collected in this volume were originally written to look behind day-to-day events so as to understand the deeper roots of the crisis of the state in the 1970s. While subsequent developments have brought out the superficiality of many earlier analyses of the capitalist state, they have confirmed the incisiveness and wider relevance of the approach to the state developed in the course of the debates within the Conference of Socialist Economists, on which this volume primarily draws. The book includes a comprehensive introductory survey, which sets the contributions collected here within the context of the wider debate. The book should be of interest to all those concerned with understanding contemporary political developments, as well as providing essential

This book explores the transformation of employment relations, the rise of the worker protest and the reform of trade union practice to ask how successfully the state-socialist trade unions have adapted to their new role of representing the rights and interests of workers.

Develops an interpretation of Marx's work as the basis of a critique of both orthodox Marxism and of both modern economics and sociology. The core of this book is an analysis of Marx's theory of alienated labour as the basis of Marx's critique of liberal social theory. This leads to both an original interpretation of Marx's work and to the liberal foundations of the subjects of economics and sociology. This critique is developed through an account of revolution, and of the parallel revolution in sociology carried through by Max Weber. The conclusion relates the critique to the subsequent developments in both Marxism and sociology.

Since the 1990s, the social sciences have begun to change. Traditional models of human rationality which opposed reason to passion are being challenged. The familiar split between individual and society, psychology and sociology, is now recognized as unhelpful to the study of both. And, as ways have been sought to overcome such splits, psychoanalysis has increasingly appeared in the breach. Drawing also on some aspects of discourse psychology, continental philosophy and anthropological and neuro-scientific understandings of the emotions, psycho-social studies has emerged as an embryonic new paradigm in the human sciences in the UK. Psycho-social studies uses psychoanalytic concepts and principles to illuminate core issues within the social sciences. Psycho-social studies is also informing the development of new methodologies in the social sciences including the use of free association and biographical interview methods, the application of infant observation methodologies to social observation, the development of psychoanalytic ethnography/fieldwork and attention to transference/countertransference dynamics in the research process.This book examines some of these methodological developments and draws upon the experiences of a group of researchers and doctoral students based around the Centre for Psycho-Social Studies at the University of the West of England.

Compelling . . . Clark's enthusiasm shines through on every page' Sunday Times 'An engaging and lively history' Financial Times __________ A thin, invisible layer of air surrounds the Earth, sustaining all known life on the planet and creating the unique climates and weather patterns that make each part of the world different. In Firmament, atmospheric scientist and science communicator Simon Clark offers a rare and accessible tour of the ins and outs of the atmosphere and how we know what we know about it. From the workings of its different layers to why carbon dioxide is special, from pioneers like Pascal to the unsung heroes working in the field to help us understand climate change, Firmament introduces us to an oft-overlooked area of science and not only lays the ground work for us to better understand the debates surrounding the climate today, but also provides a glimpse of the future that is possible with this knowledge in hand. __________

Doom's Day is a multi-platform Doctor Who story to celebrate Doctor Who’s 60th anniversary by introducing a brand-new character on a 24-hour pursuit of the Doctor. As Doom's final hours come into sharp focus, she'll need to do whatever's necessary to complete her missions, find the Doctor, and escape what increasingly seems like the inevitable. But how best to find the person who can save Doom's life? Will the Doctor's friends be her salvation? Or perhaps the Doctor's enemies will be the route to survival? Doom is about to travel across thousands of years of time, and lightyears of space in search of her last, best hope. But even if she finds the Doctor, will a person who is all about saving lives help a person whose only job is to take them? Doom's day is almost over. Time is running out. This could be the end. Contains four new adventures: Dawn of an Everlasting Peace by Jacqueline Rayner. Venus, 3975. The day of the non-aggression pact. The perfect ironic location for an assassination! But Doom’s mission is about to become much more complicated thanks to an explosive plot to undermine the treaty itself. The Howling Wolves of Xan-Phear by Simon Clark. A warring world of wolves. Doom’s target turns out to be the puppeteer of the warring Xan: a Silent. But what if she’s already completed her mission? How will she know? What if this wasn’t even her mission in the first place? No time to waste. The countdown is on. A Date with Destiny by Robert Valentine. A romantic dinner turns life-threatening for an unsuspecting human in 2007. But this time, Doom has competition. And if she loses, then her last chance to find the Doctor could be snatched away. Cue an action-packed chase through the streets of London. But has Doom met her match? The Crowd by Lizzie Hopley. “Follow the crowd”, that’s what they say, right? In this case, however, devastation, murder and destruction follow this particular Crowd - Doom’s next target. But amongst them - an unfamiliar face, with a familiar name. Could this be Doom’s salvation?

Sociological explanations of racism tend to concentrate on the structures and dynamics of modern life that facilitate discrimination and hierarchies of inequality. In doing so, they often fail to address why racial hatred arises (as opposed to how it arises) as well as to explain why it can be so visceral and explosive in character. Bringing together sociological perspectives with psychoanalytic concepts and tools, this text offers a clear, accessible and thought-provoking synthesis of varieties of theory, with the aim of clarifying the complex character of racism, discrimination and social exclusion in the contemporary world.

This book explores the current status of primary schools in Rwanda and the history behind their development. It argues that current primary school leaders in the area encounter a wide range of problems relating to conflict prevention, teachers' and school leaders' professionalism, financial and resourcing constraints, student attrition, and parental disengagement, many of which can be attributed to the legacies of war and the genocide in 1994. The book also presents a range of strategies that are pursued by school leaders while dealing with these concerns, as the Rwandan government invests in reconstructing education following the country's turmoil. Through examining the issues of the past and the present, the book provides valuable insights for researchers of educational leadership, school leaders, education policy makers, and those in charge of preparing, developing, and implementing professional development programmes for school leaders and teachers in Rwanda, as well as in other post-war and developing countries.

This book explores the perspectives of primary school leaders in Serbia as they attempt to navigate its changing political, social and economic situation. As a post-socialist and post-conflict country, Serbia has moved from a state-ruled and planned economy to market-oriented consumerism and competitiveness. In the midst of a rapidly changing and evolving country, school leaders have found themselves on the front lines of a system where infrastructure and support have not been implemented consistently. The clash between the complexities of Serbia's history and attempts to align education policies to those of the European Union has created unique challenges for primary school leaders: they are expected to be both objects and agents of change in a context where their own political position and relationships with students, parents and the teaching profession at large have been irrevocably altered. By illuminating the perspectives of the leaders themselves, this book emphasises the importance of these actors on the front line of Serbian education: its findings can equally be applied to other post-Communist and post-conflict contexts.

This book investigates the relationship between context and leadership in post-conflict Cambodia. Building on the understanding that approaches to leadership are tightly woven within the contexts that leaders operate, the authors examine the case of primary school leadership in Cambodia. A low-income and post-conflict society rocked by civil war and genocide between the 1960s and the 1990s, the country is - perhaps unsurprisingly - faced with numerous challenges as it engages in the process of national rehabilitation and reconstruction, particularly in relation to the education system. The authors provide a comprehensive historical background to primary school leadership not only in Cambodia, but in post-conflict environments more broadly: informing school leadership preparation, development and support, and facilitating understanding of the context in which school leaders work. This book will be of value to students and scholars of primary school education and education in post-conflict countries, as well as to practitioners and policy makers.

School Leadership in Diverse Contexts demonstrates the centrality of context to understanding school leadership. It offers varied portrayals of leadership in a diverse range of distinct settings. Each chapter highlights the prominence of context in understanding the realities of school leadership, focusing on issues and influences that school leaders face, strategies school leaders adopt to deal with the complexities of their work, and conceptualisations of school leadership relevant to the context. An impressive array of international experts examine this neglected area of research by considering school leadership in nine heterogeneous contexts, providing rich and varied portrayals of school leadership and suggesting ways in which the leadership may be enhanced. School Leadership in Diverse Contexts is an ideal book for undergraduate and postgraduate students, particularly those studying units in educational leadership, comparative education and educational policy. Similarly undergraduate and postgraduate students engaged with development studies, history, sociology, law, human geography will be attracted to this text.

School Leadership in Diverse Contexts demonstrates the centrality of context to understanding school leadership. It offers varied portrayals of leadership in a diverse range of distinct settings. Each chapter highlights the prominence of context in understanding the realities of school leadership, focusing on issues and influences that school leaders face, strategies school leaders adopt to deal with the complexities of their work, and conceptualisations of school leadership relevant to the context. An impressive array of international experts examine this neglected area of research by considering school leadership in nine heterogeneous contexts, providing rich and varied portrayals of school leadership and suggesting ways in which the leadership may be enhanced. School Leadership in Diverse Contexts is an ideal book for undergraduate and postgraduate students, particularly those studying units in educational leadership, comparative education and educational policy. Similarly undergraduate and postgraduate students engaged with development studies, history, sociology, law, human geography will be attracted to this text.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact.

Series Editors - Clive Dimmock, Mark Brundrett and Les Bell

The notion that school transformation is dependent on exceptional leaders is increasingly seen as unrealistic and unsustainable. Instead, the idea of distributed leadership, which promotes the view that all stakeholders have complementary leadership roles to play in enhancing student learning, is now being promoted as a more useful framework for understanding schools and how they might be changed.

Subscribing to the notion of distributed leadership, O'Donoghue and Clarke identify two key groups: the 'leaders of learning' and the 'leaders for learning'. The leaders of learning - and the focus of this book - are those working at the school level to improve the quality of learning in the classroom, such as teachers, principals, pupils and involved members of the local school community. The leaders for learning are the policy-makers and administrators whose support is crucial. The authors argue that in order to be effective leaders, both groups require an understanding of:

The book's examination of the shifting approaches to leading learning in contemporary schools is enriched by innovative examples drawn from a range of international contexts.

Leading Learning will appeal to students involved in masters and doctoral courses relevant to the field and those undertaking programmes of school leadership preparation and development. It will also be of interest to academics working in the field of educational leadership and management.

This book provides a broad and comprehensive survey of the development of capitalism in Russia from the collapse of the Soviet economic system to the present, and includes the results of substantial new research on the current state of a wide range of Russian enterprises. Simon Clarke - a well-known authority in this area: surveys the old Soviet system charts the progress through the early post-Soviet period, when neo-liberal theorists' 'shock therapy' did not lead to the immediate development of a capitalist market economy, and traditional enterprises became hugely loss-making considers the crisis of 1998, and its effects, which included the curtailment of speculation, and growing investment in the old industrial sector, which in turn put the new small and medium sized enterprises under increasing pressure discusses the wider theoretical implications of the Russian experience for other transitional economies.

This book provides a broad and comprehensive survey of the development of capitalism in Russia from the collapse of the Soviet economic system to the present, and includes the results of substantial new research on the current state of a wide range of Russian enterprises. Simon Clarke - a well-known authority in this area: surveys the old Soviet system charts the progress through the early post-Soviet period, when neo-liberal theorists' 'shock therapy' did not lead to the immediate development of a capitalist market economy, and traditional enterprises became hugely loss-making considers the crisis of 1998, and its effects, which included the curtailment of speculation, and growing investment in the old industrial sector, which in turn put the new small and medium sized enterprises under increasing pressure discusses the wider theoretical implications of the Russian experience for other transitional economies.

This book offers an overview of the rapidly expanding field of Psycho-Social research. Drawing on aspects of discourse psychology, continental philosophy and anthropological and neuro-scientific understandings of the emotions, psycho-social studies has emerged as an embryonic new paradigm in the human sciences. Psycho-social studies uses psychoanal

This book has two essential aims. First, to introduce some of the key assumptions behind relational psychoanalysis to an international audience and to outline the points where this approach counters, complements, or extends existing object relations (Kleinian and Independent) traditions. Second, to consider some of the implications of the relational turn for the application of psychoanalytic concepts and methods beyond the consulting room. The emergence of what has become known as "the relational turn" in psychoanalysis has interesting implications not just for clinical practice, but for other psychoanalytically informed practices, such as group relations, the human service professions, and social research. Relational forms of psychoanalysis have emerged primarily in the USA, and as a result their core concepts and methods are less well-known in other countries, including the UK. Moreover, even within the USA, few attempts have so far been made to consider the wider implications of this development for social and political theory; intervention in groups and organizations, and the practice of social research.

This book presents an overview of the diverse and complex influences that link the mechanisms of adverse drug interactions (ADIs) with their clinical effects. It provides information to busy prescribers in a user-friendly form to ensure that they minimize the risk of harm to patients by ADI.

It's 1890. Sherlock Holmes and Doctor Watson return to Baker Street after a night pursuing a vicious criminal. Inspector Lestrade is waiting for Holmes with a proposition of national importance. Lestrade tells Holmes that a school of detection has been formed to train a new breed of modern investigators that will serve in Great Britain and the Empire. Most students will become police officers. Some, however, will become bodyguards and spies. Holmes begins instructing his decidedly curious assortment of students from home and abroad. He does so with his customary gusto and inventiveness. Scotland Yard, in the main, allocates crimes to solve and Holmes mentors his students. Occasionally, he shadows them in disguise in order to assess or even directly test their abilities with creative scenarios he devises. Certain crimes investigated by the students might appear trivial, such as the re-positioning of an ornament atop a garden wall, yet it will transpire an assassin has moved the ornament to create good sightlines in order to commit murder with a sniper's rifle. Other mysteries are considered outside the domain of the police. For example, the inexplicable disappearance of a stone gargoyle, which is linked to an ancient family curse. Or a man suffering from amnesia who discovers that not only has he acquired a secret life but also gained an implacable enemy, too. Holmes, with the ever- trustworthy Doctor Watson in his wake, is kept busy with his students' cases, ranging from minor to serious, sometimes rectifying their mistakes and saving them from a variety of disasters. These eleven wonderful new adventures and intrigues include tales such as 'The Gargoyles of Killfellen House', 'Sherlock Holmes and the Four Kings of Sweden' and 'The Case of the Cannibal Club'.

This book has two essential aims. First, to introduce some of the key assumptions behind relational psychoanalysis to an international audience and to outline the points where this approach counters, complements, or extends existing object relations (Kleinian and Independent) traditions. Second, to consider some of the implications of the relational turn for the application of psychoanalytic concepts and methods beyond the consulting room. The emergence of what has become known as "the relational turn" in psychoanalysis has interesting implications not just for clinical practice, but for other psychoanalytically informed practices, such as group relations, the human service professions, and social research. Relational forms of psychoanalysis have emerged primarily in the USA, and as a result their core concepts and methods are less well-known in other countries, including the UK. Moreover, even within the USA, few attempts have so far been made to consider the wider implications of this development for social and political theory; intervention in groups and organizations, and the practice of social research.

The study of educational leadership makes little sense unless it is in relation to who the leaders are, how they are leading, what is being led, and with what effect. Based on the premise that learning is at the heart of leadership and that leaders themselves should be learners, the Leadership for Learning series explores the connections between educational leadership, policy, curriculum, human resources and accountability. Each book in the series approaches its subject matter through a three-fold structure of process, themes and impact. Series Editors - Clive Dimmock, Mark Brundrett and Les Bell The notion that school transformation is dependent on exceptional leaders is increasingly seen as unrealistic and unsustainable. Instead, the idea of distributed leadership, which promotes the view that all stakeholders have complementary leadership roles to play in enhancing student learning, is now being promoted as a more useful framework for understanding schools and how they might be changed. Subscribing to the notion of distributed leadership, O'Donoghue and Clarke identify two key groups: the 'leaders of learning' and the 'leaders for learning'. The leaders of learning - and the focus of this book - are those working at the school level to improve the quality of learning in the classroom, such as teachers, principals, pupils and involved members of the local school community. The leaders for learning are the policy-makers and administrators whose support is crucial. The authors argue that in order to be effective leaders, both groups require an understanding of: Broad trends in contemporary leadership theory Recent views on learning theory The importance of teachers engaging continually in learning about their practice The significance of creating and sustaining schools as learning organisations Forging links between leadership and learning The book's examination of the shifting approaches to leading learning in contemporary schools is enriched by innovative examples drawn from a range of international contexts. Leading Learning will appeal to students involved in masters and doctoral courses relevant to the field and those undertaking programmes of school leadership preparation and development. It will also be of interest to academics working in the field of educational leadership and management.

The 1990s promise to be a period of rapid political change, as old political boundaries dissolve and new political forces emerge. These changes throw into question our understanding of capitalism and socialism, of the character of the nation state and of the relationship between the economy and the state. However, these changes are only the culmination of developments which have been unfolding over the past two decades.;The papers collected in this volume were originally written to look behind day-to-day events so as to understand the deeper roots of the crisis of the state in the 1970s. While subsequent developments have brought out the superficiality of many earlier analyses of the capitalist state, they have confirmed the incisiveness and wider relevance of the approach to the state developed in the course of the debates within the Conference of Socialist Economists, on which this volume primarily draws. The book includes a comprehensive introductory survey, which sets the contributions collected here within the context of the wider debate.;The book should be of interest to all those concerned with understanding contemporary political developments, as well as providing essential reading for courses on the theory of the state, political sociology, political economy and contemporary political theory.

Textile design has a very exciting future. New fibres, fabrics and applications are constantly appearing and designers now have a wealth of avenues to explore. This book offers students a basic grounding in the three main pathways of textile design - printed, woven and mixed media textile design. Using a wealth of imagery and case studies from designers and studios at work today, the book looks at the basic principles of design and production, and the stages of creating a textile collection, giving students all the tools they need to develop their own work. Finally, the role of the textile designer is explored in several market sectors giving students an insight into the industry and possible career paths they may wish to follow. Designed for students both at degree and foundation level, the book will also appeal to those wishing to enter a career in textile design.

This book investigates the relationship between context and leadership in post-conflict Cambodia. Building on the understanding that approaches to leadership are tightly woven within the contexts that leaders operate, the authors examine the case of primary school leadership in Cambodia. A low-income and post-conflict society rocked by civil war and genocide between the 1960s and the 1990s, the country is - perhaps unsurprisingly - faced with numerous challenges as it engages in the process of national rehabilitation and reconstruction, particularly in relation to the education system. The authors provide a comprehensive historical background to primary school leadership not only in Cambodia, but in post-conflict environments more broadly: informing school leadership preparation, development and support, and facilitating understanding of the context in which school leaders work. This book will be of value to students and scholars of primary school education and education in post-conflict countries, as well as to practitioners and policy makers.

This book explores the current status of primary schools in Rwanda and the history behind their development. It argues that current primary school leaders in the area encounter a wide range of problems relating to conflict prevention, teachers' and school leaders' professionalism, financial and resourcing constraints, student attrition, and parental disengagement, many of which can be attributed to the legacies of war and the genocide in 1994. The book also presents a range of strategies that are pursued by school leaders while dealing with these concerns, as the Rwandan government invests in reconstructing education following the country's turmoil. Through examining the issues of the past and the present, the book provides valuable insights for researchers of educational leadership, school leaders, education policy makers, and those in charge of preparing, developing, and implementing professional development programmes for school leaders and teachers in Rwanda, as well as in other post-war and developing countries.