This book is an interdisciplinary text exploring the learning and educative potentials of cities and their spaces, including urban and suburban contexts, at all stages of life. Drawing on the insights of researchers from diverse fields, such as education, architecture, history, visual sociology, applied linguistics and sensory studies, this collection of papers develops and demonstrates the connection between experience, in all its dimensions, and informal learning in the city. The chapters discuss various sensory domains of experience, considering visual, embodied, and even sexual dimensions in relation to what and how learning operates, and the contributors reflect on their learning and inquiring experiences in the city, with special reference to topics such as narrativity, 'race' and ethnicity, equity, urban literacy, re-generation, participation, representation and oral histories.

This book re-examines the field of New Literacy Studies and promotes a shift away from binary constructions of literacies as 'old' or 'new' and to encourage critical reflection on the part of readers as to the uses of these constructs. First, the book examines the entanglement of pasts, presents and futures in contemporary literacy practices. Second, it considers representations of literacies as actors, having their own power and consequences. Third, it critically examines the place of 'new' and 'old' literacies in a marketplace in which social, economic and political power advantage is contested. The book demonstrates the use of assemblage theory drawing on semiotics, geo-semiotics and Actor Network Theory for analyzing literacies as assemblages. It provides readers with tools of analysis with which to interrogate claims made for the value of literacy, innovations and traditions alike. It also discusses implications for literacy policy, curriculum, teacher education and research.

Voicelinks is an innovative teaching resource for music in early years and primary education. It embraces singing as a means of accessing all areas of the curriculum, to develop the whole child, with natural progression and links between age groups and subject matter. At the heart of the book are 24 carefully written songs covering popular school topics. Each song is tailored to Early Years (3-5), Key Stage 1: Year 1 (5-6), or Key Stage 1: Year 2 (6-7), and comes equipped with a host of activity ideas designed for classroom use. Suitable for specialists and non-specialists alike, Voicelinks guarantees successful learning outcomes across the curriculum.

Languages and Literacies as Mobile and Placed Resources explores how languages and literacies are implicated in the complex relationship between place and mobility. It is a book that represents the next wave in literacy studies in which theories of mobility, networking and globalisation have emerged to account for the dynamic landscape of globally circulating communication resources. Authors in this volume take up a more complex way of thinking about resources, applying it to consider languages and literacies as assemblages or as parts of assemblages that are involved in learning, teaching and meaning-making. The book addresses forms of text and mobility that arise in contexts outside of formal education including marketing, charity, journalism, community organisation and parenting. It also addresses school contexts and higher education settings. Key topics explored include: Consequences of workplace confinement Literacies as placed resources in the context of rural communities Literacy, sustainability and landscapes for learning Documenting networked knowledge on tablets Mobilising literacy policy through resources Global Englishes as placed resources Languages as contextualised resources Shaping a digital academic writing resource in a transcultural space With an international range of carefully chosen contributors, this book is a must read text for all academics interested in semiotics and literacy studies.

The landscape of early childhood education and care is changing. Governments world-wide are assuming increasing authority in relation to child-rearing in the years before school entry, beyond the traditional role in assisting parents to do the best they can by their children. As part of a social agenda aimed at forming citizens well prepared to play an active part in a globalised knowledge economy, the idea of 'early learning' expresses the necessity of engaging caregivers right from the start of children's lives. Nichols, Rowsell, Rainbird, and Nixon investigate this trend over three years, in two countries, and three contrasting regions, by setting themselves the task of tracing every service and agent offering resources under the banner of early learning. Far from a dry catalogue, the study involves in-depth ethnographic research in fascinating spaces such as a church-run centre for African refugee women and children, a state-of-the-art community library and an Australian country town. Included is an unprecedented inventory of an entire suburban mall. Richly visually documented, the study employs emerging methods such as Google-mapping to trace the travels of actual parents as they search for particular resources. Each chapter features a context investigated in this large, international study: the library, the mall, the clinic, and the church. The author team unravels new spaces and new networks at work in early childhood literacy and development.

The landscape of early childhood education and care is changing. Governments world-wide are assuming increasing authority in relation to child-rearing in the years before school entry, beyond the traditional role in assisting parents to do the best they can by their children. As part of a social agenda aimed at forming citizens well prepared to play an active part in a globalised knowledge economy, the idea of 'early learning' expresses the necessity of engaging caregivers right from the start of children's lives. Nichols, Rowsell, Rainbird, and Nixon investigate this trend over three years, in two countries, and three contrasting regions, by setting themselves the task of tracing every service and agent offering resources under the banner of early learning. Far from a dry catalogue, the study involves in-depth ethnographic research in fascinating spaces such as a church-run centre for African refugee women and children, a state-of-the-art community library and an Australian country town. Included is an unprecedented inventory of an entire suburban mall. Richly visually documented, the study employs emerging methods such as Google-mapping to trace the travels of actual parents as they search for particular resources. Each chapter features a context investigated in this large, international study: the library, the mall, the clinic, and the church. The author team unravels new spaces and new networks at work in early childhood literacy and development.

Languages and Literacies as Mobile and Placed Resources explores how languages and literacies are implicated in the complex relationship between place and mobility. It is a book that represents the next wave in literacy studies in which theories of mobility, networking and globalisation have emerged to account for the dynamic landscape of globally circulating communication resources. Authors in this volume take up a more complex way of thinking about resources, applying it to consider languages and literacies as assemblages or as parts of assemblages that are involved in learning, teaching and meaning-making. The book addresses forms of text and mobility that arise in contexts outside of formal education including marketing, charity, journalism, community organisation and parenting. It also addresses school contexts and higher education settings. Key topics explored include: Consequences of workplace confinement Literacies as placed resources in the context of rural communities Literacy, sustainability and landscapes for learning Documenting networked knowledge on tablets Mobilising literacy policy through resources Global Englishes as placed resources Languages as contextualised resources Shaping a digital academic writing resource in a transcultural space With an international range of carefully chosen contributors, this book is a must read text for all academics interested in semiotics and literacy studies.

This book is an interdisciplinary text exploring the learning and educative potentials of cities and their spaces, including urban and suburban contexts, at all stages of life. Drawing on the insights of researchers from diverse fields, such as education, architecture, history, visual sociology, applied linguistics and sensory studies, this collection of papers develops and demonstrates the connection between experience, in all its dimensions, and informal learning in the city. The chapters discuss various sensory domains of experience, considering visual, embodied, and even sexual dimensions in relation to what and how learning operates, and the contributors reflect on their learning and inquiring experiences in the city, with special reference to topics such as narrativity, 'race' and ethnicity, equity, urban literacy, re-generation, participation, representation and oral histories.

Let's Talk: Assertiveness is a card game to improve communication and confidence. It is an adaptable resource, designed for use as a 5 min ice breaker, in a one hour discussion, or in a series of more detailed workshop sessions. It includes information on assertiveness, including how to say no, making requests, making complaints, resolving conflict and receiving compliments. The cards are presented in 6 sections: Is this assertive, passive or aggressive? (this section provides examples of behaviour and responses to help people understand the 3 definitions) Give an example of...(this section encourages participants to reflect on their own experiences in order to explore assertiveness issues). Changing passive and aggressive body language, and responses to assertive ones Discussion cards (this section is about the benefits of being assertive; about why people might act passively or aggressively; about saying 'no'; about difficult situations). Assertiveness strategies (such as tone of voice; body language; 'I feel. when you'; asking for more time; setting clear boundaries) Situation cards (these cards ask for ideas of an assertive response in different scenarios). Let's Talk: Assertiveness can be used: With all ages With individuals or in small groups At home, school (e. g. PSHE, learning support), in youth work settings Content: 78 boxed cards, instructions and ideas. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

Let's Talk: Resilience are cards to improve communication and confidence. To understand more about resilience, these cards help to develop resilience skills and look at how to use different strategies to be resilient in difficult situations. Let's Talk: Resilience can be used: with adults and children aged 7+; with individuals or in small groups; at school (1-1 learning support, circle time), youth groups, child psychologists, family therapy, personal development & confidence building workshops, adult training sessions and at home; adaptable: separate sessions/ a full workshop/ ongoing use. The cards are in 5 sections: discussion (to get people thinking about resilience); quotes (either put the cards face up on the floor or table and ask each person to choose their favourite & explain why; or each person picks a card in turn to read to the group); experience (participants share their own experiences of being resilient); and think again (changing unhelpful thinking patterns into helpful ones. Read the situation & quote on the card; change the unhelpful thinking pattern into the helpful one which is given and suggest what you might say/ think instead.) ; to be used together; strength cards (positive self-messages); situation cards; content: 78 cards, instructions and ideas Sue Nicholls' particular interest is in the personal development of children and young people. As a youth worker she was involved in the setting up and running of a nationally acclaimed youth-led peer befriending charity. Sue now works as an accredited childminder and is a National Childminding Association Tutor. She has been exploring creative ways of helping children develop their emotional literacy. Intended for use in educational settings and/or therapy contexts under the supervision of an adult. This is not a toy.

"Words on Target" is a practical and accessible resource for Christian communicators. In her lively and informative writing style, Sue Nichols Spencer offers advice for communicating effectively. This book is perfect for students and for writers and public speakers who would like to improve their communication skills.

All 21 episodes of the 1970s comedy series starring Leonard Rossiter as Reginald Perrin, plus the post-Rossiter series 'The Legacy of Reginald Perrin' (1996), and a 1982 Christmas sketch. In the first series, life changes forever for Reggie when he imagines his mother-in-law as a hippo one morning and realises how stressed he is. Reggie begins a one-man campaign against his dull, routine commuter existence, embodied by his boss at Sunshine Desserts, C.J. (John Barron), yes-men colleagues Tony 'Knockout!' Webster (Trevor Adams) and David 'Super!' Harris-Jones (Bruce Bould), incompetent medico Doc Morrissey (John Horsley) and secretary Joan (Sue Nicholls). In Series 2, Reggie, having faked his own death, has adopted the new identity of Martin Wellbourne, his own long-lost friend from Brazil, and re-married his wife, Elizabeth (Pauline Yates). Reggie has also obtained a job at his old firm, Sunshine Desserts, running his own memorial fund. However, tired of pretending to be somebody else, Reggie reveals his true identity - only to be sacked by C.J.: 'I didn't get where I am today by pretending to be my long-lost friend from Brazil'. After an unsatisfying spell on a pig farm, Reggie comes up with a whole new concept in shopping: a store where everything sold is guaranteed 100% useless. He names his new enterprise Grot, and surprises even himself with his success. In the third series, Reggie and Elizabeth, having sold Grot, soon tire of their new lives as travellers, and decide to set up a special community to help people live in peace and harmony. All the old gang are recruited, including Reggie's former boss, C.J., colleagues David and Tony, Doc Morrissey and brother-in-law Jimmy (Geoffrey Palmer) - but will their best efforts meet with success? 'The Legacy of Reginald Perrin' catches up with the characters from the series years later as they are forced to perform silly acts in order to benefit financially from Reggie's will.