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Education And Conflict: Complexity And Chaos
by Lynn DaviesFirst-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity. In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by: * Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education* Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity* Focusing on the direct education/war interface* Examining educational responses to conflict* Highlighting conflict resolution within the school itself. This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.
Education and Conflict: Complexity and Chaos (PDF)
by Lynn DaviesFirst-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity. In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by: * Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education* Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity* Focusing on the direct education/war interface* Examining educational responses to conflict* Highlighting conflict resolution within the school itself. This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.
Education and Conflict: Complexity and Chaos
by Lynn DaviesFirst-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity.In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by:* Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education* Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity* Focusing on the direct education/war interface* Examining educational responses to conflict* Highlighting conflict resolution within the school itself.This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.
Education and Conflict: Complexity and Chaos
by Lynn DaviesFirst-place winner of the Society for Education Studies' 2005 book prize, Education and Conflict is a critical review of education in an international context. Based on the author's extensive research and experience of education in several areas afflicted by conflict, the book explores the relationship between schooling and social conflict and looks at conflict internal to schools. It posits a direct link between the ethos of a school and the attitudes of future citizens towards 'others'. It also looks at the nature and purpose of peace education and war education, and addresses the role of gender and masculinity.In five lucid, vigorously argued sections, the author brings this thought-provoking and original piece of work to life by:* Setting out the terms of the debate, defining conflict and peace and outlining the relevant aspects of complexity theory for education* Exploring the sources of conflict and their relations to schooling in terms of gender/masculinity, pluralism, nationalism and identity* Focusing on the direct education/war interface* Examining educational responses to conflict* Highlighting conflict resolution within the school itself.This is the first time that so many aspects of conflict and education have been brought together in one sustained argument. With its crucial exposure of the currently culpable role of formal schooling in maintaining conflict, this book will be a powerful and essential read for educational policy makers, managers, teachers and researchers dealing with conflict in their own contexts.
Comparative and Global Pedagogies: Equity, Access and Democracy in Education (Globalisation, Comparative Education and Policy Research #2)
by Lynn Davies Suzanne Majhanovich Joseph ZajdaA major aim of Comparative and Global Pedagogies: Equity, Access and Democracy in Education which is the second volume in the 12-volume book series Globalisation, Comparative Education and Policy Research, edited by Joseph Zajda and his team, is to present a global overview of recent trends in equity and access in education globally. By examining some of the major education policy issues, particularly in the light of recent shifts in education and policy research dealing with equity and access, the editors aim to provide a comprehensive picture of the intersecting and diverse discourses of globalization, education and policy-driven reforms. The impact of globalization on education policy and reforms is a strategically important issue for us all. More than ever before, there is a need to understand and analyse both the intended and the unintended effects of globalization on edu- tional systems, the state, and relevant policy changes – especially in terms of equity and access, as they affect individuals, educational bodies (such as universities), policy-makers across the globe. Current education policy research dealing with equity and social inequality reflects a rapidly changing world where citizens and consumers are experiencing a growing sense of uncertainty, exclusion and loss of flexibility. Yet globalization exposes us also to opportunities generated by a fast changing world economy.
Practical Research Methods for Media and Cultural Studies: Making People Count (PDF)
by Máire Davies Nick MosdellMany very intelligent people don't like dealing with numbers. Similarly, many gifted scientists are not especially interested in studying people and their cultural behaviour. In this book, we argue that being interested in people and their cultures, and helping students and others to use numbers to pursue these interests, are not mutually exclusive. Research methods are becoming an increasingly important requirement for students of all kinds. But many students, particularly those in the humanities, struggle with concepts drawn from the social sciences and find quantitative and statistical information inaccessible and daunting. Nonetheless, such concepts are found in nearly all areas of society, from market research and opinion polls to psychological studies of human behaviour. This book aims to provide a simple guide to the process of conducting research in the humanities, with special reference to media and culture, from the planning stage, through the data gathering, to the analysis and interpretation of results: 'planning it', 'doing it' and 'understanding it'. The book aims to show how students' own choice of research topic can be refined into a manageable research question and how the most appropriate methodologies can be applied. Each section draws on actual examples from research that the authors and their students have conducted. Topics covered include: choosing a research question and method; instrument design and pilot data; practical procedures; research with children; looking at statistics; and interpretation of results. Features: *Based on the authors' practical experience as researchers and teachers and is thus accessible, practical and 'how to'. *Includes students' own work as examples. *Bridges the 'divide' between social science and humanities research methods and will therefore appeal to a broad range of students and teachers.
Rhetoric and Reference in the Fourth Gospel (The Library of New Testament Studies #69)
by Margaret DaviesThis innovative study attempts a comprehensive reading of the Fourth Gospel so as to make sense of its theology, anthropology and history. The most valuable insights of structuralism and reader-response criticism have been taken up, without ignoring what those methods ignore, namely, questions intrinsically related to the Fourth Gospel itself. Moreover, a just appreciation of the text requires the reader to recognize that particular historical situations affect the nature of any narrative.
WJEC/Eduqas GCSE Sociology – Student Book - Revised Edition (PDF)
by Marion Davies Steve TiveyThe popular WJEC Eduqas GCSE Sociology Student Book has been revised and updated to reflect the latest social changes. With new real-life examples and updated statistics, along with revised coverage of exam components, this accessible and engaging resource will support students throughout their GCSE Sociology course
The Palgrave Handbook of Critical Thinking in Higher Education
by Martin Davies Ronald BarnettThe Palgrave Handbook of Critical Thinking in Higher Education provides a single compendium on the nature, function, and applications of critical thinking. This book brings together the work of top researchers on critical thinking worldwide, covering questions of definition, pedagogy, curriculum, assessment, research, policy, and application.
Interdisciplinary Higher Education: Perspectives and Practicalities (International Perspectives on Higher Education Research #5)
by Martin Davies Marcia Devlin Malcolm Tight"Interdisciplinary Higher Education" offers a contemporary of our understanding and practice of interdisciplinary higher education. Part I (Chapters 1 to 5) considers a range of theoretical perspectives on interdisciplinarity: the nature of disciplines, complexity, leadership, group working, and academic development. Part II (Chapters 6 to 18) provides more than a dozen vignettes of interdisciplinary practice, drawn from Australian, Malaysia, the Netherlands, New Zealand and the United Kingdom.
Christianity and the Disciplines: The Transformation of the University (Religion and the University #Vol. 2)
by Mervyn Davies Oliver D. Crisp Gavin D'Costa Peter HampsonThis volume will show how various intellectual disciplines (most found within the modern university) can learn from theology and philosophy in primarily methodological and substantitive terms. It will explore the possible ways in which current presuppositions and practices of the displine might be challenged. It will also indicate the possibilities of both a "Christian Culture" in relation to that discipline or the way in which that discipline might look within a real or theoretical Christian university.
Christianity and the Disciplines: The Transformation of the University (Religion and the University #Vol. 2)
by Mervyn Davies Oliver D. Crisp Gavin D'Costa Peter HampsonThis volume will show how various intellectual disciplines (most found within the modern university) can learn from theology and philosophy in primarily methodological and substantitive terms. It will explore the possible ways in which current presuppositions and practices of the displine might be challenged. It will also indicate the possibilities of both a "Christian Culture" in relation to that discipline or the way in which that discipline might look within a real or theoretical Christian university.
God Bless the Child (Modern Plays)
by Molly DaviesWhen he was small and his parents told him if he was good he would get a sweet, the boy knew it was not true. Getting the sweet had nothing to do with being good.'Badger Do Best' has landed, bringing with it a new world of rules and regulations. But the kids in the classroom are fighting back. Tired of being guinea pigs in yet another government scheme, can the class of 4N bring down the education regime set to pacify them?After years working in the classroom, Molly Davies imagines a mutiny of eight-year-olds in her play commissioned by the Royal Court. God Bless the Child received its world premiere in the Upstairs space on 12 November 2014, directed by Royal Court Artistic Director Vicky Featherstone.
God Bless the Child (Modern Plays)
by Molly DaviesWhen he was small and his parents told him if he was good he would get a sweet, the boy knew it was not true. Getting the sweet had nothing to do with being good.'Badger Do Best' has landed, bringing with it a new world of rules and regulations. But the kids in the classroom are fighting back. Tired of being guinea pigs in yet another government scheme, can the class of 4N bring down the education regime set to pacify them?After years working in the classroom, Molly Davies imagines a mutiny of eight-year-olds in her play commissioned by the Royal Court. God Bless the Child received its world premiere in the Upstairs space on 12 November 2014, directed by Royal Court Artistic Director Vicky Featherstone.
Low vision toolkit: supporting pupils with low vision (PDF)
by Nathan DaviesThe Low vision toolkit is a training programme to teach pupils with low vision how to make the most of their sight and how to use their low vision aids correctly and with confidence. The toolkit also enables the pupils to appreciate that there are many different sources of support, advice and information, including useful websites. The pupils are also encouraged to find out about their eye condition and explain the effects of it to others. The Low vision toolkit has been principally produced for Qualified Teachers of the Visually Impaired (QTVIs) and Learning Support Assistants (LSAs) who support pupils with low vision. However, other professionals who work with children and young people with low vision may also find the information and activities useful.
Hemiplegie: Handleiding voor de behandeling van een volwassen patiënt
by P. M. DaviesIn de 15 jaar sinds de publicatie van de eerste editie heeft Steps to Follow binnen de medische en paramedische beroepen wereldwijd de reputatie verworven van een uniek praktisch handboek voor de behandeling van patiënten met neurologische aandoeningen. Deze tweede, volledig herziene en bijgewerkte editie bevat waardevolle praktische informatie over de neurorevalidatie in een vroeg en later stadium en geeft inzicht in de problemen waarmee patiënten en zij die met hen werken worden geconfronteerd. Relevante therapeutische activiteiten om functionele vaardigheden en kwaliteit van het leven na een CVA verbeteren worden uitvoerig beschreven aan de hand van 750 foto's van patiënten in actie tijdens hun behandeling.
Architectural History Retold
by Paul DaviesHow much do you know about Greek architecture? Roman? Gothic? The Renaissance? Modernism? Perhaps more importantly, do you know how these are connected or how one style evolved to become another? Or what happened historically during each of these periods? Architectural History Retold is your roadmap for your journey through architectural history. Offering a fresh take on what the author calls the ‘Great Enlightenment project’, it traces the grand narrative of western architecture in one concise, accessible volume. Starting in Ancient Greece and leading up to the present day, Paul Davies' unconventional, engaging style brings the past back to life, helping you to think beyond separate components and styles to recognise ‘the bigger picture’. The author is an academic and journalist with three decades of experience in introducing students to architectural history. The book is based on his successful entry-level course which has used the same unstuffy approach to break down barriers to understanding and engagement and inspire generations of students.
Architectural History Retold
by Paul DaviesHow much do you know about Greek architecture? Roman? Gothic? The Renaissance? Modernism? Perhaps more importantly, do you know how these are connected or how one style evolved to become another? Or what happened historically during each of these periods? Architectural History Retold is your roadmap for your journey through architectural history. Offering a fresh take on what the author calls the ‘Great Enlightenment project’, it traces the grand narrative of western architecture in one concise, accessible volume. Starting in Ancient Greece and leading up to the present day, Paul Davies' unconventional, engaging style brings the past back to life, helping you to think beyond separate components and styles to recognise ‘the bigger picture’. The author is an academic and journalist with three decades of experience in introducing students to architectural history. The book is based on his successful entry-level course which has used the same unstuffy approach to break down barriers to understanding and engagement and inspire generations of students.
70 Activities for Tutor Groups
by Peter DaviesThe pressure on contact time with students and the results required from it are constantly increasing - which means that tutors have to be more and more creative in how they approach their work. This book provides some solutions. 70 Activities for Tutor Groups explores the many and varied ways in which tutors can provoke and encourage meaningful, constructive and focused discussion among their students. It takes the form of a classified and cross-referenced manual of groupwork activities. For ease of use each activity is presented in a common format: ¢ In a nutshell ¢ Aims ¢ What is needed ¢ Time needed ¢ How it works ¢ Good example in action ¢ Diagram ¢ Advantages of this activity ¢ Potential problem(s) ¢ Main learning outcome ¢ Variation. The practical, 'low-tech' approach taken by Peter Davies means that these activities (which have all been trialled and are known to work) can be used easily by all tutors, at any level, and in any subject. If you are committed to improving the effectiveness of your work with groups you need look no further!
70 Activities for Tutor Groups
by Peter DaviesThe pressure on contact time with students and the results required from it are constantly increasing - which means that tutors have to be more and more creative in how they approach their work. This book provides some solutions. 70 Activities for Tutor Groups explores the many and varied ways in which tutors can provoke and encourage meaningful, constructive and focused discussion among their students. It takes the form of a classified and cross-referenced manual of groupwork activities. For ease of use each activity is presented in a common format: ¢ In a nutshell ¢ Aims ¢ What is needed ¢ Time needed ¢ How it works ¢ Good example in action ¢ Diagram ¢ Advantages of this activity ¢ Potential problem(s) ¢ Main learning outcome ¢ Variation. The practical, 'low-tech' approach taken by Peter Davies means that these activities (which have all been trialled and are known to work) can be used easily by all tutors, at any level, and in any subject. If you are committed to improving the effectiveness of your work with groups you need look no further!
Paying for Education: Debating the Price of Progress (Foundations and Futures of Education)
by Peter DaviesWhich type of education should we pay for? How much education should we pay for? Can we buy knowledge about how to improve education? Uniquely presenting a general overview of economic principles applicable to all sectors of education, Paying for Education makes key economic ideas accessible to non-economists, whilst drawing on insights from other social science disciplines. It examines the implications of its analysis, especially for two important areas of policy – paying for teachers and paying for teaching in higher education – in order to highlight some underlying issues and consider alternative policy options, as well as reflect on possible futures. The chapters examine: The value of education for the individual The value of education for society Private and public demands for education Choosing a system to supply education The cost, efficiency and equity of providing education Analysing evidence and case studies on a global scale, Paying for Education is an essential read for academics, educational administrators, policy makers, leaders in educational organisations and all of those interested in the future of how we pay for education.
Business, Economics and Enterprise: Teaching School Subjects 11-19 (Teaching School Subjects 11-19)
by Peter Davies Jacek BrantThis book has been written for teachers of business education and economics in the years of their early professional development, including those on PGCE courses, those in their induction year, and those in years two and three of their teaching career. The book will also be suitable for subject leaders with mentor responsibilities and Advanced Skills teachers undertaking specialist inset and teaching support. The book covers the training standards for NQTs and the Induction Standards. But it goes beyond this by fully exploring issues to do with subject knowledge in learning to teach, broadly accepting that an essential element of a secondary teacher’s identity is tied up with the subject taught. The book is divided into three sections: framing the subject – which defines subject knowledge and raises questions about business education and economics as school subjects teaching the subject – which looks at pedagogical, curricular and pupil knowledge business, economics and enterprise within the professional community – which focuses on the place of business education and economics within the wider curriculum and the teaching community. This book aims to provide stimulating assistance to subject specialists by helping them find ways of thinking about their specialism, how to teach with it and how to engage with what pupils learn through it.
Enlivening Secondary History: 40 Practical Classroom Activities
by Peter Davies Rhys DaviesEnlivening Secondary History is the ideal handbook for busy history teachers who want to do something different in their classrooms, but have little time to plan and organise their lessons. Featuring tried-and-tested practical ideas complete with relevant exemplars and step-by-step advice, this best-selling book is a compendium of creative activities to enhance your lessons. For the 11-19 age range, each activity includes links to important topics including the Crusades, the Reformation, the world wars, the Russian Revolution and many more. All the ideas are explained in a clear, user-friendly style, with a breakdown of the time and resources needed for each one. Featuring a brand new expanded section about teaching history through role play, this book also covers: Visuals – picturing the past Numerical data – adding interest Concepts – making them real Primary texts – bringing them alive. Written by practitioners for practitioners, Enlivening Secondary History helps teachers to bring history alive in an imaginative way. It will be an indispensible guide for both experienced and student teachers.
Enlivening Secondary History: 50 Classroom Activities for Teachers and Pupils
by Peter Davies Rhys DaviesEnlivening Secondary History is the ideal handbook for busy history teachers who want to do something different in their classrooms, but have little time to plan and organise their lessons. Featuring tried-and-tested practical ideas complete with relevant exemplars and step-by-step advice, this best-selling book is a compendium of creative activities to enhance your lessons. For the 11-19 age range, each activity includes links to important topics including the Crusades, the Reformation, the world wars, the Russian Revolution and many more. All the ideas are explained in a clear, user-friendly style, with a breakdown of the time and resources needed for each one. Featuring a brand new expanded section about teaching history through role play, this book also covers: Visuals – picturing the past Numerical data – adding interest Concepts – making them real Primary texts – bringing them alive. Written by practitioners for practitioners, Enlivening Secondary History helps teachers to bring history alive in an imaginative way. It will be an indispensible guide for both experienced and student teachers.
The Damascus Covenant: An Interpretation of the 'Damascus Document' (The Library of Hebrew Bible/Old Testament Studies)
by Philip R. DaviesThe Damascus Document is the most important witness to the origins of the Qumran community. The author surveys previous research, with particular emphasis on the syntheses of H. Stegemann and J. Murphy-O'Connor. A more comprehensive view of the redaction and ideology of the document is offered, leading to the conclusion that it is originally a product of a community which traced its origins to the Babylonian exile. The extant Cairo manuscripts represent a Qumran recension, confirming the opinion of many scholars that the Qumran community originated as a splinter movement from an earlier and larger community. The Hebrew text and a translation are provided.