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Catch Minitales: Short Science Fiction stories with a sting!
by Steve BowkettThis book is part of an educational package called StoryMaker Catch Pack, which uses fiction as a resource for learning. What does Peeta do when aliens invade his planet? Why does Kane watch the skies every night of his life? How does Hector F. Payne save the world? Where can you find robots, giant rats, alien invaders, supercomputers...Catch Minitales - the Science Fiction Collection Here are 26 very short stories to fill you with wonder and excitement. Do you dare to journey through time and space?
Catholic Higher Education in Protestant America: The Jesuits and Harvard in the Age of the University
by Kathleen A. MahoneyIn 1893 Harvard University president Charles W. Eliot, the father of the modern university, helped implement a policy that, in effect, barred graduates of Jesuit colleges from regular admission to Harvard Law School. The resulting controversy—bitterly contentious and widely publicized—was a defining moment in the history of American Catholic education, illuminating on whose terms and on what basis Catholics and Catholic colleges would participate in higher education in the twentieth century.In Catholic Higher Education in Protestant America, Kathleen Mahoney considers the challenges faced by Catholics as the age of the university opened. She describes how liberal Protestant educators such as Eliot linked the modern university with the cause of a Protestant America and how Catholic students and educators variously resisted, accommodated, or embraced Protestant-inspired educational reforms. Drawing on social theories of cultural hegemony and insider-outsider roles, Mahoney traces the rise of the Law School controversy to the interplay of three powerful forces: the emergence of the liberal, nonsectarian research university; the development of a Catholic middle class whose aspirations included attendance at such institutions; and the Catholic church's increasingly strident campaign against modernism and, by extension, the intellectual foundations of modern academic life.
Centering Educational Administration: Cultivating Meaning, Community, Responsibility
by Robert J. StarrattIn this book, Starratt enters the national conversation among educational administration scholars and practitioners about what constitutes the core of their knowledge and practice. In Part I, he develops three main themes--cultivating meaning, community, and moral responsibility--which he then positions against national themes about the core of educational administration: school improvement, democratic community, and social justice. Rather than focusing on the routine managerial tasks normally associated with school administration (budgeting, personnel and legal problems, time and resource management, etc.), this text asks aspiring school leaders to reflect first on the underlying philosophical and sociological perspectives that constitute the substance of administrative work in education. Centering Educational Administration provides: *A Unique Perspective on Leadership--The author views leadership as organically related to teaching and learning, as concerned with internal capacity building in response to state-imposed accountability pressures, and as an existential process of writing one's autobiography through their day-to-day work. *An Interdisciplinary View of Educational Administration--Centering Educational Administration asks educational administrators to bring contemporary philosophical, ethical, and anthropological issues, as well as learning theory, social theory, and political theory into their thinking about the daily operation of the school. *A Unique Perspective on School Improvement--This text asserts that school improvement narrowly defined as improving results on high-stakes tests can likewise place the nation at risk. An equally important agenda is teaching the young the basic satisfactions, norms, and potential of using their knowledge in the service of the community and of a wider humanity. *Exercises in Reflective Practice--This book challenges the reader to use the ideas of each chapter to analyze the current practices in their school and to propose concrete changes to improve the teaching and learning environment of their school.
Centering Educational Administration: Cultivating Meaning, Community, Responsibility
by Robert J. StarrattIn this book, Starratt enters the national conversation among educational administration scholars and practitioners about what constitutes the core of their knowledge and practice. In Part I, he develops three main themes--cultivating meaning, community, and moral responsibility--which he then positions against national themes about the core of educational administration: school improvement, democratic community, and social justice. Rather than focusing on the routine managerial tasks normally associated with school administration (budgeting, personnel and legal problems, time and resource management, etc.), this text asks aspiring school leaders to reflect first on the underlying philosophical and sociological perspectives that constitute the substance of administrative work in education. Centering Educational Administration provides: *A Unique Perspective on Leadership--The author views leadership as organically related to teaching and learning, as concerned with internal capacity building in response to state-imposed accountability pressures, and as an existential process of writing one's autobiography through their day-to-day work. *An Interdisciplinary View of Educational Administration--Centering Educational Administration asks educational administrators to bring contemporary philosophical, ethical, and anthropological issues, as well as learning theory, social theory, and political theory into their thinking about the daily operation of the school. *A Unique Perspective on School Improvement--This text asserts that school improvement narrowly defined as improving results on high-stakes tests can likewise place the nation at risk. An equally important agenda is teaching the young the basic satisfactions, norms, and potential of using their knowledge in the service of the community and of a wider humanity. *Exercises in Reflective Practice--This book challenges the reader to use the ideas of each chapter to analyze the current practices in their school and to propose concrete changes to improve the teaching and learning environment of their school.
Centred on Learning: Academic Case Studies on Learning Centre Development
by Edward OystonThie title was first published in 2003. Computer technology and changing student needs have prompted universities to develop modern learning centres offering both virtual and physical learning space fit for all types of study and research. This book demonstrates with detailed case studies how the learning centre model has been introduced at four UK universities with different constraints and priorities: Sheffield Hallam, Leeds Metropolitan, Aberdeen and Lincoln. The authors start by outlining the national higher education context and other internal and external drivers for change, then explaining how these shaped their particular centre's development as they underwent radical change in role, organization, range and nature of service provision - particularly the use of IT in learning and teaching support. Highlighting the differences between the institutions, authors from the four learning centres analyse the implications of changes for staff - in terms of working practices, interdisciplinary skills and internal culture - and how problems were managed. They go on to describe how the needs of all types of students were considered and to what extent, from both student and staff perspectives, they were satisfied. A whole chapter is dedicated to the process of building new partnerships with academic staff and other university service providers - essential for operational convergence and integrated service provision. The following chapter focuses on the development of the physical environment and how the building itself is adapted to modern teaching and learning models. The book ends by outlining the evaluation process and suggested next steps for further improvement. Appendices include sample job descriptions and person specifications. Demands for greater efficiency and responsiveness to student needs have to be met in the context of institutional strategies and priorities. This book offers an insight into four universities' different experiences which will help those at the forefront of such.
Centred on Learning: Academic Case Studies on Learning Centre Development
by Edward OystonThie title was first published in 2003. Computer technology and changing student needs have prompted universities to develop modern learning centres offering both virtual and physical learning space fit for all types of study and research. This book demonstrates with detailed case studies how the learning centre model has been introduced at four UK universities with different constraints and priorities: Sheffield Hallam, Leeds Metropolitan, Aberdeen and Lincoln. The authors start by outlining the national higher education context and other internal and external drivers for change, then explaining how these shaped their particular centre's development as they underwent radical change in role, organization, range and nature of service provision - particularly the use of IT in learning and teaching support. Highlighting the differences between the institutions, authors from the four learning centres analyse the implications of changes for staff - in terms of working practices, interdisciplinary skills and internal culture - and how problems were managed. They go on to describe how the needs of all types of students were considered and to what extent, from both student and staff perspectives, they were satisfied. A whole chapter is dedicated to the process of building new partnerships with academic staff and other university service providers - essential for operational convergence and integrated service provision. The following chapter focuses on the development of the physical environment and how the building itself is adapted to modern teaching and learning models. The book ends by outlining the evaluation process and suggested next steps for further improvement. Appendices include sample job descriptions and person specifications. Demands for greater efficiency and responsiveness to student needs have to be met in the context of institutional strategies and priorities. This book offers an insight into four universities' different experiences which will help those at the forefront of such.
Cereal Superfan: A Bloomsbury Young Reader (Bloomsbury Young Readers)
by Julia Donaldson Garry ParsonsStephen Rice is a cereal superfan. So when his supply of Cracklewheat, Corncrunch, Toastyoats and Choc-o-not-hoops runs out, Stephen is devastated. But there's a competition to win a lifetime supply – if Stephen can build the perfect cereal...This hilarious story from one of the nation's most loved writers, Julia Donaldson (author of The Gruffalo), is perfect for children who are learning to read by themselves and for Key Stage 1. It features engaging illustrations by Garry Parsons and quirky characters young readers will find hard to resist. Bloomsbury Young Readers are the perfect way to get children reading, with book-banded stories by brilliant authors like Julia Donaldson. They are packed with gorgeous colour illustrations and include inside cover notes to help adults reading with children, as well as ideas for activities related to the stories.Book band: LimeQuizzed for Accelerated ReaderIdeal for ages: 6+
Ceri Grafu (Cyfres Pen Dafad)
by Bethan GwanasNofel gyfoes am ferch yn ei harddegau sy'n teimlo bod pawb a phopeth yn ei herbyn, a hynny'n bennaf am na chaiff chwarae i dîm pêl-droed yr ysgol am mai merch ydyw, ond a gaiff ei hannog i ddyfalbarhau gan gymdoges, gyda chanlyniadau ardderchog; i ddarllenwyr 11-13 oed. [A contemporary novel about a young teenage girl who feels that everything and everyone is against her, most particularly as she is not allowed to play for the school football team as she is a girl, but who is urged by a neighbour to persevere, with excellent results; for readers aged 11-13 years.] *Datganiad hawlfraint Gwneir y copi hwn dan dermau Rheoliadau (Anabledd) Hawlfraint a Hawliau mewn Perfformiadau 2014 i'w ddefnyddio gan berson sy'n anabl o ran print yn unig. Oni chaniateir gan gyfraith, ni ellir ei gopïo ymhellach, na'i roi i unrhyw berson arall, heb ganiatâd.
Certification and Security in E-Services: From E-Government to E-Business (IFIP Advances in Information and Communication Technology #127)
by Enrico Nardelli Sabina Posadziejewski Maurizio TalamoThis volume contains the final proceedings of the special stream on security in E-government and E-business. This stream has been an integral part of the IFIP World Computer Congress 2002, that has taken place from 26-29 August 2002 in Montreal, Canada. The stream consisted of three events: one tutorial and two workshops. The tutorial was devoted to the theme "An Architecture for Information Se curity Management", and was presented by Prof. Dr. Basie von Solms (Past chairman of IFIP TC 11) and Prof. Dr. Jan Eloff (Past chairman of IFIP TC 11 WG 11.2). Both are from Rand Afrikaans University -Standard Bank Academy for Information Technology, Johannesburg, South Africa. The main purpose of the tutorial was to present and discuss an Architecture for Informa tion Security Management and was specifically of value for people involved in, or who wanted to find out more about the management of information secu rity in a company. It provided a reference framework covering all three of the relevant levels or dimensions of Information Security Management. The theme of the first workshop was "E-Government and Security" and was chaired by Leon Strous, CISA (De Nederlandsche Bank NY, The Netherlands and chairman of IFIP TC 11) and by Sabina Posadziejewski, I.S.P., MBA (Al berta Innovation and Science, Edmonton, Canada).
CGP KS2 English SAT Buster: Reading Book 1 - for the 2016 SATs and Beyond (PDF)
by Cgp BooksThis CGP SAT Buster workbook is ideal for helping Year 6 pupils prepare for the Reading part of the Key Stage 2 English SATs - and it's fully up-to-date for the new tests in 2016 and beyond! It includes four reading texts (non-fiction, fiction, biography and a newspaper article), with a wide range of questions that test all the key reading skills children will need for the tests.
Challenges in Primary Science: Meeting the Needs of Able Young Scientists at Key Stage Two
by David Coates Helen WilsonThis practical and easy-to-use book enables teachers to challenge able children to develop their potential and to extend their thinking in primary science. It links theory to practice to develop understanding of what it means to be an able scientist; and empowers teachers to build on their existing good practice to build an inclusive science curriculum for able children. Special features include: photocopiable resources that are linked to the National Curriculum and the QCA schemes of work; teacher guidance on the use of these resources and how they can be incorporated into normal primary science lessons; and suggestions for assessment.
Challenges in Primary Science: Meeting the Needs of Able Young Scientists at Key Stage Two (A\nace/fulton Publication Ser.)
by David Coates Helen WilsonThis practical and easy-to-use book enables teachers to challenge able children to develop their potential and to extend their thinking in primary science. It links theory to practice to develop understanding of what it means to be an able scientist; and empowers teachers to build on their existing good practice to build an inclusive science curriculum for able children. Special features include: photocopiable resources that are linked to the National Curriculum and the QCA schemes of work; teacher guidance on the use of these resources and how they can be incorporated into normal primary science lessons; and suggestions for assessment.
Change, Challenge and School Nursing (PDF)
by Anita Franklin Nicola MadgeChange, Challenge and School Nursing looks at both the health needs of young people and good practice in school nursing. Based on a survey of almost three thousand pupils, it examines young people's views on their own health, their support needs, where they turn to for advice, and their contacts with school nurses. Interviews with school nursing professionals, provide a 'snapshot' of school nursing services in transition from a medical model to a public health role, outlining provision, priorities and how young people's health needs are being addressed. The challenges in providing an effective service for all young people are highlighted and taking the views and experiences of young users into account will help to meet some of these. The lessons from this research are broadly applicable across the service.
Change Forces in Post-Communist Eastern Europe: Education in Transition
by Eleoussa PolyzoiThe collapse of communism and the adoption of parliamentary democracy led to rapid and dramatic educational change in countries formerly under the control of the Soviet Union. Leaders of the affected countries acknowledged the need to develop educational systems during the rebuilding process and embraced this transformation in a short period of time. This has provided researchers with a unique opportunity to investigate educational change as a 'living laboratory'.In this book, the authors explore the complex nature of change in five former communist countries: Russia, the Czech Republic, Hungary, Romania and East Germany. The authors consider:* Educational change as a process rather than as a event* A comparison of such changes against a model for educational change developed by Michael Fullan for understanding large-scale educational reform* Analysis of issues at the national level where the original impetus for change has occurredWith contributors from countries affected by such changes, this book provides an insight into the process of educational change as a result of revolution rather than evolution.This book will be of great interest to academics and researchers of educational change and those involved with educational reform. It will also interest those looking at comparative education models and postgraduate students focussing their studies on issues of educational change and reform.
Change Forces in Post-Communist Eastern Europe: Education in Transition
by John P. Anchan Michael Fullan Eleoussa PolyzoiThe collapse of communism and the adoption of parliamentary democracy led to rapid and dramatic educational change in countries formerly under the control of the Soviet Union. Leaders of the affected countries acknowledged the need to develop educational systems during the rebuilding process and embraced this transformation in a short period of time. This has provided researchers with a unique opportunity to investigate educational change as a 'living laboratory'.In this book, the authors explore the complex nature of change in five former communist countries: Russia, the Czech Republic, Hungary, Romania and East Germany. The authors consider:* Educational change as a process rather than as a event* A comparison of such changes against a model for educational change developed by Michael Fullan for understanding large-scale educational reform* Analysis of issues at the national level where the original impetus for change has occurredWith contributors from countries affected by such changes, this book provides an insight into the process of educational change as a result of revolution rather than evolution.This book will be of great interest to academics and researchers of educational change and those involved with educational reform. It will also interest those looking at comparative education models and postgraduate students focussing their studies on issues of educational change and reform.
Change Forces With A Vengeance
by Michael FullanChange Forces With a Vengeance is the third in the chaos theory trilogy (now called complexity theory). The first two books focused on understanding the real complexity of educational reform in action. This book pushes even deeper by providing new insights and lessons of change concerning moral purpose, and what is called tri-level reform - the school and community, the local district and the state. It draws on reform initiatives across many levels and countries so that the ideas are grounded in the reality of actual projects and findings.Change Forces With a Vengeance is different from the previous two books in one major respect. Instead of being content with understanding complex system dynamics, it takes up the more daunting question of how systems can be changed for the better. How can we achieve large-scale reform and do it in a way that the conditions for sustainability are enhanced? What policy levers are needed, and what is the smallest number of sets of policies that will maximise impact? What is the role of new leadership in accomplishing sustainable, comprehensive reform? These questions and more are addressed in ways that are both deeply theoretical, and powerfully practical.
Change Forces With A Vengeance
by Michael FullanChange Forces With a Vengeance is the third in the chaos theory trilogy (now called complexity theory). The first two books focused on understanding the real complexity of educational reform in action. This book pushes even deeper by providing new insights and lessons of change concerning moral purpose, and what is called tri-level reform - the school and community, the local district and the state. It draws on reform initiatives across many levels and countries so that the ideas are grounded in the reality of actual projects and findings.Change Forces With a Vengeance is different from the previous two books in one major respect. Instead of being content with understanding complex system dynamics, it takes up the more daunting question of how systems can be changed for the better. How can we achieve large-scale reform and do it in a way that the conditions for sustainability are enhanced? What policy levers are needed, and what is the smallest number of sets of policies that will maximise impact? What is the role of new leadership in accomplishing sustainable, comprehensive reform? These questions and more are addressed in ways that are both deeply theoretical, and powerfully practical.
The Changing Face of Further Education: Lifelong Learning, Inclusion and Community Values in Further Education
by Terry Hyland Barbara MerrillWhat are the values and policies which are driving the development of Further Education institutions?The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies.This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in particular, the links between college and community.This timely investigation of FE and New Labour policy, takes a unique community education perspective to determine whether the social objectives of current policy can be achieved by policy-makers, managers, staff and students in FE institutions.For students, lecturers and educators in the post-compulsory sector, in addition to policy-makers and managers, this is an invaluable source of information on a subject which is still largely under-researched.
The Changing Face of Further Education: Lifelong Learning, Inclusion and Community Values in Further Education
by Terry Hyland Barbara MerrillWhat are the values and policies which are driving the development of Further Education institutions?The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies.This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in particular, the links between college and community.This timely investigation of FE and New Labour policy, takes a unique community education perspective to determine whether the social objectives of current policy can be achieved by policy-makers, managers, staff and students in FE institutions.For students, lecturers and educators in the post-compulsory sector, in addition to policy-makers and managers, this is an invaluable source of information on a subject which is still largely under-researched.
Chemical Education: Towards Research-based Practice (Contemporary Trends and Issues in Science Education #17)
by Jan H. Driel David F. Treagust RosáriaJusti OnnoJong John K. GilbertChemical education is essential to everybody because it deals with ideas that play major roles in personal, social, and economic decisions. This book is based on three principles: that all aspects of chemical education should be associated with research; that the development of opportunities for chemical education should be both a continuous process and be linked to research; and that the professional development of all those associated with chemical education should make extensive and diverse use of that research. It is intended for: pre-service and practising chemistry teachers and lecturers; chemistry teacher educators; chemical education researchers; the designers and managers of formal chemical curricula; informal chemical educators; authors of textbooks and curriculum support materials; practising chemists and chemical technologists. It addresses: the relation between chemistry and chemical education; curricula for chemical education; teaching and learning about chemical compounds and chemical change; the development of teachers; the development of chemical education as a field of enquiry. This is mainly done in respect of the full range of formal education contexts (schools, universities, vocational colleges) but also in respect of informal education contexts (books, science centres and museums).
Child Development Through Sports
by James H HumphreyA guidebook for adults involved in children&’s sports! Child Development Through Sports is a commonsense guide for anyone involved in children&’s sports, presenting thoughtful analysis with an emphasis on maximizing the development of a child&’s social, emotional, physical, and intellectual capabilities through sports. Written by Dr. James H. Humphrey, who has been involved in children&’s sports at every level for nearly 60 years, the book stresses the potential contribution sports participation can make to a child&’s development and the negative impact it can have if programs are not conducted in an appropriate manner. Child Development Through Sports focuses primarily on the risks and benefits of sports participation for children ages 5-12. This valuable book addresses health and stress as developmental factors, how to identify and develop motor skills, the positive and negative effects of competition, and an overview of the more pressing issues of children&’s sports, including supervision, injuries, benefits, and interest. The book is largely based on extensive surveys and interviews with proponents and critics of children&’s sports, including parents, professional athletes, coaches, school personnel, and children themselves. Among the topics Child Development Through Sports addresses are: the age at which children should begin playing organized sports which sports are best for children how many sports a child should play-and how often how to judge a good sports program and much more! Child Development Through Sports is an essential resource for parents, teachers, counselors, coaches, and makes a valuable supplemental text for courses in child development and sports management.
Child Development Through Sports
by James H HumphreyA guidebook for adults involved in children&’s sports! Child Development Through Sports is a commonsense guide for anyone involved in children&’s sports, presenting thoughtful analysis with an emphasis on maximizing the development of a child&’s social, emotional, physical, and intellectual capabilities through sports. Written by Dr. James H. Humphrey, who has been involved in children&’s sports at every level for nearly 60 years, the book stresses the potential contribution sports participation can make to a child&’s development and the negative impact it can have if programs are not conducted in an appropriate manner. Child Development Through Sports focuses primarily on the risks and benefits of sports participation for children ages 5-12. This valuable book addresses health and stress as developmental factors, how to identify and develop motor skills, the positive and negative effects of competition, and an overview of the more pressing issues of children&’s sports, including supervision, injuries, benefits, and interest. The book is largely based on extensive surveys and interviews with proponents and critics of children&’s sports, including parents, professional athletes, coaches, school personnel, and children themselves. Among the topics Child Development Through Sports addresses are: the age at which children should begin playing organized sports which sports are best for children how many sports a child should play-and how often how to judge a good sports program and much more! Child Development Through Sports is an essential resource for parents, teachers, counselors, coaches, and makes a valuable supplemental text for courses in child development and sports management.
Children as Pawns: The Politics of Educational Reform
by Timothy A. HacsiHead Start. Bilingual education. Small class size. Social promotion. School funding. Virtually every school system in America has had to face these issues over the past thirty years. Advocates and dissenters have declared confidently that "the research" is on their side. But is it? In the first book to bring together the recent history of educational policy and politics with the research evidence, Timothy Hacsi presents the illuminating, often-forgotten stories of these five controversial topics. He sifts through the complicated evaluation research literature and compares the policies that have been adopted to the best evidence about what actually works. He lucidly explains what the major studies show, what they don't, and how they have been misunderstood and misrepresented. Hacsi shows how rarely educational policies are based on solid research evidence, and how programs that sound plausible simply do not satisfy the complex needs of real children.
Children, Power and Schooling: How childhood is structured in the primary school (PDF)
by Dympna DevineThis is an exploration of childhood and schooling from the perspective of the children. The author has allowed the children to speak for themselves and reports their words and ideas in this important book. What the children say shows that it is the adults in the school who control their experience. These adults control not only their learning but the values they should imbibe, their experience of schools as well as their experience of themselves.Dympna Devine powerfully makes the case powerfully for children to have a more democratic and inclusive school experience that positions them as citizens and not just as potential citizens in the making. Children should be treated as full participants in school and have the right to expect their views to be taken seriously by the adults in their schools. And, as this book shows, they are eloquent about how this can be done.This is a book for policy makers, school managers and teachers. It will also be of interest to parents and to students of teaching and their trainers.
China's Developmental Miracle: Origins, Transformations, and Challenges
by Alvin Y. SoIn contrast to the failure to economic reforms in Eastern Europe, China's economic reforms have been quite successful. Decollectivization, marketization, state enterprise reforms, and reintegration into the world economy have led to very rapid economic development in China over the past two decades. These economic reforms, in turn, triggered profound social and political changes. This collection examines the origins, nature, and impact, as well as the future prospects of these reforms and changes. The contributors are all active researchers from a variety of disciplines, including economics, sociology, political science, and geography.