An enduring educational concern that has plagued researchers and policy makers in a number of affluent countries is the endemic nature of educational inequalities. These inequalities highlight distinct differences in the educational skills, knowledge, capabilities and credentials between learners’ demographic characteristics. They also point to issues of educational disadvantage that emanate from a combination of factors including family life, communities, the geographies of space and place, gender and ethnicity. This book examines some of the causes and responses to educational inequalities, and focuses upon poor urban contexts where educational disadvantage is at its most concentrated, and where educational policy and practice has, over time, proliferated. It questions how wider inequities experienced by young people in urban contexts generate educational inequalities and disadvantage, detailing explicitly what an equitable approach to education might look like. Included in the book is an innovative educational equity framework and toolkit with illustrative policy and practice case studies, bringing together unique scholarship and analysis to examine future educational policy in a holistic, comprehensive and equitable way. It will be valuable reading for postgraduate students, researchers and policy makers with an interest in education and educational equity.
This book explores a range of challenges teachers face in dealing with situations of disadvantage, and explores different ways of thinking about these situations. Starting with a variety of incidents written by teachers in schools in disadvantaged settings, the book provides a range of ways of thinking about these - some more psychological, others more sociological - and chapters develop conversations between teachers and academics. These 'conversations' will help teachers reflect more deeply on the contexts in which they work, on what disadvantage means, and how disadvantage manifests in practice. It will also help teachers reflect upon the nature of their work; what it means to be a good and effective teacher; and the particular skills, approaches, relationships and competencies that may need to be developed in differing settings of educational disadvantage. The book explores the tensions between different ways of thinking about education and disadvantage; it will make compelling reading for students and teachers of education, education policy makers, and practising schoolteachers.
In England, as in countries across the world, shrinking public funding, growing localism, and increased school autonomy make tackling the link between education, disadvantage and place more important than ever. Challenging current thinking, this important book is the first to focus on the role of area-based initiatives in this struggle. It brings together a wide range of evidence to review the effectiveness of past initiatives, identify promising recent developments, and outline innovative ways forward for the future. It shows how local policymakers and practitioners can actively respond to the complexities of place and is aimed at all those actively seeking to tackle disadvantage, including policymakers, practitioners, academics and students, across education and the social sciences.
In Don Shula: A Biography of the Winningest Coach in NFL History, acclaimed sports historian Carlo DeVito captures the story of one of the greatest coaches in sports history. First distinguishing himself as a player with the Cleveland Browns (under the great Paul Brown), Baltimore Colts, and Washington Redskins, Donald Francis Shula went on to be the boy wonder of the NFL as a coach. After serving for three seasons as the defensive coordinator for the Detroit Lions, where he oversaw one of the NFL’s toughest units, Shula was named the youngest head coach in NFL history when he took over the Baltimore Colts in 1963. But after public feuding with star quarterback Johnny Unitas and owner Carroll Rosenbloom, and despite leading the team to two NFL championship games, Shula accepted the job as head coach of the perennial doormat Miami Dolphins in 1970. Within a few seasons, he took the Dolphins to three straight Super Bowls, winning twice, including the only undefeated Super Bowl championship season in 1972 behind a bruising running attack led by two 1,000 yard rushers, Larry Csonka and Mercury Morris, as well as the unheralded “No-Name Defense.” Shula won more games (328) than any other coach in NFL history, led his teams to six Super Bowls, and only posted a losing record twice in thirty-three seasons on the sideline. He was enshrined in the Pro Football Hall of Fame in 1997. Don Shula chronicles the life of one of the greatest minds ever to be involved with the game, from the dawn of modern football to the close of the twentieth century.
This book explores international law as a social construct by analysing its social foundations and by re-conceptualizing the way in which it is commonly understood. It asks what law is and how it works in society, and shows why it is worth to struggle for new and better-working rules in the international legal order.
Since 1984, the year of the publication of its first edition, the famous “Blue Guide” has been the international reference for paediatricians and neuropaediatricians with regard to epileptic syndromes in infants, children and adolescents. This 6th edition reviews some of the most noteworthy developments in the field, particularly in epileptic syndromes, but also focuses on the genetic aspects of the syndromes and their development. Progress brought about by advances in neuroimaging is also discussed in addition to specific etiologies such as parasitic diseases and immune and autoimmune diseases. The different backgrounds of the contributors - coordinators and authors – ensure that the book’s longstanding reputation for objectivity and seriousness, built over almost 35 years, remain well-deserved. This book written by the current leading specialists is recognized worldwide as the international reference in epilepsy.
The topic is covered through section headings such as: 'Cross-cultural Collaboration', 'Trust Building', 'Stakeholder and Communication Channels', 'Global Project Structure', 'Global Program and Project Offices', 'Interactive Audio and Video' and much more.
An enduring educational concern that has plagued researchers and policy makers in a number of affluent countries is the endemic nature of educational inequalities. These inequalities highlight distinct differences in the educational skills, knowledge, capabilities and credentials between learners’ demographic characteristics. They also point to issues of educational disadvantage that emanate from a combination of factors including family life, communities, the geographies of space and place, gender and ethnicity. This book examines some of the causes and responses to educational inequalities, and focuses upon poor urban contexts where educational disadvantage is at its most concentrated, and where educational policy and practice has, over time, proliferated. It questions how wider inequities experienced by young people in urban contexts generate educational inequalities and disadvantage, detailing explicitly what an equitable approach to education might look like. Included in the book is an innovative educational equity framework and toolkit with illustrative policy and practice case studies, bringing together unique scholarship and analysis to examine future educational policy in a holistic, comprehensive and equitable way. It will be valuable reading for postgraduate students, researchers and policy makers with an interest in education and educational equity.
In England, as in countries across the world, shrinking public funding, growing localism, and increased school autonomy make tackling the link between education, disadvantage and place more important than ever. Challenging current thinking, this important book is the first to focus on the role of area-based initiatives in this struggle. It brings together a wide range of evidence to review the effectiveness of past initiatives, identify promising recent developments, and outline innovative ways forward for the future. It shows how local policymakers and practitioners can actively respond to the complexities of place and is aimed at all those actively seeking to tackle disadvantage, including policymakers, practitioners, academics and students, across education and the social sciences.
Extensively revised to meet the latest exam criteria, this text provides comprehensive coverage of all aspects of business studies, including over 500 questions and answers to test the candidate's knowledge of key issues.
Business Studies, Third edition Features Included: *Updated text covers all specifications of all awarding bodies. *Selections that focus on the latest key debates in Business Studies. *Comprehensive key terms providing a dictionary of Business Studies. *Diagrams, graphs and charts using the latest material. *Short questions in units provide immediate practice of skills. *Short knowledge based questions can be used as a quick revision aid. *Exam orientated case studies, help to focus on the skills required for examination success.
A unique resource for students, designed to help in all aspects of the GCSE Applied Business Course. GCSE Applied Business offers comprehensive course coverage, written at the right level for students taking this vocational course. A Portfoilo and Teachers guide complement the main text book.
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