First published in 1993, Specialisation and Choice in Urban Education explores how city technology colleges (CTC) have managed the task of selecting intakes representatives of their catchment areas and explore their impact on local schools. From their announcements in 1986, CTC have been presented both as a new choice of school for the inner city and as pointing the way to a more diversified education system. This account of their development uses interviews with key architects of the initiative to identify more clearly the objectives CTCs were designed to serve. It then draws on interviews and observation in CTCs themselves to discover how far these schools are becoming centres of innovation in school management, curriculum and approaches to teaching and learning. Throughout, the CTC policy is considered in the context of Government’s broader political project to challenge ‘welfarism’ and to encourage entrepreneurship, competition, and choice. This book is an essential read for scholars and researchers of education policy, sociology of education, and education in general.
The rise of a radical ‘new’ sociology of education during the early 1970s focused attention on the nature of school knowledge. Although this new approach was set to revolutionize the subject, within a few years, many people considered these developments an eccentric interlude, with little relevance to curriculum theory or practice. First published in 1985, this book offers a more positive view of the new sociology of education and its contribution to our understanding of the curriculum. In doing so, it argues that some of the radical promise of the new sociology of education could be realised, but only if sociologists, teachers and political movements of the left work more closely together.
`This book is a very worthwhile read for teachers, student teachers and teacher educators. It would be encouraging if politically based policy makers were to digest its contents also′ - Citizenship, Social and Economics Education `I recommend this book as an enjoyable, thought provoking and politically important read′ - Widenining Participation and Lifelong Learning `This important book challenges current educational policies in England in a style, for the most part, easily accessible to a wide audience. Geoff Whitty′s assertions are supported by a wide variety of research findings and this is a book that should be of considerable interest to student of sociology and to all member of the teaching profession′ - Mark Pepper, Equals `The particular strength of this book is Geoff Whitty′s grasp on and insights into the politics of education... he is able to bring to bear an authoritative perspective which is unrivaled in the United Kingdom. there is no other current book which compares in terms of the breadth and depth of this′ - Professor Stephen Ball, Institute of Education, University of London `This book represents a "struggle" by the director of the London Institute of Education, one of our foremost centres of teacher training and research in education, to understand what lies behind the education policies of recent governments. It is tempting to conclude that if a leading educational sociologist such as Geoff Whitty, who happens also to be brother of the former general secretary of the Labour party, has difficulty with this, there can be little hope for the rest of us. But now, at least, we have this personal odyssey to guide us′ - Bob Doe, Times Educational Supplement This book aims to make sense of the changes in education policy over the past decade, using the resources of the sociology and politics of education. The author shows that wider sociological perspectives can help us to appreciate both the limits and the possibilities of educational change. Geoff Whitty illustrates this through studies of curriculum innovation, school choice, teacher professionalism and school improvement. He considers how far education policy can be used to foster social inclusion and social justice and the book concludes with an assessment of New Labour education policy in these terms. The book deals with education policy in England and Wales, as well as making comparisons with contemporary education policy in other countries. This book is relevant to students of education at masters and doctoral levels, students of social policy, and policy-makers.
This book provides a compelling insider's account of how Nike became the world's largest sports and fitness company. It includes a dedicated mailing and e-mail campaign to targeted sports interest media & organizations. How does a young boy from a small Oregon town get swept up in the politics of his chosen sport and become an integral part of possibly the most influential sports company of all time - Nike. Nike began with a handshake and a few hundred dollars passed between Phil Knight and legendary track coach Bill Bowerman more than 35 years ago - and since then it has grown into the world's largest sports and fitness company. "Out of Nowhere" provides an unrivalled glimpse into the first 33 years of Nike - from its humble beginnings to its modern guise as a global giant - and takes readers on a rollercoaster ride through all of the company's successes and failures.
Melodrama is the foundation of American cinema. It is, however, a poorly understood term. While it is a pervasive and persuasive dramatic mode, it is not tied to any specific moral or ideological system. It is not a singular genre; rather, it operates as a "genre generating machine" capable of determining the aesthetics and structure of the drama within many genres. Melodrama centers the conflict around the clash between good and evil and provides a sense of poetic justice--but the specific values embedded in notions of good and evil are determined by the culture, and they shift from nation to nation, region to region, and period to period. This book explores the "populist" westerns of the 1930s, the propaganda films that followed the Japanese attack on Pearl Harbor, and the popularity of Sax Rohmer's master villain Fu Manchu. "Melodramas of passion" and film noir also offer a challenge to melodrama with its seemingly alienated protagonists and downbeat endings. Yet, with few exceptions, Hollywood was able to assimilate these genres within its melodramatic imagination.
Science and politics have collaborated throughout human history, and science is repeatedly invoked today in political debates, from pandemic management to climate change. But the relationship between the two is muddled and muddied. Leading policy analyst Geoff Mulgan here calls attention to the growing frictions caused by the expanding authority of science, which sometimes helps politics but often challenges it. He dissects the complex history of states’ use of science for conquest, glory and economic growth and shows the challenges of governing risk – from nuclear weapons to genetic modification, artificial intelligence to synthetic biology. He shows why the governance of science has become one of the biggest challenges of the twenty-first century, ever more prominent in daily politics and policy. Whereas science is ordered around what we know and what is, politics engages what we feel and what matters. How can we reconcile the two, so that crucial decisions are both well informed and legitimate? The book proposes new ways to organize democracy and government, both within nations and at a global scale, to better shape science and technology so that we can reap more of the benefits and fewer of the harms. Also available as an audiobook.
Drawing on wide ranging research this book, originally published in 1997, explores how the policy changes of previous years were affecting primary teachers and their work at the time. Within the context of worldwide restructuring, the thoughts, feelings and activities of teachers in their daily work are examined. The core argument is that what used to be a complex but fulfilling job distinguished by professional dilemmas, which are amenable to professional skill, had become increasingly marked by tension and constraint, which frustrates teacher creativity. While some teachers found new opportunities in the ‘new’ primary school, many used strategical and micro-political activity in order to cope, while others fell victim to stress and burnout. The authors argue that teachers’ own active involvement in policy change is required if their creative potential is to be realized. The book will still be of interest to teachers in primary schools, researchers and policy makers.
This book brings together a wide selection of viewpoints on what is happening to relations between the sexes and the sexual division of labor in contemporary society. The contributors look at the ways in which gender relationships are changing, the consequences of these changes for family life and society generally, and the part the state should play in future developments. Rewriting the Sexual Contract encompasses the views of people with widely differing orientations, stretching across the moral and political spectrum. The contributors provide varied interpretations of what the recent sexual revolution means and where it may be leading us. The questions discussed include: Are the life-styles of men and women converging or polarizing? Do men and women place the same value on family life? Do most mothers want to work full-time while their children are young? Are families strengthened by a sense of differentiation and interdependence between the sexes? Does social policy need to recognize sexual differences in order to maximize social equality? The contributors represent a wide range of viewpoints, but are all involved in analyzing and influencing public attitudes in this area. They include Carole Pateman, Roger Scruton, Ruth Lister, Fay Weldon, Michael Young, and Barbara Cartland, among others. Rewriting the Sexual Contract examines issues pertinent to the current social and political culture and will be of interest to sociologists, gender studies scholars, and political theorists. Geoff Dench is a senior research fellow at the Institute of Community Studies and a visiting professor at Middlesex University. He is the author of Transforming Men and Minorities in the Open Society: Prisoners of Ambivalence.
This book traces the career of Roy Ward Baker, one of the great survivors of the British film and television industry. He directed the landmark British film Morning Departure (1949), worked at Twentieth Century Fox in Hollywood in the early 1950s where he directed Marilyn Monroe, and the best version of the Titanic disaster, A Night to Remember in 1958. He then moved to television series such as The Avengers, The Saint and Minder. Later Baker re-emerged as a major director of science-fiction (Quatermass and The Pit) and horror films (Asylum). Geoff Mayer provides an industrial and aesthetic context in which to understand the interrelationship between a skilled classical director and the transformation of the British film industry in the 1950s.
When viewers think of film noir, they often picture actors like Humphrey Bogart playing characters like Sam Spade in The Maltese Falcon, the film based on the book by Dashiell Hammett. Yet film noir is a genre much richer. The authors first examine the debate surrounding the parameters of the genre and the many different ways it is defined. They discuss the Noir City, its setting and backdrop, and also the cultural (WWII) and institutional (the House UnAmerican Activities Committee, and the Production Code Administration) influences on the subgenres. An analysis of the low budget and series film noirs provides information on those cult classics. With over 200 entries on films, directors, and actors, the Encyclopedia of Film Noir is the most complete resource for film fans, students, and scholars.
Never be stuck for a wicked line again! - the ultimate collection of insults Here is the biggest and best ever collection of insults and sharp retorts for when you just wish you could have thought of something faster. Editor Geoff Tibballs presents more than 5,000 come-backs, put-downs, snaps, insults, unadmiring quips and quotes, for every occasion. From the most elegant of studied insults to the wickedest of putdowns, from the language of the street to the literary, political, and entertainment worlds, from playground insults to sports, family and marriage jibes - here is every possible barb you could ever need, guaranteed to crack up all those around you. As an outsider, what do you think of the human race? Your mother's so fat, she has her own area code. Are your parents siblings? Anyone who told you to be yourself couldn't have given you worse advice. Is there no beginning to your talents? You'd be out of your depth in a puddle. Don't you need a licence to be that ugly? I'd like to see things from your point of view but I can't get my head that far up my arse. I'd love to go out with you but I have to worm my dog.
The crime film genre consists of detective films, gangster films, suspense thrillers, film noir, and caper films and is produced throughout the world. Crime film was there at the birth of cinema, and it has accompanied cinema over more than a century of history, passing from silent films to talkies, from black-and-white to color. The genre includes such classics as The Maltese Falcon, The Godfather, Gaslight, The French Connection, and Serpico, as well as more recent successes like Seven, Drive, and L.A. Confidential. The Historical Dictionary of Crime Films covers the history of this genre through a chronology, an introductory essay, and an extensive bibliography. The dictionary section has over 300 cross-referenced entries on key films, directors, performers, and studios. This book is an excellent access point for students, researchers, and anyone wanting to know more about crime cinema. -- from Amazon.com.
A young waylaid and battered with a hedge stake while returning home from Mansfield on a summer evening; four family members butchered in a blazing house just off Commercial Street; an old farmer speared with a hay fork in the mire of a rural farmyard. Such cases detailed here show how often violent death has visited Mansfield in the past.
Examines the use of practical techniques to implement process safety in new and existing plants. The author's incident scenario model enables selection of a suitable hazard identification technique. Pre-Hazop and Hazop techniques are explained in detail and demonstrated by case studies.
The rise of a radical ‘new’ sociology of education during the early 1970s focused attention on the nature of school knowledge. Although this new approach was set to revolutionize the subject, within a few years, many people considered these developments an eccentric interlude, with little relevance to curriculum theory or practice. First published in 1985, this book offers a more positive view of the new sociology of education and its contribution to our understanding of the curriculum. In doing so, it argues that some of the radical promise of the new sociology of education could be realised, but only if sociologists, teachers and political movements of the left work more closely together.
This paper is based on a lecture delivered by Professor Geoff Whitty on 9 January 1997, the fiftieth anniversary of the death of the sociologist Karl Mannheim who held a chair at the Institute of Education. Professor Whitty quotes Sir Fred Clarke, the Director of the Institute who appointed Mannheim to his chair, as saying that educational theory and education policy that take no account of changes in the wider social order will be ‘not only blind but positively harmful’. He suggests that similar arguments apply today and that it therefore remains essential that Mannheim’s legacy is preserved in institutions such as the Institute of Education. He demonstrates the importance of exercising the ‘sociological imagination’ in relation to contemporary education policy and education research, drawing examples from literature on curriculum reform, marketisation and school effectiveness. He then discusses Mannheim’s own shift from ‘diagnosing the crisis’ to ‘prescribing the remedies’ and considers how far it is legitimate for contemporary social theorists and sociologists of education to make such a move. Finally, he reflects about how Mannheim’s notion of ‘democratic planning’ might be superseded by more genuinely democratic forms of education policy-making in the aftermath of recent neo-liberal policies of deregulation.
First published in 1993, Specialisation and Choice in Urban Education explores how city technology colleges (CTC) have managed the task of selecting intakes representatives of their catchment areas and explore their impact on local schools. From their announcements in 1986, CTC have been presented both as a new choice of school for the inner city and as pointing the way to a more diversified education system. This account of their development uses interviews with key architects of the initiative to identify more clearly the objectives CTCs were designed to serve. It then draws on interviews and observation in CTCs themselves to discover how far these schools are becoming centres of innovation in school management, curriculum and approaches to teaching and learning. Throughout, the CTC policy is considered in the context of Government’s broader political project to challenge ‘welfarism’ and to encourage entrepreneurship, competition, and choice. This book is an essential read for scholars and researchers of education policy, sociology of education, and education in general.
When this book was first published in 1997 the relationship between pupils' backgrounds and their school achievement has received little attention in education discussions. Although there has been more recognition of the problem, the correlation between disadvantaged family background and low achievement persists. The authors have revised and updated their discussion of what disadvantage can mean for pupils, the strategies that have been adopted to combat it and the efficacy of these programmes. The authors argue that efforts to compensate at school for disadvantage at home have been too limited in scope. They endorse school improvement work, which has established mechanisms for whole-school change, but fear that claims for its significance may have been exaggerated. They consider that, if the achievement gap between the advantaged and their disadvantaged peers is to be closed, the present government must go beyond its work on school improvement. It should better co-ordinate initiatives that seek more directly to help the disadvantaged, maintain those interventions which have proved to have positive effects and extend the opportunities for post-school learning.
This review of research evidence on selective and comprehensive education is an important contribution to the debate on the future of English grammar schools. Few educational issues generate so much passion. After an outline of current policy on grammar schools and a historical overview of selective and comprehensive education, the review provides readers with a chronologically ordered summary of relevant research. The ideological leanings and methodological strengths and weaknesses of particular studies are identified. Although clear-cut conclusions cannot be reached from these studies, it does seem that some groups of children tend to perform better academically in grammar schools, while others achieve more in comprehensive schools. However, overall performance at system level is much the same and studies have found larger differences between the results of different schools of the same type than between the average results of different systems. In conclusion, the authors consider some of the implications of ending or retaining selection in the present context.
This case-study follows the Assisted Places Scheme announced by the Conservative Government in 1979. It looks at its origins in the private sector, the mobilization of political support for the scheme and its implementation and subsequent expansion.
This case-study follows the Assisted Places Scheme announced by the Conservative Government in 1979. It looks at its origins in the private sector, the mobilization of political support for the scheme and its implementation and subsequent expansion.
The Sturgeon General is an anthology of comedic writing, compiling short works of fiction and non-fiction and other miscellany for the hilarious good of all. Each issue features the work of a single comedy writer. This edition is a collection of non-fiction articles from writer Geoff Lemon. It includes his article from 2011 'You Shut Your Goddamn Carbon Taxin Mouth' – an hilarious rant against the nay-sayers of the proposed carbon tax, which was a viral phenomenon. The collection also includes an array of inspired and witty political and travel writing, including an epic series of misadventures in South America.
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