Following the introduction of student loans and tuition fees, the situation of students and new graduates has changed considerably. Set in this context, Graduate Citizens is a thought-provoking, and insightful look at the current generation of students' attitudes towards citizenship and matters of social and moral responsibility. Drawing on small-scale case studies of students in two universities, the authors explore students' changing sense of citizenship against the backdrop of recent changes in higher education. It addresses students' approaches to being in debt, the role of their families in providing support and their attitudes towards careers. Questioning the claim that the current generation of students is politically apathetic, this book shows that they are in fact socially concerned with, though distant from, official, mainstream politics. It investigates students' responses to such political and economic phenomena as globalisation and the ever-increasing promotion of market forces. Graduate Citizens illuminates and explores the links between reforms in higher education, student experience of university and issues of citizenship. It poses questions about the condition and future of citizenship in Britain and discusses the implications for citizenship education.
This book takes a theoretically informed look at British education policy over the last sixty years when secondary schooling for all children became an established fact for the first time. Comprehensive schools largely replaced a system based on academic selection. Now, under choice and competition policies, all schools are subject to the rigours of local education markets. What impact did each of these successive policy frameworks have on structures of opportunities for families and their children? How and to what extent was the experience of secondary school students shaped and what influenced the qualifications they obtained and their life chances after schooling? The authors locate their work within two broad strands in the sociology of education. Basil Bernstein’s work on the realisation of power and control in and through pedagogic discourse and social reproduction provides a theoretical framework for exploring the character of and continuities and change in education and training policies. The book is an important contribution to debates about the extent to which education is a force for change in class divided societies. The authors also set out to re-establish social class at the centre of educational analysis at a time when emphasis has been on identity and identity formation, arguing for their interdependence. This book will be an important resource for students, policy analysts and policymakers wishing to think through and understand the longer term impact of programmes that have shaped secondary schooling in Britain and elsewhere.
The first section of the book compares and contrasts 'declinist' accounts of the current moral predicament with the somewhat more optimistic approach derived from recent sociological analyses. The second section is more directly devoted to the role of schools in educating about values, morality and citizenship. Specific curricular issues such as the values of enterprise and enterprise culture, educating about citizenship, and the ambiguities about the meaning of the term 'spiritual' are dealt with in successive chapters.
Changes in the nature of knowledge production, plus rapid social and cultural change, have meant that the 'curriculum question' – what is to be taught, and by extension, 'whose knowledge' – has been hotly contested. The question of what to teach has become more and more controversial. This book asks: what is an appropriate curriculum response to the acute, renewed interest in issues of race and racism? How does a school subject like geography respond? The struggle over the school curriculum has frequently been portrayed as being between educational 'traditionalists' and 'progressives'. This book suggests a way out of this impasse. Drawing upon and extending insights from 'social realism', it explores what a Future 3 geography curriculum might look like - one that recognizes the importance of the academic discipline as a source of curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very sharply on issues of race and racism, enabling teachers to engage in curriculum making in geography that is racially literate. The Foreword is written by Julian Agyeman, a former geography teacher in the UK and now Professor of Urban and Environmental Policy and Planning at Tufts University, USA.
This substantially expanded new edition of the Guide to the Historical Records of British Banking contains details of over 700 archive collections held in local record offices, university and local libraries and of course, banks. Wider coverage is given to the records of major domestic banks, British-owned overseas banks, merchant banks and discount houses. There are also additional listings of records of long defunct banks. Arranged alphabetically by name, the entries for each bank contain in most cases: · A brief history of the bank to explain numerous name changes. · Information as to where the bank's records are held. · Details of what the records consist of. The entries are set in context by introductory chapters covering the historical structure and function of British banking and the purpose, format and research value of the chief series of historical records commonly found in bank archives. Bank records concern not just banks but the varied activities that they financed. In addition to its contribution to the study of banking history, this monumental reference work facilitates a wider knowledge and understanding of the history of British finance.
This thoroughly revised new edition looks at the nature of social networks, their changing configurations, and the forces of influence they unleash in shaping the life experiences of young people between the ages of 12 and 25 years. The author draws on both social and psychological research to apply network thinking to the social relations of youth across the domains of school, work and society. Network thinking examines the pattern and nature of social ties, and analyses how networks channel information, influence and support with effects on a wide range of life experiences. The book comprises eleven chapters, which contain discussion on key topics, such as youth transitions, network analysis, friendship, romantic ties, peer victimization, antisocial behaviour, youth risk-taking, school motivation, career influence, youth citizenship, and community organizations for young people. Chapters contain discussions of practical ways in which schools can provide support, and suggestions for youth organizations on how to assist young people to become effective citizens.
BESTSELLING GUIDE, UPDATED WITH A NEW INFORMATION FOR TODAY'S HEALTH CARE ENVIRONMENT Health Care Information Systems is the newest version of the acclaimed text that offers the fundamental knowledge and tools needed to manage information and information resources effectively within a wide variety of health care organizations. It reviews the major environmental forces that shape the national health information landscape and offers guidance on the implementation, evaluation, and management of health care information systems. It also reviews relevant laws, regulations, and standards and explores the most pressing issues pertinent to senior level managers. It covers: Proven strategies for successfully acquiring and implementing health information systems. Efficient methods for assessing the value of a system. Changes in payment reform initiatives. New information on the role of information systems in managing in population health. A wealth of updated case studies of organizations experiencing management-related system challenges.
This book is an edited collection of original papers which challenge in a very direct manner the dominant behviourist and functionalist views that have come to entrap those who live, work and conduct research in the areas of educational leadership, and focusing instead on the structures and processes within schools as organisations that frustrate, distort and ultimately stifle educative relationships the writers provide a much needed way of reconceptualising both thought and action in so-called acts of educational leadership.
Whether hailing from the open Pennine hills or the close-knit neighbourhoods of industrial towns, West Yorkshire folk have always been fond of a good tale. This collection of stories from around the county is a tribute to their narrative vitality, and commemorates places and people who have left their mark on their communities. Here you will find legendary rocks, Robin Hood, tragic love affairs, thwarted villainy, witches, fairies, hidden treasure and much more. The intriguing stories, brought to life with illustrations from a local artist, will be enjoyed by readers time and again.
A comprehensive guide to all the main labour market initiatives and agencies combining education and employment in the UK, this encyclopaedia presents an historical progression from the Guilds and Statute of Artifices in 1563 through to present day initiatives and changes. Fully cross-referenced throughout, with a full list of acronyms, bibliographic and internet resources, the encyclopaedia includes: Detailed descriptions of all major government initiatives connecting education, training and employment Documentation covering England, Northern Ireland, Scotland and Wales, and initiatives in Ireland up to Irish independence A brief history of education and employment in the UK Chronological history of Government Departments Outlines of all major public agencies and qualifications An extensive glossary of acronyms Information on rarely recorded and inaccessible historical documents With over 1500 entries, this encyclopaedia crosses knowledge boundaries providing for the first time an integrated map of national human capital development. It addresses: preschool initiatives, primary, secondary, further and higher education; vocational education and training; labour market interventions including those designed to return people to employment; and, government strategies designed to enhance economic and technological competitiveness. The cross-referenced structure provides connections to associated items and a chronological tracing of agencies and initiatives. This encyclopaedia will appeal to those involved in all aspects of education, training, employment, careers information, advice and guidance; and policy making.
From the moment the German army moved quietly into Luxemburg on 2 August 1914, to the Armistice on 11 November 1918, the fighting on the Western Front in France and Flanders never stopped. There were quiet periods, just as there were the most intense, savage, huge-scale battles.??The war on the Western Front can be thought of as being in three phases: first, a war of movement as Germany attacked France and the Allies sought to halt it; second, the lengthy and terribly costly siege warfare as the entrenched lines proved impossible to crack (late 1914 to mid-1918); and finally a return to mobile warfare as the Allies applied lessons and technologies forged in the previous years.??As with previous wars, British Commanders-in-Chief of a theatre of war or campaign were obliged to report their activities and achievements to the War Office in the form of a despatch and those written from the Western Front provide a fascinating, detailed and compelling overview of this part of the First World War.
An intermediate course in optics, this volume explores both experimental and theoretical concepts, offering a practical knowledge of geometrical optics with a minimum of mathematical detail. 1958 edition.
Leading experts from North America, Japan, Britain and Australia illustrate both practice and theory issues, making this a valuable resource for all those concerned with continuing professional development.
The following treatise is an expansion, under a new title, of one originally published (1900) under the name of An Introduction to English Politics. Several friendly reviewers of that work objected, not unjustly, that its title was something of a misnomer, or at least an imperfect indication of its contents. It had, as a matter of fact, originated remotely in a lecture delivered as preliminary to a course on "Modern English Politicians" (from Bolingbroke to Gladstone), the aim of the prefatory address being to trace in older politics, home and foreign, general laws which should partly serve as guides to modern cases, or at least as preparation for their scientific study; while the main course dealt with modern political problems as they have arisen in the careers and been handled by the measures of modern English statesmen. It was that opening exposition, developed into an essay, and published as a series of magazine articles, that had been further expanded into this treatise, by way of covering the ground more usefully; and the original name is therefore retained as a sub-title. It is perhaps unnecessary to explain that the book makes no pretension to being a complete or systematic treatment of political history, or of political forms and theories. The object in view from the first has been, not the technical anatomy or documentary history of institutions, but the bringing into light of the ruling forces in all political life, ancient and modern alike. It seeks to help the reader to fulfil the precept of Montaigne: "Qu'il ne luy apprenne pas tant les histoires qu'à en juger." Since it was first written, there has been so much fresh sociological study of history that I need not repeat the justification originally offered for my undertaking. Alike as to ancient and modern history, the effort of scholars is now more and more towards comprehension of historic causation in terms of determining conditions, the economic above all; so much so that I have profited somewhat in my revision from various recent works, and might with more leisure have done so more fully. Revised as it is, however, the book may serve to expound views of history which are still not generally accepted, and to call in question fallacious formulas which seem to me still unduly common. On any view, much remains to be done before the statement of historic causation can reach scientific thoroughness; and it may well be that some of my theories will incur modification. All I claim for them is that they are made in the light of a study of the concrete process; and I am satisfied that fuller light is to be obtained only in that direction. In the end, doubtless, conflicts of historical interpretation will turn upon problems of psychology. A contemporary German expert of distinction, Prof. Lamprecht, in his able lectures on the problem What is History? (Eng. trans. 1905), lays it down that the main problem of every scientific history of mankind is the "deducing from the history of the most important communities of men the evolution of the breadth of consciousness"; and again that "the full historical comprehension of a single change or of a single phenomenon, with their historical significance, can only be acquired from the most general principles; that is to say, from the application of the highest universal-historical categories." If I understand Prof. Lamprecht aright, he here means simply that we properly understand the motivation of men in the past in terms of our own psychosis, conceived as in touch only with their data. This seems to me substantially sound. But on the other hand I doubt the utility of his apparent purpose of explaining modern historic developments in terms of special psychic changes or movements in communities, considered as forces. That way seems to lie reversion to the old and vain device of explaining the course of nations in terms of their "characters.
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