Numerous useful books on Old Testament theology are now available. However, they often give too much information - or too little. Some can seem large, and daunting to the ordinary student or pastor, and because of their layout, information may be hard to access. Others take a more introductory approach and do not deal with many of the theological issues and questions that the Old Testament raises. Robin Routledge's aim is to bridge this gap. He provides a substantial overview of the central issues and themes in Old Testament theology in the main body of the text, with more detailed discussion and references for further reading in the footnotes. His purpose is to examine the theological significance of the various texts in their wider canonical context, noting unity and coherence within the Old Testament (and to some extent between the Old and New Testaments), whilst also being aware of diversity. A brief outline of the relationship between exegesis and biblical theology within the overall task of interpreting and applying biblical material is given in the first chapter. His hope as a Christian minister is that, while this volume has grown out of a teaching context, and is intended for students, it will also be of benefit to others who want to take the theological content of the Old Testament seriously, and to apply its message to the life and ministry of the church today.
With its bold and uncomfortable imagery of an adulterous woman spurning the love of her youth, Hosea tells the story of God's faithful and enduring love, his righteous judgment, and his continuing offer of reconciliation and restoration. This Tyndale commentary from Robin Routledge explores the historical, cultural, literary, and theological dimensions of the book of Hosea.
The Old Testament is part of the canon of Christian Scripture and, as such, has continuing significance for the church. However, the writings are set within a different historical era, a different culture and a different religious context. To understand the Old Testament in a meaningful way, it must be read against its historical, cultural and theological background. Here, Robin Routledge enables readers to engage with the text. He discusses: ? date, authorship, the writers’ intention and purpose, and significant textual issues ? key scholarly approaches to the text, including historical-critical and literary approaches To help us comprehend and interpret the Old Testament, and so apply it to current belief and praxis, Routledge includes an overview of exegetical and hermeneutical approaches. He also offers some guidance through the maze of new treatments and terminology. The volume provides specific introductions to the sections and books of the Old Testament, following the canonical order of the Hebrew text. In addition, Routledge notes key distinctive issues and points to sources for further study. The author’s hope is that this volume will not only aid students but will also benefit others who want to take the Old Testament seriously, and to apply its message to the life and ministry of the church today. ‘Scholarly and lucid, Old Testament Introduction is designed especially for those who want to understand how to read the Old Testament as Christian Scripture, while doing justice to its nuances and enormous diversity. I commend it warmly.’ Gordon McConville, Professor of Old Testament Theology, University of Gloucestershire
For Christians who cultivate theological acuity, so that they see things as God sees them.This stimulating volume offers biblical, theological and scientific perspectives on creation and the environment.You'll be left reflecting God's love and wisdom in how we relate to all he has made. Part of Christian 'discipleship of the mind' is to learn to cultivate theological acuity, so that we see things as God sees them - and act accordingly. 'As Long as the Earth Endures' is a book with regard to creation and our responsibilities in and for it, the light of the gospel of Jesus Christ illumines much that would otherwise remain shadowy and unresolved.Hence, this stimulating volume called 'As Long as the Earth Endures' offers biblical, theological and scientific perspectives on creation and the environment, in the hope that we may learn to see the world more clearly, to perceive its beauty and brokenness when and where we ought, and to reflect God's love and wisdom in how we relate to all he has made.
Now in its eighth edition, this magisterial work offers a comprehensive survey of the stories of Greek myth, from the Olympian gods, through the lesser gods and deities, to the heroes, adventures, and foundation myths of the ancient Greek world. The Routledge Handbook of Greek Mythology sets out to provide a comprehensive history of the divine order and mythical prehistory of Greece, as systematized on a genealogical basis by Hesiod and the ancient mythographers, while also taking into account the ways in which individual myths have changed and evolved over time in different genres of literature. This new edition has been extensively rewritten and reorganized to make it more accessible to readers who may have no particular knowledge of the ancient world and Greek mythology, and to ensure that information on each myth or mythical figure is easy to find within the book. This new edition of the handbook continues to offer an essential reference resource for all students of Greek mythology, and it provides an accessible and comprehensive overview of these stories for anyone with an interest in the classical world.
In this book, first published in 1991, the author Dr Robin Barrow adopts the view that utilitarianism is the most coherent and persuasive ethical theory we have and argues in favour of a specific form of rule-utilitarianism. This book will be of interest to students of philosophy.
This book addresses the question ‘What should be taught in schools and why?’. The book begins by stressing the way in which such a question should be approached and goes on to offer a comprehensive and stringent critique of a variety of principles for the selection of curriculum content, with particularly important sections on deschooling and the hidden culture curriculum theory. The final chapter contains the positive curricular recommendations, with virtually every candidate for curriculum time examined and assessed in respect of its educational worth.
This intensive foundation course in Russian is designed for students with no previous knowledge of the language. Developed primarily for classroom use, the course offers an original and distinctive approach to language learning, presenting Russian in context offering access to Russian life, culture, history and society. Using authentic language throughout, the course takes students from beginner to intermediate level in one year. Progress is carefully structured, starting with simple grammar and working towards more complex points with the acquisition of a significant body of vocabulary. By the end of the course students will have acquired a sound knowledge of the main structures of the language and will be able to express themselves confidently in a wide range of communicative contexts. The tried-and-tested material featured in the course is structured to improve all four core skills of language learning: speaking, listening, reading and writing. The course is divided in three parts: Part 1 provides a foundation which gets the student going in Russian Part 2 concentrates on intensive development to take the student rapidly forward Part 3 incorporates both revision and further development. Each unit is divided into lessons which all include lively dialogues, sections on grammar and language functions and lots of exercises that help develop the student's practical language skills. Audio materials recorded by native speakers include dialogues, exercises and a variety of texts to help students using the course to improve their listening comprehension and pronunciation skills. Audio materials recorded by native speakers include dialogues, exercises and a variety of texts to help students using the course to improve their listening comprehension and pronunciation skills. The audio materials and other supplementary materials are available as free eResources here: www.routledge.com/9780415223003.
This volume draws together a collection of Robin A. Leaver’s essays on Bach’s sacred music, exploring the religious aspects of this repertoire through consideration of three core themes: liturgy, hymnology, and theology. Rooted in a rich understanding of the historical sources, the book illuminates the varied ways in which Bach’s sacred music was informed and shaped by the religious, ritual, and intellectual contexts of his time, placing these works in the wider history of Protestant church music during the Baroque era. Including research from across a span of forty years, the chapters in this volume have been significantly revised and expanded for this publication, with several pieces appearing in English for the first time. Together, they offer an essential compendium of the work of a leading scholar of theological Bach studies.
Taking an empirical approach, this book presents a sociological study of the development, use, and evolution of standardized computer systems and commercial off-the-shelf (COTS) software packages.
Democratic Economic Planning presents a concrete proposal for how to organize, carry out, and integrate comprehensive annual economic planning, investment planning, and long-run development planning so as to maximize popular participation, distribute the burdens and benefits of economic activity fairly, achieve environmental sustainability, and use scarce productive resources efficiently. The participatory planning procedures proposed provide workers in self-managed councils and consumers in neighbourhood councils with autonomy over their own activities while ensuring that they use scarce productive resources in socially responsible ways without subjecting them to competitive market forces. Certain mathematical and economic skills are required to fully understand and evaluate the planning procedures discussed and evaluated in technical sections in a number of chapters. These sections are necessary to advance the theory of democratic planning, and should be of primary interest to readers who have those skills. However, the book is written so that the main argument can be followed without fully digesting the more technical sections. Democratic Economic Planning is written for dreamers who are disenamored with the economics of competition and greed want to know how a system of equitable cooperation can be organized; and also for sceptics who demand "hard proof" that an economy without markets and private enterprise is possible.
The Director’s Toolkit is a comprehensive guide to the role of the theatrical director. Following the chronology of the directing process, the book discusses each stage in precise detail, considering the selection and analysis of the script, the audition process, casting, character development, rehearsals, how to self-evaluate a production and everything in between. Drawing on the author’s own experience in multiple production roles, the book highlights the relationship between the director, stage manager and designer, exploring how the director should be involved in all elements of the production process. Featuring a unique exploration of directing in special circumstances, the book includes chapters on directing nonrealistic plays, musicals, alternative theatre configurations, and directing in an educational environment. The book includes detailed illustrations, step-by-step checklists, and opportunities for further exploration, offering a well-rounded foundation for aspiring directors.
This volume examines the ways in which the violent legacies of the twentieth century continue to affect the concept of the nation. Through a study of three societies’ commemoration of notorious episodes of 1930s state violence, the author considers the manner in which attention to the state violence authoritarianism, and exclusions of the last century have resulted in challenges to dominant conceptions of the nation. Based on extensive ethnographic research in El Salvador, Spain, and the Dominican Republic, Remembering Violence focuses on new public sites of memory, such as museum exhibitions, monuments, and commemorations – powerful loci for representing ideas about the nation – and explores the responses of various actors – civil society, government, and diasporic citizens – as well as those of UN and other international agencies invested in new nation-building goals. With attention to the ways in which memory practices explain ongoing national exclusions and contemporary efforts to contest them, this book will appeal to scholars across the social sciences and humanities with interests in public memory and commemoration.
This highly topical book charts how the tools of technology are altering the ways in which education is being delivered and received. It looks at the huge impact of the World Wide Web on current educational practice and what this means for the students and teachers involved. It also covers the other new technologies that support the delivery of what is now truly global education. Divided into three clear sections, Globalising Education adopts a systematic and thoroughly researched approach to this exciting topic. The three sections examine: * how global education is actually delivered in practice * case studies which investigate current developments and applications in the USA, Europe, the UK and Australia * conclusions drawn from the general issues covered, as well as an overview of what is happening now and what we might expect to happen in the future. This book looks at current developments in detail. It is essential reading for all those involved in education - whether as a teacher, student or interested onlooker.
This is the third in the series of volumes of essays that Robin Fox began with Reproduction and Succession and continued with The Challenge of Anthropology. Fox who has been described as "the conscience of anthropology" continues to have the same aim: to expose readers in the social sciences and beyond to the consequences of "the biosocial orientation," and to assess the "state of the art" in anthropology in particular and the social sciences in general. As always he encompasses a wide range of topics: Why do bureaucracies fail? Are we really an innovative animal? Is nationalism a purely constructed phenomenon? What is the role of sexual competition in epic literature? In all these enquiries he tries to show in non-technical language how the evolutionary approach throws new light on old problems--and even raises new and more interesting problems. He pursues the issue of whether we have a naturally developed moral sense, and if so what it could possibly be (on the way attempting a definitive definition of the good); he looks at the status of the idea of self-interest in economic and biological science; he examines the current state of archaeology as a basis for a renewed scientific anthropology; and he tries to adjudicate the debate between the scientific and humanistic camps in the social sciences.
Robin Walz’s updated Modernism, now part of the Seminar Studies series, has been updated to include significant primary source material and features to make it more accessible for students returning to, or studying the topic for the first time. The twentieth century was a period of seismic change on a global scale, witnessing two world wars, the rise and fall of communism, the establishment of a global economy, the beginnings of global warming and a complete reversal in the status of women in large parts of the world. The modernist movements of the early twentieth century launched a cultural revolution without which the multi-media-driven world in which we live today would not have been possible. Today modernism is enshrined in art galleries and university courses. Its techniques of abstraction and montage, and its creative impulse to innovate and shock, are the stock-in-trade of commercial advertising, feature films, television and computer-generated graphics. In this concise cultural history, Robin Walz vividly recaptures what was revolutionary about modernism. He shows how an aesthetic concept, arising from a diversity of cultural movements, from Cubism and Bauhaus to Abstract Expressionism and Pop Art, and operating in different ways across the fields of art, literature, music, design and architecture, came to turn intellectual and cultural life and assumptions upside down, first in Europe and then around the world. From the nineteenth century origins of modernism to its postmodern legacies, this book will give the reader access to the big picture of modernism as a dynamic historical process and an unfinished project which still speaks to our times.
Aaron Copland (1900-1990) is generally considered the most popular and well-known composer of American art music, and yet little scholarly attention has been paid to Copland since the 1950s. This volume begins with a portrait of the composer and an evaluation of significant research trends which is intended to fill a void and to suggest directions for further research. The guide also provides a section discussing Copland's interdisciplinary interests, such as ballet and film work, as well as a comprehensive bibliography of writings about Copland and his music.
Consumer Product Innovation and Sustainable Design follows the innovation and evolution of consumer products from vacuum cleaners to mobile phones from their original inventions to the present day. It discusses how environmental concerns and legislation have influenced their design and the profound effects these products have had on society and culture. This book also uses the lessons from the successes and failures of examples of these consumer products to draw out practical guidelines for designers, engineers, marketers and managers on how to become more effective at product development, innovation and designing for environmental sustainability.
This volume offers an account of the various gods and heroes of ancient Greek mythology. This book features a narrative framework that includes signposting so that the book can be used as reference work. It includes documentation of the ancient sources, maps, and genealogical tables. It is illustrated with numerous photographs and line drawings. The author incorporates the latest research into accounts of all the gods and heroes. He includes full documentation of the ancient sources, maps, and genealogical tables. It is illustrated throughout with numerous photographs and line drawings, also including summaries of the original stories.
It is widely agreed that education should involve the development of understanding, critical thinking, imagination, and emotions. However, this book, first published in 1990, argues that our views to these key concepts are confused and inaccurate, and therefore what we do in schools is generally inappropriate to our ideal. This book will be of interest to students of education and philosophy.
This volume is a comprehensive critique of the radical tradition in educational theory. It traces the development of the key ideas in radical literature from Rousseau to the present day. Two opening chapters set Rousseau’s educational views and arguments in their political perspective, and subject them to an extended critical treatment. Subsequent chapters provide detailed analyses and examination of the ideas of A S Neill, Paul Goodman, Ivan Illich and Everett Reimer, Charles Weingartner and Neil Postman. Each author is treated separately but certain common themes and ideas are extracted and considered without reference to any particular author. Amongst others, the concepts of nature, learning, hidden curriculum and the relativity of knowledge are examined; at the same time broader arguments about the degree and nature of freedom that should be provided to children, deschooling and assessment are pursued.
Designed to assist educators of young children in building awareness of their roles as members of a global community in an increasingly divided world, this essential guide is an illuminating resource which answers the question: "Is it possible to teach global citizenship in the first five years of life?" Global Citizenship Education for Young Children takes a close look at the practice of two preschools with vastly different histories, curricula and demographics and introduces readers to the range of possibilities that exist within early childhood global citizenship education. Snapshots of practice, strategies to employ and opportunities for self-reflection provide readers with concrete guidance for how to build learning environments that encourage global citizenship in the first years of life.
An increasing amount of work in many aspects of human geography is concerned with the effects caused by different types of institutions. Included in this book, originally published in 1982, is material from Britain, Ameican and Europe and it is shown that differences in institutional powers in these places, especially those vested in the State, relate directly to their own particular urban and environmental policies and problems. Each chapter, written by an expert on this subject, considers key institutions in a number of fields and draws conclusions about how this ‘institutionalist’ approach can be used by geographers.
Over the last thirty years a number of theologians have been using aspects of sociology alongside the more traditional resources of philosophy. In turn, sociologists with an interest in theology have also contributed to an interaction between theology and sociology. The time is right to revisit the dialogue between theologians and sociologists. In his new trilogy on Sociological Theology, Robin Gill makes a renewed contribution to the mapping of three abiding ways of relating theology and sociology, with the three volumes covering: Theology in a Social Context; Theology Shaped by Society; Society Shaped by Theology. Society Shaped by Theology explores the possibility that theological concepts may sometimes still be influential in the modern world. It follows in the tradition of Max Weber, arguing that theological virtues and debates can at times be transposed, wittingly or unwittingly, into society at large. Robin Gill examines the unusual instance of the public debate about Honest to God in the 1960s, but then turns to the current debate about faith and social capital, adding fresh and unexpected evidence. Finally Gill argues that bioethics in the public domain, especially on global issues such as AIDS, can be enriched and deepened by a judicious use of theological virtues.
A national system of education cannot function without policy. But the path to practice is seldom smooth, especially when ideology overrules evidence or when ministers seek to micromanage what is best left to teachers. And once the media join the fray the mixture becomes downright combustible. Drawing on his long experience as teacher, researcher, government adviser, campaigner and international consultant, and on over 600 published sources, Robin Alexander expertly illustrates and illuminates these processes. This selection from his recent writing, some hitherto unpublished, opens windows onto cases and issues that concern every teacher. Part 1 tackles system-level reform. It revisits the Cambridge Primary Review, an evidence-rich enquiry into the condition and future of primary education in England, which challenged the UK government’s policies on curriculum, testing, standards and more besides. Here the reform narratives and strategies of successive governments are confronted and dissected. Part 2 follows the development of England’s current National Curriculum, exposing its narrow vision and questionable use of evidence and offering a more generous aims-driven alternative. This section also investigates the expertise and leadership needed if children are to experience a curriculum of the highest quality in all its aspects. Part 3 reaches the heart of the matter: securing the place in effective pedagogy of well-founded classroom talk, a mission repeatedly frustrated by political intervention. The centrepiece is dialogic teaching, a proven tool for advancing students’ speaking, thinking, learning and arguing, and an essential response to the corrosion of democracy and the nihilism of ‘post-truth’. Part 4 goes global. It investigates governments’ PISA-fuelled flirtations with what they think can be adapted or copied from education elsewhere, examines the benefits and pitfalls of international comparison, and ends with the ultimate policy initiative: the United Nations mission to ensure ‘inclusive and equitable quality education’ for all the world’s children. Education in Spite of Policy is for all those teachers, students, school leaders and researchers who value the conversation of policy, evidence and practice, and who wish to explore the parts of education that policy cannot reach.
First Published in 1996. The current world order poses new challenges to the theory and practice of peace education. Drawing on data gathered from around the world, Burns and Aspeslagh focus on how peace is presented in formal and informal educational settings and what effects ideologies have in shaping that presentation. The book views peace education in the context of education about other major social and political issues and in a variety of geopolitical settings, exploring factors that affect the generation, selection, organization, transmission, and evaluation of knowledge for peace. Following a review of major approaches to policy and praxis in peace education, the editors draw on original research to offer interpretations based on pragmatic, normative, and conceptual approaches to the individual, the state, and the role of political literacy. The use of a comparative educational framework that goes beyond curriculum studies and descriptive case studies presents a perspective that is innovative, and timely. The volume includes both bibliography and index.
Strategies, Tips, and Activities for the Effective Band Director: Targeting Student Engagement and Comprehension is a resourceful collection of highly effective teaching strategies, solutions, and activities for band directors. Chapters are aligned to cover common topics, presenting several practical lesson ideas for each topic. In most cases, each pedagogical suggestion is supported by excerpts from standard concert band literature. Topics covered include: score study shortcuts; curriculum development; percussion section management; group and individual intonation; effective rehearsal strategies; and much more! This collection of specific concepts, ideas, and reproducible pedagogical methods—not unlike short lesson plans—can be used easily and immediately. Ideal for band directors of students at all levels, Strategies, Tips, and Activities for the Effective Band Director is the product of more than three decades of experience, presenting innovative approaches, as well as strategies that have been borrowed, revised, and adapted from scores of successful teachers and clinicians.
This is the first comprehensive critical comparison of English and Italian literature from the three centuries from Dante to Shakespeare. It begins by examining Chaucer's relationship with Dante, Petrarch and Boccaccio, and then looks at similar relationships within the areas of humanist education, lyric poetry, the epic, theatrical comedy, the short story and the pastoral drama. It provides a detailed comparison of major works from both traditions including descriptive and critical readings of Italian works. It shows why English writers valued such works and demonstrates the ways in which they departed from or tried to outdo the Italian original. Assuming no prior knowledge of Italy or Italian literary history, this book introduces the student and general reader to one of the most important and fascinating phases in European literary history.
When did churches start to appear more empty than full - and why? The very physicality of largely empty churches and chapels in Britain plays a powerful role in popular perceptions of 'religion'. Empty churches are frequently cited in the media as evidence of large scale religious decline. The 'Empty' Church Revisited presents a systematic account of British churchgoing patterns over the last two hundred years, uncovering the factors and the statistics behind the considerable process of decline in church attendence. Dispelling as myth the commonly held views that the process of secularization in British culture has led to the decline in churchgoing and resulted in the predominantly empty churches of today, Gill points to physical factors, economics and issues of social space to shed new light on the origins of empty churches. This thoroughly updated edition of Robin Gill's earlier work, The Myth of the Empty Church, presents new data throughout to explore afresh the paradox of church building activity in a context of decline, the patterns of urbanisation followed by sub-urbanisation affecting churches, changes in patterns of worship, and changes within the sociology of religion in the last decade.
The secret weapon for business experts to ensure strategically creative results, this is an indispensable field guide to evaluating creative advertising, branding, and design ideas and solutions, and to working with creatives. Strategic Creativity is a fundamental resource that enables business professionals to stand out amongst their colleagues and enhance their ability to communicate the creative "why" throughout their organizations, and it covers what every business expert should fully comprehend about the creative process. To effectively grow a business and reach the right audience or move a brand forward, advertising and branding need to be relevant, engaging, and worth people’s time. This book contains what a CEO, CMO, manager, business owner, or client didn’t learn about the creative side of advertising and design in business school. Featuring insightful conversations with creative experts, this book will earn a place on the desks of executives, leaders, managers, and middle managers across industries, whose work requires them to understand and execute on branding initiatives, advertising campaigns, social media, and other customer-facing content.
Marx and Education is the first assessment of the educational thought of Karl Marx (1818-1883) and its later influence, in the light of developments at the close of the twentieth century. It provides a new perspective, in which many aspects of Marx's ideas are seen clearly for the first time, freed from misleading associations and outdated prejudices. Marx's thinking on education touches on many still current issues: about personal development, the nature of learning, and the ultimate aims of education, as well as the relations between the school and society. Robin Small explores Marx's approach to each of these issues and in relating them to later developments brings the story up to the present day.
With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book. The authors examine a number of questions posed by the rapid march of globalisation, incuding: What is the role of the teacher, and how do we teach in the context of globalisation? What curriculum is appropriate when people and ideas become more mobile? How do the technologies of the internet and mobile phone impact upon what is learnt and by whom? The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning.
The Director's Toolkit is a comprehensive guide to the role of the theatrical director. Following the chronology of the directing process, the book discusses each stage in precise detail, considering the selection and analysis of the script, the audition process, casting, character development, rehearsals, how to self-evaluate a production and everything in between. Drawing on the author's own experience in multiple production roles, the book highlights the relationship between the director, stage manager and designer, exploring how the director should be involved in all elements of the production process. Featuring a unique exploration of directing in special circumstances, the book includes chapters on directing nonrealistic plays, musicals, alternative theatre configurations, and directing in an educational environment. The book includes detailed illustrations, step-by-step checklists, and opportunities for further exploration, offering a well-rounded foundation for aspiring directors.
Seven authoritative contributions to the emerging field of pedagogy and to comparative, cultural and policy studies in education. A must for those who want to do more than merely comply with received versions of ‘best practice’. Pedagogy is at last gaining the attention in English-speaking countries which it has long enjoyed elsewhere. But is it the right kind of attention? Do we still tend to equate pedagogy with teaching technique and little more? Now that governments, too, have become interested in it, is pedagogy a proper matter for public policy and official prescription? In Essays on Pedagogy, Robin Alexander brings together some of his most powerful recent writing, drawing on research undertaken in Britain and other countries, to illustrate his view that to engage properly with pedagogy we need to apply cultural, historical and international perspectives, as well as evidence on how children most effectively learn and teachers most productively teach. The book includes chapters on a number of themes, expertly woven together: the politicisation of school and classroom life and the trend towards a pedagogy of compliance; the benefits and hazards of international comparison; pedagogical dichotomies old and new, and how to avoid them; how education and pedagogy might respond to a world in peril; the rare and special chemistry of the personal and the professional which produces outstanding teaching; the scope and character of pedagogy itself, as a field of enquiry and action. For those who see teachers as thinking professionals, rather than as technicians who merely comply with received views of ‘best practice’, this book will open minds while maintaining a practical focus. For student teachers it will provide a framework for their development. Its strong and consistent international perspective will be of interest to educational comparativists, but is also an essential response to globalisation and the predicaments now facing humanity as a whole.
Marketing in Publishing, offers a wealth of practical information on creative strategies to increase book sales in a competitive and rapidly-changing marketplace. It is the first comprehensive study in this area to be published since the ending of the Net Book Agreement. Patrick Forsyth, now a marketing consultant, draws in his many years' experience of the publishing industry to reinstate marketing firmly where it should be: as an integral and integrated part of the whole marketing process. Marketing in Publishing gives expert guidance on different elements of the marketing process, including advice on promotional and direct mail options, and a step-by-step section on how to make an effective sales call. It includes a valuable discussion of fusing market research intelligently to identify new opportunities and market niches. The book also features an authoritative chapter evaluating the importance of electronic publishing. Completely up-to-date, Marketing in Publishing will be essential reading both for those working in marketing and editorial departments, and for students of publishing studies.
This book, first published in 1984, aims to bring together the interests of the theory and practice of the education system and, within the former, relate the approaches and claims of the constituent disciplines to each other. Throughout the book, while arguing for the importance of facing up to the logical links between theory and practice, the author seeks to point out the extent to which more educational theory has had little to say of importance for practice, either because it has been a poor theory or because it has concerned itself with matters of little significance to educators. This book will be of interest to students of education, as well as educators themselves.
In Essays on Pedagogy, Robin Alexander brings together some of his most powerful writing, drawing on his research in Britain and other countries over the past two decades.
Even though the fractal approach to sustainability and organizational change management is not new, no authors so far seem to have truly attempted to use fractals as a mathematical means to map and measure organizational sustainability. Several sustainability maturity models and change management models and frameworks, concepts and computer generated systems came to the fore during the past two decades. They provided a set of useful tools for managers, academics and students to refer to, or on which to base their own actions and plans. However, one issue remains: most of those models and frameworks share a rather similar linear ‘skeleton’; the main difference between them is the quantitative variety of steps within each phase, stage, and parameter and how in depth each of these is presented. The authors' work addresses a clear gap in the literature and in applied research, as it emphasizes the relevance of using a complex mathematically-based but user-friendly fractal approach. Readers are able to better understand, implement, map and measure change management processes leading to a sustainability-focused mindset. Subsequent chapters guide you through the steps towards creating committed sustainability-based strategies, attitudes, actions and practices across all levels in the broad organizational context. This text is essential reading for students researching business and management and who are interested in the Fractal Sustainability concept.
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