This new guide builds on the hugely successful materials the authors have developed over the last 15 years. Along with highly practical guidance on traditional learning skills, The Guide to Learning and Study Skills provides guidance for students on learning in a blended environment; the increased use of personal and professional development planning, continuing professional development and work-based learning.
There are more than 4,000 people, animals and objects hiding in this book. Can you spot them all? As well as providing hours of fun, this book is packed with fascinating facts and there are answers at the back for anyone who gets really stuck.
Skills in learning and studying are vital to ensure success in higher education study, whether at undergraduate or postgraduate level, in university, college or in the workplace. Skills are needed in reflection, analysis, communication and recording information to produce good work, to engage effectively in a group, to carry out a project or perform well in exams; personal skills are needed to handle time and pressure and to relate to others on a course or in the workplace. This new guide builds on the hugely successful materials the authors have developed over the last 15 years. Along with highly practical guidance on traditional learning skills, The Guide to Learning and Study Skills provides direction for students on learning in a blended environment; the increased use of personal and professional development planning, continuing professional development and work-based learning.
This title was first published in 2001. This guide, in its second edition, outlines key skills for students with new sections on reflecting on your experience, critical analysis, learning styles and successful participation in seminars and meetings.
In Promoting Early Career Teacher Resilience the stories of 60 graduate teachers are documented as they grapple with some of the most persistent and protracted personal and professional struggles facing teachers today. Narratives emerge detailing feelings of frustration, disillusionment and even outrage as they struggle with the complexity, intensity and immediacy of life in schools. Other stories also surface to show exhilarating experiences, documenting the wonder, joy and excitement of working with young people for the first time. This book makes sense of these experiences in ways that can assist education systems, schools, and faculties of teacher education, as well as early career teachers themselves to develop more powerful forms of critical teacher resilience. Rejecting psychological explanations of teacher resilience, it endorses an alternative socio-cultural and critical approach to understanding teacher resilience. The book crosses physical borders and represents experiences of teachers in similar circumstances across the globe, providing researchers and teachers with real-life examples of resilience promoting policies and practices. This book is not written as an account of the failures of an education system, but rather as a provocation to help generate ideas, policies and practices capable of illuminating the experiences of early career teachers in more critical and socially just ways at an international and national level.
Delving into how institutions of justice, as well as public expressions of justice, such as rage and grief, are played out in the media, Smith helps us understand how this represents a shift away from historical community displays of punishment towards a media sanitised public engagement with the implementation of control and justice.
The world of dementia care can be a difficult one for carers to navigate, posing new challenges at every stage from diagnosis to end of life. In her ground-breaking investigation, rooted in original empirical data, Rosie Harding explores the regulatory and legal dimensions of caring for a person with dementia. By exploring carers' experiences of dementia care, she critiques the limitations of current approaches to health and social care regulation. This socio-legal work is a new contribution to the study of feminist care ethics, relationality, and vulnerability theory. Duties to Care argues that by understanding the relational contexts that shape everyday experiences of regulatory structures, we will better understand where law is operating to support carers, and where it adds to the difficulties they experience. Ultimately, the challenges that dementia poses will be addressed only if we find solutions that take account of the relationality of life, dementia, and law.
The Battle of Flodden in 1513 was the largest battle ever to take place between England and Scotland. James IV himself led an army of 30,000 men over the border into England, ostensibly in revenge for the murder of a Scotsman, but in reality to assist their ally the French by diverting the forces of Henry VIII.Yet the Scots were hampered by old-fashioned weapons and tactics, whereas the English deployed more accurate artillery and their vaunted longbowmen. When King James IV was killed while leading a charge, and many of their officers died, the Scots were left in disarray and the English victory was decisive.As the first new history of the battle in a decade, this authoritative and eye-opening account marks the 500th anniversary and brings our knowledge of the conflict up to date. Expert knowledge and detailed maps look at the key events, the 1135 campaign and the minor battles of Millfield and Norham, and a full profile of the respective forces and deployments, and convey the battle’s course concisely and clearly. A key read for those interested in military history or the period in general.
“A really informative book . . . It whets the appetite to learn more” of the medieval warriors, their training, armor, weapons, and chivalry (Army Rumour Service). Originally warriors mounted on horseback, knights became associated with the concept of chivalry as it was popularized in medieval European literature. Knights were expected to fight bravely and honorably and be loyal to their lord until death if necessary. Later, chivalry came to encompass activities, such as tournaments and hunting, and virtues including justice, charity, and faith. The Crusades were instrumental in the development of the code of chivalry, and some crusading orders of knighthood, such as the Knights Templar, have become legend. Boys would begin their knightly training at the age of seven, studying academics and learning to hunt before becoming assistants to older knights, training in combat and learning how to care for a knight’s essentials: arms, armor, and horses. After fourteen years of training, and when considered a master of all the skills of knighthood, a squire was eligible to be knighted. In peacetime, knights would take part in tournaments. Tournaments were a major spectator sport, but also an important way for knights to practice their skills—knights were often injured and sometimes killed in melees. Knights figured large in medieval warfare and literature. In the fifteenth century, knights became obsolete due to advances in warfare, but the title of “knight” has survived as an honorary title granted for services to a monarch or country, and knights remain a strong concept in popular culture.ular culture.
This book addresses one of the most persistent issues confronting governments, educations systems and schools today: the attraction, preparation, and retention of early career teachers. It draws on the stories of sixty graduate teachers from Australia to identify the key barriers, interferences and obstacles to teacher resilience and what might be done about it. Based on these stories, five interrelated themes - policies and practices, school culture, teacher identity, teachers’ work, and relationships – provide a framework for dialogue around what kinds of conditions need to be created and sustained in order to promote early career teacher resilience. The book provides a set of resources – stories, discussion, comments, reflective questions and insights from the literature – to promote conversations among stakeholders rather than providing yet another ‘how to do’ list for improving the daily lives of early career teachers. Teaching is a complex, fragile and uncertain profession. It operates in an environment of unprecedented educational reforms designed to control, manage and manipulate pedagogical judgements. Teacher resilience must take account of both the context and circumstances of individual schools (especially those in economically disadvantaged communities) and the diversity of backgrounds and talents of early career teachers themselves. The book acknowledges that the substantial level of change required– cultural, structural, pedagogical and relational – to improve early career teacher resilience demands a great deal of cooperation and support from governments, education systems, schools, universities and communities: teachers cannot do it alone. This book is written to generate conversations amongst early career teachers, teacher colleagues, school leaders, education administrators, academics and community leaders about the kinds of pedagogical and relational conditions required to promote early career teacher resilience and wellbeing.
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