With PISA tables, accountability, and performance management pulling educators in one direction, and the understanding that education is a social process embedded in cultural contexts, tailored to meet the needs and challenges of individuals and communities in another, it is easy to end up in seeing teachers as positioned as opponents to the 'system'. Jerome and Starkey argue that the United Nations Convention on the Rights of the Child (UNCRC, 1989) can provide a pragmatic starting point for educators to challenge some of these unsettling trends in a way which does not set up unnecessary opposition with policy-makers. They review the evidence from international evaluations, surveys and case studies about practice in human rights and child right education before exploring the key principles of transformative and experiential education to offer a robust theoretical framework that can guide the development of child rights education. They also draw out practical implications and outline a series of teaching and learning approaches that are values informed, aligned with children's rights and focused on quality learning.
An Inaugural Professorial Lecture Citizenship education engages with living together in diverse societies where democracy provides a framework for lively struggles against discrimination by gender, ethnicity, class, or sexuality. In this lecture Hugh Starkey draws lessons from historic struggles against racist structures and ideologies, noting that leaders such as Mandela, King, and Malcolm X invoked the Universal Declaration of Human Rights to invite solidarity, linking local and global communities in common citizenship. He examines some pedagogical problems raised by earlier attempts to challenge narrowly nationalist perspectives. Education for cosmopolitan citizenship provides expression for multiple voices and promotes common standards that both include and transcend so-called fundamental British values.
This book investigates the evolution of citizenship education curriculum in parallel with the ideological transition of the country in a crucial period in which political power switched from secular-militant to Islamic nationalism. It sheds light on the ways in which a combination of internal and external influences shaped the curriculum which include the power struggle between the two forms of nationalism and the role of the United Nations, the European Union and Council of Europe. In most countries, the national curriculum is modified when there is a change of government. In Turkey, the alignment of the national curriculum to the dominant ideology in power is to be expected. Therefore, the investigation offers more than a descriptive account of the transformation of citizenship education curriculum. Against the backdrop of the ideological transformation of the national education from 1995 to 2012, the book presents a nuanced and critical account of curriculum change in citizenship education.
I absolutely loved this book. It hooked me and kept me turning the pages until I was done' Reader review, 5* ASSUMPTION 1: Every woman dreams of an epically grand, romantic proposal. Amy Perry doesn't believe in fairy-tale romances. Smart, savvy and a little bit cynical, she's much happier keeping things casual. She thought her good-looking, wealthy boyfriend felt the same way. But here she is, 1,000 feet up in the air, watching him get down on one knee... ASSUMPTION 2: Sexy lords only exist in Bridgerton. As if things couldn't get worse, after a messy break-up Amy is forced to relocate to her hometown to take up a new job opportunity - and runs into the last person she ever wanted to see again. Sam Ainsworth. Son of the local lord. The bane of her existence. Her first love. ASSUMPTION 3: Always trust your head, not your heart. Everything Amy believed about Sam turned out to be right when he broke her heart all those years ago. She's not looking to revisit the past. But everywhere she turns, Sam's there - with his irresistible molten brown eyes, wry smile and easy charm. Soon, Amy finds herself wondering: what if, after all this time, she's been wrong all along...? A simmering, small town enemies-to-lovers romance with big feels and lots of laughs from the bestselling author of Rachel Ryan's Resolutions. Perfect for fans of Beth O'Leary, Sophie Ranald and Portia MacIntosh. Readers are falling head over heels for Amy Perry's Assumptions: 'An entertaining, endearing book that will leave you wishing for a weekend in Rowton and a real-life RomFest' Reader review, 5* 'Full of sparkly banter and sexual tension' Reader review, 5* 'Excellent... Wow it was absolutely brilliant' Reader review, 5*
Teaching has been described as a hazardous profession and teacher educators are faced with a challenging task in preparing teachers for the future. Human rights are high on the international agenda but also have direct implications for teachers and students in the classroom. Originally published in 1996, this book brings together teacher education and human rights to examine how we might best educate children and young people for citizenship. Drawing on case studies from the UK, Europe and internationally, the authors provide practical suggestions for ways in which teachers can increase young people’s awareness of the importance of securing their rights and those of others in the community. Looking particularly at how teachers might challenge injustice, racism and xenophobia, they examine human rights as a basis for educational policies and discuss how international human rights instruments can be incorporated into the teacher education curriculum. The book will benefit teacher trainers, teachers and education policy makers concerned with race, gender and special needs: undergraduate and postgraduate student teachers and educational researchers.
With PISA tables, accountability, and performance management pulling educators in one direction, and the understanding that education is a social process embedded in cultural contexts, tailored to meet the needs and challenges of individuals and communities in another, it is easy to end up in seeing teachers as positioned as opponents to the 'system'. Jerome and Starkey argue that the United Nations Convention on the Rights of the Child (UNCRC, 1989) can provide a pragmatic starting point for educators to challenge some of these unsettling trends in a way which does not set up unnecessary opposition with policy-makers. They review the evidence from international evaluations, surveys and case studies about practice in human rights and child right education before exploring the key principles of transformative and experiential education to offer a robust theoretical framework that can guide the development of child rights education. They also draw out practical implications and outline a series of teaching and learning approaches that are values informed, aligned with children's rights and focused on quality learning.
This book investigates the evolution of citizenship education curriculum in parallel with the ideological transition of the country in a crucial period in which political power switched from secular-militant to Islamic nationalism. It sheds light on the ways in which a combination of internal and external influences shaped the curriculum which include the power struggle between the two forms of nationalism and the role of the United Nations, the European Union and Council of Europe. In most countries, the national curriculum is modified when there is a change of government. In Turkey, the alignment of the national curriculum to the dominant ideology in power is to be expected. Therefore, the investigation offers more than a descriptive account of the transformation of citizenship education curriculum. Against the backdrop of the ideological transformation of the national education from 1995 to 2012, the book presents a nuanced and critical account of curriculum change in citizenship education.
I absolutely loved this book. It hooked me and kept me turning the pages until I was done' Reader review, 5* ASSUMPTION 1: Every woman dreams of an epically grand, romantic proposal. Amy Perry doesn't believe in fairy-tale romances. Smart, savvy and a little bit cynical, she's much happier keeping things casual. She thought her good-looking, wealthy boyfriend felt the same way. But here she is, 1,000 feet up in the air, watching him get down on one knee... ASSUMPTION 2: Sexy lords only exist in Bridgerton. As if things couldn't get worse, after a messy break-up Amy is forced to relocate to her hometown to take up a new job opportunity - and runs into the last person she ever wanted to see again. Sam Ainsworth. Son of the local lord. The bane of her existence. Her first love. ASSUMPTION 3: Always trust your head, not your heart. Everything Amy believed about Sam turned out to be right when he broke her heart all those years ago. She's not looking to revisit the past. But everywhere she turns, Sam's there - with his irresistible molten brown eyes, wry smile and easy charm. Soon, Amy finds herself wondering: what if, after all this time, she's been wrong all along...? A simmering, small town enemies-to-lovers romance with big feels and lots of laughs from the bestselling author of Rachel Ryan's Resolutions. Perfect for fans of Beth O'Leary, Sophie Ranald and Portia MacIntosh. Readers are falling head over heels for Amy Perry's Assumptions: 'An entertaining, endearing book that will leave you wishing for a weekend in Rowton and a real-life RomFest' Reader review, 5* 'Full of sparkly banter and sexual tension' Reader review, 5* 'Excellent... Wow it was absolutely brilliant' Reader review, 5*
Changing Citizenship supports educators in understanding the links between global change and the everyday realities of teachers and learners. It explores the role that schools can play in creating a new vision of citizenship for multicultural democracies.
The story of the RAF, and in particular Fighter Command, during the Battle of Britain has been told many times. It is a tale of the gallant pilots of ‘The Few’, in their Hurricanes and Spitfires, with the nation’s back to the wall, fighting off the Luftwaffe’s airborne assault against enormous odds. But the story of Fighter Command’s operations immediately after the Battle of Britain is less well known. Marshal of the Royal Air Force Hugh Montague Trenchard commanded the Royal Flying Corps in the First World War. His policy then had been for his aircraft and men to be continually on the offensive, always over the German lines taking the fight to the enemy. After being promoted to command the RAF, Trenchard retired in 1930. In November 1940, Trenchard showed up again at the Air Ministry and proposed that the RAF should ‘Lean Towards France’ – that it should go on the offensive. The RAF would, claimed Trenchard, win the resulting battle of attrition. One of the main outcomes of the RAF’s new offensive stance was the introduction of the Circus sorties. These were attacks undertaken by a small force of bombers with a powerful fighter escort. They were intended to lure enemy fighters into the air so that they could be engaged by RAF fighters, the primary objective being the destruction of Luftwaffe fighters, followed by the protection of the bombers from attack. A further development of the Circus missions were Ramrods, Rhubarbs and Rodeos, all of which were variations on the same theme. A Ramrod was similar to a Circus, though in this instance the primary objective was the destruction of the target, the main role of the accompanying fighters being to protect the bombers from attack. A Rhubarb was a small-scale attack by fighters using cloud cover and/or surprise, the object of which was to destroy German aircraft in the air and/or striking at ground targets, while a Rodeo consisted of a fighter sweep over enemy territory with no bombers. Drawing on official documents and archive material, as well as accounts by many of those involved, James Starkey reveals just how Trenchard’s views won through and the RAF went on the offensive from late 1940 into 1941. Was it a failed strategy? If so, why was it not halted once the results began to be seen?
The regal courts of the English Stuart Kings, from James I (1603-1625) to the ill-fated James II (1685-1689), were magnificent affairs. In a country otherwise given to increasingly austere Puritan ways of living, the royal court shone with a brilliance usually associated with the courts of the Catholic kings of mainland Europe. They were centres of great culture, patronage, ceremony and politics. The real importance of the courts, though down-played for many years, is now beginning to be fully recognised and this first major study of the Stuart courts in England, Scotland and Ireland examines them in their full cultural and historical context. Scholars of international reputation and up and coming, younger scholars have been brought together to give us an insight into many aspects of the Stuart courts. This book includes essays on culture and patronage of the arts and social history. What was it really like at the court? What rules applied? How did the courtiers behave? Finally, the crucial interplay between court life and political life, and politics, is examined in detail. This book is a major contribution to a flourishing area of scholarship and will be required reading for anyone interested in seventeenth-century history, court studies or the arts in the early modern period.
Count the Helmets is the completion of a thirty-year goal to write a highly accurate story about the people that made up the 1985 AFA Falcon football team, its coaches and players, their journey through an extraordinary 12-1 season, and how their shared experiences at the academy resulted in the development of leaders of character, in a culture of commitment, and a climate of respect, ready to serve their country. The success of this book, however, will be measured by how well it helps potential cadets, from every possible culture and background, better understand the culture and values of the Air Force Academy, allowing them to make a better, more informed choice about whether the AFA is the right place for themor not.
In today’s ‘publish or perish’ academic setting, the institutional prizing of quantity over quality has given rise to and perpetuated the dilemma of predatory publishing. Upon a close examination, however, the definition of ‘predatory’ itself becomes slippery, evading neat boxes or lists which might seek to easily define and guard against it. This volume serves to foreground a nuanced representation of this multifaceted issue. In such a rapidly evolving landscape, this book becomes a field guide to its historical, political, and economic aspects, presenting thoughtful interviews, legal analysis and original research. Case studies from both European-American and non-European-American stakeholders emphasize the worldwide nature of the challenge faced by researchers of all levels. This coauthored book is structured into both textual and supplemental materials. Key takeaways, discussion questions, and complete classroom activities accompanying each chapter provide opportunities for engagement and real-world applications of these concepts. Crucially relevant to early career researchers and the senior faculty, library scholars, and administrators who mentor and support them, 'The Predatory Paradox: Ethics, Politics, and Practices in Contemporary Scholarly Publishing' offers practical recommendations for navigating the complex and often contradictory advice currently available. University instructors and teaching faculty will also find the reading essential in order to properly prepare both graduate and undergraduate students for the potential pitfalls endemic to scholarly publishing.
In The Scottish Enlightenment Abroad, Janet Starkey examines the lives and works of Scots working in the mid eighteenth century with the Levant Company in Aleppo, then within the Ottoman Empire; and those working with the East India Company in India, especially in the fields of natural history, medicine, ethnography and the collection of Arabic and Persian manuscripts. The focus is on brothers from Edinburgh: Alexander Russell MD FRS, Patrick Russell MD FRS, Claud Russell and William Russell FRS. By examining a wide range of modern interpretations, Starkey argues that the Scottish Enlightenment was not just a philosophical discourse but a multi-faceted cultural revolution that owed its vibrancy to ties of kinship, and to strong commercial and intellectual links with Europe and further abroad.
In The Shame That Lingers: A Survivor-Centered Critique of Catholic Sin-Talk, A. Denise Starkey argues that the dominant legal model of sin in the Catholic Church is inadequate for hearing the experience of sin for survivors of childhood and domestic violence because it functions to shame rather than to heal. A universal understanding of the sinner, as found in mainstream Catholic sin-talk and confession, impedes human flourishing by silencing radical suffering in ways that make survivors complicit for the harm done to them. Starkey argues that a shame-free theology of sin is necessary if survivors are to encounter the profound love of God. Understanding sin from the perspective of the sinned-against makes possible a transformative solidarity with the other by reinvisioning the roles of speaker and listener.
A BRIEF PROFESSIONAL BIOGRAPHY OF WALTER L. STARKEY In 1950 Dr. Starkey earned the PhD degree in Mechanical Engineering from The Ohio State University. He earned the grade of A in every course that he took in his Master’s degree program and his doctors-degree program. He then taught graduate and undergraduate courses and did scientific research as a professor at Ohio State for about 30 years. He was in charge of machine design at Ohio State. He published many peer reviewed papers, and he also authored eight books in his field. In 1965 he was awarded the Habel Award by The Ohio State University for his research, teaching and committee contributions. In 1966 he was elected by the 5000 faculty-members of Ohio State to be a member of the Advisory Committee to the President and Board of Trustees. The role of this Committee was to advise the President and the Board of Trustees on policy matters on behalf of the faculty. This Committee then voted Dr. Starkey to be its Chairman. Thus, by the Committee and by 5000 faculty members, he was elected to be the top person of the faculty to chair the Committee which advised the President and the Board of Trustees. In 1967 he was appointed and served as the National Chairman of the Machine Design Division of the American Society of Mechanical Engineers. In 1971 he was the recipient of the Machine Design Medal given by the national-level ASME. This is the equivalent, in his field, to the Nobel Prize. In 1996 he was given the very prestigious Distinguished Service Award by The Ohio State University, for a lifetime of distinguished professional achievement in engineering. For 30 years he owned and operated an engineering consulting firm which provided engineering consulting services to American industry and the Federal Government. This consulting firm employed about 25 graduate engineers, and provided services to such clients as General Electric, Ford, RCA, Lockheed, Fairchild, Chrysler, Bell Aero, and the Federal Government. In the legal area he has served as the principal expert witness in 150 law cases, working with attorneys, judges and juries. All of these lawsuits were on the subject of accidents which involved machines or structures. He has been approved as an expert in the field of machine design by 150 judges. He also has been active recently in buying and selling land in the area northwest of Columbus. He now owns 10 large farms.
In this erudite, entertaining book, award-winning historian and television presenter David Starkey untangles historical and modern misconceptions about one of the founding documents of democracy. Along the way, he shows how the Magna Carta laid the foundation for the British constitution, influenced the American Revolution and the U.S. constitution, and continues to shape jurisprudential thinking about individual rights around the world today. In 1215, King John I of England faced a domestic crisis. He had just lost an expensive campaign to retake his ancestral lands in France, an unfortunate adventure that he had funded by heavily taxing the baronial lords of England. Sick of the unpopular king's heavy-handed rule, and unimpressed by the king's unsuccessful attempt to seize Normandy, the feudal barons united to make demands of their sovereign for certain protections. These demands, the "Articles of the Barons," were submitted to the king in rough draft after the rebels occupied three cities, most significantly London. A few years later, after being edited and amplified by the then-Archbishop of Canterbury, the Articles would come to be known as the Magna Carta. The self-interested barons couldn't have known it at the time, but those demands would one day become the bedrock of democratic political development around the globe--even though that influence was largely due to mythologizing by later scholars who warped the symbolism of the document to support their arguments in favor of the rights of all citizens. Although the Magna Carta itself made no requests on behalf of the peasantry, in its structure the outlines of modern democratic reform are plainly visible. Among other things, it demanded limits on the ability of the crown to levy taxes; protection of the rights of the church; the guarantee of swift justice; and a ban on unjust imprisonment. Those protections and guarantees were strictly intended for benefit of feudal barons, but the free citizens of today's democratic nations owe an enormous debt to this history-changing document.
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