What constitutes a context for learning?
How do we engage the full resources of learners for learning?
What are the relationships between different learning contexts?
What forms of teaching can most effectively mobilise learning across contexts?
How do we methodologically and theoretically conceptualise contexts for learning?
Drawing upon practical examples and the UK’s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces.
It provides a concise, structured approach to neurology and neurosurgery learning, covering key facts in a simple and memorable way:
Part I - The Basics - features the basic principles and facts essential for a good understanding of neurology and neurosurgery and includes sections on relevant neuroanatomy; neurological history and examination; and investigations including neurophysiology and neuroradiology. MRI and CT scans are included throughout the text.
Part II - Complaints: face to face with the patient - features OSCE-style and the viva-voce examination preparation and has chapters on presenting complaints with relevant and selected questions to ask for establishing the differential diagnoses (presented in a table) with basic investigations and management.
Part III - Conditions: applying the basics - presents important clinical conditions with sections on definition; epidemiology; aetiology; associations/risk factors; pathology; history; examination; investigations; management; complications; prognosis and a list of differential diagnoses usually in a table with general clinical information and distinguishing information to exclude the alternative diagnoses.
Each chapter also includes key points to remember and highlights key facts.
Rapid Neurology and Neurosurgery contains only the essential, core, and relevant facts in a concise, pocket-sized, 'rapid' refresher providing a thorough foundation of neurology and neurosurgery knowledge allowing you to excel in the examinations.
In the current environment, employers have a greater need for highly motivated, hard-working, skilled employees, and have often developed innovated forms of management to enlist these worker's support. So too, national legislation has granted workers new rights in recent years, such as mandatory early notification of plant closings, greater rights for workers with disabilities, and increased protection for older workers. State legislators have also enacted expanded protection for workers, and state courts have been rewriting basic legal doctrines governing workers' rights in ways that favor employees.
In this book, Richard Edwards explores workers' rights and the institutions that have defined and are now enforcing them. He looks closely at the decline of American unions and its effect on traditional rights. As unions have been transformed from major institutional players in the American economy to much more marginal brokers enrolling only a small minority of American workers, political support for workers' rights has diminished. Edwards also traces the American state courts' and the ongoing revision of the legal interpretations of employment contracts and employers' promises, a development which he believes may revolutionize traditional employment law.
Rights at Work cuts through the debate between employers' groups and workers' advocates to find a new common ground. Edwards argues that a new system of employment relations offers a "win-win" opportunity, and he proposes some innovative public policy strategies that could protect workers' rights while enhancing employers' ability to succeed in a highly competitive global market.
This book reviews and assesses the changes which are taking place. It explores the disputes surrounding adult learning, discussing how boundaries have blurred thereby creating new opportunities such as APL and credit transfer, and including a significantly wider range of activities within the definition of learning. It also assesses the extent to which, despite the changes in boundaries, inequalities in learning opportunities still persist.
Updated throughout for this new edition, Fenwick on Civil Liberties and Human Rights considers a number of recent major changes in the law – in particular proposals to replace the Human Rights Act with a British Bill of Rights, and the Counter-Terrorism and Security Act 2015 – whilst also contextualising the impact of reforms on hate speech and contempt due to advances in new media.
Comprehensive and authoritative, this textbook offers an essential resource for students on human rights or civil liberties courses, as well as a useful reference for students and scholars of UK Public Law.
Based on the first major study of literacy practices in colleges in the UK, this book explores the reading and writing associated with learning subjects across the college curriculum. It investigates literacy practices in which students engage outside of college, and teaching and learning strategies through which these can help support the curriculum. With insightful analyses of innovative practices, it considers ways of changing teaching practices to enable students to draw upon their full potential.
Recent research work has challenged the myth of individual student deficit, arguing cogently that people have ‘funds of knowledge’ from diverse and vibrant cultural roots, and that these have been misguidedly disqualified by the education system. It has claimed that different ‘ways with words’ can provide valuable resources for learning. However, the empirical exploration of this claim has lagged far behind the theoretical debate. Improving Learning in College resolves this by showing the integrity and richness of the literacy practices of a significant population, not previously the focus of such research: those who take vocational and academic college courses in colleges. It addresses an issue which has not until now been developed within this research tradition: that of how these practices can not only be valued and validated, but mobilised and harnessed to enhance learning in educational settings.
This book will interest all teachers, teacher-educators and researchers concerned with post-compulsory education and vocational education in compulsory schooling.
This book offers an introduction to Actor-Network Theory for educators to consider in three ways. One mode is the introduction of concepts, approaches and debates around Actor-Network Theory as a research approach in education. A second mode showcases educational studies that have employed ANT approaches in classrooms, workplaces and community settings, drawn from the UK, USA, Canada, Europe and Australia. These demonstrate how ANT can operate in highly diverse ways whether it focuses on policy critique, curriculum inquiry, engagements with digital media, change and innovation, issues of accountability, or exploring how knowledge unfolds and becomes materialized in various settings. A third mode looks at recent 'after-ANT' inquiries which open an array of important new approaches. Across these diverse environments and uptakes, the authors trace how learning and practice emerge, show what scales are at play, and demonstrate what this means for educational possibilities.
This book explores how the notion of a learning society has developed over recent years: the changes that have given rise to the requirement for flexibility, and the changed discourses and practices that have emerged in the education and training of adults. With the growth in interest in adults as learners, (primarily to support economic competitiveness), the closed field of adult education has now been displaced by a more open discourse of lifelong learning. This involves not only changing practices such as moving towards open and distance-based learning, but also changing workplace identities. Learning settings are therefore changing places in a number of senses: they are places in which people change; they are subject to change; and they are changing to include the home and workplace as well as more formal settings.
This book takes an unusually critical standpoint: it challenges contemporary trends, explores the uncertainties and ambivalences of the processes of change, and is suggestive of different forms of engagement with them. It will prove an important text for policy makers, workplace trainers and those working in the field of adult, further and higher education.
Richard Edwards is currently a Senior Lecturer in post compulsory education at the Open University.
Particular attention is paid to the question of whether there are or should be distinctively educational forms of theory and theorising. The double engagement with the theory question in education and the education question in theory and theorising provides original insights in what theory does, might do or should do in educational research and practice.
With contributions from internationally renowned authors in the field of educational theory, research and practice, the book will be of value to academics, researchers and postgraduate students in education.
As part of and also in response to the influence of post-structuralism and postmodernism in the social sciences, there have emerged and developed a further range of conceptual and methodological framings which are more relational, system and practice-focussed. Several of these framings work with a non-linear understanding of causality and embrace unpredictability in the world and undecidability in our understanding of it. They also challenge any notion of a strong boundary between the social and natural sciences.
This book explores the most significant four of these framings, how they are being taken up in research in education and learning across the lifecourse, as well as their possibilities and limitations:
cultural historical activity theory (CHAT)
actor-network theory (ANT)
Illustrated throughout with examples drawn from educational contexts across the life courses, including schooling, post-compulsory education and training, educational policy, workplace and community-based education in North America, the UK, and Australia this vital guide to understanding fresh ways of conducting and understanding educational research will prove essential reading for everyone undertaking educational research in the modern world.
The contributions to this book are based on material presented at a conference at the Centre for Research in Lifelong Learning, UK, and they focus on research into key issues of policy and practice in lifelong learning. Establishing a wider framework for debate about the meaning and significance of lifelong learning, this timely and thought-provoking book provides practitioners in the field with a relevant and current discussion on some very important ideas about non-formal education.
The book focuses on the role of lifelong learning policy in relation to issues of competitiveness, technological change and social inclusion. The provision of a range of chapters from around the globe uniquely establishes a comparative basis for the reader. This volume also encourages the student to evaluate lifelong learning as a response to globalising trends and the globalising of educational policy.
In the tradition of the best investigative journalism, physician and reporter Sheri Fink reconstructs 5 days at Memorial Medical Center and draws the reader into the lives of those who struggled mightily to survive and maintain life amid chaos.
After Katrina struck and the floodwaters rose, the power failed, and the heat climbed, exhausted caregivers chose to designate certain patients last for rescue. Months later, several of those caregivers faced criminal allegations that they deliberately injected numerous patients with drugs to hasten their deaths.
Five Days at Memorial, the culmination of six years of reporting, unspools the mystery of what happened in those days, bringing the reader into a hospital fighting for its life and into a conversation about the most terrifying form of health care rationing.
In a voice at once involving and fair, masterful and intimate, Fink exposes the hidden dilemmas of end-of-life care and reveals just how ill-prepared we are for the impact of large-scale disasters—and how we can do better. A remarkable book, engrossing from start to finish, Five Days at Memorial radically transforms your understanding of human nature in crisis.
One of The New York Times' Best Ten Books of the Year
The true story of one family, caught between America’s two biggest policy disasters: the war on terror and the response to Hurricane Katrina.
Abdulrahman and Kathy Zeitoun run a house-painting business in New Orleans. In August of 2005, as Hurricane Katrina approaches, Kathy evacuates with their four young children, leaving Zeitoun to watch over the business. In the days following the storm he travels the city by canoe, feeding abandoned animals and helping elderly neighbors. Then, on September 6th, police officers armed with M-16s arrest Zeitoun in his home. Told with eloquence and compassion, Zeitoun is a riveting account of one family’s unthinkable struggle with forces beyond wind and water.
A New York Times Notable Book
An O, The Oprah Magazine Terrific Read of the Year
A Huffington Post Best Book of the Year
A New Yorker Favorite Book of the Year
A Chicago Tribune Favorite Nonfiction Book of the Year
A Kansas City Star Best Book of the Year
A San Francisco Chronicle Best Book of the Year
An Entertainment Weekly Best Book of the Decade
Dispatches from the Edge of the World is a book that gives us a rare up-close glimpse of what happens when the normal order of things is suddenly turned upside down, whether it’s a natural disaster, a civil war, or a heated political battle. Over the last year, few people have witnessed more scenes of chaos and conflict than Anderson Cooper, whose groundbreaking coverage on CNN has become the touchstone of twenty-first century journalism. This book explores in a very personal way the most important - and most dangerous - crises of our time, and the surprising impact they have had on his life.
From the devastating tsunami in South Asia to the suffering Niger, and ultimately Hurricane Katrina in New Orleans, Cooper shares his own experiences of traversing the globe, covering the world’s most astonishing stories. As a television journalist, he has the gift of speaking with an emotional directness that cuts through the barriers of the medium. In his first book, that passion communicates itself through a rich fabric of memoir and reportage, reflection and first-person narrative. Unflinching and utterly engrossing, this is the story of an extraordinary year in a reporter’s life.
If our technological society collapsed tomorrow what would be the one book you would want to press into the hands of the postapocalyptic survivors? What crucial knowledge would they need to survive in the immediate aftermath and to rebuild civilization as quickly as possible?
Human knowledge is collective, distributed across the population. It has built on itself for centuries, becoming vast and increasingly specialized. Most of us are ignorant about the fundamental principles of the civilization that supports us, happily utilizing the latest—or even the most basic—technology without having the slightest idea of why it works or how it came to be. If you had to go back to absolute basics, like some sort of postcataclysmic Robinson Crusoe, would you know how to re-create an internal combustion engine, put together a microscope, get metals out of rock, or even how to produce food for yourself?
Lewis Dartnell proposes that the key to preserving civilization in an apocalyptic scenario is to provide a quickstart guide, adapted to cataclysmic circumstances. The Knowledge describes many of the modern technologies we employ, but first it explains the fundamentals upon which they are built. Every piece of technology rests on an enormous support network of other technologies, all interlinked and mutually dependent. You can’t hope to build a radio, for example, without understanding how to acquire the raw materials it requires, as well as generate the electricity needed to run it. But Dartnell doesn’t just provide specific information for starting over; he also reveals the greatest invention of them all—the phenomenal knowledge-generating machine that is the scientific method itself.
The Knowledge is a brilliantly original guide to the fundamentals of science and how it built our modern world.
Today, nine out of ten Americans live in places at significant risk of earthquakes, hurricanes, tornadoes, terrorism, or other disasters. Tomorrow, some of us will have to make split-second choices to save ourselves and our families. How will we react? What will it feel like? Will we be heroes or victims? Will our upbringing, our gender, our personality–anything we’ve ever learned, thought, or dreamed of–ultimately matter?
Amanda Ripley, an award-winning journalist for Time magazine who has covered some of the most devastating disasters of our age, set out to discover what lies beyond fear and speculation. In this magnificent work of investigative journalism, Ripley retraces the human response to some of history’s epic disasters, from the explosion of the Mont Blanc munitions ship in 1917–one of the biggest explosions before the invention of the atomic bomb–to a plane crash in England in 1985 that mystified investigators for years, to the journeys of the 15,000 people who found their way out of the World Trade Center on September 11, 2001. Then, to understand the science behind the stories, Ripley turns to leading brain scientists, trauma psychologists, and other disaster experts, formal and informal, from a Holocaust survivor who studies heroism to a master gunfighter who learned to overcome the effects of extreme fear.
Finally, Ripley steps into the dark corners of her own imagination, having her brain examined by military researchers and experiencing through realistic simulations what it might be like to survive a plane crash into the ocean or to escape a raging fire.
Ripley comes back with precious wisdom about the surprising humanity of crowds, the elegance of the brain’s fear circuits, and the stunning inadequacy of many of our evolutionary responses. Most unexpectedly, she discovers the brain’s ability to do much, much better, with just a little help.
The Unthinkable escorts us into the bleakest regions of our nightmares, flicks on a flashlight, and takes a steady look around. Then it leads us home, smarter and stronger than we were before.
From the Hardcover edition.
From the Trade Paperback edition.
As a high-ranking officer of the FDNY, John Salka is an expert at both practicing and teaching high-stakes leadership. In First In, Last Out, he explains the department’s unique strategies and how they can be adopted by leaders in any field—as
he has taught them to organizations around the country. In a tough-talking, no-nonsense style, Salka uses real-world stories to convey leadership imperatives such as: first in, last out—your people need to see you taking the biggest risk, as the first one to
enter the danger zone and the last to leave
manage change—the fire you fought yesterday is not the one you’ll be fighting tomorrow
communicate aggressively—a working radio is worth more than 20,000 gallons of water
create an execution culture—focus your people on the flames, not the smoke
commit to reality—never allow the way you would like things to be to color how things are
develop your people—let them feel a little heat today or they’ll get burned tomorrow
Illustrated by harrowing real-life situations, the principles in First In, Last Out will help managers become more confident, coherent, and commanding.
On the web: http://www.firstinleadership.com
In July 1916 a lone Great White left its usual deep-ocean habitat and headed in the direction of the New Jersey shoreline. There, near the towns of Beach Haven and Spring Lake--and, incredibly, a farming community eleven miles inland--the most ferocious and unpredictable of predators began a deadly rampage: the first shark attacks on swimmers in U.S. history.
Capuzzo interweaves a vivid portrait of the era and meticulously drawn characters with chilling accounts of the shark's five attacks and the frenzied hunt that ensued. From the unnerving inevitability of the first attack on the esteemed son of a prosperous Philadelphia physician to the spine-tingling moment when a farm boy swimming in Matawan Creek feels the sandpaper-like skin of the passing shark, Close to Shore is an undeniably gripping saga.
Heightening the drama are stories of the resulting panic in the citizenry, press and politicians, and of colorful personalities such as Herman Oelrichs, a flamboyant millionaire who made a bet that a shark was no match for a man (and set out to prove it); Museum of Natural History ichthyologist John Treadwell Nichols, faced with the challenge of stopping a mythic sea creature about which little was known; and, most memorable, the rogue Great White itself moving through a world that couldn't conceive of either its destructive power or its moral right to destroy.
Scrupulously researched and superbly written, Close to Shore brings to life a breathtaking, pivotal moment in American history. Masterfully written and suffused with fascinating period detail and insights into the science and behavior of sharks, Close to Shore recounts a breathtaking, pivotal moment in American history with startling immediacy.
In this disaster-preparedness manual, he outlines the materials you'll need-from food and water, to shelter and energy, to first-aid and survival skills-to help you safely live through the worst. When Disaster Strikes covers how to find and store food, water, and clothing, as well as the basics of installing back-up power and lights. You'll learn how to gather and sterilize water, build a fire, treat injuries in an emergency, and use alternative medical sources when conventional ones are unavailable.
Stein instructs you on the smartest responses to natural disasters-such as fires, earthquakes, hurricanes and floods-how to keep warm during winter storms, even how to protect yourself from attack or other dangerous situations. With this comprehensive guide in hand, you can be sure to respond quickly, correctly, and confidently when a crisis threatens.
One of the largest, fastest, and most beautiful ships in the world, the Andrea Doria was on her way to New York from her home port in Genoa. Departing from the United States was the much smaller Stockholm. On the foggy night of July 25, 1956, fifty-three miles southeast of Nantucket in the North Atlantic, the Stockholm sliced through the Doria’s steel hull. Within minutes, water was pouring into the Italian liner. Eleven hours later, she capsized and sank into the ocean.
In this “electrifying book,” Associated Press journalist Alvin Moscow, who covered the court hearings that sought to explain the causes of the tragedy and interviewed all the principals, re-creates with compelling accuracy the actions of the ships’ officers and crews, and the terrifying experiences of the Doria’s passengers as they struggled to evacuate a craft listing so severely that only half of its lifeboats could be launched (Newsweek). Recounting the heroic, rapid response of other ships—which averted a catastrophe of the same scale as that of the Titanic—and the official inquest, Moscow delivers a fact-filled, fascinating drama of this infamous maritime disaster, and explains how a supposedly unsinkable ship ended up at the bottom of the sea.
In the New York Times Book Review, Walter Lord, author of A Night to Remember, said of Collision Course: “More than a magnificent analysis of the accident and sinking; it is a warmly compassionate document, full of understanding for the people on each side.”