Minggu, 31 Mei 2015

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  • Sales Rank: #10000661 in Books
  • Published on: 1993
  • Format: Import
  • Original language: English
  • Number of items: 1
  • Binding: Paperback
  • 310 pages

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Jumat, 29 Mei 2015

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This book comprehensively analyzes the impact of continuing European integration on industrial relations institutions and outcomes. It organizes an immensely rich body of theoretical and empirical material to sustain its core argument that the governance of industrial relations is increasingly multi-level. Cross-national influences are shown to mix with national ones and involve the European sector and company, as well as Community, levels. Competing tendencies towards 'Europeanization', 'Americanization' and 'Re-nationalization' are identified. The approach is multi-disciplinary and truly cross-national. It deals with both the theory and practice of industrial relations in contemporary Europe.

  • Sales Rank: #6731666 in Books
  • Published on: 2004-10-01
  • Released on: 2004-09-09
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.26" h x 1.06" w x 5.18" l, 1.29 pounds
  • Binding: Hardcover
  • 360 pages

Review

Reviews of the hardback edition:

'This book is a landmark publication in the study of European integration and industrial relations.' - Human Resource Management Journal

'Marginson and Sisson describe the complex nature of the evolution of industrial relations in integrated Europe. Their method is institutional industrial relations at its best.' - Industrial and Labor Relations Review

'Its multidisciplinary approach makes it of interest to economists and political scientists, as well as industrial relations commentators, and it embraces the key issues which are essential to understanding contemporary European developments.' - Journal of Common Market Studies

About the Author
PAUL MARGINSON is Professor of Industrial Relations and Director of the Industrial Relations Research Unit at the University of Warwick. He has researched and published extensively on the Europeanization of industrial relations.

KEITH SISSON is Head of Strategy Development at the UK's Advisory Conciliation and Arbitration Service, and Emeritus Professor of Industrial Relations in the University of Warwick's Industrial Relations Research Unit. As well as European industrial relations, he has published widely on the role of management in industrial relations.

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This book explores the ways in which science and technology can take place in the early and middle years at school. At the heart of the book are a number of case studies of actual practice drawn from primary schools in action. These studies contribute to a theoretical approach grounded in childrens' learning, and are used in exploring the real problems of planning, management, organization, teaching and learning as classroom practitioners try to implement new curriculum directives. The chapters examine the nature of learning experiences, the practice of teaching, teaching for specific skills, the role of the specialist coordinator, assessment and record keeping, scientific and technological problem solving and working for equal opportunities. The authors draw on their own wide experience in science education and upon their work with teachers in primary classrooms.

  • Sales Rank: #17481790 in Books
  • Brand: Brand: Open Univ Pr
  • Published on: 1994-04
  • Original language: English
  • Dimensions: 9.50" h x 6.50" w x .75" l,
  • Binding: Hardcover
  • 240 pages
Features
  • Used Book in Good Condition

Review
"This is more than a book by two well regarded science educators. The authors, who have extensive experience of working co-operatively with professionals in classrooms, have used the recent insightsof teachers to augment and to illustrate a current view of science and technology education...This book is written in short, digestible chapters which can be dipped into separately to provide a stimulus for thought on a relevant matter or ideas to address a current problem...Bentley and Watts have provided another valuable resource for all primaryschool teachers, especially those responsible for providing leadership in these areas." - Static - School Teaching Association - Tasmania "...it should prove a valuable resourcefor advisors, teacher trainers, managers of science education within a primary or middle school, and the increasing numbers of educators who are studying and researching into science education." - Education

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  • Sales Rank: #3228864 in Books
  • Published on: 2010-08-31
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.25" h x 16.75" w x 6.13" l, .93 pounds
  • Binding: Paperback
  • 300 pages

About the Author
Lisa Isherwood is Senior Lecturer in Theology at the University College of St. Mark and St. John, Plymouth, England.

Mark D. Jordan is the Reverend Priscilla Wood Neaves Distinguished Professor of Religion and Politics at the John C. Danforth Center on Religion and Politics at Washington University. Hewas previouslythe Richard Reinhold Niebuhr Professor of Divinity and Professor of Studies of Women, Gender, and Sexuality at Harvard University and alsotaughtat the University of Notre Dame and Emory University. He is the author or editor of more than a dozen books.

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Rabu, 27 Mei 2015

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* What form of leadership promotes school improvement? * How do schools build leadership capacity? * How do schools sustain improvement in changing times? This book offers a new perspective on the relationship between leadership and school improvement. It emphasises the importance of maximising the leadership capabilities of all those within the organization and offers guidance about the way in which this is achieved. Whilst drawing upon the latest research evidence concerning schools improvement, it is intended to be a practical guide to building leadership capacity and is written primarily for those working in schools. Through case study illustrations Alma Harris and Linda Lambert demonstrate how leadership capacity can be built in schools in very different contexts. Practical material is provided to assist schools in generating the internal capacity for change and development. The central message of this book is one of investing in leadership at all levels within the organization to maintain and sustain school improvement.

  • Sales Rank: #3186606 in Books
  • Published on: 2003-05-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 7.80" h x .51" w x 5.00" l, .48 pounds
  • Binding: Paperback
  • 192 pages

About the Author
Alma Harris is Professor of School Leadership and Director of the Leadership, Policy and Improvement Unit at the Institute of Education, University of Warwick. She has published extensively on the theme of leadership and school improvement and her latest books include: Effective Leadership for School Improvement (2003) Routledge/Falmer; School Improvement: What's in it for Schools? (2002) Routledge/Falmer. Leading the Improving Department (2002) David Fulton. Her most recent research work has focused upon effective leadership in schools facing challenging circumstances and the relationship between teacher leadership and school improvement. She is currently working with the DfES, National College for School Leadership, General Teaching Council and NUT in a research and development capacity. Linda Lambert is a Professor Emeritus and the founding Director of the Educational Leadership Center, California State University. She has been a teacher, leader, principal, district and county professional development director, coordinator of a Principals' Center and Leadership Academy, and designer of four major restructuring programs. From 1989 to 1993 she worked in Egypt to set up a National Curriculum Center, and in Thailand and Mexico in leadership development. She is the author of several books including: Developing Sustainable Leadership Capacity in Schools and District; Building Leadership Capacity in Schools; The Constructivist Leader 2E and Who Will Save Our Schools: Teachers as Constructivist Leaders.

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0 of 0 people found the following review helpful.
A practical guide for leadership at schools
By Javier Doncel
Harris and Lambert offer a practical guide to implement good leadership practice at schools. There are many good examples and I think that the goal of the book is teaching how to put into practice the shared leadership theory and it get it satisfactory.

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Selasa, 26 Mei 2015

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After identifying the main issues relating to war, peace and social change in the 20th century, this book establishes the nature of European society as it was on the eve of World War I. A discussion of the armed forces available to the different governments also raises the question of how far the different armies represented microcosms of their own societies. Industrial societies are contrasted with the less-developed ones, liberal democratic societies with autocratic ones, unitary national states with multi-national empires where the forces of nationality were potent forces of change. The book also analyzes the extent to which modernism and the main features of popular culture already existed before 1914, and how far the social changes characteristic of the 20th century were already discernable.

  • Published on: 1990-01-01
  • Original language: English
  • Dimensions: 10.00" h x 2.00" w x 8.00" l,
  • Binding: Hardcover
  • 240 pages

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Senin, 25 Mei 2015

^^ Download Ebook Assessment for Learning: Putting it into Practice, by Paul Black, Chris Harrison, Clare Lee, Bethan Marshall, Dylan Wiliam, Open Universit

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"This is a surprising and welcome book... a heartening read that shows the power of assessment for learning and the potential for academics and teachers jointly to put into practice ideas that can improve classroom learning and teaching."
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The starting point of this book was the realisation that research studies worldwide provide hard evidence that development of formative assessment raises students' test scores. The significant improvement in the achievements of the students in this project confirms this research, while providing teachers, teacher trainers, school heads and others leaders with ideas and advice for improving formative assessment in the classroom.

Assessment for Learning is based on a two-year project involving thirty-six teachers in schools in Medway and Oxfordshire. After a brief review of the research background and of the project itself, successive chapters describe the specific practices which teachers found fruitful and the underlying ideas about learning that these developments illustrate. Later chapters discuss the problems that teachers encountered when implementing the new practices in their classroom and give guidance for school management and LEAs about promoting and supporting the changes.

This book offers valuable insights into assessment for learning as teachers describe in their own words how they turned the ideas into practical action in their schools.

  • Sales Rank: #896799 in Books
  • Published on: 2003-09-01
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.20" h x .43" w x 6.10" l, .56 pounds
  • Binding: Paperback
  • 152 pages

About the Author

Paul Black is a Professor of Science Education at King's College London.
Dr. Christime Harrison is a Senior Lecturer in Science Education at King's College London.
Clare Lee is a Teacher Advisor for Assessment at Warwickshire LEA.
Bethan Marshall is a Senior Lecturer in English Education at King's College London.
Dr. Dylan Wiliam is Emeritus Professor of Educational Assessment at the Institute of Educaion, University of London.

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3 of 4 people found the following review helpful.
Ever wanted to help people learn instead of teaching?
By Dr. G. Caldwell
This teaches you how to make people learn, not how to teach! I am a doctor, this is about Primary School teaching - best book I have ever read for learning to help students and doctors to learn! Go on, break out of your silo you doctors! Brilliant stuff - read it on one night and change your teaching forever

1 of 2 people found the following review helpful.
Excellent!
By J. Smith
I used this book to lead a teacher action research group in my school district. It was a wonderful balance of the principles of assessment for learning coupled with classroom vignettes demonstrating AfL in action. The teachers I worked with were inspired to develop excellent applications for their own classrooms that had a major impact on student learning.

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Sabtu, 23 Mei 2015

# Download Ebook Work-based learning (Society for Research Into Higher Education), by Boud

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Work-based learning (Society for Research Into Higher Education), by Boud

Work-based learning is a radical approach to the notion of higher education. Students undertake study for a degree or diploma primarily in their workplace and their learning opportunities are not contrived for study purposes but arise from normal work. The role of the university is to equip and qualify people already in employment to develop lifelong learning skills, not through engagement with existing disciplines, bodies of knowledge or courses defined by the university, but through a curriculum unique for each person. The organizations in which students work benefit directly through projects that advance the enterprise as well as contributing to student learning. The arrangement is a three-way partnership - involving organization, learner and university. In this arrangement, individuals' learning is linked to the strategic goals of the organization, together with the knowledge and experience they bring to the learning. The key responsibility at the university is the recognition, assessment and accreditation of the learning.

  • Sales Rank: #2319471 in Books
  • Brand: Brand: Open University Press
  • Published on: 2001-03
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.02" h x .57" w x 5.98" l, .87 pounds
  • Binding: Paperback
  • 224 pages
Features
  • Used Book in Good Condition

Review
"...a book that adds to the growing debate of how tertiary institutions can survive the onslaught of the market imperative" - Gemma Piercy

About the Author
David Boud is Foundation Director of the Centre for Research in Assessment and Digital Learning (CRADLE) at Deakin University, Australia. He is also Emeritus Professor in the Faculty of Arts and Social Sciences at the University of Technology, Australia, and Research Professor in the Institute for Work-Based Learning, Middlesex University, UK.

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0 of 0 people found the following review helpful.
Nice for college bound-work-based learning
By Teacher
Nice for college bound-work-based learning. I was looking for a book on special ed transitional work-based learning so it really wasn't right for me.

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Jumat, 22 Mei 2015

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Gender and Colonialism: A Psychological Analysis of Oppression and Liberation, by Geraldine Moane

Drawing on the writings of diverse authors, including Jean Baker Miller, Bell Hooks, Mary Daly, Frantz Fanon, Paulo Freire and Ignacio Martin-Baro, as well as on women's experiences, this book aims to develop a 'liberation psychology'; which would aid in transforming the damaging psychological patterns associated with oppression and taking action to bring about social change. The book makes systematic links between social conditions and psychological patterns, and identifies processes such as building strengths, cultivating creativity, and developing solidarity.

  • Sales Rank: #1412362 in Books
  • Published on: 2011-01-15
  • Released on: 2011-01-18
  • Original language: English
  • Number of items: 1
  • Dimensions: 8.30" h x .67" w x 5.76" l, .61 pounds
  • Binding: Paperback
  • 228 pages

Review

'Highly recommended for upper-division undergraduates through professionals, this book contains an excellent, extensive bibliography that will provide the advanced student or scholar with numerous resources for in-depth analysis of many important contemporary issues.' - G.M. Greenberg, Choice

'Gender and Colonialism provides an excellent overview of liberation psychology from a feminist perspective. In the fashion of a Psychological Bulletin article - extended to book format - it gives a meaningfully organized, well-written, systematic and creative summary of the literature in this research domain.' - T. Teo, Theory and Psychology

'It is a wide-ranging reference text, excellent for teaching purposes.' - M. McDermott, Women's Studies International Forum

'Moane's book makes a significant contribution to a necessary discussion of oppression and liberation in psychology.'

- S. Austin, Feminism and Psychology

'Moane's book will appeal to a wide audience ..her book is thus both practical and visionary.' - B. Bayer, Irish Journal of Feminist Studies

'This is an outstanding contribution to the field of liberation psychology. Moane leads the way in integrating psychological, cultural, and political oppression. She links personal emancipation with collective liberation in theroretical and practical ways. I urge all psychologists and individuals committed to promoting well-being with justice to read this book. Like the first edition, this volume is rich in scholarship and inspiration.' - Isaac Prilleltensky, Erwin and Barbara Mautner Chair in Community Well-Being and Dean, School of Education, University of Miami, USA

'In 1999 Geraldine Moane presented a book that was ahead of its time in the sense that it was introducing not only the idea of liberation as it was being developed in psychology, but also showing how it could be applied. Now Moane, in this new version of that work, is including the advances created around the world, during the past ten years. The readers will find an ample revision of the current situation of liberation within psychology, connecting it, as before, with the theory and practice of feminism and with the colonialism critique, whose processes and practices are analysed. Particularly interesting is the way the author generates a praxis (practice producing theory; theory giving way to practice), showing how engaged work with oppressed and excluded groups can be carried out; something especially useful for practitioners and researchers. Thus, the reader will also find in this book not only up-to-date information about the psychology of liberation, but about the levels of change (personal, interpersonal and political), produced in the application of psychology with a liberating orientation, along with a discussion about the transformations happening in both individuals and society.' - Dr Maritza Montero, Universidad Central de Venezuela, South America

'Drawing on community, critical, peace, human rights, and gay-lesbian psychologies as framed by liberation and feminist struggles the author demonstrates the dialectic of personal and structural transformations as they have been envisioned and engaged through political struggle. The Irish experience that grounds this deeply theoretical analysis makes this book a rare and important contribution to liberation and feminist psychologies from the English speaking world.' - Professor M. Brinton Lykes, Boston College Lynch School of Education, USA

About the Author
GERALDINE MOANE is Lecturer in the Department of Psychology and Chair of the Board of Studies for Women's Studies in University College Dublin. She obtained her PhD from University of California, Berkeley, where she has also been a Senior Visiting Fulbright Scholar. She is co-author of two books on health care policy, Care Provision and Cost Measurement; Dependent Elderly People at Home and in Geriatric Hospitals and Support Services for Carers of Elderly People Living in the Community. She has also published in the areas of women's psychological development , violence against women, and feminist politics. She has been active in the women's movement since 1975.

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0 of 0 people found the following review helpful.
an invaluable liberation resource
By Craig Chalquist, PhD, author of TERRAPSYCHOLOGY and DEEP CALIFORNIA
This book sums up what writers on patriarchy, racism, and colonialism have said about the experience of oppression, identifies common themes and experiences, diagnoses the psychology involved, and offers--again by way of synthesis--an integrated approach to using liberation psychology to combat oppressive social forces.
When I began the book, the style threatened to put me off. It reads like a professional journal article, and it's difficult at first to feel confidence in a writer who won't write a paragraph without packing it with references. But this reminded me about the entrenched prevalence of male pedanticism in fields of social and psychological endeavor. You are free to write informal and yet scholarly books if you're Kirkpatrick Sale or Joseph Campbell or Isaac Asimov; but, tragically, it's still an uphill battle for women to publish works as comprehensive as this without recourse to a literary style that reeks of hierarchy and nomenclature.
Never mind that. The information packed into this otherwise readable book makes the journey well worthwhile, and its author does a fine job of touching on the key points of each theorist without getting lost in what could be endless elaborations. If you are interested in understanding and fighting the psychology of oppression, patriarchal or otherwise, or are actively working with people who are, then this book belongs on your desk.

0 of 0 people found the following review helpful.
When women really "can't"
By Patricia B. Ross
The philosophy of freedom and liberation, along with responsibility and accountability requires an atmosphere of freedom and liberation. This has been recognized in every context except the area of women's rights where all too often it is only the social, physical or economic repression that presents as the generalized oppression of women. A much overlooked phenomenon is the psychological oppression caused by ignorance of faith and the possibilities of freedom, typically from a spouse, children, or even family who fail to recognize potential that emerges from educated persons. More rooted in class attitudes than economics, it may well be a profoundly immigrant reaction of comfort at lower levels of the social chain. Examination of attitudes where family success is accompanied by feelings of disbelief are the earmarks of the social syndrome of immobility that helps to make families static, as if they were buried in concrete. Where women become educated but men or children experience discomfort with the added social pressure it brings, women are often "kept down, as if in their place," to prevent outshining the less educated spouse, typically a male of a measureable need for control. Early in the 1970's when women began working outside the home with frequency, many children expressed the same discomfort with their Mother's success, as if resentful that other challenges might take precedence over the relationship between mother and child. Many women start down the road of relative independence, toward success, and find that the road is too difficult, that they receive little encouragement, and often, discouragement to prevent the imbalance of what families see as their proper place. Even without family violence, the perception of roles greatly influences the idealism and often the economic success of women caught in such a dilemma, and it may be the source of underachievement where women might like to.....but really can't because of the family disruption from this psychological oppression. It is still alive and well in America despite women's efforts to shift the dynamics to more promising patterns and methods, a sad carryover from the devastation to women's liberation because of the need of men to patriarchal control.

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Selasa, 19 Mei 2015

!! Download PDF Changing Women, Unchanged Men?: Sociological Perspectives on Gender in a Post-Industrial Society (Sociology and Social Change), by Sara De

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Changing Women, Unchanged Men?: Sociological Perspectives on Gender in a Post-Industrial Society (Sociology and Social Change), by Sara De

* Is it true that women have changed and men have not?
* Is feminism still relevant?
* Are men the new underclass?

There is an enormous social science and wider literature on women, and a rapidly growing one on men and masculinity. The cliche that women have changed and men have not is well worn, yet no single text has established the truth behind this claim. Through a thorough examination of research evidence, this volume subjects that cliche to a tough, sceptical sociological analysis. Changing Women, Unchanged Men? compares the experiences of males and females in childhood, adolescence and adulthood within the main spheres of life - for example the family, education and work - and examines the issues of self, body, sexuality, and identity. For each sphere the key questions 'Have women changed? Have men stayed the same?' are posed, within the context of current sociological debates on social change.

  • Sales Rank: #7452917 in Books
  • Published on: 2001-12-14
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.00" h x .39" w x 6.10" l, .52 pounds
  • Binding: Paperback
  • 128 pages

About the Author
Sara Delamont is Reader in Sociology at Cardiff University. Her previous publications include the highly successful The Sociology of Women: An Introduction (1980), and Supervising the PhD (1997), co-written with Paul Atkinson and Odette Parry, and also published by Open University Press.

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Jumat, 15 Mei 2015

** Ebook Research Methods in Health: Investigating Health and Health Services, by Ann Bowling

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Research Methods in Health: Investigating Health and Health Services, by Ann Bowling

This second edition has been revised and updated to reflect key methodological developments in health research. It is a comprehensive, easy to read, guide to the range of methods used to study and evaluate health and health services. It describes the concepts and methods used by the main disciplines involved in health research, including: demography, epidemiology, health economics, psychology and sociology. The research methods described cover the assessment of health needs, morbidity and mortality trends and rates, costing health services, sampling for survey research, cross-sectional and longitudinal survey design, experimental methods and techniques of group assignment, questionnaire design, interviewing techniques, coding and analysis of quantitative data, methods and analysis of qualitative observational studies, and types of unstructured interviewing. With new material on topics such as cluster randomization, utility analyses, patients' preferences, and perception of risk, the text is aimed at students and researchers of health and health services. It has also been designed for health professionals and policy makers who have responsibility for applying research findings in practice, and who need to know how to judge the value of that research.

  • Sales Rank: #16402918 in Books
  • Brand: Brand: Open University Press
  • Published on: 2002-03-15
  • Original language: English
  • Number of items: 1
  • Dimensions: 9.50" h x 6.75" w x 1.25" l,
  • Binding: Hardcover
  • 512 pages
Features
  • Used Book in Good Condition

Review
"This major research textbook is as good as an introduction to the field as you are likely to find." -- The International Journal of Social Psychiatry

About the Author
Ann Bowling is a social scientist and is currently Professor of Health Services Research in the Department of Primary Care and Population Sciences at University College London. She directs an active research programme and has both PhD and master's programmes, including the MRes in health services research and policy at UCL. She is also author of Measuring Health, A Review of Quality of Life Measurement Scales and Measuring Disease, A Review of Disease-Specific Quality of Life Measurement Scales both published by the Open University Press.

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