Karen Evans

David N. Aspin

Judith Chapman

Richard Bagnall

The second edition of the International Handbook of Lifelong Learning is extensive, innovative, and international in scope, remit and vision, inviting its readers to engage in a critical re-appraisal of the theme of “lifelong learning”. It is a thorough-going, rigorous and scholarly work, with profound and wide-ranging implications for the future of educating institutions and agencies of all kinds in the conception, planning and delivery of lifelong learning initiatives. Lifelong learning requires a wholly new philosophy of learning, education and training, one that aims to facilitate a coherent set of links and pathways between work, school and education, and recognises the necessity for government to give incentives to industry and their employees so they can truly “invest” in lifelong learning. It is also a concept that is premised on the understanding of a learning society in which everyone, independent of race, creed or gender, is entitled to quality learning that is truly excellent. This book recognises the need for profound changes in education and for goals that are critically important to education, economic advancement, and social involvement. To those concerned about the future of our society, our economy and educational provision, this book provides a richly illuminating basis for powerful debate. Drawing extensively on policy analyses, conceptual thinking and examples of informed and world-standard practice in lifelong learning endeavours in the field, both editors and authors seek to focus readers' attention on the many issues and decisions that must be addressed if lifelong learning is to become a reality for us all.

Second International Handbook of Lifelong Learning

At the end of the twentieth century a step-change in thinking about the offending behaviour of women began to impact on policy-makers concerned with the treatment of female offenders. A growing number of nations, states and organisations both national and supra-national in nature began to acknowledge that existing criminal justice and especially penal practices had not been sufficiently attentive to women’s needs and had discriminated against women as a result. The concept of ‘gender-responsive justice’ – an orientation to working with women and girls based around a consideration of the special needs of women as prisoners and their particular pathways to offending – has been developed as a result. This book explores the development of this concept, the theories which have informed it, policy arenas in which gender-responsive justice has been attempted and the practices of gender-responsive justice which have subsequently emerged. This book takes a global perspective as it outlines the different international and national arenas within which gender-responsive justice gained favour and considers what has been learned from this novel and feminist-inspired approach. Gender-responsive justice has not been without its critics, however, and this book also examines the different arguments which have been used to attack or critique the concept from varied perspectives. This book lays down a clear theoretical framework for understanding gender-responsive justice and will be useful in assessing current and future policy-making in this area.

A Critical Appraisal

Gender Responsive Justice

Anabela Carvalho

Tymon Zielinski

Jan J.C. Seys

Marine Observations and Society: Pathways to Improve Public Engagement and the Science-Policy Nexus

Ian Haffenden

Originally published in 1991, this book gives international coverage of opportunities in youth development and education from a unique comparative angle. The book is split into two parts: the first focusses on the former USSR, Europe and North America, setting the issues within the wider context of the political debate of the superpowers. The second part looks at newly developing countries and their relationship with the developed world. There is a broad variety of case studies, including material on Chile, Botswana and the Seychelles - areas which are often overlooked.

International Perspectives

Education for Young Adults

Margaret Malloch

Len Cairns

Bridget N O'Connor

This Handbook provides a state-of-the art overview of the field of workplace learning from a global perspective. The authors are all well-placed theoreticians, researchers, and practitioners in this burgeoning field, which cuts across higher education, vocational education and training, post-compulsory secondary schooling, and lifelong education. The volume provides a broad-based, yet incisive analysis of the range of theory, research, and practical developments in workplace learning. The editors draw together the three essential areas of Theory; Research and Practice; and Issues and Futures in the field of Workplace Learning. In addition, final chapters include recommendations for further development. Key researchers and writers in the field have approached workplaces as the base of learning about work, that is, work-based learning. There has also been emerging interest in variations of this idea such as learning about, through, and at work. Many of the theoretical discussions have centred on adult learning and some on learners managing their own learning, with emphasis on aspects such as communities of practice and self directed learning. In Europe and Australia, early work in the field was often linked to the Vocational Education and Training (VET) traditions with concerns around skills, competencies and 'on the job' learning. The idea that learning and workplaces had more to do with real lifelong and lifewide aspects than traditional "training" regimens has emerged in the last decade. Since the mid 1990s, the field has grown world-wide as an area of theory, research, and practical work that has not only expanded the interest but has also legitimized the area as a field of study, reflection, and progress. The SAGE Handbook of Workplace Learning draws together a wide range of views, theoretical dispositions, and assertions and provides a leading-edge presentation by key writers and researchers with insight into the field and its current state. It is a resource for researchers and academics interested in the scope and breadth of Workplace Learning..

The SAGE Handbook of Workplace Learning

A Grim Almanac of Staffordshire is a day-by-day catalogue of 366 ghastly tales from around the county. Full of dreadful deeds, strange disappearances and a multitude of murders, this almanac explores the darker side of the Staffordshire’s past. Here are stories of tragedy, torment, and the truly unfortunate, with diverse tales of freak weather, bizarre deaths, and terrible accidents, including the young lad "jellified" after falling into factory machinery, and the deaths of 155 men in the Minnie Pit disaster of 1918. Alongside these are tales of fires, catastrophes, suicides, thefts, and executions—it’s all here. Generously illustrated, this chronicle is an entertaining and readable record of Staffordshire’s grim past. Read on ... if you dare!

A Grim Almanac of Staffordshire

Kathleen Urmston

Fiction, Reading Recovery Level 9, F&P Level F, DRA2 Level 10, Theme Inference, Stage Early, Character N/A

Surprise for Mom, A

In the Japanese folklore of Kitsune, foxes are very wise creatures that are akin with their age. The Kitsune will grow many tails after they reach age 100. A Foxy Mind depicts a Kitsune fox teaching the mindfulness grounding technique "5, 4, 3, 2, 1." What a perfect medium for such a wise fox to teach such an important tool. In these days of uncertainty, A Foxy Mind provides a tool, through mindfulness, to help kids take a "brain break," coupled with illustrations with a Japanese flair that are sure to delight.

A Foxy Mind

Discover 366 gruesome tales from Birmingham’s past. With appalling accidents, frightful crimes and extraordinary deaths, there’s something to surprise even the most hardened reader. Featured here is the man who deliberately swallowed his wooden walking stick, a nineteenth-century horsemeat scandal, a drunken dispute that led to a man being stabbed in the eye with a table fork, and the lightning storm which hit a fog-signalling factory, setting off 43,000 explosions. True accounts of fires, catastrophes, murders, executions and a variety of nasty goings-on in the Birmingham of yesteryear await you within.

A Grim Almanac of Birmingham

Lorna Unwin

Helen Rainbird

Phil Hodkinson

Across the western world, there is a growing awareness of the importance of workplace learning, seen at the level of national and international policy, as well as in the developing practices of employers, training providers and Trades Unions. Authoritative, accessible, and appealing, it presents key findings on work-based learning, bringing together conclusions and investigating a variety of workplace contexts to show how such learning can be improved. An extensive practical treatment, brought to life with illustrations from both the public and private sectors, this book has a unique combination of breadth of coverage and depth of understanding. Grounded in rich and detailed empirical studies, this volume challenges conventional thinking. An important new addition to the Improving Learning series, it focuses on guidelines for improving learning by marrying the very best theory and practice to provide an accessible and authoritative guide to workplace learning. Practitioners, policy makers, students and academics with an interest in learning at work will find this an invaluable addition to their bookshelves.

Improving Workplace Learning

The workplace is an important site for learning in today's society. This book examines the changing nature of the work and effect that this has on the skill and knowledge requirements of individuals, its implications for employment, and ways in which these changing requirements can be met.

Transforming Learning in the Workplace

Working to Learn

University of Surrey. Department of Adult Education

A Desk Study : the Nature, Aims and Quality of the Education and Training Undertaken by Young People Following Day Release Courses Leading to Recognised Qualifications

Day Release

Ian Taylor

Penny Fraser

A Tale of Two Cities is a study of two major cities, Manchester and Sheffield. Drawing on the work of major theorists, the authors explore the everyday life, making contributions to our understanding of the defining activities of life.

Global Change, Local Feeling and Everday Life in the North of England

A Tale Of Two Cities

Sandra Walklate

First published in 1999, this volume presents arguments which compare two inner-city wards of Salford and look to introduce such a subtlety to the understanding of the management of crime in high crime communities and derive from a longitudinal research study which took place over a two and a half year period. Between 1994 and 1996, researchers based at the University of Salford and the University of Keele embarked on research into two similarly structured neighbourhoods within the city of Salford in the North of England. This research set out to situate an understanding of the risk from and fear of crime in a comparative, urban context – to uncover how people who live, work and go to school in designated ‘high-crime’ areas manage their routine daily lives and construct their own responses to ‘risk of’ and ‘fear of’ crime. The authors go on to highlight the similarities between these wards and other wards with which they have a clear resonance across Britain.

Managing Crime in High Crime Areas

Zero Tolerance or Community Tolerance?

Ian R. Taylor

The city of the future is to be found not just in the post-modern metropolis but also in the once great industrial cities, from the rust belt of the United States to the centres of the English industrial revolution. This is a study of two such cities - Manchester and Sheffield.

Karen Evans

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