This book volume describes a five-year journey of inquiry and discovery and the research findings of medical, health and social scientists which provides an opportunity for scholars and professionals to reflect on the implications of this research for social policy and practice.
This book critically appraises the European Convention on Human Rights as it faces some daunting challenges. It argues that the Convention's core functions have subtly changed, particularly since the ending of the Cold War, and that these are now to articulate an 'abstract constitutional model' for the entire continent, and to promote convergence in the operation of public institutions at every level of governance. The implications - from national compliance, to European international relations, including the adjudication of disputes by the European Court of Human Rights - are fully explored.
This book provides science teacher educators and science educational researchers with a current overview on the roles of beliefs in science education settings. There are four focal areas in the book: an overview of this field of research, lines of research, implications for policy, and implications for educators. Within each of these areas there are specific explorations that examine important areas such as, the roles of beliefs in teaching and learning, the impact of beliefs on student achievement, and ways in which beliefs are connected to teacher actions in the classroom.
Ken Ludwig devised his methods while teaching his own children, and his approach is friendly and easy to master. Beginning with memorizing short specific passages from Shakespeare's plays, this method then instills children with cultural references they will utilize for years to come. Ludwig’s approach includes understanding of the time period and implications of Shakespeare’s diction as well as the invaluable lessons behind his words and stories.
