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The West India Regiments were an anomalous presence in the British Army. Raised in the late eighteenth-century Caribbean in an act of military desperation, their rank-and-file were overwhelmingly men of African descent, initially enslaved. As such, the regiments held a unique but ambiguous place in the British Army and British Empire until their disbandment in 1927. Soldiers of Uncertain Rank brings together the approaches of cultural, imperial and military history in new and illuminating ways to show how the image of these regiments really mattered. This image shaped perceptions in the Caribbean societies in which they were raised and impacted on how they were deployed there and in Africa. By examining the visual and textual representation of these soldiers, this book uncovers a complex, under-explored and illuminating figure that sat at the intersection of nineteenth-century debates about slavery and freedom; racial difference; Britishness; savagery and civilisation; military service and heroism.

Changes in the nature of knowledge production, plus rapid social and cultural change, have meant that the'curriculum question'– what is to be taught, and by extension,'whose knowledge'– has been hotly contested. The question of what to teach has become more and more controversial. This book asks: what is an appropriate curriculum response to the acute, renewed interest in issues of race and racism? How does a school subject like geography respond? The struggle over the school curriculum has frequently been portrayed as being between educational'traditionalists'and'progressives'. This book suggests a way out of this impasse. Drawing upon and extending insights from'social realism', it explores what a Future 3 geography curriculum might look like - one that recognizes the importance of the academic discipline as a source of curriculum-making but at the same time avoids geographical knowledge becoming set in stone. The book focuses very sharply on issues of race and racism, enabling teachers to engage in curriculum making in geography that is racially literate.The Foreword is written by Julian Agyeman, a former geography teacher in the UK and now Professor of Urban and Environmental Policy and Planning at Tufts University, USA.

Holly Marie was forty-two years old the day she found out she was missing. At ten months old, Holly Marie was brought to the door of a church by three barefoot women in white robes and head coverings. Adopted by the pastor and raised in a loving Christian home, Holly nevertheless struggled with the ache of not knowing what had happened to her biological parents. She still felt their absence even as she married and started a family of her own. When two detectives showed up at the restaurant where she worked and informed her that she had a large family in Florida who had been searching for her for over 40 years, Holly's past became the reality of her present, and she began the sometimes painful journey of discovering the truth about her origins: Her parents had been brutally murdered, their case still unsolved. With the help of law enforcement across four states, forensic genealogists, the National Center for Missing and Exploited Children, and her newly discovered family members, the missing pieces began to come together. Except these—why had her parents been murdered? And who had murdered them? She soon found out that the truth leads not always to answers but sometimes to more questions, that it also brings healing and restoration, and that we must surrender our unknowns to God until, in His perfect timing, all truths are revealed. Finding Baby Holly is the true, inspiring story of a wife and mother who was “missing” for over forty years after her parents'murders, the persistent detectives who never stopped investigating, and the birth family who never lost hope in finding her.

Mobility was central to imperialism, from the human movements entailed in exploration, travel and migration to the information, communications and commodity flows vital to trade, science, governance and military power. While historians have written on exploration, commerce, imperial transport and communications networks, and the movements of slaves, soldiers and scientists, few have reflected upon the social, cultural, economic and political significance of mobile practices, subjects and infrastructures that underpin imperial networks, or examined the qualities of movement valued by imperial powers and agents at different times. This collection explores the intersection of debates on imperial relations, colonialism and empire with emerging work on mobility. In doing this, it traces how the movements of people, representations and commodities helped to constitute the British empire from the late-eighteenth century through to the Second World War.

Learning to Teach Geography in the Secondary School has become the widely recommended textbook for student and new teachers of geography. It helps you acquire a deeper understanding of the role, purpose and potential of geography within the secondary curriculum, and provides the practical skills needed to design, teach and evaluate stimulating and challenging lessons.It is grounded in the notion of social justice and the idea that all students are entitled to a high-quality geography education. The very practical dimension provides you with support structures through which you can begin to develop your own philosophy of teaching and debate key questions about the nature and purpose of the subject in school.Thoroughly updated to take account of the latest research, evidence and policy, this new edition reflects new developments in technology as well as current thinking on curriculum, pedagogy and assessment. Exploring the fundamentals of teaching and learning geography in school, chapters cover: Why we teach geography – its purposes and intent Understanding and planning the curriculum – what to teach Effective pedagogy – how to teach Inclusion Assessment Developing and using resources Fieldwork and outdoor learning Values and school geography's contribution to ‘citizenship'Professional development Intended as a core textbook and written with both university and school-based initial teacher education in mind, Learning to Teach Geography is essential reading for all those who aspire to become able, effective and above all, thoughtful and reflective teachers.

Bill Lee has experienced success as a Tennessee cattle farmer and businessman, but he has also known his share of tragedy and adversity. This Road I'm On is his story of fostering resilience and developing a heart for helping others by responding to those bittersweet moments with faith, hope, and perseverance.

This volume brings together an international set of contributors in education research, policy and practice to respond to the influence the noted academic Professor Michael Young has had on sociology, curriculum studies and professional knowledge over the past fifty years, and still has on the field to this day. It provides a critical analysis of his work and the uses to which it has been put in the UK and internationally, discussing implications for debates on the purpose of education and how school curricula, as well as programmes in other educational settings, could be run and teaching undertaken, based on his contribution. Following Michael's long and distinguished career – dating back to before Knowledge and Control: New Directions for the Sociology of Education, which Michael edited in 1971 – recent years have seen an upsurge in both academic and policy interest in his work, including the new concern he expressed for knowledge in his 2007 book Bringing Knowledge Back In. The book concludes with an appreciation and a response to the authors from Michael Young and a Coda from Charmian Cannon, who was on the Institute of Education panel that appointed Michael to his post in 1967. This timely book is a unique critique and celebration, written by experts whose own careers have been affected by Michael, and will appeal to all those with an interest in the work of Michael Young.

Debates in Geography Education encourages early career teachers, experienced teachers and teacher educators to engage with and reflect on key issues, concepts and debates. It aims to enable readers to reach their own informed judgements with deeper theoretical knowledge and understanding.The second edition is fully updated in light of the latest research, policy and practice in the field, as well as key changes to the curriculum and examination specifications. Expert contributors provide a range of perspectives on international, historical and policy contexts in order to deepen our understanding of significant debates in geography education. Key debates include: geography's identity as an academic discipline; what constitutes knowledge in geography; places and regional geography; what it means to think geographically; constructing the curriculum; how we link assessment to making progress in geography; the contribution of fieldwork and outdoor experiences; technology and the use of Geographical Information; school geography and employability; understanding the gap between school and university geography; evidence-based practice and research in geography education. The comprehensive, rigorous coverage of these key issues, together with carefully annotated selected further reading, will help support and shape further research and writing. Debates in Geography Education is a key resource that is essential reading for all teachers and researches who wish to extend their grasp of the place of geography in education.Mark Jones is Senior Lecturer in Education at the University of the West of England, Bristol, UKDavid Lambert is Professor of Geography Education at UCL Institute of Education, London, UK

Learning to Teach Geography in the Secondary School has become the widely recommended textbook for student and new teachers of geography. It helps you acquire a deeper understanding of the role, purpose and potential of geography within the secondary curriculum, and provides the practical skills needed to design, teach and evaluate stimulating and challenging lessons. It is grounded in the notion of social justice and the idea that all students are entitled to a high quality geography education. The very practical dimension provides you with support structures through which you can begin to develop your own philosophy of teaching, and debate key questions about the nature and purpose of the subject in school. Fully revised and updated in light of extensive changes to the curriculum, as well as to initial teacher education, the new edition considers the current debates around what we mean by geographical knowledge, and what's involved in studying at Masters level. Key chapters explore the fundamentals of teaching and learning geography: Why we teach and what to teach Understanding and planning the curriculum Effective pedagogy Assessment Developing and using resources Fieldwork and outdoor learning Values in school geography Professional development Intended as a core textbook and written with university and school-based initial teacher education in mind, Learning to Teach Geography in the Secondary school is essential reading for all those who aspire to become effective, reflective teachers. Praise for previous editions of Learning to Teach Geography in the Secondary School...'This is a practical and visionary book, as well as being superbly optimistic. It has as much to offer the experienced teacher as the novice and could be used to reinvigorate geography departments everywhere. Practical activities and ideas are set within a carefully worked out, authoritative, conceptual framework.'- The Times Educational Supplement'This is a modern, powerful, relevant and comprehensive work...a standard reference for many beginning teachers on geography initial teacher training courses.'- Educational Review

Written at a time of uncertainty about the implications of the English government's curriculum policies, Knowledge and the Future School engages with the debate between the government and large sections of the educational community. It provides a forward-looking framework for head teachers, their staff and those involved in training teachers to use when developing the curriculum of individual schools in the context of a national curriculum. While explaining recent ideas in the sociology of educational knowledge, the authors draw on Michael Young's earlier research with Johan Muller to distinguish three models of the curriculum in terms of their assumptions about knowledge, referred to in this book as Future 1, Future 2 and Future 3. They link Future 3 to the idea of'powerful knowledge'for all pupils as a curriculum principle for any school, arguing that the question of knowledge is intimately linked to the issue of social justice and that access to'powerful knowledge'is a necessary component of the education of all pupils. Knowledge and the Future School offers a new way of thinking about the problems that head teachers, their staff and curriculum designers face. In charting a course for schools that goes beyond current debates, it also provides a perspective that policy makers should not avoid.

From the Tyrannosaurus striding through the rainforest to the Brachiosaurus reaching for food in the treetops, Eyewitness Dinosaur reveals all the fascinating facts about these amazing creatures. Discover all about the terrifying world of dinosaurs with big, bold pictures, interesting fact boxes, and tips from the experts. Eyewitness Dinosaur will show you how the T-Rex hunted for its prey, why the Triceratops had a horned face, and the reasons why they no longer exist today.Packed with all the essential information from the previous edition, Eyewitness Dinosaur is now more interactive and colorful than ever with new infographics, statistics, facts, and timelines making the book more engaging. Great for projects or for homework help, this exciting guide reveals everything you ever wanted to know about dinosaurs!

In Mastering the Niger, David Lambert recalls Scotsman James MacQueen (1778–1870) and his publication of A New Map of Africa in 1841 to show that Atlantic slavery—as a practice of subjugation, a source of wealth, and a focus of political struggle—was entangled with the production, circulation, and reception of geographical knowledge. The British empire banned the slave trade in 1807 and abolished slavery itself in 1833, creating a need for a new British imperial economy. Without ever setting foot on the continent, MacQueen took on the task of solving the “Niger problem,” that is, to successfully map the course of the river and its tributaries, and thus breathe life into his scheme for the exploration, colonization, and commercial exploitation of West Africa. Lambert illustrates how MacQueen's geographical research began, four decades before the publication of the New Map, when he was managing a sugar estate on the West Indian colony of Grenada. There MacQueen encountered slaves with firsthand knowledge of West Africa, whose accounts would form the basis of his geographical claims. Lambert examines the inspirations and foundations for MacQueen's geographical theory as well as its reception, arguing that Atlantic slavery and ideas for alternatives to it helped produce geographical knowledge, while geographical discourse informed the struggle over slavery.

Professor Brian Goodwin was a visionary biologist, mathematician and philosopher. Born in Canada in 1931, he studied biology at McGill University then for his PhD at Oxford under the eminent biologist Conrad Waddington. Understanding organisms as dynamic wholes, he worked to develop an alternate view to extreme Darwinism based solely on genetic factors. His evolutionary vision was centred more on archetypes than ancestors and cooperation rather than competition. As a scientist Brian's work was groundbreaking and highly influential. He was a pioneer in the field of theoretical biology, and a founding member of the prestigious Santa Fe Institute. He appeared often in debates with prominent figures such as Richard Dawkins, Stephen Jay Gould and Lewis Wolpert. In later years he was made a founding fellow at Schumacher College, Totnes, UK, where he taught holistic science and completed his last book, Nature's Due: Healing Our Fragmented Culture (Floris Books 2007). He died in July 2009. This tribute to the life and work of Brian Goodwin has contributions from eminent scholars and academi around the world, dealing with his research on pattern and form in biology and the metaphysical principles that guided him. It also includes an interview with him. The book honours both his work and personal memories of a much loved and respected colleague. Contributors include: Stuart Kauffman, Lewis Wolpert, Fritjof Capra, Margaret Boden, Michael Ruse, Fred Cummings, Mae-wan Ho, Philip Franses, Stephan Harding, Nick Monk, Claudio Stern and Johannes Jaeger

Debates in Geography Education encourages student and practising teachers to engage with and reflect on key issues, concepts and debates in their specialist subject teaching. It aims to enable geography teachers to reach their own informed judgements and argue their point of view with deeper theoretical knowledge and understanding. Expert editors and contributors provide a balance of experience and perspectives and offer international, historical and policy contexts, evidence informed classroom debates and a glimpse of the subject's expanding horizons. Debates considered include: what constitutes knowledge in geography? constructing the curriculum; how do we link assessment to making progress in geography? the contribution of fieldwork and outdoor experiences; technology and media; how we use Geographical Information; how geography contributes to ‘global learning'; sustainable development and geography education. The comprehensive, rigorous coverage of these key issues, together with carefully annotated selected further reading, reflective questions and a range of specific web-based resources, will help support shape your own research and writing. Debates in Geography Education is a source of knowledge, experience and debate that will be essential reading for all students studying at Masters level, practising teachers who want to develop a better understanding of the issues that shape their practice, and Education Studies students considering in-depth subject teaching.

This book shows readers the smarter way to sell -by building trusted consultative relationships with their customers. Whatever you are selling, this book will help you do it better, and feel better about doing it. By switching your focus from the hard sell to building more trust and adding more value, you will end up not just with more satisfied customers, but with more sales as well.

'This is a must read for all 11-18 geography educators. It argues for a new geography curriculum founded on a set of major concepts that are profoundly relevant to 21st century life. For years, books on 11-18 geography education have focussed on classroom techniques, new pedagogic technologies and alternative modes of student assessment. Not this one.'Teaching Geography 11-18'digs deep. It asks not only what geography is for, but bases its answer on a set of key concepts able to sustain an exciting and relevant curriculum. It also grounds its many arguments in the latest geographical research, thus re-establishing the broken connection between geography teaching in schools and that in higher education'.Professor Noel Castree, University of Manchester, UKThis engaging and stimulating book aims to radically re-shape and sharpen debates in geography education by taking an entirely fresh approach to both the subject and its place in secondary education.Key questions addressed in this book include:What is the place of geography within the secondary school curriculum?To what extent does school geography reflect and engage with contemporary issues and theories from the wider subject?What are the issues, challenges and opportunities of a concept-led approach to teaching geography?What are the implications of ICT, media and technology for the future of geography teaching in schools?Influenced by the revised national curriculum for geography which has reduced the prescribed content to be covered, this book offers an objective view of the concept-led approach.The new focus on concepts represents a significant shift in how geography is to be taught in schools, yet there has been little extended discussion of what a'concept-led'approach to teaching and learning would entail. This book fills that void by examining geography's key concepts, and providing teachers with a theoretically robust and practical approach to curriculum planning using a concept-led approach. This is essential reading for all secondary geography teachers, trainee teachers and anyone involved with education and curriculum planning.

An Inaugural Professorial Lecture Some say we live in postmodern times. In addition, many schools now seem to be embracing a post-disciplinary approach to the curriculum. And geography itself has fragmented, struggling for its identity and arguably lost - in the'post'. But this lecture does not dwell for long on this argument. On the contrary, it argues that contemporary geography is a school subject of great significance and has a lot to offer children and young people growing up in a confusing, rapidly changing and dangerous world. Well prepared teachers can use this subject in a way that contributes to both their own and their students''capabilities'. Geography is re-emerging as a subject discipline for its times, both in academia and in the public realm. In the context of our collective need more fully to understand the human occupancy of the Earth, geography in schools has a new role to play. Geography in education explores this, and the importance of a'capability'approach. It draws critically on the Geographical Association's recently published'manifesto'for school geography: A Different View.

This amazing, revealing handbook contains all anyone will ever need to know about reading body language. With it, you can become a veritable human lie detector, spotting exactly when people are telling the truth, when they are lying, and even how they are feeling. What can you tell by folded arms, by the distance away someone stands when talking to you, from facial expressions, or from blinking eyes? The answer? Almost everything! With hundreds of examples illustrated in full color, Body Language 101 can help anyone from any culture know more about his or her friends, spouse, colleagues, lovers, competitors, and enemies.

When Geography specialists decide they want to teach, it can be a daunting prospect to enter a real classroom, no matter how much subject knowledge they already possess. Geography: Teaching School Subjects 11-19 puts the subject into perspective and shows new teachers and student teachers how to make Geography accessible and interesting for their pupils. Divided into three sections the book examines the theory and practice of teaching geography: section one explores how teachers can frame their own knowledge for classroom practice section two focuses on Geography in the classroom and curriculum development as well as aspects of pedagogy and lesson design, evaluation and assessment section three focuses on the teachers themselves and how they can view and work on professional development within their own subject area.

Step back in time to an age when dinosaurs ruled the Earth. Find out about gentle Jurassic giants and the terrifying Tyrannosaurus rex. Marvel at fearsome packs of Velociraptors with their switchblade claws, and spy on herds of Hadrosaurs sporting colorful crests.A wealth of facts, combined with dramatic photography, ensures that Eye Wonders are the perfect educational start for young children. Eye Wonder is a groundbreaking reference series specially developed for younger children aged five plus. In a stunning style departure for DK, wonderful photography shows subjects within their natural setting, offering a whole new level of information through powerful images. Vocabulary is accessible to children aged five and up, with the meanings of new, subject-related words clearly explained. The series provides an excellent knowledge base on the natural world for children starting to learn. The combination of breathtaking visuals and informative, accurate text will hook even those children who usually avoid books.Open your eyes to a world of discovery.

This book reveals the potential of geography to engage with citizenship. It provides: theoretical signposts in the form of short, digestible explanations for key ideas such as racism, values, identity, community and social exclusion a number of inset activities'for further thinking'a critique of the discipline and the pitfalls to avoid in teaching citizenship through geography practical teaching suggestions. All the contributions to this valuable book point to the capacity of geography to engage with citizenship, values, education and people - environment decision-making, on scales that range from the local to the global. It offers positive and direct ways to become involved in the thinking that must underpin any worthwhile citizenship education, for all experienced teachers, student teachers, heads of department, curriculum managers, principals and policy-makers.

This is the first title in this new series, which is aimed principally at secondary PGCE and BAEd students and school- and HEI-based tutors.Each book provides a digest of the central issues around a particular topic or issues, grounded in or supported by examples of good practice, with suggestions for further reading, study and investigation. The books are not intended as'how to'books, but rather as books which will help students and teachers to explore and understand critical theoretical issues in ways that are challenging, that invite critical reappraisals of taken-for-granted practices and perceptions, and that provide appropriate links between theory and practice. Issues related to equal opportunities and special needs are included in each separate volume. There are boxes of questions,'think abouts', further reading, and bulleted summary lists for the reader.This book is written specifically for teachers-in-training which will clarify the'big picture'of monitoring and assessment and makes the crucial distinctions in this large (and still taken-for-granted) field.The authors have written widely on assessment matters and have also worked in various capacities for the QCA (and its former manifestations). They are also engagerd in initial teacher education and so know the level and market extremely well.