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Radiation in Enclosures: Elliptic Boundary Value Problem (Scientific Computation)
by Aristide Mbiock Roman WeberDuring the last half century, the development and testing of prediction models of combustion chamber performance have been an ongoing task at the International Flame Research Foundation (IFRF) in IJmuiden in the Netherlands and at many other research organizations. This task has brought forth a hierarchy of more or less standard numerical models for heat transfer predictions, in particular for the prediction of radiative heat transfer. Unfortunately all the methods developed, which certainly have a good physical foundation, are based on a large number of extreme sim plifications or uncontrolled assumptions. To date, the ever more stringent requirements for efficient production and use of energy and heat from com bustion chambers call for prediction algorithms of higher accuracy and more detailed radiative heat transfer calculations. The driving forces behind this are advanced technology requirements, the costs of large-scale experimen tal work, and the limitation of physical modeling. This interest is growing more acute and has increased the need for the publication of a textbook for more accurate treatment of radiative transfer in enclosures. The writing of a textbook on radiative heat transfer, however, in ad dition to working regularly on other subjects is a rather difficult task for which some years of meditation are necessary. The book must satisfy two requirements which are not easily reconciled. From the mathematical point of view, it must be written in accordance with standards of mathemati cal rigor and precision.
"Radical Academia"? Understanding the Climates for Campus Activists: New Directions for Higher Education, Number 167 (J-B HE Single Issue Higher Education)
by Christopher J. Broadhurst Georgianna L. MartinTake an in-depth look at campus activism in the 21st century with this issue of New Directions for Higher Education. Campuses have always experienced an ebb and flow of activism, and the recent displays of student activism on American campuses show that protesters remain a vibrant subculture in American higher education. From rising tuition costs to the need to improve and welcome diversity, activists signal a continued restlessness among the nation’s collegiate youth over various issues, expressing their views with a vigor comparable to most periods in American history. The purpose of this work is to dispel the myths that today's activists are either apathetic or “radicals” determined on disrupting the “establishment.” It's also a guide to help higher education practitioners better understand the needs, rights, and responsibilities of campus activists. And, it will help readers understand the best paths to not only allowing student voice, but helping direct that voice toward peaceful and constructive expression. This is the 167th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
"Radical Academia"? Understanding the Climates for Campus Activists: New Directions for Higher Education, Number 167 (J-B HE Single Issue Higher Education)
by Christopher J. Broadhurst Georgianna L. MartinTake an in-depth look at campus activism in the 21st century with this issue of New Directions for Higher Education. Campuses have always experienced an ebb and flow of activism, and the recent displays of student activism on American campuses show that protesters remain a vibrant subculture in American higher education. From rising tuition costs to the need to improve and welcome diversity, activists signal a continued restlessness among the nation’s collegiate youth over various issues, expressing their views with a vigor comparable to most periods in American history. The purpose of this work is to dispel the myths that today's activists are either apathetic or “radicals” determined on disrupting the “establishment.” It's also a guide to help higher education practitioners better understand the needs, rights, and responsibilities of campus activists. And, it will help readers understand the best paths to not only allowing student voice, but helping direct that voice toward peaceful and constructive expression. This is the 167th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution.
Radical Candor: How to Get What You Want by Saying What You Mean
by Kim Scott'Reading Radical Candor will help you build, lead, and inspire teams to do the best work of their lives.' Sheryl Sandberg, author of Lean InIf you don't have anything nice to say then don't say anything at all . . . right?While this advice may work for home life, as Kim Scott has seen first hand, it is a disaster when adopted by managers in the work place. Scott earned her stripes as a highly successful manager at Google before moving to Apple where she developed a class on optimal management. Radical Candor draws directly on her experiences at these cutting edge companies to reveal a new approach to effective management that delivers huge success by inspiring teams to work better together by embracing fierce conversations.Radical Candor is the sweet spot between managers who are obnoxiously aggressive on the one side and ruinously empathetic on the other. It is about providing guidance, which involves a mix of praise as well as criticism – delivered to produce better results and help your employees develop their skills and increase success.Great bosses have a strong relationship with their employees, and Scott has identified three simple principles for building better relationships with your employees: make it personal, get stuff done, and understand why it matters.Radical Candor offers a guide to those bewildered or exhausted by management, written for bosses and those who manage bosses. Drawing on years of first-hand experience, and distilled clearly to give practical advice to the reader, Radical Candor shows you how to be successful while retaining your integrity and humanity. Radical Candor is the perfect handbook for those who are looking to find meaning in their job and create an environment where people love both their work and their colleagues, and are motivated to strive to ever greater success.
Radical childhoods: Schooling and the struggle for social change
by Jessica GerrardAt a time when education appears to be simply reproducing social class relations, Radical childhoods offers a timely consideration of how children’s and young people’s education can confront and challenge social inequality. Presenting detailed analysis of archival material and oral testimony, the book examines the experiences of students and educators in two schooling initiatives that were connected to two of the most significant social movements in Britain: Socialist Sunday Schools (est. 1892) and Black Saturday/Supplementary Schools (est. 1967). Analysing across time, the author explores the ways in which these two very different schooling movements incorporated large numbers of women, challenged class and race inequality, and attempted to create spaces of ‘emancipatory’ education independent to the state. It argues that despite appearing to be on the ‘margins’ of the public sphere these schools were important, if contested and complex, sites of political struggle.
Radical childhoods: Schooling and the struggle for social change
by Jessica GerrardAt a time when education appears to be simply reproducing social class relations, Radical childhoods offers a timely consideration of how children’s and young people’s education can confront and challenge social inequality. Presenting detailed analysis of archival material and oral testimony, the book examines the experiences of students and educators in two schooling initiatives that were connected to two of the most significant social movements in Britain: Socialist Sunday Schools (est. 1892) and Black Saturday/Supplementary Schools (est. 1967). Analysing across time, the author explores the ways in which these two very different schooling movements incorporated large numbers of women, challenged class and race inequality, and attempted to create spaces of ‘emancipatory’ education independent to the state. It argues that despite appearing to be on the ‘margins’ of the public sphere these schools were important, if contested and complex, sites of political struggle.
Radical Collaborations for Learning: School Librarians as Change Agents
by Violet H. Harada Sharon CoatneyLibrarians can be effective catalysts and vital connectors who facilitate successful partnerships that enrich students' lives—"radical collaborations" that have deep and far-reaching impact.Envisioning schools as learning organizations requires collaborating with the greater communities as an integral part of the school's dynamic. How can librarians be key players in realizing this concept of schools? This book addresses this essential question, as well as how librarians can serve as catalysts in reaching beyond the traditional school to form alliances and partnerships with a range of community organizations and agencies, and how these collaborations result in transformative learning experiences not only for the students but for the adults who work together as well.The authors provide examples of schools where librarians, library directors, and educators are joining together in these types of unique partnerships. Chapters are authored by library professionals, who describe what stimulates and motivates these partnerships and how they are collaboratively developed and sustained. This publication will be a catalyst that will inspire readers to grow similar alliances in their own schools and districts among public libraries, colleges, arts foundations, nonprofit cultural organizations, and STEM-related agencies.
Radical Collaborations for Learning: School Librarians as Change Agents
Librarians can be effective catalysts and vital connectors who facilitate successful partnerships that enrich students' lives—"radical collaborations" that have deep and far-reaching impact.Envisioning schools as learning organizations requires collaborating with the greater communities as an integral part of the school's dynamic. How can librarians be key players in realizing this concept of schools? This book addresses this essential question, as well as how librarians can serve as catalysts in reaching beyond the traditional school to form alliances and partnerships with a range of community organizations and agencies, and how these collaborations result in transformative learning experiences not only for the students but for the adults who work together as well.The authors provide examples of schools where librarians, library directors, and educators are joining together in these types of unique partnerships. Chapters are authored by library professionals, who describe what stimulates and motivates these partnerships and how they are collaboratively developed and sustained. This publication will be a catalyst that will inspire readers to grow similar alliances in their own schools and districts among public libraries, colleges, arts foundations, nonprofit cultural organizations, and STEM-related agencies.
Radical Collegiality through Student Voice: Educational Experience, Policy and Practice
by Roseanna Bourke Judith LoveridgeThis book celebrates the rights of the child, through including student voice in educational matters that affect them directly. It focuses on the experiences of children and young people and explores how our educational policies, practices and research endeavours enable educators to help young people tell their own stories. The respective chapters illustrate how listening to young people can help them attain new positions of power, even though doing so often creates discomfort and requires a radical change on the part of the adult establishment. Further, the book challenges researchers, teachers and practitioners to reconsider how students are involved in research and policy agendas, and to what extent radical collegiality can create fundamental and positive changes in the lives of these learners. In recent decades, greater attention has been paid across policy, practice and research discourses to involving children more meaningfully and actively in decisions about their participation in both formal and informal educational settings. The book’s goal is to illustrate how researchers have systematically involved students in the pursuit of a richer understanding of educational experiences, policy and practice through the eyes and ears of young people, and through their own cultural lens.
RADICAL CONSTRUCTIVISM: A Way Of Knowing And Learning
by Ernst von GlasersfeldFirst Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
RADICAL CONSTRUCTIVISM
by Ernst von GlasersfeldFirst Published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.
Radical Constructivism in Mathematics Education (Mathematics Education Library #7)
by Ernst Von GlasersfeldMathematics is the science of acts without things - and through this, of things one can define by acts. 1 Paul Valéry The essays collected in this volume form a mosaik of theory, research, and practice directed at the task of spreading mathematical knowledge. They address questions raised by the recurrent observation that, all too frequently, the present ways and means of teaching mathematics generate in the student a lasting aversion against numbers, rather than an understanding of the useful and sometimes enchanting things one can do with them. Parents, teachers, and researchers in the field of education are well aware of this dismal situation, but their views about what causes the wide-spread failure and what steps should be taken to correct it have so far not come anywhere near a practicable consensus. The authors of the chapters in this book have all had extensive experience in teaching as well as in educational research. They approach the problems they have isolated from their own individual perspectives. Yet, they share both an overall goal and a specific fundamental conviction that characterized the efforts about which they write here. The common goal is to find a better way to teach mathematics. The common conviction is that knowledge cannot simply be transferred ready-made from parent to child or from teacher to student but has to be actively built up by each learner in his or her own mind.
Radical Education and the Common School: A Democratic Alternative (Foundations and Futures of Education)
by Michael Fielding Peter MossWhat is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions? Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the ‘common school’, a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about. Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education - teachers and students, academics and policy makers, parents and politicians.
Radical Education and the Common School: A Democratic Alternative (Foundations and Futures of Education)
by Michael Fielding Peter MossWhat is education, what is it for and what are its fundamental values? How do we understand knowledge and learning? What is our image of the child and the school? How does the ever more pressing need to develop a more just, creative and sustainable democratic society affect our responses to these questions? Addressing these fundamental issues, Fielding and Moss contest the current mainstream dominated by markets and competition, instrumentality and standardisation, managerialism and technical practice. They argue instead for a radical education with democracy as a fundamental value, care as a central ethic, a person-centred education that is education in the broadest sense, and an image of a child rich in potential. Radical education, they say, should be practiced in the ‘common school’, a school for all children in its local catchment area, age-integrated, human scale, focused on depth of learning and based on team working. A school understood as a public space for all citizens, a collective workshop of many purposes and possibilities, and a person-centred learning community, working closely with other schools and with local authorities. The book concludes by examining how we might bring such transformation about. Written by two of the leading experts in the fields of early childhood and secondary education, the book covers a wide vista of education for children and young people. Vivid examples from different stages of education are used to explore the full meaning of radical democratic education and the common school and how they can work in practice. It connects rich thinking and experiences from the past and present to offer direction and hope for the future. It will be of interest and inspiration to all who care about education - teachers and students, academics and policy makers, parents and politicians.
Radical Educators Rearticulating Education and Social Change: Teacher Agency and Resistance, Early 20th Century to the Present (Routledge Research in Education #31)
by Jennifer Gale De Saxe Tina Y. GourdThis book is a collection of six case studies of teacher agency in action, centering on voices of educators who engaged in activist work throughout the history of education in the US. Through a lens of teacher agency and resistance, chapter authors explore the stories of individual educators to determine how particular historical and cultural contexts contributed to these educators’ activist efforts. By analyzing specific modes and methods of resistance found within diverse communities throughout the last century of US education, this book helps to identify and place into theoretical and historical context an underemphasized narrative of professional teacher-activists within American education.
Radical Educators Rearticulating Education and Social Change: Teacher Agency and Resistance, Early 20th Century to the Present (Routledge Research in Education #31)
This book is a collection of six case studies of teacher agency in action, centering on voices of educators who engaged in activist work throughout the history of education in the US. Through a lens of teacher agency and resistance, chapter authors explore the stories of individual educators to determine how particular historical and cultural contexts contributed to these educators’ activist efforts. By analyzing specific modes and methods of resistance found within diverse communities throughout the last century of US education, this book helps to identify and place into theoretical and historical context an underemphasized narrative of professional teacher-activists within American education.
Radical Equality in Education: Starting Over in U.S. Schooling
by Joanne LarsonTinkering with the current educational system from within has not provided a just and equitable education for all children. In this book, acclaimed education theorist Joanne Larson poses basic questions about the nature and purpose of schooling. Proposing that what is needed is a new purpose that is more consistent with contemporary knowledge production processes—one that moves beyond the either/or binary of preparing workers/citizens in a competitive global economy or a democracy, Larson argues that the only real solution is to start over in U.S. education—the purpose of schooling should be to facilitate human learning, meaning making, and knowledge production toward just and equitable education for all. Radical Equality in Education offers a new ontological starting point and a new theoretical framing that would follow from it; articulates theoretical, curricular, pedagogical, and assessment principles that frame a real plan for fundamental change in American education, and presents examples of what these ideas might look like in schools and communities.
Radical Equality in Education: Starting Over in U.S. Schooling
by Joanne LarsonTinkering with the current educational system from within has not provided a just and equitable education for all children. In this book, acclaimed education theorist Joanne Larson poses basic questions about the nature and purpose of schooling. Proposing that what is needed is a new purpose that is more consistent with contemporary knowledge production processes—one that moves beyond the either/or binary of preparing workers/citizens in a competitive global economy or a democracy, Larson argues that the only real solution is to start over in U.S. education—the purpose of schooling should be to facilitate human learning, meaning making, and knowledge production toward just and equitable education for all. Radical Equality in Education offers a new ontological starting point and a new theoretical framing that would follow from it; articulates theoretical, curricular, pedagogical, and assessment principles that frame a real plan for fundamental change in American education, and presents examples of what these ideas might look like in schools and communities.
Radical Heroes: Gramsci, Freire and the Poitics of Adult Education (Studies in the History of Education)
by Diana CobenFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Radical Heroes: Gramsci, Freire and the Poitics of Adult Education (Studies in the History of Education #6)
by Diana CobenFirst Published in 1998. Routledge is an imprint of Taylor & Francis, an informa company.
Radical Inclusive Education: Disability, teaching and struggles for liberation (Concepts for Critical Psychology)
by Anat GreensteinMany people who work in education start out with enthusiastic ideals about education as a positive force that can spur change in the life of the learner and in society at large, yet find themselves frustrated with a bureaucratic system that often alienates and excludes many of its students. This is particularly true for students identified as having "special educational needs" (SEN) or disability, a label often used to justify the ways in which students are failed by a system that focuses on narrow definitions of knowledge, seeks to normalise and control behaviour, and values economic productivity over other forms of human activity. Radical Inclusive Education explores how current educational practices, such as standardised tests and league tables, exclude and fail many disabled students, and naturalise educational inequalities around gender, class, ethnicity and ability. Informed by the social model of disability, the book argues that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and foster pedagogical practices that support relations of interdependency. The book draws on work in disability studies, critical psychology and critical pedagogy, and also real life examples from interviews with activists in the disabled people’s movement, and from research in a school, to offer examples of what radical inclusive education – that is sensitive to the needs of all students – might look like in practice. As such, it will be of great interest to practitioners and students in the field of education, particularly for those interested in SEN and disability, sociology of education, critical pedagogy, informal education and social movement learning.
Radical Inclusive Education: Disability, teaching and struggles for liberation (Concepts for Critical Psychology)
by Anat GreensteinMany people who work in education start out with enthusiastic ideals about education as a positive force that can spur change in the life of the learner and in society at large, yet find themselves frustrated with a bureaucratic system that often alienates and excludes many of its students. This is particularly true for students identified as having "special educational needs" (SEN) or disability, a label often used to justify the ways in which students are failed by a system that focuses on narrow definitions of knowledge, seeks to normalise and control behaviour, and values economic productivity over other forms of human activity. Radical Inclusive Education explores how current educational practices, such as standardised tests and league tables, exclude and fail many disabled students, and naturalise educational inequalities around gender, class, ethnicity and ability. Informed by the social model of disability, the book argues that educational theories and practices that are geared towards social justice and inclusion need to recognise and value the diversity of human embodiments, needs and capacities, and foster pedagogical practices that support relations of interdependency. The book draws on work in disability studies, critical psychology and critical pedagogy, and also real life examples from interviews with activists in the disabled people’s movement, and from research in a school, to offer examples of what radical inclusive education – that is sensitive to the needs of all students – might look like in practice. As such, it will be of great interest to practitioners and students in the field of education, particularly for those interested in SEN and disability, sociology of education, critical pedagogy, informal education and social movement learning.
Radical Martyrdom and Cosmic Conflict in Early Christianity: Radical Martyrdom And Cosmic Conflict In Early Christianity (The Library of New Testament Studies #307)
by Paul MiddletonSeveral view of martyrdom co-existed in the early Church. The 'orthodox' position, generally accepted by scholars, was that a Christian should choose martyrdom rather than deny the Faith, but should not, on any account, court death. Although it has been recognised that some in the early Church did seek a glorified death, by giving themselves over to arrest, most scholars have dismissed such acts as differing from 'the accepted attitude to martyrdom' in the early Church. Therefore, instances of volitional, or radical martyrdom, have been largely overlooked or sidelined in scholarly investigations into the theology and origins of Christian martyrdom. Paul Middleton argues that, far from being a deviant strand of early Christianity, 'radical martyrdom' was a significant, and widely held idealised form of devotion in the late first to early third centuries. Christian martyrdom is placed within the heritage of Jewish War tradition, with each martyr making an important contribution to the cosmic conflict between Satan and God. Radical Martyrdom re-examines the presentation, theology, and origins of Christian martyrdom up to the beginning of the Decian persecutions in the light of new perspectives on the subject.
Radical Pedagogy: Identity, Generativity, and Social Transformation (Education, Psychoanalysis, and Social Transformation)
by M. BracherRadical Pedagogy articulates a new theory of identity based on recent research in psychoanalysis, social psychology and cognitive science. It explains how developing identity is a prerequisite for developing intelligence, personal well being, and the amelioration of social problems, including violence, prejudice and substance abuse.
Radical Possibilities: Public Policy, Urban Education, and A New Social Movement (Critical Social Thought Ser.)
by Jean AnyonThe core argument of Jean Anyon’s classic Radical Possibilities is deceptively simple: if we do not direct our attention to the ways in which federal and metropolitan policies maintain the poverty that plagues communities in American cities, urban school reform as currently conceived is doomed to fail. With every chapter thoroughly revised and updated, this edition picks up where the 2005 publication left off, including a completely new chapter detailing how three decades of political decisions leading up to the “Great Recession” produced an economic crisis of epic proportions. By tracing the root causes of the financial crisis, Anyon effectively demonstrates the concrete effects of economic decision-making on the education sector, revealing in particular the disastrous impacts of these policies on black and Latino communities. Going beyond lament, Radical Possibilities offers those interested in a better future for the millions of America’s poor families a set of practical and theoretical insights. Expanding on her paradigm for combating educational injustice, Anyon discusses the Occupy Wall Street movement as a recent example of popular resistance in this new edition, set against a larger framework of civil rights history. A ringing call to action, Radical Possibilities reminds readers that throughout U.S. history, equitable public policies have typically been created as a result of the political pressure brought to bear by social movements. Ultimately, Anyon’s revelations teach us that the current moment contains its own very real radical possibilities.