Emerald Publishing Limited

Throughout the last decade there has been an unprecedented amount of activity in curriculum policy, and recent years have seen the acceleration of that activity following the Education Reform Act of 1988. This reader is a selection of work which addresses some of the more complex ideas and debates surrounding curriculum policy. The book is divided into three parts, the first section describes the background to recent curriculum policy, the second section looks at a variety of ways of constructing the curriculum, all of which have an impact on policy, while the third section offers a series of critiques on current policy, in particular the immediate impact of the ERA and of vocationalism, of market forces and strong central control.

Today there is hardly any company that can claim that it is not involved in international business (IB). A huge body of literature is available on international business, but there are very few publications on the most important aspect of IB, namely negotiations. The purpose of this book is to enhance our understanding about the impact of culture and communication on international business negotiations. Consequently to explore the problems faced by Western managers while doing business abroad and provide some guidelines for international business negotiations. The book is divided in four parts. The first part explains the nature of international business negotiations. The second part deals with culture and its aspect on international business and negotiations. Part three discusses negotiations for different type of businesses and finally, part four provides insightful examples from different parts of the world and provides concrete guidelines to handle cross-cultural negotiations. It focuses on the most important aspect of international business: negotiations!

Based on field research carried out over a two year period, this book describes processes of transformation that took place over a fifteen year period in five European universities. Five common features identified - described as "organizational pathways of transformation" - are highlighted and used to frame the case-study accounts. These pathways consist of: a strengthened steering core; an extended developmental periphery; a diversified funding base; a stimulated academic heartland; and an entrepreneurial culture. Taken together, these elements help universities overcome the growing imbalance between environmental demands and university capacity to respond that is now occurring in universities internationally. As universities come under greater pressure to change their traditional character and become more innovative and entrepreneurial, the successful implementation of new managerial perspectives is important if they are to succeed. Reconciling these changes with traditional academic values provide the concepts on which the case studies are based.

The most common trauma that occurs in western civilization is the road traffic accident. Yet medical, psychological and legal professionals have to date largely ignored this all too common horror. In the fall of 1997, the First International Conference was held that was dedicated exclusively to the psychological impact of road traffic accidents (RTAs). This event brought, for the first time ever, the leading experts from all over the world to share and develop their ideas. This provided the catalyst of ideas and information for this volume. The volume as a result contains some of the most current information available on this topic to date. This book contains comprehensive overviews of the common medical and psychiatric disorders that follow RTAs. The book addresses the major psychological disorders of Post Traumatic Stress Disorder and Acute Stress Disorder, with new data being presented from the leading research centers in the world. Reviews and preliminary data from some of the ongoing controlled clinical treatment trials are shared, as well as how the medical and psychiatric disorders interact with the role of the lawyers and insurers.

"Learning to Think: Thinking to Learn" has grown out of a conference organized by the OECD Centre for Educational Research and Innovation (CERI) in July 1989. Its purpose is to discuss and advance the state of knowledge about how young people think and reason. Thinking is a normal activity for every normal human being, ordinary life depends on our ability to think. Thus the prime objectives of formal education in all disciplines have always been the refining and shaping of the powers of thought. This book explores three broad ways of thinking in the context of education, looking firstly at the 'skills' approach, secondly at the 'infusion model' and thirdly at the belief that the traditional disciplines and pedagogy of education already provide for the development of thinking.