Evans Karen

  • 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 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 girl cut to pieces by a machinery explosion, the tragic deaths of 155 men in the Minnie Pit disaster of 1918 and the theatre performance where the gun really did go off, mangling the actor's hand and causing a severed finger to fly across the stage. Uncover 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.

  • Discover 365 gruesome tales from Birmingham's past. With appalling accidents, frightful crimes and extraordinary deaths, there is a tale 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. Here are true accounts of fires, catastrophes, murders and executions. If you have ever wondered what nasty goings-on occurred in the Birmingham of yesteryear, then this is the book for you.

  • 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. 

  • 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..

  • Crime Prevention

    Karen Evans

    How do we reduce and prevent crime? This is a question with which governments, academics and criminal justice professionals have been grappling for decades. Crime Prevention explores the legislative developments, policy changes and practical strategies that have been put in place in recent years in an attempt to manage the level of crime in our society.

    The book also assesses how governments' approaches to serious crime, the war on terror, human rights and race and immigration policies have influenced ideas about community safety and crime prevention. It offers a handy glossary, along with suggestions for further reading, in order to enhance understanding of critical issues.

    Accessible and compelling, this book is essential reading for students of criminology, criminal justice and social policy. It is also an indispensable analytical tool for professionals working within the criminal justice arena.

  • The SAGE Handbook of Learning and Work Nouv.

    The first two decades of the 21st century have contributed a growing body of research, theorisation and empirical studies on learning and work. This Handbook takes the consideration of this topic into a new realm, moving beyond the singular linking of identity, learning and work to embrace a more holistic appreciation of learners and their life-long learning.
    Across 40 chapters, learners, learning and work are situated within educational, organisational, social, economic and political contexts. Taken together, these contributions paint a picture of evolving perspectives of how scholars from around the world view developments in both theory and practice, and map the shifts in learning and work over the past two decades.
    Part 1: Theoretical perspectives of learning and work
    Part 2: Intersections of learning and work in organisations and beyond
    Part 3: Learning throughout working lives and beyond
    Part 4: Issues and challenges to learning and work

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