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Problem-oriented policing has been one of the most significant new approaches to policing and crime reduction in recent years, and in the UK significant funding was provided to a variety of projects adopting a problem solving methodology in both policing and crime prevention and reduction partnerships as part of the government's Crime Reduction Programme.

This book aims to draw upon the main findings of this initiative, to provide an overview of the government's Targeted Policing Initiative as a whole, to describe findings about the adoption of a problem solving approach, and to indicate what was learned from efforts to address the specific problems targeted in the evaluated initiatives.

• Sales Rank: #7213672 in Books
• Published on: 2012-05-18
• Released on: 2012-05-17
• Original language: English
• Number of items: 1
• Dimensions: 9.21" h x .76" w x 6.14" l, 1.10 pounds
• Binding: Paperback
• 336 pages

About the Author

Karen Bullock is a Lecturer in Criminology at the University of Surrey.

Nick Tilley is Professor in the Department of Security and Crime Science at University College, and also Emeritus Professor of Sociology at Nottingham Trent University.

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In recent years, there has been growing interest in the use of digital games to enhance teaching and learning at all educational levels, from early years through to lifelong learning, in formal and informal settings. The study of games and learning, however, takes a broader view of the relationship between games and learning, and has a diverse multi-disciplinary background.

Digital Games and Learning: Research and Theory provides a clear and concise critical theoretical overview of the field of digital games and learning from a cross-disciplinary perspective. Taking into account research and theory from areas as varied as computer science, psychology, education, neuroscience, and game design, this book aims to synthesise work that is relevant to the study of games and learning. It focuses on four aspects of digital games: games as active learning environments, games as motivational tools, games as playgrounds, and games as learning technologies, and explores each of these areas in detail.

This book is an essential guide for researchers, designers, teachers, practitioners, and policy makers who want to better understand the relationship between games and learning.

• Sales Rank: #1314009 in Books
• Brand: Whitton, Nicola
• Published on: 2014-03-28
• Released on: 2014-04-04
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .52" w x 6.00" l, .70 pounds
• Binding: Paperback
• 225 pages

Review

"The literature on games has become a dense and confusing growth. Nicola Whitton’s Digital Games and Learning finally gives a lucid and illuminating guide to both the forest and the trees. For anyone interested in games and learning this is the best 'strategy guide' available today."

--James Paul Gee, Mary Lou Fulton Presidential Professor of Literacy Studies, Arizona State University

"Finally! A book that builds robust bridges from learning research to practical game design and back again! Whitton's Digital Games and Learning boldly presents the core mechanisms of both learning and games, and from there builds up solid frameworks that can be used in a variety of contexts. This book is a tremendous boon to anyone who is designing or analyzing games for learning."

--Jesse Schell, CEO of Schell Games and Distinguished Professor of Entertainment Technology at Carnegie Mellon University

About the Author

Nicola Whitton works as a Senior Research Fellow at Manchester Metropolitan University. She holds a doctorate in the use of educational games for learning and her research focuses on the relationship between games, play and learning. More broadly, her research interests encompass learning and teaching innovation and the use of rich media and technology for learning.

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2 of 2 people found the following review helpful.
Outstanding
By Clifton B. Chadwick
This is the best book that I have read on the topic.
It is very well organized going through the different ways to understand games - from meaningful challenges to multi-sensory experiences.
Each chapter offer a clear analysis of the subject and helps to understand games.
My whole view of digital games changed much from reading this valuable book.

1 of 1 people found the following review helpful.
I have been an advocate for the integration of digital ...
By rnordling
I have been an advocate for the integration of digital games into the K-12 curriculum for the past 25 years while working with teachers (through nonprofits), becoming a teacher (high school) and a school-based technology specialist (middle school), and devouring dozens of books and hundreds of articles on the subject. Digital Games and Learning: Research and Theory by Nicola Whitton is currently the most comprehensive and insightful synthesis of the literature on digital-game based learning.

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This book provides an introduction to democratic theory and empirical research on democracy and democratization. The book first examines conceptions of democracy from the origins in ancient Greece to the present day, then tracks when and where modern democracy has developed. On this basis, the book reviews the major debates and schools of thought dealing with domestic and international causes and consequences of democratization. Based on a systematic distinction between minimalist and maximalist definitions of democracy, the book provides a comprehensive and critical assessment of existing theories. Furthermore, using a comparative, historical perspective, it not only sketches the development in the conceptions of democracy and the corresponding empirical reality but also discusses whether causal relationships differ across periods. Finally, the book documents the way in which all of this has been reflected by the development within the literature. In doing so, the book offers a coherent framework, which students and scholars can use to grasp the literature on democracy and democratization as a whole.

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• Sales Rank: #1647793 in Books
• Published on: 2013-12-13
• Original language: English
• Dimensions: 8.75" h x 6.00" w x .50" l,
• Binding: Paperback
• 256 pages

Review

"[This] book is an excellent reference for any student of democracy and democratisation since it is essentially a well-researched and well-written review and aggregation of the most significant literature on the subject..it should be included in the curriculum of any graduate course on democracy and democratisation."-Nelli Babayan, Freie Universität Berlin

About the Author

Jørgen Møller is Associate Professor in the Department of Political Science at Aarhus University, Denmark.

Svend-Erik Skaaning is Associate Professor in the Department of Political Science at Aarhus University, Denmark.

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• Sales Rank: #3353111 in Books
• Brand: Brand: Routledge
• Published on: 2013-09-04
• Original language: English
• Number of items: 1
• Dimensions: 9.80" h x 1.40" w x 7.10" l, 2.46 pounds
• Binding: Hardcover
• 568 pages

Features

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Review

"a highly recommended book for every accounting scholar" – Accounting in Europe

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About the Author

Carien van Mourik is Lecturer in Accounting at the Open University Business School. Her research interests include financial accounting and reporting theory and the public interest in international financial accounting and reporting regulation

Peter Walton is Professor of Accounting at ESSEC Business School and co-director of the ESSEC-KPMG Financial Reporting Chair. Peter is the Chairman of the EAA Financial Reporting Standards Committee. He is also the editor of World Accounting Report and The Routledge Companion to Fair Value and Financial Reporting (2007)

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Providing an East-West flow of language teaching knowledge and know-how to balance prevailing Western-centric perspectives, this book is an in-depth investigation of the impact of Western-based language teacher education on the pedagogy and practice of Chinese English language teachers who received their training in Western institutions or those that emphasize Western-based teaching approaches. A significant and growing number of these teachers will influence millions of language learners in China over the next decades.

The Pedagogy and Practice of Western-trained Chinese English Language Teachers:

• Forefronts Chinese teachers’ voices and experiences in the context of their workplaces and classrooms

• Connects and balances theory and practice using a sociocultural lens
• Discusses the Chinese government’s policies on the training of teachers and analyzes them in terms of their impact on both American and Chinese higher education institutions

This is a must read book for anyone interested in learning theory adopted from a Western perspective and applied within an Asian setting.

• Sales Rank: #3856575 in Books
• Published on: 2013-11-15
• Original language: English
• Number of items: 1
• Dimensions: 8.90" h x .40" w x 6.00" l, .45 pounds
• Binding: Paperback
• 144 pages

About the Author

Pu Hong is Associate Professor of Linguistics and Language Education and Vice President, Qujing Normal University, China

Faridah Pawan is Associate Professor in the Department of Literacy, Culture and Language Education, School of Education, Indiana University, US

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0 of 0 people found the following review helpful.
The book examines the impact of Western-based language teacher education ...
By Yuan
The book examines the impact of Western-based language teacher education on Chinese English Language professionals at the tertiary level who returned home. In particular, it examines the ways the professionals attempted to reconcile Western instruction with local pedagogies and practices. Pu and Pawan’s research involved following individual teachers back to China to see how their education from the West played out in the realities of the Chinese context. The research reported in the book is a combination of both Pu’s doctoral research on glocalization and that of Pu’s advisor, Dr Pawan’s research on the Chinese professional development system during her sabbatical in Beijing. This combination thus provides the “dual vision”, as the authors call it. What is pioneering is that the authors’ investigation completes a circle of circumstances that contributes to the expertise of Chinese English Language teachers built upon their experiences from two worlds.

Using the Chinese teachers’ own voices, the research in the book highlighted the “insider” perspectives of not only of the teachers but both authors themselves as well who are individuals from the East but educated in the West. This makes the information provided very relatable to practicing Chinese English Language teachers (ELTs) who have the same background. We are able to see how the teachers linked and reconciled the Western-based teaching theories they learned to their classroom practices in the East, and thus in this way, gain insight into how to balance prevailing Western-centric perspectives on second and foreign language teaching with instruction and pedagogy in our context, in other words, how to “give global pedagogy local meanings” as the title suggests.
The book thus is helpful to both ELT teacher preparation and professional development in China. For one, teachers can see how they can be empowered to undertake their own adaption and interpretation of top-down government policies that regard English language teaching and learning as part of the course of the modernization and internationalization of Chinese education. Moreover, the microcosmic investigation of the sociocultural processes reported in the book can also contribute to a review, from a global perspective, of Chinese ELT teacher preparation programs. In particular, the book invites Chinese as well as other teacher educators to validate and to use teachers’ own practices in the programs so that our program design and implementation could provide teachers-in-training information and expertise that reflect teaching realities. Such a review is going to lead to more than “East Meets West” learning; it is also going to transform the landscape of Chinese ELT preparation and make it more competitive with western programs.

0 of 0 people found the following review helpful.
The book examines the impact of Western-based language teacher education ...
By YNY
The book examines the impact of Western-based language teacher education on Chinese English Language professionals at the tertiary level who returned home. In particular, it examines the ways the professionals attempted to reconcile Western instruction with local pedagogies and practices. Pu and Pawan’s research involved following individual teachers back to China to see how their education from the West played out in the realities of the Chinese context. The research reported in the book is a combination of both Pu’s doctoral research on glocalization and that of Pu’s advisor, Dr Pawan’s research on the Chinese professional development system during her sabbatical in Beijing. This combination thus provides the “dual vision”, as the authors call it. What is pioneering is that the authors’ investigation completes a circle of circumstances that contributes to the expertise of Chinese English Language teachers built upon their experiences from two worlds.

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^ Ebook China and Japan in the Russian Imagination, 1685-1922: To the Ends of the Orient (Routledge Studies in the Modern History of Asia), by Sus

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Throughout the centuries, as Russia strove to build itself into an imperial power equal to those in the West, China and Japan came to occupy a special place in Russians’ view of the orient. Never colonised by Russia or the West, China and Japan were linked not only to the greatest of Russian imperial fantasies, but also, conversely, to a deep sense of insecurity regarding Russia’s place in the world, a sense of insecurity which deepened as China and Japan began to modernise in the later nineteenth century. Drawing on a wide range of works by Russian writers and thinkers, Lim sets out how Russian perceptions of China and Japan were formed from Muscovy’s first contacts with China in the late seventeenth century, through to the aftermath of Russia’s defeat by Japan in the early twentieth century.

• Sales Rank: #6240926 in Books
• Brand: Brand: Routledge
• Published on: 2013-02-13
• Original language: English
• Number of items: 1
• Dimensions: 9.21" h x .56" w x 6.14" l, 1.20 pounds
• Binding: Hardcover
• 240 pages

Features

• Used Book in Good Condition

About the Author

Susanna Soojung Lim is an Assistant Professor in Literature at the University of Oregon, USA.

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** Download PDF Young Children, Pedagogy and the Arts: Ways of Seeing (Changing Images of Early Childhood)From Brand: Routledge

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Young Children, Pedagogy and the Arts is an innovative text that describes practices and research that cross all five strands of the arts―visual, drama, music, dance, and media―and illuminates ways of understanding children and their arts practices that go beyond the common traditions. The book:

- Offers practical and rich illustrations of teachers’ and children’s work based on international research that integrates theory with practice;

- Brings a critical lens to arts education;

- Includes summaries, reflective questions, and recommended further readings with every chapter.

Young Children, Pedagogy and the Arts provides a more nuanced understanding of the arts through an exploration of specific instances in which committed teachers and researchers are discovering what contemporary multimodal tools offer to young children. Chapters contain examples of ‘doing’ the arts in the early years, new ways of teaching, and how to use emerging technologies to develop multiliteracies, equity, agency, social and cultural capital, and enhance the learning and engagement of marginalized children.

• Sales Rank: #3108109 in Books
• Brand: Brand: Routledge
• Published on: 2013-04-14
• Released on: 2013-05-15
• Original language: English
• Number of items: 1
• Dimensions: 9.00" h x .54" w x 6.00" l, .70 pounds
• Binding: Paperback
• 236 pages

Features

• Used Book in Good Condition

Review
"This book provides an analysis of the arts and respective arts pedagogy based on poststructuralist discourses and feminist critical theory with specific emphasison early childhood teacher- education practices.The articles address the importnace of learning through a child centric model of engagement and exploration in the arts..Summing up: Recommended"- E.Correa, Medaille College, for CHOICE, December 2013

About the Author

Felicity McArdle is Associate Professor at Queensland University of Technology, Australia.

Gail Boldt is Associate Professor at The Pennsylvania State University, USA.

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