Anthony Barnett – författare
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In an extended analysis, David Held provides a robust critique of the present order and sets out his alternative vision. Building on arguments he made in Global Covenant, he calls for a new global political agenda, informed by social democratic political values. His analysis has been criticized by leading figures and their responses follow in this book. There are chapters by, among others, Martin Wolf, Roger Scruton, Grahame Thompson, David Mepham, Meghnad Desai, Maria Livanos Cattaui, Patrick Bond, Benjamin Barber, John Elkington, Takashi Inoguchi, Narcís Serra, and Anne-Marie Slaughter and Thomas N. Hale. The volume ends with David Held''s reply to his critics.
The book provides a fascinating introduction to the debate about globalization today.
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Discussing learning technologies in relation to young children often provokes a wide range of passionate responses, from sceptics to enthusiasts. This text explores the issues in a holistic, pedagogical and research-informed way. It helps professionals unpick the complex issues involved, understand the scope of available technology, examine the interplay between learning and specific technologies, and more broadly create a vision for a technology-enabled learning environment that is child-centred, playful, creative and interactive.
Recurring case studies are analysed from a number of theoretical perspectives, and the approach deliberately goes beyond the scope of a understanding of the world to consider the contribution of technology-enhanced learning to a range of different contexts and subject areas. Throughout there are clear links to professional standards, the Early Years Foundation Stage and the characteristics of effective learning.
409 kr
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Discussing learning technologies in relation to young children often provokes a wide range of passionate responses, from sceptics to enthusiasts. This text explores the issues in a holistic, pedagogical and research-informed way. It helps professionals unpick the complex issues involved, understand the scope of available technology, examine the interplay between learning and specific technologies, and more broadly create a vision for a technology-enabled learning environment that is child-centred, playful, creative and interactive.
Recurring case studies are analysed from a number of theoretical perspectives, and the approach deliberately goes beyond the scope of a understanding of the world to consider the contribution of technology-enhanced learning to a range of different contexts and subject areas. Throughout there are clear links to professional standards, the Early Years Foundation Stage and the characteristics of effective learning.
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