Chris Day – författare

This book is devoted to the efforts of Environmental Health Practitioners (EHPs), their employers and supportive professional bodies world-wide in responding to the COVID-19 pandemic.Drawing upon the first-hand experiences and reflections of EHPs working across the professional discipline in countries around the world, the book highlights how they responded to the initial wave of SARS-CoV-2 infection as it spread globally. It explores how this impacted on their environmental health work as their wider public health skills and expertise were increasingly called upon/ The book recognises the significant contributions that EHPs have made to protect lives and livelihoods since the seriousness of COVID-19 became apparent. It also identifies shortcomings in the response and deployment of personnel and makes a series of recommendations to inform future practice.This book: Captures a moment in history through the experiences of Environmental Health Practitioners in meeting the complex challenges presented by the COVID-19 pandemic. Features the observations of front line practitioners on the practical challenges and opportunities encountered globally, suggesting the lessons learnt for current practice in infectious disease prevention and control. Expands upon the reflections of some of the professional bodies around the world as to how the response of EHPs to the COVID-19 pandemic should result in a renewed commitment to public health through Environmental Health.EHPs in current practice and in training, other public health professionals and those looking to build better health protection services, now, and in the future, will find this book a valuable resource to inform the case for the key role of Environmental Health in the current pandemic, in response to future challenges and crises, and in managing risks to health encountered in more usual times.

This book is devoted to the efforts of Environmental Health Practitioners (EHPs), their employers and supportive professional bodies world-wide in responding to the COVID-19 pandemic.Drawing upon the first-hand experiences and reflections of EHPs working across the professional discipline in countries around the world, the book highlights how they responded to the initial wave of SARS-CoV-2 infection as it spread globally. It explores how this impacted on their environmental health work as their wider public health skills and expertise were increasingly called upon/ The book recognises the significant contributions that EHPs have made to protect lives and livelihoods since the seriousness of COVID-19 became apparent. It also identifies shortcomings in the response and deployment of personnel and makes a series of recommendations to inform future practice.This book: Captures a moment in history through the experiences of Environmental Health Practitioners in meeting the complex challenges presented by the COVID-19 pandemic. Features the observations of front line practitioners on the practical challenges and opportunities encountered globally, suggesting the lessons learnt for current practice in infectious disease prevention and control. Expands upon the reflections of some of the professional bodies around the world as to how the response of EHPs to the COVID-19 pandemic should result in a renewed commitment to public health through Environmental Health.EHPs in current practice and in training, other public health professionals and those looking to build better health protection services, now, and in the future, will find this book a valuable resource to inform the case for the key role of Environmental Health in the current pandemic, in response to future challenges and crises, and in managing risks to health encountered in more usual times.

Effective schools or improving schools are fashionable terms in the rhetoric of recent education movements, yet the heart of these movements is often more to do with teaching quality than with school practice. This book takes a holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral purposes of teaching. Day looks at the conditions under which teacher development may be enhanced, and brings together research and other information, from the UK and overseas.

Effective schools or improving schools are fashionable terms in the rhetoric of recent education movements, yet the heart of these movements is often more to do with teaching quality than with school practice. This book takes a holistic view of teacher development, examining the contexts and conditions of teaching: school leadership and culture; teachers' lives and histories; change; teacher learning, competence and expertise; and the moral purposes of teaching. Day looks at the conditions under which teacher development may be enhanced, and brings together research and other information, from the UK and overseas.

Originally published in 1986. Those involved in management in schools are being urged to develop their management skills and many courses are developed for this purpose. At the same time many new issues have arisen which require attention from managers in schools. These include: staff appraisal, curriculum evaluation and action research. This book examines major topics of present concern in the management of secondary schools. It presents much new thinking on these major problems and reports on particular initiatives. The aim is to help improve practice, both by helping trainers focus their courses correctly and by encouraging those involved in school management to approach their work more purposefully. School management is treated from the perspective of the industrial trainer, the Local Education Authority, higher education and the school practitioner.

Originally published in 1986. Those involved in management in schools are being urged to develop their management skills and many courses are developed for this purpose. At the same time many new issues have arisen which require attention from managers in schools. These include: staff appraisal, curriculum evaluation and action research. This book examines major topics of present concern in the management of secondary schools. It presents much new thinking on these major problems and reports on particular initiatives. The aim is to help improve practice, both by helping trainers focus their courses correctly and by encouraging those involved in school management to approach their work more purposefully. School management is treated from the perspective of the industrial trainer, the Local Education Authority, higher education and the school practitioner.

Drawing upon a range of practical and theoretical knowledge, the authors explore all aspects of the leadership role. Professional development, collaboration and self-knowledge are at the centre of their approach, in the belief that people prefer to be led rather than to be managed and that leadership applies equally to the work of classroom teachers, as well as to the head.

The purposes and processes of leading and managing primary schools, like processes of teaching and learning are complex. They defy generalized prescriptions, easy analysis and simplistic solutions. In this book the authors explore the intricate processes involved in helping people to be, and to perform, at their best, believing that excellent leaders are judged not only by outcomes, but also by the quality of their vision, their relationships, plans and policies and their commitment to growth and achievement for children and staff.