Dave Baker – författare

This work provides an analysis of how knowledge is constructed and defined by teachers and lecturers in schools and universities/colleges. It considers how everyday uses of reading, writing, numeracy and science are cast aside in favour of academic language and academic discourse, arguing that such discourses are alien to learners' daily experiences and are, therefore, difficult to acquire and adopt.; Chapters examine literacies of English, mathematics and science as practised in and outside schools and colleges. The book is interdisciplinary and multicultural, adopting perspectives from the UK, USA, South Africa, India, Brazil and Kenya. It should be of interest to a wide market of educationalists, including those involved in educational policy making, teacher education, cultural/multicultural studies, development studies, anthropology, and adult and continuing education.

This work provides an analysis of how knowledge is constructed and defined by teachers and lecturers in schools and universities/colleges. It considers how everyday uses of reading, writing, numeracy and science are cast aside in favour of academic language and academic discourse, arguing that such discourses are alien to learners' daily experiences and are, therefore, difficult to acquire and adopt.; Chapters examine literacies of English, mathematics and science as practised in and outside schools and colleges. The book is interdisciplinary and multicultural, adopting perspectives from the UK, USA, South Africa, India, Brazil and Kenya. It should be of interest to a wide market of educationalists, including those involved in educational policy making, teacher education, cultural/multicultural studies, development studies, anthropology, and adult and continuing education.

This work provides an analysis of how knowledge is constructed and defined by teachers and lecturers in schools and universities/colleges. It considers how everyday uses of reading, writing, numeracy and science are cast aside in favour of academic language and academic discourse, arguing that such discourses are alien to learners'' daily experiences and are, therefore, difficult to acquire and adopt.; Chapters examine literacies of English, mathematics and science as practised in and outside schools and colleges. The book is interdisciplinary and multicultural, adopting perspectives from the UK, USA, South Africa, India, Brazil and Kenya. It should be of interest to a wide market of educationalists, including those involved in educational policy making, teacher education, cultural/multicultural studies, development studies, anthropology, and adult and continuing education.

This work provides an analysis of how knowledge is constructed and defined by teachers and lecturers in schools and universities/colleges. It considers how everyday uses of reading, writing, numeracy and science are cast aside in favour of academic language and academic discourse, arguing that such discourses are alien to learners'' daily experiences and are, therefore, difficult to acquire and adopt.; Chapters examine literacies of English, mathematics and science as practised in and outside schools and colleges. The book is interdisciplinary and multicultural, adopting perspectives from the UK, USA, South Africa, India, Brazil and Kenya. It should be of interest to a wide market of educationalists, including those involved in educational policy making, teacher education, cultural/multicultural studies, development studies, anthropology, and adult and continuing education.

Suitable as a training manual and a day-to-day reference, Shiphandling is the comprehensive and up to date guide to the theory and practice of ship handling procedures. Its covers the requirements of all STCW-level marine qualifications, provides expert guidance on all the hardware that marine professionals will make use of in the control and operation of their vessel and offers a broad focus on many shiphandling scenarios.

Suitable as a training manual and a day-to-day reference, Shiphandling is the comprehensive and up to date guide to the theory and practice of ship handling procedures. Its covers the requirements of all STCW-level marine qualifications, provides expert guidance on all the hardware that marine professionals will make use of in the control and operation of their vessel and offers a broad focus on many shiphandling scenarios.

Abstract. This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. This is related to reform movements in the UK, the US and other countries aimed at modernising primary (elementary) school mathematics curricula. A detailed account is given of the National Numeracy Strategy in England, a systemic government-imposed response to concern about standards implemented in 1999/2000. This includes a discussion of the alternative meanings of numeracy. An earlier initiative sponsored by a UK charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme. This large-scale longitudinal study and linked set of case-study projects, focusing on reasons for low attainment, took place during 1997-2002. This book, and each other in the same series, is based on results of that research. The timescale fortuitously enabled the research team to also report on some effects of the systemic reform in the National Numeracy Strategy. 1. THE INTERNATIONAL CONTEXT In many countries, there are recurring periods of national concern about the low standards of calculation skills shown by children in primary (elementary) schools. Recently these concerns have become more urgent and more political with the publication of international comparisons of mathematical achievement, first at secondary and more recently at primary level (e. g. Lapointe, Mead et al. 1992; Mullis et al. , 1997).

Abstract. This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. This is related to reform movements in the UK, the US and other countries aimed at modernising primary (elementary) school mathematics curricula. A detailed account is given of the National Numeracy Strategy in England, a systemic government-imposed response to concern about standards implemented in 1999/2000. This includes a discussion of the alternative meanings of numeracy. An earlier initiative sponsored by a UK charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme. This large-scale longitudinal study and linked set of case-study projects, focusing on reasons for low attainment, took place during 1997-2002. This book, and each other in the same series, is based on results of that research. The timescale fortuitously enabled the research team to also report on some effects of the systemic reform in the National Numeracy Strategy. 1. THE INTERNATIONAL CONTEXT In many countries, there are recurring periods of national concern about the low standards of calculation skills shown by children in primary (elementary) schools. Recently these concerns have become more urgent and more political with the publication of international comparisons of mathematical achievement, first at secondary and more recently at primary level (e. g. Lapointe, Mead et al. 1992; Mullis et al. , 1997).

Abstract. This introduction sets the scene for the remainder of the book by considering first the international context of widespread concern about the improvement of numeracy skills. This is related to reform movements in the UK, the US and other countries aimed at modernising primary (elementary) school mathematics curricula. A detailed account is given of the National Numeracy Strategy in England, a systemic government-imposed response to concern about standards implemented in 1999/2000. This includes a discussion of the alternative meanings of numeracy. An earlier initiative sponsored by a UK charitable trust reacting to concern about primary numeracy was the Leverhulme Numeracy Research Programme. This large-scale longitudinal study and linked set of case-study projects, focusing on reasons for low attainment, took place during 1997-2002. This book, and each other in the same series, is based on results of that research. The timescale fortuitously enabled the research team to also report on some effects of the systemic reform in the National Numeracy Strategy. 1. THE INTERNATIONAL CONTEXT In many countries, there are recurring periods of national concern about the low standards of calculation skills shown by children in primary (elementary) schools. Recently these concerns have become more urgent and more political with the publication of international comparisons of mathematical achievement, first at secondary and more recently at primary level (e. g. Lapointe, Mead et al. 1992; Mullis et al. , 1997).

Side with the English? Never! The sibling rivalry between brothers Pierre and Jan Rousseau escalates when the Smuts Government declares war on Nazi Germany. Pierre, the charming extrovert, chooses the more glamorous option, heading Up North with the Air Force but his equally good-looking rightwing brother Jan joins the militant wing of the Ossewa Brandwag.The story tracks their adventures during the conflict, reaching a climax when Pierre survives a spell on the loose in Italy and returns home. It portrays the deep division World War II created between groups and individuals in South Africa and the life-changing impact it had on many lives.Youll be fascinated as you follow the brothers hairy and often romantic adventures. I enjoyed being reminded of the complex nature of war and especially the disastrous consequences of limited access to information had for the world at large. Its hard to imagine in this day and age of tweeting and instant messaging that there were times when people sincerely didnt know the truth before it was too late. (Wir haben nicht gewusst!)Amelia de Vaal, editor and literary translator

From Eisner Award–nominated writer and illustrator Dave Baker (Mary Tyler MooreHawk, Forest Hills Bootleg Society) comes the collected voyages of the man known only as Halloween Boy—an adventurer without a past and a combatant of the impossible. Working as an archaeologist-for-hire, magical ghost hunter, and super-scientist explorer, Halloween Boy has a simple mission: help those who cannot help themselves. From routine artifact rescues gone wrong to helping the surviving members of an ancient religion enact a cosmic funeral dirge, Halloween Boy finds himself operating as the patron saint of the impossible. And yet, just how long can he win in this never-ending battle before things spiral out of control? When will the dark secrets of the Demon Who Lives finally rear their ugly heads? Find out in the pages of this thrilling compendium! Halloween Boy: Last of the Halloween Boys collects issues #1–5 of Baker’s self-published Halloween Boy series for the first time in a premium collected edition!

Set in 2005, this gorgeously illustrated, funny, and honest graphic novel follows four teens who stumble into an illicit anime DVD-burning business that shakes up their conservative small town…and their friendship.When Brooke, Kelly, Maggie, and Melissa buy a bootleg anime DVD at a gas station, they get much more than they bargained for with Super Love XL, a risqué move featuring—among other things—a giant mecha who shoots lasers out of her chest. The four girls are horrified (and maybe a little fascinated). It’s so unlike anything they’ve seen, would probably shock everyone else in their town, and definitely would take over their extremely conservative Christian school. That’s when they have the idea to sell copies to local boys…for twenty dollars a pop. At first, everything goes perfectly, with the friends raking in cash—pretty soon they’ll even have enough money to buy the matching jackets they’ve always dreamed of! But as the market for mildly titillating anime DVDs grows, the girls realize they’ll need new material. On top of figuring out how to replicate their first success, there’s growing tension within the group. Brooke and Kelly’s romance is on its last legs, and hurt feelings are guaranteed when Melissa starts falling for one of them. Will the four girls’ shared history be strong enough to see them through this upheaval? Or will they learn that some things can only end in heartbreak?