David Hudson – författare

Money, finance and credit are literally the lifeblood of the modern economy. The distribution of money and credit are essential to productive investment in trade and industry, to the maintenance of consumer purchasing power and demand, to individuals' social status and standard of living, and ultimately to public order.This importnat new volume provides a wide-ranging discussion of both the potential and the problems arising from the application of multi-level governance literature to the monetary and financial domain. The contributors achieve this through a range of case studies and conceptual discussions of the issues raised by financial and monetary governance, acknowledging that multi-level governance has to take the form of a framework which recognizes a fluid range of scales, and the significance of non-formal institutional and social nodes of authority.

The question of money, how to provide it, and how to acquire it where needed is axiomatic to development. The realities of global poverty and the inequalities between the ‘haves’ and the ‘have-nots’ are clear and well documented, and the gaps between world’s richest and the world’s poorest are ever-increasing. But, even though funding development is assumed to be key, the relationship between finance and development is contested and complex.This book explores the variety of relationships between finance and development, offering a broad and critical understanding of these connections and perspectives. It breaks finance down into its various aspects, with separate chapters on aid, debt, equity, microfinance and remittances. Throughout the text, finance is presented as a double-edged sword: while it is a vital tool towards poverty reduction, helping to fund development, more critical approaches remind us of the ways in which finance can hinder development. It contains a range of case studies throughout to illustrate finance in practice, including, UK aid to India, debt in Zambia, Apple’s investment in China, microfinance in Mexico, government bond issues in Chile, and financial crisis in East Asia. The text develops and explores a number of themes throughout, such as the relationship between public and private sources of finance and debates about direct funding versus the allocation of credit through commercial financial markets. The book also explores finance and development interactions at various levels, from the global structure of finance through to local and everyday practices.Global Finance and Development offers a critical understanding of the nature of finance and development. This book encourages the reader to see financial processes as embedded within the broader structure of social relationships. Finance is defined and demonstrated to be money and credit, but also, crucially, the social relationships and institutions that enable the creation and distribution of credit and the consequences thereof. This valuable text is essential reading for all those concerned with poverty, inequality and development.

The question of money, how to provide it, and how to acquire it where needed is axiomatic to development. The realities of global poverty and the inequalities between the ‘haves’ and the ‘have-nots’ are clear and well documented, and the gaps between world’s richest and the world’s poorest are ever-increasing. But, even though funding development is assumed to be key, the relationship between finance and development is contested and complex.This book explores the variety of relationships between finance and development, offering a broad and critical understanding of these connections and perspectives. It breaks finance down into its various aspects, with separate chapters on aid, debt, equity, microfinance and remittances. Throughout the text, finance is presented as a double-edged sword: while it is a vital tool towards poverty reduction, helping to fund development, more critical approaches remind us of the ways in which finance can hinder development. It contains a range of case studies throughout to illustrate finance in practice, including, UK aid to India, debt in Zambia, Apple’s investment in China, microfinance in Mexico, government bond issues in Chile, and financial crisis in East Asia. The text develops and explores a number of themes throughout, such as the relationship between public and private sources of finance and debates about direct funding versus the allocation of credit through commercial financial markets. The book also explores finance and development interactions at various levels, from the global structure of finance through to local and everyday practices.Global Finance and Development offers a critical understanding of the nature of finance and development. This book encourages the reader to see financial processes as embedded within the broader structure of social relationships. Finance is defined and demonstrated to be money and credit, but also, crucially, the social relationships and institutions that enable the creation and distribution of credit and the consequences thereof. This valuable text is essential reading for all those concerned with poverty, inequality and development.

'Good schools think with people and not to people' argues David Hudson in this thought-provoking practical guide for those wanting to bridge the gap between middle and senior management roles, and make a difference in their schools. Accessibly and engagingly written and packed with real-life examples, this book will prove essential reading for ambitious teachers and deputy heads everywhere. Whilst many management books tend to overcomplicate David writes with refreshing clarity and simplicity of thought. He sets out to inspire his readers to improve their practice and offers tried and tested strategies and solutions. Good teachers, good schools is a must have read for anyone interested in a senior school leadership role and for those leaders keen to improve their leadership style. The book covers every aspect of school leadership, from the decisions senior school leaders need to make such as running meetings, staffing and communication with staff and pupils to the difference between management and leadership and curriculum involvement including monitoring evaluation and self-evaluation. David Hudson encapsulates many principles that have made him a successful school leader. David Hudson has been teaching in secondary schools since 1973 and he has had a wide range of leadership and management roles including that of Head Teacher in two 11 – 18 schools.

Money, finance and credit are literally the lifeblood of the modern economy. The distribution of money and credit are essential to productive investment in trade and industry, to the maintenance of consumer purchasing power and demand, to individuals' social status and standard of living, and ultimately to public order.This importnat new volume provides a wide-ranging discussion of both the potential and the problems arising from the application of multi-level governance literature to the monetary and financial domain. The contributors achieve this through a range of case studies and conceptual discussions of the issues raised by financial and monetary governance, acknowledging that multi-level governance has to take the form of a framework which recognizes a fluid range of scales, and the significance of non-formal institutional and social nodes of authority.

Depend on SHP's comprehensive and best-selling core texts to enrich your understanding of A Level History.SHP Advanced History Core Texts are the Schools History Project's acclaimed books for A level History. They offer:- clear and penetrating narrative - comprehensively explaining the content required for examination success- thought provoking and relevant activities that explore the content and help students think analytically about the subject- thorough exam preparation through carefully designed tasks that address the distinctive requirements of A Level history including guidance in essay writing and source-based investigations.- a wide range of revision strategies including structured content summariesAdditional features include: - A focus route pathway for independent learners- Learning Trouble Spots - which address common misunderstandings- diagrammatic summaries of key areas of content and historical issues - accessible summaries of recent historical debates.- active learning approaches, including decision-making exercisesThe Early Tudors England 1485-1558 This title investigates the history of Britain under the early Tudors from Henry VII to Mary. It gives students an insight into the nature, achievements and failures of the governments of the Tudor dynasty; the changing nature of English society at this time; and the ongoing historiographical debate about the period. Major themes include: - how close were the Tudors to being toppled?- was England an insignificant outpost in Europe?- how important was image to the Tudor monarchs?

'Good schools think with people and not to people' argues David Hudson in this thought-provoking practical guide for those wanting to bridge the gap between middle and senior management roles, and make a difference in their schools. Accessibly and engagingly written and packed with real-life examples, this book will prove essential reading for ambitious teachers and deputy heads everywhere. Whilst many management books tend to overcomplicate David writes with refreshing clarity and simplicity of thought. He sets out to inspire his readers to improve their practice and offers tried and tested strategies and solutions. Good teachers, good schools is a must have read for anyone interested in a senior school leadership role and for those leaders keen to improve their leadership style. The book covers every aspect of school leadership, from the decisions senior school leaders need to make such as running meetings, staffing and communication with staff and pupils to the difference between management and leadership and curriculum involvement including monitoring evaluation and self-evaluation. David Hudson encapsulates many principles that have made him a successful school leader. David Hudson has been teaching in secondary schools since 1973 and he has had a wide range of leadership and management roles including that of Head Teacher in two 11 – 18 schools.