Kevin O'Grady - Böcker

Aimed primarily at experimental chemists, physicists, electronic engineers and material scientists interested in particulate and granular magnetic materials, this textbook is the culmination of over 40 years' research into the subject.The text is divided into two parts. Part One covers the basic physics of magnetism from a relatively low level, including an explanation of some of the unusual terminology in magnetism such as the idea of poles and flux, whose origins are little understood. The complexity of the unit systems in magnetism are also presented. Thereafter a brief review of the principles of domain theory is presented and thermal activation effects and their correct measurement are discussed in some detail. The topic of exchange bias, where an antiferromagnetic material is grown in intimate contact with a ferromagnet, is presented in significant detail reviewing old theories and numerical models but then focusing on what has become known as the York Model of Exchange Bias which is now universally accepted as the model which describes the behaviour of exchange bias systems when grown in the form of granular thin films.In Part Two a detailed description of ferrofluids is presented including a simple method for their preparation and the various engineering applications in vacuum seals, loudspeakers, sink float separation and the alignment of non-magnetic entities.A description is provided of the phenomenon of magnetic hyperthermia which is a developing technology with significant potential applications in medicinal therapies. Other applications of magnetic nanoparticles in biomedicine are also presented. An extensive discussion of magnetic information storage in conventional recording systems is described, including the brief history of the development of this technology whose scale is now enormous as most of the cloud computing systems in current use are based on hard drive technology.

Religious Education as a Dialogue with Difference addresses current issues over the study of religion in publicly maintained schools. Are liberal, inclusive approaches to the study of religion suited to the aims of education in a democracy? Do liberal democratic aims offer the right framework for the study of religion? By presenting research on English secondary school pupils' motivation in religious education, this volume argues that religious education is best understood as a democratic dialogue with difference. The book offers empirical evidence for this claim, and it demonstrates how learners gain in religious literacy, both through the exercise of democratic citizenship in the classroom and towards the goal of life-long democratic citizenship.

This volume explores numerous themes (including the influence of ethnography on religious education research and pedagogy, the interpretive approach to religious education, the relationship between research and classroom practice in religious education), providing a critique of contemporary religious education and exploring the implications of this critique for initial and continuing teacher education.

This timely volume addresses current debates surrounding the transition from the teaching of religious education (RE) to the more holistic subject of Religion and Worldviews (R&W) in England, and posits criteria for best practice among educators in varied settings and in a broader international context.By examining empirical sources, governmental reports, and in particular the 2018 final report from the Commission on Religious Education (CORE), the volume suggests key principles needed to guide the transition and ensure that R&W is effectively integrated into curricula, pedagogy, and teaching resources to meet the needs of all student groups. By effectively conceptualising R&W, the volume gives particular attention to the intersections of the subject with democratic citizenship education, intercultural competence, and religious literacy. This text will benefit researchers, academics, and educators with an interest in religious education and teacher education as well as the philosophy and sociology of education more broadly. Those interested in education policy and politics, as well as citizenship and schooling in the UK, will also benefit from this volume.

This timely volume addresses current debates surrounding the transition from the teaching of religious education (RE) to the more holistic subject of Religion and Worldviews (R&W) in England, and posits criteria for best practice among educators in varied settings and in a broader international context.By examining empirical sources, governmental reports, and in particular the 2018 final report from the Commission on Religious Education (CORE), the volume suggests key principles needed to guide the transition and ensure that R&W is effectively integrated into curricula, pedagogy, and teaching resources to meet the needs of all student groups. By effectively conceptualising R&W, the volume gives particular attention to the intersections of the subject with democratic citizenship education, intercultural competence, and religious literacy. This text will benefit researchers, academics, and educators with an interest in religious education and teacher education as well as the philosophy and sociology of education more broadly. Those interested in education policy and politics, as well as citizenship and schooling in the UK, will also benefit from this volume.

This volume explores numerous themes (including the influence of ethnography on religious education research and pedagogy, the interpretive approach to religious education, the relationship between research and classroom practice in religious education), providing a critique of contemporary religious education and exploring the implications of this critique for initial and continuing teacher education.