Matthew Shaw – författare

A history of the innovation and effects of the French Republican Calendar.The French Republican Calendar was perhaps the boldest of all the reforms undertaken in Revolutionary France. Introduced in 1793 and used until 1806, the Calendar not only reformed the weeks and months of the year, but decimalisedthe hours of the day and dated the year from the beginning of the French Republic.This book not only provides a history of the calendar, but places it in the context of eighteenth-century time-consciousness, arguing that the French were adept at working within several systems of time-keeping, whether that of the Church, civil society, or the rhythms of the seasons. Developments in time-keeping technology and changes in working patterns challenged early-modern temporalities, and the new calendar can also be viewed as a step on the path toward a more modern conception of time. In this context, the creation of the calendar is viewed not just as an aspect of the broader republican programme of social, political and cultural reform, but as a reflection of a broader interest in time and the culmination of several generations' concern with how society should be policed.Matthew Shaw is a curatorat the British Library, London.

How did the Allies use statistical analysis to reduce the number of plane crashes in WWII? What colour stands out the most if you want to grab someone’s attention? And what happens if you tell children that Santa isn’t real?This new book from the bestselling authors of The Science of Learning and Teaching & Learning Illuminated answers these questions and more as a way to finding out how can we help develop evidence-informed wisdom within education. As a result, you will be able to make better, more effective decisions.Packed with fascinating, seminal, and sometimes quirky studies, along with anecdotes and beautiful diagrams to illustrate key points, this book is unlike any other in the professional development space. As well as exploring the role of research, experience and context, Evidence-Informed Wisdom also delves into the psychology of changing minds and offers guidance on how we and our team can better reflect on and review our decisions.Part of The InnerDrive Teacher CPD Academy series that offers a deep dive into the key areas that matter to teachers, this is essential reading for all teachers and school leaders who want to become evidence-informed and improve their practice in sustainable and meaningful ways.

How did the Allies use statistical analysis to reduce the number of plane crashes in WWII? What colour stands out the most if you want to grab someone’s attention? And what happens if you tell children that Santa isn’t real?This new book from the bestselling authors of The Science of Learning and Teaching & Learning Illuminated answers these questions and more as a way to finding out how can we help develop evidence-informed wisdom within education. As a result, you will be able to make better, more effective decisions.Packed with fascinating, seminal, and sometimes quirky studies, along with anecdotes and beautiful diagrams to illustrate key points, this book is unlike any other in the professional development space. As well as exploring the role of research, experience and context, Evidence-Informed Wisdom also delves into the psychology of changing minds and offers guidance on how we and our team can better reflect on and review our decisions.Part of The InnerDrive Teacher CPD Academy series that offers a deep dive into the key areas that matter to teachers, this is essential reading for all teachers and school leaders who want to become evidence-informed and improve their practice in sustainable and meaningful ways.

This book charts new territory both theoretically and methodologically. Drawing on MacDougall’s notion of social aesthetics, it explores the sensory dimensions of privilege through a global ethnography of elite schools. The various contributors to the volume draw on a range of theoretical perspectives from Lefebvre, Benjamin, Bourdieu, Appadurai, Kress and van Leeuwen to both broaden and critique MacDougall’s original concept. They argue that within these elite schools there is a relationship between their ‘complex sensory and aesthetic environments’ and the construction of privilege within and beyond the school gates. Understanding the importance of the visual to ethnography, the social aesthetics of these elite schools are captured through the inclusion of a series of visual essays that complement the written accounts of the aesthetics of privilege. The collection also includes a series of vignettes that further explore the sensory dimension of these aesthetics: touch, taste—though metaphorically understood— sight and sound. These varying formats illustrate the aesthetic nature of social relations and the various ways in which class permeates the senses. The images from across the different schools and their surroundings immerse the reader in these worlds and provide poignant ethnographic data of the forces of globalisation within the context of elite schooling.