Michelle Evans – författare

With the Soviet Union’s launch of the first Sputnik satellite in 1957, the Cold War soared to new heights as Americans feared losing the race into space. The X-15 Rocket Plane tells the enthralling yet little-known story of the hypersonic X-15, the winged rocket ship that met this challenge and opened the way into human-controlled spaceflight. Drawing on interviews with those who were there, Michelle Evans captures the drama and excitement of, yes, rocket science: how to handle the heat generated at speeds up to Mach 7, how to make a rocket propulsion system that could throttle, and how to safely reenter the atmosphere from space and make a precision landing. This book puts a human face on the feats of science and engineering that went into the X-15 program, many of them critical to the development of the Space Shuttle. And, finally, it introduces us to the largely unsung pilots of the X-15. By the time of the Apollo 11 moon landing, thirty-one American astronauts had flown into space-eight of them astronaut-pilots of the X-15. The X-15 Rocket Plane restores these pioneers, and the others who made it happen, to their rightful place in the history of spaceflight.

This contemporary and creative textbook takes the fear out of learning law, and enables students to apply it to their social work practice with confidence.Social Work Law is an exciting textbook that supports students who are often intimidated by law as a subject. It helps them remember all the relevant Acts and legislation, and illustrates how the law can be applied in practice. Learning features such as mindmaps, end of chapter tests, and personal reflection boxes provide powerful tools for understanding and recall. It also explores key study skills to help students with essay preparation and taking a social work law exam. Mapped to modules and based on teaching needs, it supports lectures too with up to date content and worked examples to follow throughout.Accessible and engaging, this introduction guides readers through the modern professional and legal context of Social Work, equipping them with the tools they need to be able to think critically and adapt to whatever situation they may encounter in their practice. Whether a qualifying student on an undergraduate degree course, an Social Work degree apprentice, or a newly qualified social worker, this is the go-to textbook for being able to understand , think critically, and apply law to your social work practice.

This book explores the legal landscape of noncompetition agreements, both past and present, as a means of safeguarding trade secrets in business law.Noncompete agreements have long been one of the measures that businesses have used to protect trade secrets and confidential information. However, recent state and federal attempts to ban or limit noncompetes are resetting the competitive environment, both in terms of employee mobility and their effect on innovation. Likewise, these changes are prompting businesses and entrepreneurs to reassess their reliance on noncompetes and begin exploring alternate or supplemental legal agreements that might be used to accomplish their goals. The book provides readers with an international and comparative perspective of these issues. Additionally, it offers a means of navigating the increasing legal restrictions on noncompete agreements by suggesting practical alternative measures. It argues that, as the enforceability of noncompete agreements is coming under increasing scrutiny, business owners must be informed and agile-minded in considering and implementing alternative measures to protect their trade secrets and proprietary confidential information.This book will be of interest to researchers in the field of business law, trade law, and employment law.

This book, written by pioneering architects of original social theory in educational/linguistic fields as well as expert practitioners, systematically exposes the sociological commitments of mainstream ideas and theories in English for Academic Purposes (EAP), commitments which are very often not fully examined by the discipline, but nonetheless shape practitioners’ ideas and their praxis.The initial chapters outline what social theory is; the normative, critical, descriptive, social and generative purposes it serves; the scope and limits of social theory, and tracing the major historical traditions and recent currents. This mapping of social theory is followed by a detailed argument that makes the case for the centrality of social theory for EAP practitioners and praxis and the need to develop a sociological imagination to enhance knowledge and agency of practitioners. The contributions reveal the sociological foundations and commitments that underpin established theories in EAP, such as genre theories, systemic functional linguistics, and academic literacies. Each of these three major research streams in EAP is subject to critical analysis, linking each of these streams to the sociological commitments that underpin them. Finally, the book explores the social theories and approaches that have yet to make a full or significant impact on EAP research and practice, but would enable practitioners and researchers to understand educational contexts, texts, structures, culture(s), knowledge production and producers, and social agents with greater sociological clarity and sophistication. Topics covered include: social realism, legitimation code theory, critical realism, ethnography, feminism and Bourdieusian concepts for EAP. The overarching aim of this volume is to position social theory much more centrally to frameworks and conceptions of the (unstable and contested) knowledge-base for EAP practitioners and to promote a ‘sociological imagination’ among and for EAP practitioners.

This book, written by pioneering architects of original social theory in educational/linguistic fields as well as expert practitioners, systematically exposes the sociological commitments of mainstream ideas and theories in English for Academic Purposes (EAP), commitments which are very often not fully examined by the discipline, but nonetheless shape practitioners’ ideas and their praxis.The initial chapters outline what social theory is; the normative, critical, descriptive, social and generative purposes it serves; the scope and limits of social theory, and tracing the major historical traditions and recent currents. This mapping of social theory is followed by a detailed argument that makes the case for the centrality of social theory for EAP practitioners and praxis and the need to develop a sociological imagination to enhance knowledge and agency of practitioners. The contributions reveal the sociological foundations and commitments that underpin established theories in EAP, such as genre theories, systemic functional linguistics, and academic literacies. Each of these three major research streams in EAP is subject to critical analysis, linking each of these streams to the sociological commitments that underpin them. Finally, the book explores the social theories and approaches that have yet to make a full or significant impact on EAP research and practice, but would enable practitioners and researchers to understand educational contexts, texts, structures, culture(s), knowledge production and producers, and social agents with greater sociological clarity and sophistication. Topics covered include: social realism, legitimation code theory, critical realism, ethnography, feminism and Bourdieusian concepts for EAP. The overarching aim of this volume is to position social theory much more centrally to frameworks and conceptions of the (unstable and contested) knowledge-base for EAP practitioners and to promote a ‘sociological imagination’ among and for EAP practitioners.

This book is part of the highly successful Transforming Social Work Practice series and is written specifically to support students on the social work degree. Full of practical activities, case studies and opportunities for students to critically reflect and explore theory and practice.

Current practice in the field was driven by the government White Paper 'Valuing People' (2001) which declared some radical aims for services with people with learning difficulties. Now somewhat compromised by the local authority austerity measures, the goals set by 'Valuing People' are nevertheless still important. This third edition seeks to confirm and strenghten social work values and priciples so that the progress and successes achieved by 'Valuing People' can continue. Case studies and activities draw out the key points and reinforce learning. Summaries of contemporary research are included, as are suggestions for further reading and coverage of current government guidance and policy documents.

By examining the varied roles that a social worker might undertake in this field, the authors portray a positive picture of working with people with learning difficulties: the achievements and satisfaction, and the learning and understanding that can be gained. They also highlight the need for recognition of vulnerability, the risk of isolation, oppression and abuse, and the continuing political struggle to establish and protect the rights of the individual.

Paul Williams has over 40 years' experience of working with people with learning difficulties. He was a founder member of the organisation 'Values into Action' which campaigned for rights, inclusion and community-based services for people with learning difficulties. He is co-author of books on self-advocacy and anti-oppressive practice. A former lecturer in social work at the University of Reading, he is now retired.

Michelle Evans has 14 years of practice in all areas of sensory need, including Deaf/deafness, visual impairment and Deafblindness. She has a first class honours degree in social work and has worked as a care manager in adult services and a social worker in children's services. She has a particular interest in methods of social research which contribute to raising sensory awareness in social work/ care management. She lectures social work students at London South Bank University and develops and delivers sensory awareness training to practitioners and managers.

This book is part of the highly successful Transforming Social Work Practice series and is written specifically to support students on the social work degree. Full of practical activities, case studies and opportunities for students to critically reflect and explore theory and practice.

Current practice in the field was driven by the government White Paper 'Valuing People' (2001) which declared some radical aims for services with people with learning difficulties. Now somewhat compromised by the local authority austerity measures, the goals set by 'Valuing People' are nevertheless still important. This third edition seeks to confirm and strenghten social work values and priciples so that the progress and successes achieved by 'Valuing People' can continue. Case studies and activities draw out the key points and reinforce learning. Summaries of contemporary research are included, as are suggestions for further reading and coverage of current government guidance and policy documents.

By examining the varied roles that a social worker might undertake in this field, the authors portray a positive picture of working with people with learning difficulties: the achievements and satisfaction, and the learning and understanding that can be gained. They also highlight the need for recognition of vulnerability, the risk of isolation, oppression and abuse, and the continuing political struggle to establish and protect the rights of the individual.

Paul Williams has over 40 years' experience of working with people with learning difficulties. He was a founder member of the organisation 'Values into Action' which campaigned for rights, inclusion and community-based services for people with learning difficulties. He is co-author of books on self-advocacy and anti-oppressive practice. A former lecturer in social work at the University of Reading, he is now retired.

Michelle Evans has 14 years of practice in all areas of sensory need, including Deaf/deafness, visual impairment and Deafblindness. She has a first class honours degree in social work and has worked as a care manager in adult services and a social worker in children's services. She has a particular interest in methods of social research which contribute to raising sensory awareness in social work/ care management. She lectures social work students at London South Bank University and develops and delivers sensory awareness training to practitioners and managers.

With the Soviet Union’s launch of the first Sputnik satellite in 1957, the Cold War soared to new heights as Americans feared losing the race into space. The X-15 Rocket Plane tells the enthralling yet little-known story of the hypersonic X-15, the winged rocket ship that met this challenge and opened the way into human-controlled spaceflight. Drawing on interviews with those who were there, Michelle Evans captures the drama and excitement of, yes, rocket science: how to handle the heat generated at speeds up to Mach 7, how to make a rocket propulsion system that could throttle, and how to safely reenter the atmosphere from space and make a precision landing. This book puts a human face on the feats of science and engineering that went into the X-15 program, many of them critical to the development of the Space Shuttle. And, finally, it introduces us to the largely unsung pilots of the X-15. By the time of the Apollo 11 moon landing, thirty-one American astronauts had flown into space-eight of them astronaut-pilots of the X-15. The X-15 Rocket Plane restores these pioneers, and the others who made it happen, to their rightful place in the history of spaceflight.

Global Perspectives on Subsidiarity is the first book of its kind exclusively devoted to the principle of subsidiarity.

Global Perspectives on Subsidiarity is the first book of its kind exclusively devoted to the principle of subsidiarity.

This edited book is the second in the book series “Managing the Post-Colony”. The book series is co-edited by Nimruji Jammulamadaka (IIM Calcutta, India) and Gavin Jack (Monash University, Australia). The book series seeks to present cutting-edge, critical, interdisciplinary, and geographically and culturally diverse perspectives on the contemporary nature, experience, and theorisation of managing and organising under conditions of postcoloniality.This book specifically presents voices and perspectives from Aotearoa New Zealand, Australia, and The Pacific, locations with shared and distinctive histories and present-day experiences of colonisation and imperialism. Ways of managing, organising, and doing business in these places demonstrate cultural continuity and change in such histories, present sites of postcolonial struggle, and diverse prospects for self-determined future-making. The book explores struggles and prospects of managing in the post-colony through qualitative empirical cases, historical and legal studies, conceptual essays and provocations, and interviews with Indigenous business leaders. It contributes to the ongoing diversification, provincialisation, and decolonisation of management and organisation studies and practice. A strong focus is placed on diverse Indigenous knowledges and experiences, including those of Aboriginal and Torres Strait Islander, Pasifika, and Māori peoples, and insights into the capacity for Indigenous culture-specific modes of business to offer decolonising futures.