Mike Anderson – författare

In the past ten years, there has been growing interest in applying our knowledge of the functioning of the human brain to the field of education-including reading, learning, language and mathematics. This has resulted in the development of a number of new practices in education-some good, some bad and some just crazy. The 'good' is nearly always sound cognitive research that has clear implications for educational practice. The 'bad' is the use of neuroscience jargon to lure the unwary and to give an apparent scientific aura to flawed educational programs with no evidence base and which no reputable neuroscientist would endorse. The 'ugly' is simplistic interpretation and misapplication of cognitive theories leading to errors in their application. More and better could be done if neuroscientists and educationalists acknowledge the limits of their disciplines and start listening to each other.Neuroscience in Education brings together an international group of leading psychologists, neuroscientists, educationalists and geneticists to critically review some of these new developments, examining the science behind these practices, the validity of the theories on which they are based, and whether they work. It will be fascinating reading for anyone involved in education, including teachers, psychologists, neuroscientists, and policy makers as well as interested parents.

A compass can be used in many ways, from telling which way is North to finding hidden treasure or following an unmarked path over wilderness terrain. In any conflict, you have to get your bearings on what happened in order to best determine how to resolve the issue. Conflict is inevitable, and despite how many of us feel about it, conflict is not always a bad thing. The activities in Setting the Conflict Compass: Activities for Conflict Resolution and Prevention will help participants become aware of how they perceive and deal with conflict, while gaining tools and techniques for increasing collaboration, resolving disputes, and ultimately finding win/win resolutions to workplace and classroom conflicts. Having strategies for dealing with conflict are essential to healthy relationships. Setting the Conflict Compass explores these strategies and present a framework for conflict management. This framework can be described as an experiential learning approach for helping individuals understand the influence of contextual factors and perspective in conflict resolution and management.Setting the Conflict Compass: Activities for Conflict Resolution and Prevention examines and discusses: Assumptions about ConflictExperiential Activities for Conflict ResolutionRecognizing Others' Points of ViewMethods to Resolve and Diminish ConflictPerspective AwarenessDiversity Awareness

The need for synthesis in the domain of implicit processes was the motivation behind this book. Two major questions sparked its development: Is there one implicit process or processing principle, or are there many? Are implicit memory, learning, and expertise; skill acquisition; and automatic detection simply different facets of one general principle or process, or are they distinct processes performing very different functions? This book has been designed to cast light on this issue. Because it is impossible to make sense of implicit processes without taking into account their explicit counterparts, consideration is also given to explicit memory, learning, and expertise; and controlled processing. The chapter authors consider principles, processes, and models which stand above a wealth of data collected to evaluate models designed specifically to account for data from a specific paradigm, or even more narrowly, from a specific experimental task. The motivation behind this approach is the proposition that modeling is possible for a much broader data domain, even though there may be some cost where specific tasks are concerned. The aim of this book is to treat synthesis as the objective, and to approach this objective by collecting and discussing phenomena which--although they are drawn from diverse areas of psychological science--touch a single issue concerning the distinction between explicit and implicit processes.

'Brilliantly gripping' Sunday Times; 'Compelling' Daily Mail; 'Heart-rending' Sunday Telegraph; 'Excellent' The Times; 'Engrossing' IndependentThe UK's only war crimes trial took place in 1999 and had its origins in the horrors of the Holocaust, but only now in The Ticket Collector from Belarus​ can the full story be told.  The Ticket Collector from Belarus tells the remarkable story of two interwoven journeys. Ben-Zion Blustein and Andrei Sawoniuk were childhood friends in 1930s Domachevo, a holiday and health resort in what is now Belarus. During the events that followed the Nazi invasion in 1941, they became the bitterest of enemies. After the war, Ben-Zion made his way to Israel, and ‘Andrusha the bastard’ to England, where he found work as a British Rail ticket collector in London.They next confronted each other in the Old Bailey, over half a century later, where one was the principal prosecution witness, and the other charged with a fraction of the number of murders he was alleged to have committed. There was no physical evidence, just one man’s word against another, leaving the jury with a series of agonising dilemmas: Could any witness statement be trusted so long after the event? Was Andrusha a brutal killer, a hapless pawn or a scapegoat? And were his furious protests a sign of guilt or the justified anger of an innocent old man?   Mike Anderson was gripped by the story, and so began his quest to find the truth about this astonishing case and the people at its heart. As he discovered, it was even more remarkable than he could ever have imagined.