Robert Tobias – författare

Gender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged?Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors' discuss a range of issues which intersect with gender to impact on education, including structural factors such as class, ethnicity and age as well as colonisation and migration. The book provides evidence and argument to illuminate contemporary debates about the involvement of men and women in education, including: The impact of colonisation on the gendering of education and lifelong learning International surveys on men, women and educational participation Gender, masculinities and migrants’ learning experiences Boys-only classes as a response to ‘the problem of underachieving boys’ Men’s perspectives on learning to become parents Community learning, gender and public policy Older men’s perspectives on (re-)entering post-compulsory education The book goes on to suggest the implications for practice, research and policy. Importantly, it critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors provide a framework for developing further understanding of the issues involved with gender and lifelong learning.Gender, Masculinities and Lifelong Learning will be of interest to any practitioner open to fresh ideas and approaches in teaching and programming connected with gender and education.

Gender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged?Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors' discuss a range of issues which intersect with gender to impact on education, including structural factors such as class, ethnicity and age as well as colonisation and migration. The book provides evidence and argument to illuminate contemporary debates about the involvement of men and women in education, including: The impact of colonisation on the gendering of education and lifelong learning International surveys on men, women and educational participation Gender, masculinities and migrants’ learning experiences Boys-only classes as a response to ‘the problem of underachieving boys’ Men’s perspectives on learning to become parents Community learning, gender and public policy Older men’s perspectives on (re-)entering post-compulsory education The book goes on to suggest the implications for practice, research and policy. Importantly, it critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors provide a framework for developing further understanding of the issues involved with gender and lifelong learning.Gender, Masculinities and Lifelong Learning will be of interest to any practitioner open to fresh ideas and approaches in teaching and programming connected with gender and education.

Gender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged?

Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors'' discuss a range of issues which intersect with gender to impact on education, including structural factors such as class, ethnicity and age as well as colonisation and migration. The book provides evidence and argument to illuminate contemporary debates about the involvement of men and women in education, including:

The impact of colonisation on the gendering of education and lifelong learning

International surveys on men, women and educational participation

Gender, masculinities and migrants’ learning experiences

Boys-only classes as a response to ‘the problem of underachieving boys’

Men’s perspectives on learning to become parents

Community learning, gender and public policy

Older men’s perspectives on (re-)entering post-compulsory education

The book goes on to suggest the implications for practice, research and policy. Importantly, it critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors provide a framework for developing further understanding of the issues involved with gender and lifelong learning.

Gender, Masculinities and Lifelong Learning will be of interest to any practitioner open to fresh ideas and approaches in teaching and programming connected with gender and education.

Gender, Masculinities and Lifelong Learning reflects on current debates and discourses around gender and education, in which some academics, practitioners and policy-makers have referred to a crisis of masculinity. This book explores questions such as: Are men under-represented in education? Are women outstripping men in terms of achievement? What evidence supports the view that men are becoming educationally disadvantaged?

Drawing on research from a number of countries, including the UK, Australia, New Zealand and Canada, the contributors'' discuss a range of issues which intersect with gender to impact on education, including structural factors such as class, ethnicity and age as well as colonisation and migration. The book provides evidence and argument to illuminate contemporary debates about the involvement of men and women in education, including:

The impact of colonisation on the gendering of education and lifelong learning

International surveys on men, women and educational participation

Gender, masculinities and migrants’ learning experiences

Boys-only classes as a response to ‘the problem of underachieving boys’

Men’s perspectives on learning to become parents

Community learning, gender and public policy

Older men’s perspectives on (re-)entering post-compulsory education

The book goes on to suggest the implications for practice, research and policy. Importantly, it critically addresses some of the taken-for-granted beliefs about men and their engagement in lifelong learning, presenting new evidence to demonstrate the complexity of gender and education today. With these complexities in mind, the authors provide a framework for developing further understanding of the issues involved with gender and lifelong learning.

Gender, Masculinities and Lifelong Learning will be of interest to any practitioner open to fresh ideas and approaches in teaching and programming connected with gender and education.

Nach dem Willen des deutschen Gesetzgebers sollen prinzipiell fortführungsfähige Unternehmen durch Insolvenzverfahren saniert werden. Diese Zielsetzung, die mit Einführung der Insolvenzordnung 1999 normiert und durch die aktuelle ESUG-Reformierung abermals forciert wurde, erscheint im Fall von organisationaler und strategischer Pfadabhängigkeit unrealistisch, da die insolvenzrechtlich kodifizierten Wege und Mittel an der Beseitigung der eigentlichen Krisenursache vorbei zielen. Andererseits kann die Wirkung von Insolvenzverfahren auf Organisationen in der Praxis nicht auf ihre rechtlichen Regelungsrahmen verkürzt werden. Aus pfadtheoretischer Perspektive wäre vielmehr zu prüfen, ob Insolvenzen (mehr noch als andere Eingriffe in die betrieblichen Entscheidungsprozesse) Anlässe liefern, mit den historischen Pfaden zu brechen und neue Wege einzuschlagen. Die Frage von Pfadbrechung wird damit zu einem zentralen Problem der Management- und Sanierungspraxis und erfordert Antworten. Robert Tobias versucht diese hier im Rahmen der empirischen Untersuchung von zwei mittelständischen Unternehmensinsolvenzen zu geben.

This book tells the story of the life of Bishop George Wolfe Robert Tobias, M.C., M.A. (1882-1974). The first chapter of the book describes briefly his first 32 years. Drawing extensively on family letters, the following eight chapters tell the story of his time as stretcher-bearer, priest & chaplain to the forces in the 1st World War. Several remarkable personal accounts are provided. These include detailed day-by-day – and occasional hour-by-hour - descriptions of the Battle of the Somme in July 1916, and the final days and hours of the war in October & November 1918. The next part of the book tells the story of George’s remarkable work in founding the Anglican Church in northern Namibia. It sheds light on aspects of the history of the Kwanyama people and of missionary endeavours in the period from 1924 to 1939.. It also illuminates some of the tensions between the various churches and between the churches and the government. The final part of the book consists of three chapters. Chapter 16 tells the story of George’s life as diocesan bishop in the Anglican Church in Namibia during and immediately after the 2nd World War (1939-49), and the final two chapters describe his later years as parish priest in the Cape and as a strong supporter, consultant and adviser to the church in Namibia.