Stephen Gough – författare

This book examines the difficult and wide-ranging issues relating to how we understand our environment, our place in it, and how we choose to act. This comprehensive text provides an overview of these developing key issues, illustrating how - through schooling, higher education, professional training and development, and awareness-raising - people can bring about change, as well as engaging in debate and critique of issues. The book builds on existing work across a number of fields, as well as on original international research, in order to model the complexity of the problems, the institutional contexts in which they arise, and the interrelationships between these.Areas explored include the policy context, the links between sustainable development and learning, the economic and moral interdependence of humans and nature, the management, assessment and evaluation of learning, and globalisation. The book suggests ways in which those responsible for learning can target their efforts appropriately, matching straightforward solutions to simple problems, and designing complex interventions only where these are needed.This text will be a valuable resource for anyone studying Masters degrees and MBAs that focus on environment or sustainable development, and for professionals dealing with problems on a day-to-day basis. Though a free-standing text, its analysis is supported by a companion reader: Key Issues in Sustainable Development and Learning: a critical review.

This book examines the difficult and wide-ranging issues relating to how we understand our environment, our place in it, and how we choose to act. This comprehensive text provides an overview of these developing key issues, illustrating how - through schooling, higher education, professional training and development, and awareness-raising - people can bring about change, as well as engaging in debate and critique of issues. The book builds on existing work across a number of fields, as well as on original international research, in order to model the complexity of the problems, the institutional contexts in which they arise, and the interrelationships between these.Areas explored include the policy context, the links between sustainable development and learning, the economic and moral interdependence of humans and nature, the management, assessment and evaluation of learning, and globalisation. The book suggests ways in which those responsible for learning can target their efforts appropriately, matching straightforward solutions to simple problems, and designing complex interventions only where these are needed.This text will be a valuable resource for anyone studying Masters degrees and MBAs that focus on environment or sustainable development, and for professionals dealing with problems on a day-to-day basis. Though a free-standing text, its analysis is supported by a companion reader: Key Issues in Sustainable Development and Learning: a critical review.

This book presents seminal readings from existing literature alongside specially commissioned, critical vignettes from leading thinkers with interests in sustainable development and learning. The book sets out to inform readers about the many perspectives that exist, and to challenge assumptions they may have about both sustainable development and learning.Through the readings and vignettes, the book raises wide-ranging issues of how we choose to act. Following the format of its companion volume, Sustainable Development and Learning: framing the issues, the book builds on existing work across a number of fields as well as on original international research.Key Issues in Sustainable Development and Learning: a critical review is a major resource for anyone studying for masters degrees focusing on environment and sustainable development. It is also a valuable tool for professionals in both public and private sector who are dealing with these issues daily.Bill and Steve's book for Routledge, Sustainable Development and Learning: framing the issues is one of the academic sources cited by the United Nations in its draft international implementation scheme for the Decade of Education for Sustainable Development (which was launched by Kofi Annan last month).

This book presents seminal readings from existing literature alongside specially commissioned, critical vignettes from leading thinkers with interests in sustainable development and learning. The book sets out to inform readers about the many perspectives that exist, and to challenge assumptions they may have about both sustainable development and learning.Through the readings and vignettes, the book raises wide-ranging issues of how we choose to act. Following the format of its companion volume, Sustainable Development and Learning: framing the issues, the book builds on existing work across a number of fields as well as on original international research.Key Issues in Sustainable Development and Learning: a critical review is a major resource for anyone studying for masters degrees focusing on environment and sustainable development. It is also a valuable tool for professionals in both public and private sector who are dealing with these issues daily.Bill and Steve's book for Routledge, Sustainable Development and Learning: framing the issues is one of the academic sources cited by the United Nations in its draft international implementation scheme for the Decade of Education for Sustainable Development (which was launched by Kofi Annan last month).

This special issue of the journal Environmental Education Research addresses a topical area of importance - human behaviour towards the environment. The book explores the economic metaphor of 'natural capital' in this context arguing that the currently dominant model of sustainable development, underpinned by a particular understanding of this metaphor, is impeding progress towards genuine sustainability, and secondly that it will continue to do so until the metaphor can be reworked in both thought and practice.This book explores an alternative economic model of natural capital value, based on recent 'real options' thinking which reworks the natural capital idea and provides a framework for articulating two major and closely-related shifts of emphasis.

The ‘Key Issues in Higher Education’ series aims to raise both awareness and the standards of debate on the fundamental issues that lie at the very heart of higher education and intends to assist national and international debate.Higher Education and Sustainable Development examines whether it is actually possible to mandate, plan, monitor and evaluate the higher education sector’s route to the production of educated, innovative, independent, self-determining, critical individuals while at the same time achieving a range of wider policy goals on the side. This book examines this question in the context of a particular international policy issue – sustainable development – which is now seen across the globe as a necessary and urgent response to a range of social and environmental issues that threaten the integrity of the biosphere and human well being. The book concludes that the idea of sustainable development holds both opportunities and dangers for universities as they pursue their proper role in a free society.Illustrated by seven in-depth case studies this book considers the complex inter-relationships of a free society and sustainable development in the context of higher education, and aims to makes recommendations for realistic future development. It is essential reading for the international higher education research community, policy-makers, university managers, students and non-Governmental organizations in the development, environment and social policy sectors.

This special issue of the journal Environmental Education Research addresses a topical area of importance - human behaviour towards the environment. The book explores the economic metaphor of 'natural capital' in this context arguing that the currently dominant model of sustainable development, underpinned by a particular understanding of this metaphor, is impeding progress towards genuine sustainability, and secondly that it will continue to do so until the metaphor can be reworked in both thought and practice.This book explores an alternative economic model of natural capital value, based on recent 'real options' thinking which reworks the natural capital idea and provides a framework for articulating two major and closely-related shifts of emphasis.

The ‘Key Issues in Higher Education’ series aims to raise both awareness and the standards of debate on the fundamental issues that lie at the very heart of higher education and intends to assist national and international debate.Higher Education and Sustainable Development examines whether it is actually possible to mandate, plan, monitor and evaluate the higher education sector’s route to the production of educated, innovative, independent, self-determining, critical individuals while at the same time achieving a range of wider policy goals on the side. This book examines this question in the context of a particular international policy issue – sustainable development – which is now seen across the globe as a necessary and urgent response to a range of social and environmental issues that threaten the integrity of the biosphere and human well being. The book concludes that the idea of sustainable development holds both opportunities and dangers for universities as they pursue their proper role in a free society.Illustrated by seven in-depth case studies this book considers the complex inter-relationships of a free society and sustainable development in the context of higher education, and aims to makes recommendations for realistic future development. It is essential reading for the international higher education research community, policy-makers, university managers, students and non-Governmental organizations in the development, environment and social policy sectors.

Environmental issues continue to divide opinion, sometimes in extreme ways. Almost everyone agrees that education has a role to play in ensuring the future of humanity on Earth. Some think we should all learn to leave a minimal environmental footprint; others argue that education should promote economic growth, because only growth can generate the capital needed to develop solutions to environmental problems. Advocates on each side often find the views of their opponents simply incredible, giving rise to accusations of bad faith or poor science.This book explores the foundations of the debate by examining human interrelations with Nature. It takes an educational perspective, but also draws on evidence from anthropology, economics, ecology, policy sciences and natural history. The case presented is that any coherent view of the purposes and potential of education requires a theory of human society in the natural world. For such a theory, education (and, more broadly, learning) must be more than an instrument for the achievement of personal or policy goals. Rather, it is an integral, continuing and necessary component of personal and policy development. On this basis, a novel approach to curriculum design and implementation is outlined.

Much of the world will be living in broadly "liberal" societies for the foreseeable future. Sustainability and security, however defined, must therefore be considered in the context of such societies, yet there is very little significant literature that does so. Indeed, much ecologically-oriented literature is overtly anti-liberal, as have been some recent responses to security concerns. This book explores the implications for sustainability and security of a range of intellectual perspectives on liberalism, such as those offered by John Rawls, Robert Nozick, Frederick Hayek, Ronald Dworkin, Michael Oakeshott, Amartya Sen and Jürgen Habermas.

Much of the world will be living in broadly "liberal" societies for the foreseeable future. Sustainability and security, however defined, must therefore be considered in the context of such societies, yet there is very little significant literature that does so. Indeed, much ecologically-oriented literature is overtly anti-liberal, as have been some recent responses to security concerns. This book explores the implications for sustainability and security of a range of intellectual perspectives on liberalism, such as those offered by John Rawls, Robert Nozick, Frederick Hayek, Ronald Dworkin, Michael Oakeshott, Amartya Sen and Jürgen Habermas.

'The 4th edition of this extensive text is an outstanding resource prepared by nurses (and a librarian) for nurses. In a structured and helpful style it presents thousands of items from the literature - published papers, reports, books and electronic resources - as a clear, accessible, and most of all useful collection. The efforts to signpost and lead the reader to the sought-for information are effective and well-conceived, and the "How to use this book" section is remarkably simple...the book should be found in every nursing and health library, every research institute and centre, and close to many career researchers' desks' - RCN Research

This latest edition of Resources for Nursing Research provides a comprehensive bibliography of sources on nursing research, and includes references for books, journal papers and Internet resources.

Designed to act as a 'signpost' to available literature in the area, this Fourth Edition covers the disciplines of nursing, health care and the social sciences. Entries are concise, informative and accessible, and are arranged under three main sections:

· 'Sources of Literature' covers the process of literature searching, including using libraries and other tools for accessing literature

· 'Methods of Inquiry' includes an introduction to research, how to conceptualize and design nursing and health research, measurement and data collection, and the interpretation and presentation of data

· 'The Background to Research in Nursing' encompasses the development of nursing research; the profession's responsibilities; the role of government; funding; research roles and careers; and education for research.

Fully revised and updated, the Fourth Edition includes just under 3000 entries, of which 90% are new. It has extensive coverage of US, UK literature and other international resources. This new edition will be an essential guide for all those with an interest in nursing research, including students, teachers, librarians, practitioners and researchers.

Vocational education is central to the plans of policy makers around the world; it underpins the development of the poorest economies, and the continued competitiveness of the richest. Technical and Vocational Education and Training debates the key issues:* How far can the same principles be applied to vocational learning in universities, colleges, schools and the workplace?* Do the needs of learners and the needs of the economy always coincide? Should teachers focus on the delivery of skills or the development of cultures?* What will determine whether what is learnt corresponds to what is taught?* Who are the stakeholders in vocational learning, and can they all be satisfied at once?* What does it really mean to say that vocational provision is a kind of investment?Drawing on contemporary, internationally-significant case studies in water education, management education and education for sustainable development along with UNESCO's International Centre for Technical and Vocational Education and Training, Gough provides a challenging discussion.

Environmental issues continue to divide opinion, sometimes in extreme ways. Almost everyone agrees that education has a role to play in ensuring the future of humanity on Earth. Some think we should all learn to leave a minimal environmental footprint; others argue that education should promote economic growth, because only growth can generate the capital needed to develop solutions to environmental problems. Advocates on each side often find the views of their opponents simply incredible, giving rise to accusations of bad faith or poor science.This book explores the foundations of the debate by examining human interrelations with Nature. It takes an educational perspective, but also draws on evidence from anthropology, economics, ecology, policy sciences and natural history. The case presented is that any coherent view of the purposes and potential of education requires a theory of human society in the natural world. For such a theory, education (and, more broadly, learning) must be more than an instrument for the achievement of personal or policy goals. Rather, it is an integral, continuing and necessary component of personal and policy development. On this basis, a novel approach to curriculum design and implementation is outlined.

First published in 1997. This volume is part of the Prentice Hall series- a series of comprehensive textbooks and reference manuals for nurses and other health care professionals. The development of a number of sections in the second edition of this book serves perhaps as an indication of the changes that have occurred in health care education and research over recent years. The emphasis of this text, as in the first edition, is to trace the research process from the initial idea through to dissemination and implementation of findings as appropriate. In so doing, a number of sections have been enlarged and updated. This includes a greater emphasis on some of the ‘planning’ issues in research seen as particularly important given the increased opportunity available for practitioners to take part in funded research projects. From this perspective increased emphasis has been given to acquiring funding for research and working with established systems of ethical approval.

Vocational education is central to the plans of policy makers around the world; it underpins the development of the poorest economies, and the continued competitiveness of the richest. Technical and Vocational Education and Training debates the key issues:* How far can the same principles be applied to vocational learning in universities, colleges, schools and the workplace?* Do the needs of learners and the needs of the economy always coincide? Should teachers focus on the delivery of skills or the development of cultures?* What will determine whether what is learnt corresponds to what is taught?* Who are the stakeholders in vocational learning, and can they all be satisfied at once?* What does it really mean to say that vocational provision is a kind of investment?Drawing on contemporary, internationally-significant case studies in water education, management education and education for sustainable development along with UNESCO's International Centre for Technical and Vocational Education and Training, Gough provides a challenging discussion.

Adapting to the IFCC system of reporting HbA1c poses a challenge to generations of health professionals who have learnt the percentage system related to the major clinical trials, in type 1 and type 2 diabetes, the DCCT and UKPDS. This handy paperback illuminates the transition path. Using real-life case studies to illustrate actual clinical situations, the book shows you how to use mmol/mol units in daily practice. Each case study shows the old percentage units alongside the IFCC units for quick comparison. Produced in association with Diabetes UK, this pocketbook helps you work with confidence in the IFCC system.