Susan Edwards – författare

The Blackstone's Guide series delivers concise and accessible books covering the latest legislative changes and amendments. They offer expert commentary on the scope, extent, and effects of the legislation accompanying a full copy of the Act itself.Domestic abuse and violence have been variously tackled within the criminal and civil process. For the last decade violence against women and girls has been the focus for front line professionals in the statutory and voluntary sector and for those campaigning for law reform, culiminating in the enactment of the Domestic Abuse Act 2021.The Blackstone's Guide to the Domestic Abuse Act 2021 is divided into four Parts. Part One will examine the context and background to the Act, providing a quick and accessible overview of the Act. Part Two breaks the Act down in full, providing a definition, meaning, and interpretation, as well as applications, or predicted applications, of use to practitioners practicing within the courts. Part Three considers the ongoing campaign for reform and the very latest developments which may have a bearing on practice, while also acknowledging and critiquing the limitations and omissions in the Act. The full text of the Domestic Abuse Act 2021 is reprinted in Part Four.This Blackstone's Guide will explore the Act's provisions in a structured, sequential manner, with full consideration of the Act's coverage and its limitations.

Family Law is part of the Core Text Series, a range of textbooks from OUP which provide focused and reliable guides for students of law at all levels. Written with authority by leading academics and renowned for their readability and clarity, these invaluable texts provide a straightforward analysis and discussion of the subject and its challenges. Family Law enables students to develop a clear understanding of the law, providing an insight into the tensions that surround family life in all its forms. The complex personal relations between adults, their children, and the State, are all fully explored and the controversial issues which face family lawyers today are highlighted. This fourth edition has been fully edited and updated, as well as partly rewritten, to provide a reliable and critical overview suitable for all family law courses. Clearly written and presented, Family Law incorporates chapter summaries and self-test questions which alert the reader to key topics for discussion and reflection. Selected reading lists at the end of each chapter encourage further research and help in essay preparation. This book is accompanied by an Online Resource Centre featuring regular author updates to keep the reader informed of changes to the law post-publication, and a selection of helpful websites. Visit www.oxfordtextbooks.co.uk/orc/welstead4e/ for more details.

Neurological Physiotherapy aims to provide an improved understanding of problems commonly encountered by the therapist working with people with neurological disability. It describes aspects of posture and movement difficulties which may occur as a result of neurological damage and gives guidance to help the therapist to plan the appropriate treatment programme for each patient. Using a problem-solving approach the emphasis is on the identification of symptoms in relation to impairment and disability rather than on a detailed description of neurological conditions.

Fluent aphasia is a language disorder that follows brain damage, causing difficulty in finding the correct words and structuring sentences. Speakers also experience problems in understanding language, severely impairing their ability to communicate. In this informative study Susan Edwards provides a detailed description of fluent aphasia, by drawing widely on research data, and by comparing fluent aphasia with other types of aphasia as well as with normal language. She discusses evidence that the condition affects access to underlying grammatical rules as well as to the lexicon, and explores the relationship between language and the brain, the controversy over aphasia syndromes, the assessment of aphasia via standardized tests, and the analysis of continuous speech data. Extensive examples of aphasic speech are given, and the progress of one fluent aphasic speaker is discussed in detail. Written by an internationally renowned expert, this book will be invaluable to linguists and practitioners alike.

Fluent aphasia is a language disorder that follows brain damage, causing difficulty in finding the correct words and structuring sentences. Speakers also experience problems in understanding language, severely impairing their ability to communicate. In this informative study Susan Edwards provides a detailed description of fluent aphasia, by drawing widely on research data, and by comparing fluent aphasia with other types of aphasia as well as with normal language. She discusses evidence that the condition affects access to underlying grammatical rules as well as to the lexicon, and explores the relationship between language and the brain, the controversy over aphasia syndromes, the assessment of aphasia via standardized tests, and the analysis of continuous speech data. Extensive examples of aphasic speech are given, and the progress of one fluent aphasic speaker is discussed in detail. Written by an internationally renowned expert, this book will be invaluable to linguists and practitioners alike.

Moving the conversation about young children and digital technologies away beyond “good” or “bad”, Susan Edwards and Leon Straker present an innovative perspective to educators, researchers, and communities on how to support young children to learn and thrive safely in a digital society.This book marks a turning point in research concerning young children and technologies. Instead of focussing on the impacts of technology on children in ways that generate conflicting information, advice, and opinions, this book centres on understanding how children live, learn, and play in digital society, and how the adults in their lives can actively create opportunities that support them to participate safely so that they can thrive. Based on a groundbreaking research project in partnership with industry, this text showcases the development of well-designed end-user content and materials, such as videos, infographics, and books, that best support young children and their adults living, learning, and playing in digital society. It includes practical examples for early childhood educators and broader communities, such as ways to promote physical activity with digital technologies, support children with online safety, facilitate peer relationships using technologies, and engage in digital play for learning. For a closer look into the additional resources and support available, visit https://youngchildrendigitalsociety.com.au/.A refreshing perspective on young children and digital technology, this book is set to become a foundational text for early childhood educators, policy makers, and communities.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

Moving the conversation about young children and digital technologies away beyond “good” or “bad”, Susan Edwards and Leon Straker present an innovative perspective to educators, researchers, and communities on how to support young children to learn and thrive safely in a digital society.This book marks a turning point in research concerning young children and technologies. Instead of focussing on the impacts of technology on children in ways that generate conflicting information, advice, and opinions, this book centres on understanding how children live, learn, and play in digital society, and how the adults in their lives can actively create opportunities that support them to participate safely so that they can thrive. Based on a groundbreaking research project in partnership with industry, this text showcases the development of well-designed end-user content and materials, such as videos, infographics, and books, that best support young children and their adults living, learning, and playing in digital society. It includes practical examples for early childhood educators and broader communities, such as ways to promote physical activity with digital technologies, support children with online safety, facilitate peer relationships using technologies, and engage in digital play for learning. For a closer look into the additional resources and support available, visit https://youngchildrendigitalsociety.com.au/.A refreshing perspective on young children and digital technology, this book is set to become a foundational text for early childhood educators, policy makers, and communities.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC BY-NC-ND) 4.0 license.

Originally published in 1985 Gender, Sex and the Law explores the way in which the law, at its various levels of jurisdiction, justifies its discrimination against women in terms of the physiological differences between the sexes. The book examines the wider and most pervasive consequences of this as it affects women in their legal status, their rights, obligations and duties and in their confrontation with the law. Whilst it focuses principally on the contemporary implications of this legal perception in the sphere of crime, work and medical practice, there is also discussion of the historical development of these attitudes. The book has appeal across subject boundaries, it sets out what was bothering feminists lawyers and activists in the 1980s, matters still bothering us today.This book is a re-issue originally published in 1985. The language used and views portrayed are a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.

Originally published in 1985 Gender, Sex and the Law explores the way in which the law, at its various levels of jurisdiction, justifies its discrimination against women in terms of the physiological differences between the sexes. The book examines the wider and most pervasive consequences of this as it affects women in their legal status, their rights, obligations and duties and in their confrontation with the law. Whilst it focuses principally on the contemporary implications of this legal perception in the sphere of crime, work and medical practice, there is also discussion of the historical development of these attitudes. The book has appeal across subject boundaries, it sets out what was bothering feminists lawyers and activists in the 1980s, matters still bothering us today.This book is a re-issue originally published in 1985. The language used and views portrayed are a reflection of its era and no offence is meant by the Publishers to any reader by this re-publication.

Young Children Playing and Learning in a Digital Age explores the emergence of the digital age and young children’s experiences with digital technologies at home and in educational environments. Drawing on theory and research-based evidence, this book makes an important contribution to understanding the contemporary experiences of young children in the digital age. It argues that a cultural and critically informed perspective allows educators, policy-makers and parents to make sense of children’s digital experiences as they play and learn, enabling informed decision-making about future early years curriculum and practices at home and in early learning and care settings.An essential read for researchers, students, policy-makers and professionals working with children today, this book draws attention to the evolution of digital developments and the relationship between contemporary technologies, play and learning in the early years.

Young Children Playing and Learning in a Digital Age explores the emergence of the digital age and young children’s experiences with digital technologies at home and in educational environments. Drawing on theory and research-based evidence, this book makes an important contribution to understanding the contemporary experiences of young children in the digital age. It argues that a cultural and critically informed perspective allows educators, policy-makers and parents to make sense of children’s digital experiences as they play and learn, enabling informed decision-making about future early years curriculum and practices at home and in early learning and care settings.An essential read for researchers, students, policy-makers and professionals working with children today, this book draws attention to the evolution of digital developments and the relationship between contemporary technologies, play and learning in the early years.

The third edition of Early Childhood Curriculum provides a comprehensive and accessible introduction to curriculum theories and approaches in early childhood and early primary settings. Drawing on a cultural-historical framework for education, the text explores a variety of approaches to learning and teaching and equips readers with the tools to effectively plan, design and implement curriculum strategies. Thoroughly revised and updated, this edition features up-to-date coverage of national curriculum documents, including the Early Years Learning Framework and Te Whāriki, and expanded content on play-based curriculum, assessment and documentation. Key domain areas of the curriculum are explored in depth and have been revised to include updated discussions of environmental factors, digital knowledge and multiliteracies. Each chapter is enriched with learning intentions, definitions of key terms, reflection points, links to current curriculum documents and illustrative case studies to help readers connect theory to practice.

'This Handbook offers diverse perspectives from scholars across the globe who help us see play in new ways. At the same time the basic nature of play gives a context for us to learn new theoretical frameworks and methods. A real gem!' - Beth Graue, Department of Curriculum and Instruction, Wisconsin Center for Education Research, USA

Play and learning scholarship has developed considerably over the last decade, as has the recognition of its importance to children’s learning and development.

Containing chapters from highly respected researchers, whose work has been critical to building knowledge and expertise in the field, this Handbook focuses on examining historical, current and future research issues in play and learning scholarship.

Organized into three sections which consider:

theoretical and philosophical perspectives on play and learning play in pedagogy, curriculum and assessment play contexts.

The Handbook's breadth, clarity and rigor will make it essential reading for researchers and postgraduate students, as well as professionals with interest in this dynamic and changing field.

Liz Brooker is Reader in Early Childhood in the Faculty of Children and Learning at the Institute of Education, University of London.

Mindy Blaise is an Associate Professor of Early Childhood Education in the Department of Early Childhood  Education at the Hong Kong Institute of Education.

Susan Edwards is Associate Professor in Curriculum and Pedagogy at Australian Catholic University. This handbook's International Advisory Board included: Jo Aliwood, The University of Newcastle, Australia Pat Broadhead, Leeds Metropolitan University, Australia Stig Brostrom, Aarhus University, Denmark Hasina Ebrahim, University of the Free State, South Africa Beth Graue, Wisconsin Center for Education Research, USA Amita Gupta, The City College of New York, CUNY, USA Marjatta Kalliala, University of Helsinki, Finland Rebecca Kantor, University of Colorado Denver, USA Colette Murphy, Trinity College, Dublin, Republic of Ireland Ellen Sandseter, Queen Maud University College of Early Childhood Education, Norway

This work examines the evolution of law and legal method, and challenges the law's claim to neutrality by examining its role in creating and reproducing inequality between the sexes. It considers many of the current debates, and in each, the law is stated with reference to recent developments in statute and judicial decisions in the UK and other jurisdictions.The author illustrates how each issue is shaped by the current political climate and, where relevant, by the European Court. Reference is also made to US and Australian case law.The book should be of interest to students studying women and the law, family law, criminal law and jurisprudcence, as well as those on criminology and sociology courses. It should also be useful to family and criminal practitioners.

This book is intended both as a comprehensive review and discussion of the major studies of language development and functioning in mentally retarded (MR) persons over the last fifty years, and as an exploration of a number of important issues in this field. *The use of the term 'mental retardation' is in line with the recommendations of the American Association on Mental Retardation and other relevant organisations.