A short, innovative book that uses examples and evidence from around the world to analyse what AI is and how it works before proposing what we should do to regulate and mitigate the risks of AI application where it can manipulate human behaviour or threaten our safety or fundamental rights.
***NOT APPROVED BY AUTHOR*** This book delves into the intricate dynamics of who is sentenced to prison and why, tracing the history of penal reform over two centuries. It debunks common myths and misconceptions, and critically examines both reformist and abolitionist perspectives. Empowering students with a nuanced understanding, it delves into ......
***NOT APPROVED BY AUTHOR*** This book delves into the intricate dynamics of who is sentenced to prison and why, tracing the history of penal reform over two centuries. It debunks common myths and misconceptions, and critically examines both reformist and abolitionist perspectives. Empowering students with a nuanced understanding, it delves into ......
What comes before phonics? The teaching of phonics is strongly embedded in early literacy teaching in schools and early years settings. It has been shown to be an important part of becoming literate. There is, however, significant concern about the formalising of phonics teaching for very young children. So what should we be focusing on in the ......
What comes before phonics? The teaching of phonics is strongly embedded in early literacy teaching in schools and early years settings. It has been shown to be an important part of becoming literate. There is, however, significant concern about the formalising of phonics teaching for very young children. So what should we be focusing on in the ......
What comes before phonics? The teaching of phonics is now strongly embedded in early literacy teaching in schools and early years settings, and it has been shown to be an important part of becoming literate. There is, however, significant concern about the formalising of phonics teaching for very young children. So what should we be focusing on in early years? What comes before this formal teaching? What do children need to know and experience to enable them to access phonics teaching with success? This book looks in detail at the knowledge, understanding, skills and attitudes that children need to enable them to come to phonics teaching ready to learn and with a good chance of success. The second edition has been updated to include the latest research and enhanced support on working with parents and carers.
What comes before phonics? The teaching of phonics is now strongly embedded in early literacy teaching in schools and early years settings, and it has been shown to be an important part of becoming literate. There is, however, significant concern about the formalising of phonics teaching for very young children. So what should we be focusing on in early years? What comes before this formal teaching? What do children need to know and experience to enable them to access phonics teaching with success? This book looks in detail at the knowledge, understanding, skills and attitudes that children need to enable them to come to phonics teaching ready to learn and with a good chance of success. The second edition has been updated to include the latest research and enhanced support on working with parents and carers.
This unique and original textbook offers undergraduates and interested professionals a much-needed description of how the penal system, including both prisons and alternatives to custody, is organized in eight major Western European countries. Each chapter provides readers with a critical anatomy and empirical overview of the full range of penal sanctions used in each country and an analysis of how these sanctions are implemented. Using statistical data which are not widely available, contributors examine the nature of the penal population in relation to sentencing, to its class, gender and racial composition and to the nature of the offences for which individuals have been confined. While highlighting several common trends in penal policy and strategy across Europe and seeking to assess to what extent these commonalities are being generated by the wider process of political integration, Western European Penal Systems also demonstrates that each of the eight countries has to an important extent its own culture of punishment which is constantly being reinterpreted and reworked.
What do we mean by wellbeing, and what does it look like as it takes shape in early childhood? What can we do to support the wellbeing of children at home and in settings? This book provides some answers to these complex questions, in a straightforward, accessible way. PART 1: INTRODUCING WELLBEING describes the 'backdrop' for a new model of wellbeing, outlining research and policy background, and underpinning early childhood themes. PART 2: THE THEORY OF WELLBEING defines wellbeing itself, describing the new model and the mechanism of wellbeing development called companionable learning. PART 3: EVERYDAY WELLBEING contains ideas and examples from homes and settings of 'real-life' wellbeing. Chapter 6: 'All to play for' is rich with ideas and examples of "profoundly satisfying" wellbeing play. PART 4: INVESTING IN WELLBEING is about professional development. It covers observation, assessment and planning; the key person approach; 'when things go wrong'; and integrating services across settings and communities. The book ends with the importance of collective wellbeing, arguing that all young children need experiences of individual and collective wellbeing, in their families and their communities. Essential reading for anyone studying early childhood, and for managers and practitioners working with young children and their families, this book is an inspirational guide to developing a framework for wellbeing from birth.
