Written by senior examiners and experienced teachers, this student revision workbook for Edexcel AS History Unit 1: Ideology, Conflict and Retreat: the USA in Asia, 1950-73 closely combines course content with revision activities and advice on exam technique. This allows students the opportunity to improve the skills needed to perform well in exam conditions through interacting with the content they need to revise. In addition each section has a model answer with exam tips for students to analyse and better understand what is required in the exam.
Unlock your full potential with this revision guide which focuses on the key content and skills you need to know for Edexcel AS History: Ideology, Conflict and Retreat: The USA in Asia, 1950-73. Written by experienced teachers, this series closely combines the content of Edexcel AS History: Ideology, Conflict and Retreat: The USA in Asia, 1950-73 with revision activities and advice on exam technique. Each section has a model answer with exam tips for you to analyse and better understand what is required in the exam. - Makes revision manageable by condensing topics into easy-to-revise chunks- Encourages active revision by closely combining content with a variety of different activities- Helps improve exam technique through tailor-made activities and plenty of guidance on how to answer questions- Includes access to quick quizzes at www.hodderplus.co.uk/myrevisionnotes CONTENTS: Section 1: The Korean War, 1950-53: causes, course and consequences Section 2: The ideological struggle in south east Asia in the early 1950s Section 3: Growing US participation in Vietnam, 1954-68 Section 4: The Nixon Presidency and the withdrawal of US forces, 1969-73
The Access to History series is the most popular and trusted series for advanced level history students, offering: Authoritative, engaging and accessible content Comprehensive coverage of the AS and A level history specifications Design features, study guides and web support to help students achieve exam success This is a new edition which combines content from The USA and Vietnam 1945-75 and new content about the Korean War to give a comprehensive and engaging coverage of the history of the United States' involvement in Asia between 1945 and 1975. The book examines major questions such as: What was the nature of the ideological struggle in South East Asia in the early 1950s? What were the causes, course and consequences of the Korean War? Why did the US become increasingly involved in Vietnam from 1954 to 1968? What led to the US withdrawal from Vietnam during the Nixon presidency? Why did the US fail to win the Vietnam War? Throughout the book, key dates, terms and issues are highlighted, and historical interpretations of key debates are outlined. Summary diagrams are included to consolidate knowledge and understanding of the period, and exam-style questions and tips written by examiners provide the opportunity to develop exam skills. Book jacket.
This book tells the story of six secondary schools that have succeeded in eliminating or dramatically shrinking the achievement gap between whites and disadvantaged black and Hispanic students. It recounts the stories of the University Park Campus School (UPCS) in Worcester, the American Indian Public Charter School in Oakland, Amistad Academy in New Haven, the Cristo Rey Jesuit High School in Chicago, the KIPP Academy in the Bronx, and the SEED school in Washington, D.C.
We live in ‘knowledge societies’ and work in ‘knowledge economies’, but accounts of social change treat knowledge as homogeneous and neutral. While knowledge should be central to educational research, it focuses on processes of knowing and condemns studies of knowledge as essentialist. This book unfolds a sophisticated theoretical framework for analysing knowledge practices: Legitimation Code Theory or ‘LCT’. By extending and integrating the influential approaches of Pierre Bourdieu and Basil Bernstein, LCT offers a practical means for overcoming knowledge-blindness without succumbing to essentialism or relativism. Through detailed studies of pressing issues in education, the book sets out the multi-dimensional conceptual toolkit of LCT and shows how it can be used in research. Chapters introduce concepts by exploring topics across the disciplinary and institutional maps of education: -how to enable cumulative learning at school and university -the unfounded popularity of ‘student-centred learning’ and constructivism -the rise and demise of British cultural studies in higher education -the positive role of canons -proclaimed ‘revolutions’ in social science -the ‘two cultures’ debate between science and humanities -how to build cumulative knowledge in research -the unpopularity of school Music -how current debates in economics and physics are creating major schisms in those fields. LCT is a rapidly growing approach to the study of education, knowledge and practice, and this landmark book is the first to systematically set out key aspects of this theory. It offers an explanatory framework for empirical research, applicable to a wide range of practices and social fields, and will be essential reading for all serious students and scholars of education and sociology.
The design of school curriculums involves deep thought about the nature of knowledge and its value to learners and society. It is a serious responsibility that raises a number of questions. What is knowledge for? What knowledge is important for children to learn? How do we decide what knowledge matters in each school subject? And how far should the knowledge we teach in school be related to academic disciplinary knowledge? These and many other questions are taken up in What Should Schools Teach? The blurring of distinctions between pedagogy and curriculum, and between experience and knowledge, has served up a confusing message for teachers about the part that each plays in the education of children. Schools teach through subjects, but there is little consensus about what constitutes a subject and what they are for. This book aims to dispel confusion through a robust rationale for what schools should teach that offers key understanding to teachers of the relationship between knowledge (what to teach) and their own pedagogy (how to teach), and how both need to be informed by values of intellectual freedom and autonomy. This second edition includes new chapters on Chemistry, Drama, Music and Religious Education, and an updated chapter on Biology. A revised introduction reflects on emerging discourse around decolonizing the curriculum, and on the relationship between the knowledge that children encounter at school and in their homes.
Chapter Introduction: Strategic history -- chapter 1 Themes and contexts of strategic history -- chapter 2 Carl von Clausewitz and the theory of war -- chapter 3 From limited war to national war: The French Revolution and the Napoleonic way of war -- chapter 4 The nineteenth century, I: A strategic view -- chapter 5 The nineteenth century, II: Technology, warfare and international order -- chapter 6 World War I, I: Controversies -- chapter 7 World War I, II: Modern warfare -- chapter 8 The twenty-year armistice, 1919-39 -- chapter 9 The mechanization of war -- chapter 10 World War II in Europe, I: The structure and course of total war -- chapter 11 World War II in Europe, II: Understanding the war -- chapter 12 World War II in Asia-Pacific, I: Japan and the politics of empire -- chapter 13 World War II in Asia-Pacific, II: Strategy and warfare -- chapter 14 The Cold War, I: Politics and ideology -- chapter 15 The Cold War, II: The nuclear revolution -- chapter 16 War and peace after the Cold War: An interwar decade -- chapter 17 9/11 and the age of terror -- chapter 18 Irregular warfare: Guerrillas, insurgents and terrorists -- chapter 19 War, peace and international order -- chapter 20 Conclusion: Must future strategic history resemble the past?.
Underpinned by the work of major thinkers such as Marx, Locke, Weber, Hobbes and Foucault, the first half of the book looks at political concepts including: the state and sovereignty; the nation; democracy; representation and legitimacy; freedom; equiality and rights; obligation; and citizenship. There is also a specific chapter which addresses the role of ideology in the shaping of politics and society. The second half of the book addresses traditional theoretical subjects such as socialism, Marxism and nationalism, before moving on to more contemporary movements such as environmentalism, ecologism and feminism.
A multidisciplinary exploration of agency as a central psychological phenomenon based on the affective, embodied, and relational processing of human experience. Agency is a central psychological phenomenon that must be accounted for in any explanatory framework for human action. According to the diverse group of scholars, researchers, and clinicians who have contributed chapters to this book, psychological agency is not a fixed entity that conforms to traditional definitions of free will but an affective, embodied, and relational processing of human experience. Agency is dependent on the biological, social, and cultural contexts that inform and shape who we are. Yet agency also involves the creation of meaning and the capacity for imagining new and different ways of being and acting and cannot be entirely reduced to biology or culture. This generative potential of agency is central to the process of psychotherapy and to psychological change and development. The chapters explore psychological agency in theoretical, clinical and developmental, and social and cultural contexts. Psychological agency is presented as situated within a web of intersecting biophysical and cultural contexts in an ongoing interactive and developmental process. Persons are seen as not only shaped by, but also capable of fashioning and refashioning their contexts in new and meaningful ways. The contributors have all trained in psychology or psychiatry, and many have backgrounds in philosophy; wherever possible they combinetheoretical discussion with clinical case illustration. Contributors: John Fiscalini, Roger Frie, Jill Gentile, Adelbert H. Jenkins, Elliot L. Jurist, Jack Martin, Arnold Modell, Linda Pollock, Pascal Sauvayre, Jeff Sugarman
The authors of this book examine the British National Curriculum from several different perspectives and concentrate on various subject areas. The uniting theme between these essays is the argument that the subjects in the school curriculum used to be regarded as discrete areas of knowledge which would be imparted to pupils by teachers motivated by a love of learning, but that this has not been enough for recent governments who see schools as a means of promoting social and political goals that may or may not relate to traditional academic disciplines. The contributors to this book argue that we need to return to the traditional view of education as a means of transmitting a body of knowledge from one generation to the next, and that academic rigour and respect for the professionalism of teachers should take precedence over political manipulation of the curriculum.
