Superficially, Wittgenstein and Heidegger seem worlds apart: they worked in different philosophical traditions, seemed mostly ignorant of one another's work, and Wittgenstein's terse aphorisms in plain language could not be farther stylistically from Heidegger's difficult prose. Nevertheless, Wittgenstein's Philosophical Investigations and Heidegger's Being and Time share a number of striking parallels. In particular, this book shows that both authors manifest a similar concern with authenticity. David Egan develops this position in three stages. Part One explores the emphasis both philosophers place on the everyday, and how this emphasis brings with it a methodological focus on recovering what we already know rather than advancing novel theses. Part Two argues that the dynamic of authenticity and inauthenticity in Being and Time finds homologies in Philosophical Investigations. Here Egan particularly articulates and defends a conception of authenticity in Wittgenstein that emphasizes the responsiveness and reciprocity of play. Part Three considers how both philosophers' conceptions of authenticity apply reflexively to their own work: each is concerned not only with the question of what it means to exist authentically but also with the question of what it means to do philosophy authentically. For both authors, the problematic of authenticity is intimately linked to the question of philosophical method.

The Pursuit of an Authentic Philosophy: Wittgenstein, Heidegger, and the Everyday

Politics & Social Sciences

Egan, David

Philosophy

Oxford University Press

Creating the Curriculum (Understanding Primary Education Series)

Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach?  The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy.   Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include:    who should decide the curriculum, its aims and its values   the extent to which issues in primary education swing back and forth   Subjects versus thematic organisation, stages and phases, progression, breadth and balance   prescription versus teacher autonomy   the key features of effective classroom practice   strategies for assessing the whole curriculum   how language in the classroom influences curriculum design   understanding curricula in the context of children’s social and personal circumstances   creativity, curriculum and the classroom.   Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.

Education & Teaching

Baumfield, Vivienne

Hulme, Moira

Lingard, Bob

Wyse, Dominic

Hayward, Louise

Menter, Ian

Gallagher, Carmel

Leitch, Ruth

Livingston, Kay

Schools & Teaching

Routledge

Is there an ‘ideal’ primary school curriculum? Who should decide what the curriculum is? Should teachers have autonomy over how they teach? The curriculum is the heart of what teachers teach and learners learn: effective teaching is only possible with an effective curriculum. Yet in spite of its importance, there has been a crisis in curriculum that has been caused in large part by governments assuming direct control over the curriculum, assessment, and increasingly, pedagogy. Creating the Curriculum tackles this thorny issue head on, challenging student and practising primary school teachers to think critically about past and present issues and to engage with a new wave of curriculum thinking and development. Considering curriculum construction and its impact on teaching and learning in the four countries of the UK, key issues considered include: <ul>
<li>who should decide the curriculum, its aims and its values</li> <li>the extent to which issues in primary education swing back and forth</li> <li>Subjects versus thematic organisation, stages and phases, progression, breadth and balance</li> <li>prescription versus teacher autonomy</li> <li>the key features of effective classroom practice</li> <li>strategies for assessing the whole curriculum</li> <li>how language in the classroom influences curriculum design</li> <li>understanding curricula in the context of children’s social and personal circumstances</li> <li>creativity, curriculum and the classroom.</li> </ul> Illustrated throughout with strategies and case studies from the classroom, Creating the Curriculum accessibly links the latest research and evidence with concrete examples of good practice. It is a timely exploration of what makes an effective and meanginful curriculum and how teachers can bring new relevance, motivation and powerful values to what they teach.

"Go to school; get a job." 
We've all heard it - it's the American way. And that's exactly what I did. 
Then something strange occurred... 
Once inside a corporation, I realized the technical foundation my degree provided was only part of the equation. Why? Because within the corporate walls, there's a set of unspoken rules. If broken, the effects can be devastating. This is precisely where academia gets it all wrong. By only teaching skills that make corporations more successful rather than ones that make you more successful within them, you are left woefully underprepared for life inside these institutions. This leaves tens of thousands of graduates each year with a degree that taught them absolutely nothing about what it takes to succeed within one. My goal is to fill that hole. 
THIS GUIDE IS BROKEN DOWN INTO THREE MAIN SECTIONS: 
1st: An orientation into the human capital structure that exists within corporations. 
2nd: Specific psychological techniques that will help you climb the ladder both faster and higher than your competition. 
3rd: Ten common pitfalls that must be avoided to ensure success. 
After twelve years in the corporate world, I've spent thousands of hours observing and taking notes on my colleagues - and myself - as we struggled to make it to the top. Some of us did, some didn't. But by sharing my experiences, I hope this book to be helpful for anyone entering a corporate setting for the first time. 
***

Corporations 101: A Guide for Beginners

Business & Money

Job Hunting & Careers

david egan

In 1951, Gen. Dwight D. Eisenhower, hero of the liberation of Europe, returned to Paris to command NATO forces. The US Army built a huge infrastructure across France to provide logistical support to the US Seventh Army in Germany during the Cold War. The US Air Force also sent aircraft to France to provide a nuclear deterrent to Soviet aggression. By 1962, the US military had 100,000 troops and family members living in France and employed 22,000 French civilians. This monumental book is built on research in 50 international archives and more than 400 interviews. It is the definitive work on the postwar American military deployment to France and contains authoritative text along with original, professionally made maps, diagrams, and illustrations.

U.S. Go Home: The U.S. Military in France, 1945-1968

History

Egan, Jean

Europe

Schiffer Military History

Cyfres Defnyddiau Dysgu Hanes:2. Gymdeithas Lofaol, Y - Hane (Welsh Edition)

Gomer Press

This booklet contains five case studies of successful schools in the Wales. Each school is examined in detail and the elements that have contributed to success are explored and conclusions are drawn. The booklet supplements Why Not the Best Schools? (ISBN 978 0 86431 955 5)

Why Not the Best Schools?: The Wales Report

ACER Press

The goal of this widely used book is to present in a highly illustrated format the principles of design for good hearing and freedom from noise in and around buildings. The more than 540 illustrations are not merely supplements to the text as with nearly all traditional books. In this book, the illustrations are the core of the coverage of basic principles of sound and hearing, sound absorption and noise reduction, sound isolation and criteria for noise, control of HVAC systems noise and vibrations, auditorium acoustics design, and electronic sound systems. The book is written for architects, interior designers, engineers, and all others concerned with the design and construction of buildings who need to know the basics of architectural acoustics, but who do not have the time to digest wordy presentations. Designers who understand the basic principles of acoustics will possess an important new tool for shaping the built environment. Hopefully, not only better acoustical environments, but also better buildings should result. Adopting professors will also receive an instructor's guide. An unabridged J. Ross Publishing republication of the edition published by McGraw-Hill, New York, 1988, 448pp.

Architectural Acoustics

Science & Math

Physics

J. Ross Publishing

Stopping ‘1984’: Stopping Totalitarian governments of the Left wing, the Right wing, the Globalist wing and Technocratic wing and Defending Freedom, ... Democracy and Democratic Capitalism....

Politics & Government

Independently published

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