A practical, personal guide to starting a successful business from absolutely nothing. This is the much needed start up guide for the ordinary hero. <ul>
<li>The majority of the 400,000 start ups per year in the UK alone are ordinary people, with no handy cash reserves or extensive business background. Yet most start up books are by people who have either or both of these. This is a book they will relate to as well as need. </li> <li>There is a strong market for narrative style start up books, entrepreneurs want to know as much as they possible can about how other people started up. </li> <li>Would-be entrepreneurs want to know as much as they possibly can about how other people started up - they buy and read voraciously </li> <li>The Global Entrepreneurship Monitor (GEM) 2004 shows a big rise in female start-up activity yet the vast majority of entrepreneurial books are written by men </li> <li>Unique style: A brilliant combination of inspiring and very readable narrative with practical advice and how to. </li> <li>Liz Jackson is now a very successful on the speaker circuit - her profile is very high and this sells books </li> <li>Small Business is still a growing market - the proportion of people expecting to start a business over the next 3 years has increased significantly. </li> <li>Liz went blind in her first year of starting up. It makes her achievements all the more remarkable and will guarantee great PR coverage for the book. </li> <li>This book appeals to the ordinary entrepreneur-the majority. The title was even decided by them, by a poll on start up website www.flyingstartups.com</li> </ul>

Start Up!: How to start a successful business from absolutely nothing - what to do and how it feels

Business & Money

Jackson, Liz

Spain, Michael

Business Development & Entrepreneurship

Pearson Education Canada

Contesting Education and Identity in Hong Kong (Citizenship, Character and Values Education)

Reference

Routledge

The Methodology and Philosophy of Collective Writing (Educational Philosophy and Theory: Editor’s Choice)

Peters, Michael A.

Besley, Tina

Tesar, Marek

This multi-authored collection covers the methodology and philosophy of collective writing. It is based on a series of articles written by the authors in Educational Philosophy and Theory, Open Review of Educational Research and Knowledge Cultures to explore the concept of collective writing. This tenth volume in the Editor's Choice series provides insights into the philosophy of academic writing and peer review, peer production, collective intelligence, knowledge socialism, openness, open science and intellectual commons. This collection represents the development of the philosophy, methodology and philosophy of collective writing developed in the last few years by members of the Editors’ Collective (EC), who also edit, review and contribute to Educational Philosophy and Theory (EPAT), as well as to PESA Agora, edited by Tina Besley, and Access, edited by Nina Hood, two PESA ‘journals’ recently developed by EC members. This book develops the philosophy, methodology and pedagogy of collective writing as a new mode of academic writing as an alternative to the normal academic article. The philosophy of collective writing draws on a new mode of academic publishing that emphasises the metaphysics of peer production and open review along with the main characteristics of openness, collaboration, co-creation and co-social innovation, peer review and collegiality that have become a praxis for the self-reflection emphasising the subjectivity of writing, sometimes called self-writing. This collection, under the EPAT series Editor’s Choice, draws on a group of members of the Editors’ Collective,who constitute a network of editors, reviewers and authors who established the organisation to further the aims of innovation in academic writing and publishing. It provides discussion and examples of the philosophy, methodology and pedagogy of collective writing. Split into three sections: Introduction, Openness and Projects, this volume offers an introduction to the philosophy and methodology of collective writing. It will be of interest to scholars in philosophy of education and those interested in the process of collective writing.

Jandric, Petar

Arndt, Sonja

Sturm, Sean

Muslims and Islam in U.S. Education: Reconsidering multiculturalism

Winner of Philosophy of Education Society of Australasia (PESA)'s inaugural PESA Book Awards in 2015, and The University of Hong Kong Research Output Prize for Education 2014-15. Muslims and Islam in U.S. Education explores the complex interface that exists between U.S. school curriculum, teaching practice about religion in public schools, societal and teacher attitudes toward Islam and Muslims, and multiculturalism as a framework for meeting the needs of minority group students. It presents multiculturalism as a concept that needs to be rethought and reformulated in the interest of creating a more democratic, inclusive, and informed society. Islam is an under-considered religion in American education, due in part to the fact that Muslims represent a very small minority of the population today (less than 1%). However, this group faces a crucial challenge of representation in United States society as a whole, as well as in its schools. Muslims in the United States are impacted by ignorance that news and opinion polls have demonstrated is widespread among the public in the last few decades. U.S. citizens who do not have a balanced, fair and accurate view of Islam can make a variety of decisions in the voting booth, in job hiring, and within their small-scale but important personal networks and spheres of influence, that make a very negative impact on Muslims in the United States. This book presents new information that has implications for curricula, religious education, and multicultural education today, examining the unique case of Islam in U.S. education over the last 20 years. Chapters include: <ul>
<li>Perspectives on Multicultural Education</li> <li>9/11, the Media, and the New Need to Know</li> <li>Islam and Muslims in Public Schools</li> <li>Blazing a Path for Intercultural Education</li> </ul> This book is an essential resource for professors, researchers, and teachers of social studies, particularly those involved with multicultural issues, critical and sociocultural analysis of education and schools; as well as interdisciplinary scholars and students in anthropology and education.

Beyond Virtue: The Politics of Educating Emotions (Studies in Emotion and Social Interaction)

Health, Fitness & Dieting

Mental Health

Cambridge University Press

Educating students for emotional wellbeing is a vital task in schools. However, educating emotions is not straightforward. Emotional processes can be challenging to identify and control. How emotions are valued varies across societies, while individuals within societies face different emotional expectations. For example, girls face pressure to be happy and caring, while boys are often encouraged to be brave. This text analyses the best practices of educating emotions. The focus is not just on the psychological benefits of emotional regulation, but also on how calls for educating emotions connect to the aims of society. The book explores psychology's understanding of emotions, 'the politics of emotions', and philosophy. It also discusses education for happiness, compassion, gratitude, resilience, mindfulness, courage, vulnerability, anger, sadness, and fear.

Psychology & Counseling

Education about living in society and in the world is a vital task of schools. Yet such civic education is not always critically examined, and few among us have been encouraged to reflect on our civic education experiences. Around the world, one’s civic education most often looks like a black box. How it works is unclear. When human harm, violence, and oppression can be seen in a wide variety of contexts, it is worth critically examining civic education. Could it be that civic education is not playing a helpful role in society? Can it be done differently and better? As one reflects on the contemporary social world, it is helpful to examine the assumptions surrounding education for living together, to think about current modes and possible alternatives. Otherwise, one might end up promoting allegiance to civic and partisan entities which are themselves black boxes (the ‘nation’, the ‘people’), failing to notice when and how what goes on in civic education is morally questionable.  This book aims to elucidate some of the black box of civic education, and focuses on some of its main operations across contexts. Offering a new framework for students and academics, this book questions existing thinking and shifts the focus of attention from the right balance to strike between local, national and global allegiances, to the more fundamental question of what counts as ‘local’, ‘national’ and ‘global’, and what might be involved in cultivating allegiances to them. It looks at allegiance to not just trans-national but also sub-global ‘civilisations’ and it problematises the notion of the ‘local community’ in new ways.

Questioning Allegiance: Resituating Civic Education

Exercise & Fitness

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