Tests and assessments are valued in society, especially when the cost of getting it right matters, for example, when they are used to certify people we need to trust in order to assure public safety and well-being (e.g., engineers, doctors, pilots, train drivers, electricians, teachers, etc.). Without such formal assessments, we would need to rely solely on the attestation of some individual who may well be subject to the influences of collusion, corruption, and cheating (which is why tests were devised in the first place). Alternatively, we might have to rely on free market processes which would take time to weed out incompetents; we know that deficient practitioners (e.g., peddlers of quackery, pseudo-medicine, or health fraud) may well harm unsuspecting and naive citizens (e.g., Gerald Shirtcliff ’s engineering work, produced under false engineering credentials, may have contributed to a building collapse in the 2011 Christchurch earthquake with significant loss of life; Howe, 2014). Hence, society needs confidence that learners and professionals can perform satisfactorily the responsibilities we assign them and we rely on validated evidence of those competencies before opportunities are given.

Volume Conclusion: The Future of Assessment as a Human and Social Endeavour

In this article, Sonia Nieto reflects on the heretofore known history of multicultural education since its beginnings in the early 1970s, with a focus in the United States. She then reviews what has been missing from this rendering and suggests what it might mean, in the current sociopolitical context, to imagine new possibilities for the field, including new voices, new visions, and new contexts. Using her research and that of others, she then explores what it would mean to re-imagine multicultural education in a global context for students, teachers, families, schools, and nations.

Re-imagining multicultural education: new visions, new possibilities*

Part One: Strategy and the Tourism, Hospitality and Events' Contexts 1. Strategy and Strategic Objectives for Tourism, Hospitality and Event Organisations 2. Introduction to Strategy for Travel, Tourism and Hospitality Part Two: Analysing the Internal Environment Introduction 3. Tourism, Hospitality and Event Organisations - The Operational Context: Competencies, Resources and Competitive Advantage 4. Tourism, Hospitality and Event Organisations - The Human Resources Context 5.Tourism, Hospitality and Event Organisations - The Financial Context 6. Tourism, Hospitality and Event Organisations - The Products and Markets Context Part Three: Analysing the External Environment 7. The External Environment for Travel, Tourism and Hospitality Organisations - The Macro Context 8. The External Environment for Travel, Tourism and Hospitality Organisations - The Micro Context 9. SWOT Analysis Part Four: Strategic Selection 10. Competitive Strategy and Strategic Direction for Tourism Hospitality and Event Organisations 11. Strategic Methods of Development for Travel, Tourism and Hospitality 12. Strategic Evaluation and Selection Part Five: Strategic Implementation and Strategy in Theory and Practice 13. Strategic Implementation for Tourism, Hospitality and Events 14. International and Global Strategies for Tourism, Hospitality and Event 15. Strategy and the Tourism, Hospitality and Events - Theory and Practice Part Six: Case Analysis for Tourism, Hospitality and Events Case Analysis Case 1: Strategic Alliances in the Airline Industry Case 2: Tourism Queensland: Strategic Positioning and Promotion Case 3: Ryanair: Evolution of Competitive Strategy Case 4: Hyatt Hotels: A Family Firm Goes for Growth Case 5: Days Inn: Franchising Hospitality Assets in China Case 6 : Reed Exhibitions - The World's Leading Events Organizer Case 7: Thomas Cook - Turnaround for an Historic Travel Brand Index

Strategic Management for Tourism, Hospitality and Events

Recognising the importance of learning from experience, this mixed methods study critically problematises how teacher educators position student teaching as pivotal in teacher education programmes’...

Toward praxically-just transformations: interrupting racism in teacher education

Paradoxes of Democracy, Leadership and Education engages both critically and creatively with important social, political and educational issues, and argues that the organisational forms of contemporary schooling are caught up in politically significant contradictions. Highlighting the inescapable paradoxes that educators must grapple with in their thought and practice as they seek to reconcile democracy and leadership in education, this book addresses the question of whether socially just democratic futures can be realised through education.

Paradoxes of Democracy, Leadership and Education : Struggling for Social Justice in the Twenty-first Century

50 Myths and Lies That Threaten America's Public Schools: The Real Crisis in Education

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50 Myths and Lies That Threaten America's Public Schools: The Real Crisis in Education