From the earliest times people have been entranced by stories about leaders-about Greek city state rulers, Roman consuls, Chinese emperors, religious potentates, military conquerors, and politicians. Perhaps more importantly, leadership is a challenge and an opportunity facing millions of people in their professional and personal lives.
The Encyclopedia of Leadership brings together for the first time everything that is known and truly matters about leadership as part of the human experience.
Developed by the award-winning editorial team at Berkshire Publishing Group, the Encyclopedia includes hundreds of articles, written by 400 leading scholars and experts from 17 countries, exploring leadership theories and leadership practice. Over a third of the work-some 500,000 words-is devoted to biographical essays and to case studies focused on leaders (and their followers). Articles and sidebars show leadership in action-in corporations and state houses, schools, churches, small businesses, and nonprofit organizations.
Questions the Encyclopedia of Leadership will answer:
- What is a leader?
- What is a great leader?
- How does someone become a leader?
- What are the types of leadership?
- How can leadership theories help us understand contemporary situations?
- How can I be a good (and maybe great) leader?
The Encyclopedia of Leadership is an unprecedented learning resource. Scholars, students, professionals, and active citizens will turn to the Encyclopedia for guidance on the theory and practice of leadership, for the stories of great leaders, and for the tools and knowledge they need to lead in the 21st century.
The status of geography in school curricula varies across the globe. Geography, as a discrete subject, has, in some countries, established a strong position in both primary and secondary schools while in others it has a weaker position, often a component of integrated and cross-curricular arrangements. Globally, the trend is for geography's status to be challenged. A central theme of this book is the location of geography in school curricula with particular reference to centrality and marginality. A second theme relates to the subject status of geography. A third theme relates to the spirit and purpose of school geography and the traditions that underpin the subject and how these are changing. A fourth theme relates to the way geography is being seen by curriculum planners as contributing to the achievement of governmental aims for society in general. A fifth theme concerns the human and material resources infrastructure. Finally, what of the future?
The underpinning assumption is that experiences gained in one country will be of real interest to educators in another. The book, is part of the work of the Commission on Geographical Education of the International Geographical Union. Part 1, written in a global context, focuses on the distinctive traditions of school geography. Part 2 reviews the contemporary state of school geography on a broad continental basis with each chapter including national case studies, written by experts drawn from those countries. The final parts comprises chapters that extrapolate from the present and point to likely future developments in the subject, again with examples drawn from various countries.
