Most of the existing textbooks on international economics - a widely taught and ighly popular subject - are long and too detailed and advanced for many students. This book, first published in 1983, and written by a respected leading authority, presents the essentials of the topic in a simple and straightforward way. The book contains the minimum of algebra and avoids detailed proofs. It incorporates the most recent theoretical advances and discusses current issues in comercial policy. Moreover, it puts less emphasis than other textbooks on trade theory and more on balance of payments theory and on questions of international finance and international finance anf international monetarism which are the areas of current concern.

Modern sociology owes its existence and the progress it has made to the integration of differing kinds of orientations. In this work, first published 1987, Professor Richard Munch sets out to reformulate the theory of action, a notion central to sociology and one to which all schools of thought within sociology have contributed. He gives an exposition of the voluntaristic theory of action as found in Talcott Parson's work, reconstructing and extending Parson's theory from the perspective of the present-day level of development. In this way he both integrates opposing orientations to action theory and presents the voluntaristic theory of action in a readable and teachable from.

Modern sociology owes its existence and the progress it has made to the integration of differing kinds of orientations. In this work, first published 1987, Professor Richard MA1/4nch sets out to reformulate the theory of action, a notion central to sociology and one to which all schools of thought within sociology have contributed. He gives an exposition of the voluntaristic theory of action as found in Talcott Parson's work, reconstructing and extending Parson's theory from the perspective of the present-day level of development. In this way he both integrates opposing orientations to action theory and presents the voluntaristic theory of action in a readable and teachable from.

The Reading for Real Handbook was very well received by both teachers and literacy specialists when it was published in 1992. Since its first publication there have been significant changes in the field of 'reading', not least of which has been governmental demands for higher standards in reading and the resultant National Literacy Strategy (NLS). As well as providing invaluable help for teachers struggling with the National Literacy Strategy and the Literacy Hour, several other new topics of interest are also addressed, including teaching fiction/non-fiction inside and outside the Literacy Hour, integrating reading, writing and spelling work, involving parents, assessment and working with slower readers.

Full Contributors:
Donna E. Alvermann, University of Georgia, USA, Mary Bailey, University of Nottingham, UK, Paul Brock, NSW Department of Training and Education, Australia, Greg Brooks, National Foundation for Educational Research, UK, Jay Campbell, Education Testing Service, Princeton, New Jersey, USA, Michelle Commeyras, University of Georgia, USA, Lizanne DeStefano University of Illinois, USA, Alan Dewar, Dukeries Community College, Nottinghamshire, UK, Beverly Falk Teachers College, Columbia University, New York, USA, Georgia Ernest Garcia, University of Illinois, USA, Colin Harrison University of Nottingham, UK, Louise Hayward St Andrew's College, Glasgow, UK, Jim Hoffman, University of Texas, USA, Sue Horner, Schools Curriculum and Assessment Authority, UK, P. David Pearson, Michigan State University, USA, Terry Salinger, International Reading Association, USA, Ernie Spencer, Scottish Office Education and Industry Department, UK, Denis Vincent, University of East London, UK

Combining the views of experts in both classroom practice and reading theory, "The Reading for Real Handbook" is a practical guide to a "real reading" or apprenticeship approach to beginning reading. It explores a range of topics including the choice of books, the importance of social context, parental involvement, assessment and record-keeping, and how to help children who don't make a good start with a "real reading approach". It contains advice both for teachers already committed to a storybook approach, and for those who make use of a scheme or schemes but wish to include a greater use of stories.

Most of the existing textbooks on international economics - a widely taught and ighly popular subject - are long and too detailed and advanced for many students. This book, first published in 1983, and written by a respected leading authority, presents the essentials of the topic in a simple and straightforward way. The book contains the minimum of algebra and avoids detailed proofs. It incorporates the most recent theoretical advances and discusses current issues in comercial policy. Moreover, it puts less emphasis than other textbooks on trade theory and more on balance of payments theory and on questions of international finance and international finance anf international monetarism which are the areas of current concern.

The art of Samuel Palmer is essentially a discovery of the 20th century. Although he exhibited widely during his lifetime, and found buyers for some of his watercolours and etchings, it was not until the retrospective exhibition held at the Victoria and Albert Museum in 1926 that the general public were able to enter the uniquely personal world of Palmer's early years at Shoreham. Since then, his influence on a generation of English painters including Nash, Sutherland, John Piper, and F.L. Griggs, the publications of Geoffrey Grigson, Raymond Lister and others, have made him one of the most popular of English artists. The collection of paintings, drawings, watercolours, and etchings by Samuel Palmer in the Ashmolean Museum is the most important in the world. It is especially rich in the early works of the Shoreham period, from c. 1824 to 1835, notably the haunting self portrait and the unique group of six sepia drawings of 1825, which represent the 'visionary landscape' at its most intense.

The Reading for Real Handbook was very well received by both teachers and literacy specialists when it was published in 1992. Since its first publication there have been significant changes in the field of 'reading', not least of which has been governmental demands for higher standards in reading and the resultant National Literacy Strategy (NLS).
As well as providing invaluable help for teachers struggling with the National Literacy Strategy and the Literacy Hour, several other new topics of interest are also addressed, including teaching fiction/non-fiction inside and outside the Literacy Hour, integrating reading, writing and spelling work, involving parents, assessment and working with slower readers.

eBook available with sample pages: 0203079132

Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policy-makers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of:

• comprehension
• gender and literacy attainment
• phonics and decoding
• digital literacy at home and school
• bilingual learners and reading
• dyslexia and special educational needs
• evidence based literacy
• visual texts.

This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.

'No one delivers a sharper thriller than the superb Colin Harrison' Mail on Sunday

Her story, his trouble, begins in desire

Paul Reeves is a successful New York lawyer with a seemingly charmed life. He has an adoring girlfriend, a beautiful apartment on the Upper West Side and a voracious appetite for rare and beautiful maps.

But when his seductive, all-American neighbour Jennifer Mehraz - wife of the suave but shadowy young businessman Ahmed Mehraz - desperately pleads for his help, Paul is catapulted into Manhattan's dangerous underworld. Behind its glamourous façade, this city is a dark and troubling place where anything can be bought for a high enough price...

As past and present collide, devastating secrets are unearthed, loyalties put to the test and Paul will be forced to consider what he is willing to sacrifice to possess what - and who - he most desires.

Interdisciplinary Perspectives on Learning to Read brings together different disciplinary perspectives and studies on reading for all those who seek to extend and enrich the current practice, research and policy debates. The breadth of knowledge that underpins pedagogy is a central theme and the book will help educators, policy-makers and researchers understand the full range of research perspectives that must inform decisions about the development of reading in schools. The book offers invaluable insights into learners who do not achieve their full potential. The chapters have been written by key figures in education, psychology, sociology and neuroscience, and promote discussion of:

• comprehension
• gender and literacy attainment
• phonics and decoding
• digital literacy at home and school
• bilingual learners and reading
• dyslexia and special educational needs
• evidence based literacy
• visual texts.

This book encompasses a comprehensive range of conceptual perspectives on reading pedagogy and offers a wealth of new insights to support innovative research directions.

There are several aspects of this book that will make it a stimulating and useful read for many teachers: the exposition of psychological research that demonstrates many of the processes underlying word reading and text comprehension; the focus on reading for meaning and reading behaviours; the inclusion of case studies, which demonstrate Colin Harrison's philosophy in practice' - "Journal of Research in Reading

"

It is a great text for literacy researchers, for education students in masters programmes, and for teachers wanting a more advanced knowledge and understanding of reading processes and what it means to develop reading comprehension. Colin Harrison provides strongly stated opinion that is well-grounded in an understanding of the literature and linked to political, educational and social contexts. A scholarly work in the truest sense He is able to discuss and yet not get caught up in debates surrounding children's reading development, and he is not afraid to articulate his position based on the best evidence and experience'- "Childforum, New Zealand

"

Colin Harrison's knowledge of the research on reading processes and comprehension is encyclopaedic.... Compared to word-level factors, especially phonics, comprehension has been the poor relation in both research and teaching, so this book is just what is needed to redress the balance.... This is essential reading for all those committed to improving literacy attainment at all levels' - "Professor Greg Brooks, University of Sheffield

"

This book focuses on how to understand reading processes and what it means to develop reading comprehension. With a wide-ranging theoretical basis, the author makes new connections between work in critical theory, cognitive psychology and literacy.

Key features include:

} how and why we read

} evaluating response to reading

} a whole-school approach to developing reading.

This book is highly recommended to teachers, literacy coordinators and students and lecturers of masters and doctoral programmes with a reading or literacy focus.

American Culture in the 1990s focuses on the dramatic cultural transformations of the last decade of the millennium. Lodged between the fall of Communism and the outbreak of the War on Terror, the 1990s was witness to America's expanding influence across the world but also a period of anxiety and social conflict. National traumas such as the Los Angeles riots, the Oklahoma City bombing and the impeachment of President Clinton lend an apocalyptic air to the decade, but the book looks beyond this to a wider context to identify new voices emerging in the nation. This is one of the first attempts to bring together developments taking place across a range of different fields: from Microsoft to the Internet, from blank fiction to gangsta rap, from abject art to new independent cinema, and from postfeminism to posthumanism. Students of American culture and general readers will find this a lively and illuminating introduction to a complex and immensely varied decade. Key Features *3 case studies per chapter featuring key texts, genres, writers and artists *Chronology of 1990s American Culture *Bibliographies for each chapter *18 black and white illustrations

An honest lawyer, a Czech hand model, and a box of mysterious Christmas ornaments--each plays a part in Colin Harrison's compelling new intrigue

George Young never thought of himself as a detective, but that's pretty much his vocation--an attorney at a top insurance firm, it's his job to pin down suspicious claims. But Mrs. Corbett, the rich, eccentric wife of the firm's founder, has it in mind to put George's skills to a peculiar assignment. With only a few months left to live, her one desire is to know the true circumstance of her son Roger's violent death. George's investigation leads him to Roger's mistress, a cagey Czech hand model named Eliska, who can cast a seductive spell simply by removing her gloves.

Did Eliska's motives for latching on to Roger get him killed? Or did some of her shadowy and dangerous little friends take care of the job? And why were there boxes and boxes of Christmas ornaments in the dead man's apartment? George will have to take a few chances of his own if he wants to get to the bottom of Roger's death for Mrs. Corbett.

Set against a volatile and vividly drawn Manhattan, "Risk "is prime Colin Harrison.""

Jin Li is a beautiful, driven young woman running a dangerous little operation. Manhattan corporations hire her for a simple but delicate task: to shred and destroy the reams of highly classified documents. But they don't know that she and her brother, Chen, have been using their discarded secrets to game the international markets, making a pile of cash. When someone at the Good Pharma corporation, whose stock is plummeting, uncovers the scheme, two of Jin Li's workers die a grisly death, and Jin is on the run. Her brother extorts Jin's old flame, Ray Grant--an ex-firefighter with a disturbing 9/11 past--to track her down. He'll have to comb every strata of New York, from the brutal Mexican mafia to the greed-fueled penthouse billionaires of Wall Street, to find her.
An intricate tale of avarice, corruption, and power, Colin Harrison's masterful new thriller is a "brilliantly executed novel" ("The Baltimore Sun").

Porter Wren is a Manhattan tabloid writer with an appetite for scandal. On the beat he sells murder, tragedy, and anything that passes for the truth. At home, he is a dedicated husband and father. But when a seductive stranger asks him to dig into the unsolved murder of her husband, he is drawn into a very nasty case of sexual obsession and blackmail--one that threatens his job, his marriage, and his life.
"Manhattan Nocturne" is a brilliantly drawn tableau of the gritty, gaudy city, and a thrilling literary noir.

Charlie Ravich is an international corporate tycoon, a husband and father on the hard side of fifty, and a restless soul in search of immortality. When Christina Welles, a prison parolee, well-schooled in the art of manipulation, walks into his life, Charlie thinks he just might have found what he's looking for. As she tries to outrun her past, and he to understand his future, two obsessions are about to be indulged.

Bill Wyeth is a rising real estate attorney living the lofty heights of success. Then a tragic accident claims everything he has: his family, his fortune, his career. But this is Manhattan, and Bill has much further to fall. His downward spiral lands him at the table of Allison Sparks, the dangerously alluring owner of a midtown steakhouse. She needs a personal favor of him--to engineer a midnight trade-off in a shady multimillion-dollar real estate deal. For a man with nothing left to lose, the set-up is too lucrative to refuse, and like Allison, too forbidden to resist. But her favor draws him deeper into a web of sex, deception, and murder--and to a secret place at the back of her restaurant, the Havana Room, where a man might find both evil and redemption. "The Havana Room" is a great New York thriller from a modern master of the genre.

There are several aspects of this book that will make it a stimulating and useful read for many teachers: the exposition of psychological research that demonstrates many of the processes underlying word reading and text comprehension; the focus on reading for meaning and reading behaviours; the inclusion of case studies, which demonstrate Colin Harrison's philosophy in practice' - "Journal of Research in Reading

"

It is a great text for literacy researchers, for education students in masters programmes, and for teachers wanting a more advanced knowledge and understanding of reading processes and what it means to develop reading comprehension. Colin Harrison provides strongly stated opinion that is well-grounded in an understanding of the literature and linked to political, educational and social contexts. A scholarly work in the truest sense He is able to discuss and yet not get caught up in debates surrounding children's reading development, and he is not afraid to articulate his position based on the best evidence and experience'- "Childforum, New Zealand

"

Colin Harrison's knowledge of the research on reading processes and comprehension is encyclopaedic.... Compared to word-level factors, especially phonics, comprehension has been the poor relation in both research and teaching, so this book is just what is needed to redress the balance.... This is essential reading for all those committed to improving literacy attainment at all levels' - "Professor Greg Brooks, University of Sheffield

"

This book focuses on how to understand reading processes and what it means to develop reading comprehension. With a wide-ranging theoretical basis, the author makes new connections between work in critical theory, cognitive psychology and literacy.

Key features include:

} how and why we read

} evaluating response to reading

} a whole-school approach to developing reading.

This book is highly recommended to teachers, literacy coordinators and students and lecturers of masters and doctoral programmes with a reading or literacy focus.