Beneath the sands of the Egyptian desert lies treasure beyond imagining. And when a professor of archaeology finds clues to the location of a Pharaoh's lost tomb in ancient hieroglyphs, he hatches a plan to find the burial site - and plunder it. But can a five-man team of smugglers and thieves uncover what the centuries have hidden? And even if they find it, can they escape with it - and with their lives?

On a secret island in the Caribbean, bioengineers have devised a vacation resort like no other, promising the ultimate escape. But when Dr. Roger Clark investigates, he discovers the dark secret of Eden Island and of Advance Biosystems, the shadowy corporation underwriting it...

Political radical John Wright is plotting an act of mass destruction - and federal agent John Graves has him under surveillance, trying to figure out what the plot is. When a government computer is hacked and a high-security shipment of nerve gas gets hijacked, Graves puts the pieces together - but can he stop Wright from unleashing his weapon before it kills a million people, including the President of the United States?

Being a successful teacher means constantly examining your own development to identify blind spots and ensure you engage on a meaningful level with teaching and learning. This book discusses theoretical and conceptual ideas, linked to direct strategies for the classroom, that guide students towards becoming proactive and effective learners, giving them the confidence to take charge of their professional future in teaching. Built around a series of 'contributing ideas', this book includes a conceptual framework for critically analysing and thinking about the teaching and learning environment. Examples throughout explore how to make the most of professional learning opportunities so students can take personal control of their learning, through self-regulation and self-monitoring. Strategies for making practical use of these ideas for classroom planning and preparation for learning are also included.

While quick to question the claims to knowledge that others make, philosophers have not so readily submitted their own affirmations to the same scrutiny. In fact, it seems to be the common conviction of philosophers that the assertions they make are cognitive, are true or false, and that philosophical disagreement is genuine disagreement. In this stimulating essay Professor Lange confronts this assumption, presents his own view of philosophy as proposal, and then seeks a solution to the paradox that his view poses for philosophy. Originally published in 1970. The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These editions preserve the original texts of these important books while presenting them in durable paperback and hardcover editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Being a successful teacher means constantly examining your own development to identify blind spots and ensure you engage on a meaningful level with teaching and learning. This book discusses theoretical and conceptual ideas, linked to direct strategies for the classroom, that guide students towards becoming proactive and effective learners, giving them the confidence to take charge of their professional future in teaching. Built around a series of 'contributing ideas', this book includes a conceptual framework for critically analysing and thinking about the teaching and learning environment. Examples throughout explore how to make the most of professional learning opportunities so students can take personal control of their learning, through self-regulation and self-monitoring. Strategies for making practical use of these ideas for classroom planning and preparation for learning are also included.