'[a] gem of a book' Spectator Churches and cathedrals were originally built to be read. They are alive with images and symbols. But today few people, including regular visitors, truly understand the wealth of meaning in what they find there. How to Read a Church is a fascinating guide for anybody who wants to know more about what they see in a church or cathedral. It explains the significance of church layout, the symbolism of key scenes and the importance of details such as the use of colours and letters. It is an essential guide to the history, meanings and messages of these beautiful buildings and the treasures they contain.

A comprehensive and practical guide full of advice and inspiration for anyone wishing to capture the beauty of the urban landscape. The wonderful thing about drawing buildings is that, wherever you travel around the globe, you will never be short of subjects to inspire you. From the most elaborate of Renaissance cathedrals, through to the humble garden shed, you will always be able to practise your skills and learn a few techniques in the process. This hands-on and inspirational book will encourage you to meet the exciting challenges of drawing and painting buildings using a variety of media and a wide range of techniques, including pencil, pen, graphite powder, watercolour, water-soluble pencils and Indian ink. As you work through this book, you will look at materials and their qualities then move on to explore how to put these materials to best use when drawing specific types of building. You will be led gently through levels of learning, with easy and more challenging exercises progressing your knowledge and developing your skills. As the book is divided into discrete sections, you can dip in to a particular type of building that you wish to draw, and use the information and illustration provided, while extended teaching exercises take you through the way the author approaches composing and completing a drawing. Fully annotated paintings, working drawings and extended projects reveal how each effect was achieved. Detailed artworks in a range of styles and media are thoroughly annotated to demonstrate key techniques and important details and there are invaluable exercises for understanding perspective, negative and positive space, tone, choosing details and constructing large-scale images. The book includes thorough studies of a wide range of different architectural styles, from town houses to rural cottages and barns, from churches and classical architecture to continental cafes and street scenes. Taylor's exquisite drawings and paintings demonstrate the quality of the results that can be achieved by following his helpful guidance and advice.

Updates to BTEC National Set Tasks for external assessment - April 2017 As a result of feedback from the Department for Education Pearson have made updates to the Set Tasks for some BTEC National qualifications. Therefore subsequent changes have been made to this product. If you have purchased this book before 13th April 2017, details of these changes can be found here. [link to www.pearsonfe.co.uk/BTECchanges]. Corrected copies will be available to purchase by June 2017. Each Student Book and ActiveBook has clearly laid out pages with a range of supportive features to aid learning and teaching: Getting to know your unit sections ensure learners understand the grading criteria and unit requirements. Getting ready for assessment sections focus on preparation for external assessment with guidance for learners on what to expect. Hints and tips will help them prepare for assessment and sample answers are provided for a range of question types including, short and long answer questions, all with a supporting commentary. Pause point features provide opportunities for learners to self-evaluate their learning at regular intervals. Each Pause point feature gives learners a Hint or Extend option to either revisit and reinforce the topic or to encourage independent research or study skills. Case study and Theory into practice features enable development of problem-solving skills and place the theory into real life situations learners could encounter. Assessment practice features provide scaffolded assessment practice activities that help prepare learners for assessment. Within each assessment practice activity, a Plan, Do and Review section supports learners' formative assessment by making sure they fully understand what they are being asked to do, what their goals are and how to evaluate the task and consider how they could improve. Literacy and numeracy activities provide opportunities for reinforcement in these key areas, placing the skills into a sport context. Dedicated Think future pages provide case studies from the industry, with a focus on aspects of skills development that can be put into practice in a real work environment and further study.

First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

This book has two purposes: first to argue that there is a greater need now than ever before for liberal adult education for the working class. Such provision would both help to ameliorate the gross inequalities of our society and provide some counter-balance to the increasingly utilitarian and vocational orientation of post-school education. Secondly, the book aims to describe and analyse in some detail the community-based programme for various disadvantaged working class groups that has been developed by a British Pioneer Work team concerned with adult continuing education. The methods, objectives and overall practice described in this case study are of relevance to those working in all sectors of adult and community education. This book is edited by two members of staff concerned with Pioneer Work development from the outset, and the contributors include other members of the Pioneer Work team of lecturers and researchers.

A Thousand Fates explores the afterlife of medieval monasticism in England and Wales. A thousand years of monasticism came to an abrupt end in the mid-sixteenth century with the Dissolution of the Monasteries. At its peak two hundred years earlier, many people chose the contemplative life, while the rich sought salvation through the foundation or embellishment of religious houses. Much of the nation’s wealth was locked into these complexes through elaborate rebuilding, gifts of precious objects and flourishing libraries of rare books. Then in just four years all of the eight hundred plus houses were closed and ten thousand people dispersed, with the monastic fortune liquidated and passed to the crown. Today we are left with echoes of a time dominated by an enclosed elite, their homes repurposed or derelict or obliterated. Some of these foundations still thrive as churches, schools, homes or tourist attractions. Others have left little physical trace, the casual viewer ignorant of their existence. A Thousand Fates is not an account of why the monasteries closed or what happened to the people displaced. Instead it focuses on the monastic buildings and their numerous fates and brings life to their stories.

Eisenstein's reputation has long been secure as creator of the Soviet cinema's earliest and most enduring classics, and as a pioneer theorist and teacher. Yet the English-speaking world has not kept pace with a rising tide of Eisenstein scholarship further enriched by new publications emerging from the former Soviet Union.
"Eisenstein Rediscovered" presents the first true East-West symposium on Eisenstein with an unparalleled diversity of views and methodologies. Scholars from ten countries examine the vast legacy he bequeathed, and offer important new perspectives for reinterpreting Russian culture of the Soviet period. They explore how much Eisenstein owed to the Symbolist culture of his youth; how his involvement in theatre has been undervalued; what role he played in both the artistic and philosophical avant-gardes of the '20s; and how both Pushkin and the English Elizabethans shaped his later concept of tragedy. Including two newly discovered texts by Eisenstein which are translated for the first time, this collection makes extensive use of material only recently available. The new' Eisenstein that emerges is a far more eclectic and engaging figure than is traditionally perceived.

Series Information:
Soviet Cinema

"Modern economies are described as 'knowledge based'. This book investigates the meaning of such a statement, assessing the relevance of knowledge and the channels through which knowledge is exchanged, both from a theoretical and an empirical perspective." "Moving within the realm of complexity theory, the authors provide a methodological assessment of the knowledge diffusion debate as well as presenting theoretical and applied models of knowledge diffusion and innovation. They illustrate how geography plays a role in shaping innovative patterns and how dense networks generally result in more innovative environments. The book concludes that establishing the right connections within such dense networks appears to be more crucial than any other factor, thus highlighting the importance of linkages (or the effects of their absence) within innovation systems." "Proposing a taxonomy of knowledge-sharing patterns, this book will be warmly welcomed by academics, researchers and postgraduate students in the areasof the economics of innovation, evolutionary economics and knowledge economics."--BOOK JACKET.

This book is a documentary record of the statements and debates that defined the formative period of a movement that has affected modern politics and history more than any other. It is generally acknowledged that not only were the theoretical problems faced by Russian Marxists during this period more complex than those encountered elsewhere but that they also brought to the resolution of these problems an originality and intellectual rigour second to none in the Marxist tradition. As predominantly a movement of intellectuals during these years they achieved a level of articulation and sophistication unsurpassed in the literature of Marxism, and that makes them such a rewarding subject of study. Plekhanov, Akselrod, Lenin, Struve, Martov, Trotsky, Luxemburg and Kautsky all feature in both celebrated and little-known texts alongside anonymous pamphleteers and writers of resolutions, editorials, flysheets and programmes.

British Second World War tanks performed so badly that it is difficult to bring to mind any other British weapon of the period that provokes such a strong sense of failure. Unfortunately, many of the accusations appear to be true - British tanks were in many ways a disgrace. But why was Britain, the country that invented them, consistently unable to field tanks of the required quality or quantity throughout the conflict? This perceived failure has taken on the status of a myth, but, like all myths, it should not be accepted at face value - it should be questioned and analysed. And that is what Dick Taylor does in this closely researched and absorbing study. He looks at the flaws in British financial policy, tank doctrine, design, production and development before and throughout the war years which often had fatal consequences for the crews who were sent to fight and to be 'murdered' in 'mechanical abortions'. Their direct experience of the shortcomings of these machines is an important element of the story. He also considers how British tanks compared to those of the opposition and contrasts tank production for the army with the production of aircraft for the RAF during the same period. His clear-sighted account goes on to explain how, later in the conflict, British tank design improved to the point where their tanks were in many ways superior to those of the Americans and Germans and how they then produced the Centurion which was one of the best main battle tanks of the post-war era.

Originally published in 1985 this book is a critique and comparison of the nature, structure and provision of university adult education in England and the USA. The focus is both contemporary (twentieth century) and historical and is interdisciplinary, involving both social scientific and historical modes of enquiry and analysis. A central concern of the book is the liberal tradition as it has operated in its different ways and the erosion of this tradition and its consequences for the contemporary structure of university adult education form a large part of the book's discussion.

This book has two purposes: first to argue that there is a greater need now than ever before for liberal adult education for the working class. Such provision would both help to ameliorate the gross inequalities of our society and provide some counter-balance to the increasingly utilitarian and vocational orientation of post-school education. Secondly, the book aims to describe and analyse in some detail the community-based programme for various disadvantaged working class groups that has been developed by a British Pioneer Work team concerned with adult continuing education. The methods, objectives and overall practice described in this case study are of relevance to those working in all sectors of adult and community education. This book is edited by two members of staff concerned with Pioneer Work development from the outset, and the contributors include other members of the Pioneer Work team of lecturers and researchers.

In Eisenstein Rediscovered Ian Christie and Richard Taylor present the first true East-West symposium on Eisenstein with an unparalleled diversity of views and methodologies. Two newly discovered texts by Eisenstein are here translated fro the first time, and all the contributors make extensive use of material only recently available - variant scripts, drawings, diaries and other writings - to probe behind the familiar facade. The `new' Eisenstein that emerges is in all respects a more engaging and contemporary figure than is traditionally perceived, his wit, eroticism and exlectic passions defining a distinctively modern sensibility whose rediscovey is long overdue.

This book examines the development of cinematic form and culture in Russia, from its late nineteenth-century beginnings as a fairground attraction to the early post-Revolutionary years. The author traces the changing perceptions of cinema and its social transition from a modernist invention to a national art form. He explores reactions to the earliest films from actors, novelists, poets, writers and journalists. His richly detailed study of the physical elements of cinematic performance includes the architecture and illumination of the cinema foyer, the speed of projection and film acoustics. In contrast to standard film histories, this book focuses on reflected images: rather than discussing films and film-makers, it features the historical film-goer and early writings on film. The book presents a vivid and changing picture of cinema culture in Russia in the twilight of the tsarist era and the first decades of the twentieth century. The study expands the whole context of reception studies and opens up questions about reception relevant to other national cinemas.

Stalinism and Soviet Cinema marks the first attempt to confront systematically the role and influence of Stalin and Stalinism in the history and development of Soviet cinema. The collection provides comprehensive coverage of the antecedents, role and consequences of Stalinism and Soviet cinema, how Stalinism emerged, what the relationship was between the political leadership, the cinema administrators, the film-makers and their films and audiences, and how Soviet cinema is coming to terms with the disintegration of established structures and mythologies. Contributors from Britain, America and the Soviet Union address themselves to the importance of the Stalinist legacy, not only to the history of Soviet cinema but to Soviet history as a whole.

Originally published in 1985 this book is a critique and comparison of the nature, structure and provision of university adult education in England and the USA. The focus is both contemporary (twentieth century) and historical and is interdisciplinary, involving both social scientific and historical modes of enquiry and analysis. A central concern of the book is the liberal tradition as it has operated in its different ways and the erosion of this tradition and its consequences for the contemporary structure of university adult education form a large part of the book's discussion.

The Report of the National Committee of Inquiry into Higher Education chaired by Sir Ron Dearing was published in July 1997. It represents the first officially sponsored systematic examination of higher education since the Robbins report over 25 years ago. The book is an authoritative evaluation of the cogency, relevance and prospects for success of the Dearing vision and recommendations. Like the members of the Committee, the authors have sought to take a holistic view; to consider the underlying implications of genuine lifelong learning for the university system, and how institutions and the system as a whole will need to adjust to realize its full potential. The outcomes are threefold: a description of what a UK higher education system that is genuinely part of a national learning society might look like, as well as the impetus this provides for radical reform: identification of features of its historical (especially recent) development, as well as wider social forces, which might inhibit or encourage its performance in this way; and assessment of the coherence, desirability and practicality of the Dearing proposals in bringing about this end.

The Report of the National Committee of Inquiry into Higher Education chaired by Sir Ron Dearing was published in July 1997. It represents the first officially sponsored systematic examination of higher education since the Robbins report over 25 years ago. The book is an authoritative evaluation of the cogency, relevance and prospects for success of the Dearing vision and recommendations. Like the members of the Committee, the authors have sought to take a holistic view; to consider the underlying implications of genuine lifelong learning for the university system, and how institutions and the system as a whole will need to adjust to realize its full potential. The outcomes are threefold: a description of what a UK higher education system that is genuinely part of a national learning society might look like, as well as the impetus this provides for radical reform: identification of features of its historical (especially recent) development, as well as wider social forces, which might inhibit or encourage its performance in this way; and assessment of the coherence, desirability and practicality of the Dearing proposals in bringing about this end.

"European Integration and Disintegration" deals with the principle problems and challenges confronting Europe in the aftermath of the Cold War and the collapse of European communism. While endeavouring to strike a balance between East, West, North and South, the volume is more concerned with the changing political, economic and cultural morphology of Europe, and of the relations within it, than with the formal institutional arrangements of the European Community and its successor, the European Union.
The contributors show that the study of European integration should be taken in the round, avoiding a narrow and self-centered concern with the development of the "lesser Europe" of the EC/EU. It demonstrates that integration should be seen as neither an inexorable predetermined process, nor as an automatic consequence of high levels of economic interdependence, but rather as somethng that proceeds in fits and starts and sometimes suffers reverses.

"European Integration and Disintegration" deals with the principle problems and challenges confronting Europe in the aftermath of the Cold War and the collapse of European communism. While endeavouring to strike a balance between East, West, North and South, the volume is more concerned with the changing political, economic and cultural morphology of Europe, and of the relations within it, than with the formal institutional arrangements of the European Community and its successor, the European Union.
The contributors show that the study of European integration should be taken in the round, avoiding a narrow and self-centered concern with the development of the "lesser Europe" of the EC/EU. It demonstrates that integration should be seen as neither an inexorable predetermined process, nor as an automatic consequence of high levels of economic interdependence, but rather as somethng that proceeds in fits and starts and sometimes suffers reverses.

eBook available with sample pages: HB:0415049512

This is the first collection to be inspired and informed by the new films and archival material that glasnost and perestroika have revealed, and the new methodological approaches that are developing in tandem. Film critics and historians from Britain, America, France and the USSR attempt the vital task of scrutinising Soviet film, and re-examining the Cold War assumptions of traditional historiography. Whereas most books on Soviet giants have glorified the directorial giants of the "golden age" of the 1920s, "Inside the Film Factory" also recognises the achievements of popular cinema from the pre-revolutionary period through to the 1930s and beyond. It also evaluates the impact of Western cinema on the early experimenters of montage, Russian science fiction's influence on film-making, and the long-suppressed history of Soviet Yiddish productions. Alongside the new perspectives and source material on the much-mythologised figures of Kuleshov and Medvedkin, the book provides extended accounts in English of the important but neglected careers of directors Yakov Protazanov and Boris Barnet. This book should be of interest to students and teachers of film studies and Soviet studies.

Updates to BTEC National Set Tasks for external assessment - April 2017 As a result of feedback from the Department for Education Pearson have made updates to the Set Tasks for some BTEC National qualifications. Therefore subsequent changes have been made to this product. If you have purchased this book before 13th April 2017, details of these changes can be found here. [link to www.pearsonfe.co.uk/BTECchanges]. Corrected copies will be available to purchase by June 2017. The Student Book and ActiveBook has clearly laid out pages with a range of supportive features to aid learning and teaching: * Getting to know your unit sections ensure learners understand the grading criteria and unit requirements. * Getting ready for assessment sections focus on preparation for external assessment with guidance for learners on what to expect. Hints and tips will help them prepare for assessment and sample answers are provided for a range of question types including, short and long answer questions, all with a supporting commentary. * Pause point features provide opportunities for learners to self-evaluate their learning at regular intervals. Each Pause point feature gives learners a Hint or Extend option to either revisit and reinforce the topic or encourage independent research or further study skills. * Case study and Theory into practice features enable development of problem-solving skills and place the theory into real life situations learners could encounter. * Assessment practice features provide scaffolded activities that help prepare learners for assessment. Within each assessment practice activity, a Plan, Do and Review section supports learners' formative assessment by to making sure they fully understand what they are being asked to do, what their goals are and how to evaluate the task and consider how they could improve. * Dedicated Think future pages provide case studies from the industry, with a focus on aspects of skills development that can be put into practice in a real work environment and further study.

KinoSputniks closely analyse some key films from the history of Russian and Soviet cinema. Written by international experts in the field, they are intended for film enthusiasts and students, combining scholarship with an accessible style of writing. This KinoSputnik about Fedor Bondarchuk's megahit Stalingrad (2013) examines the production, context and reception of the film, whilst offering a detailed reading of its key themes. Fedor Bondarchuk's 2013 blockbuster film Stalingrad shattered box-office records and dazzled viewers with its use of special effects, enhanced by its 3D IMAX format. The film transported viewers back to 1942 and the bloody battle that would turn the tide of the Second World War. This new study situates the film within the context of ongoing debates about the meanings of the Second World War in Russia and previous films about the Battle of Stalingrad. Primary readership will be among film studies students and film enthusiasts, but will also be of interest to anyone researching or studying the Battle of Stalingrad and the course of the Second World War. A list of all books in the series is here on the Intellect website on the series page KinoSputnik