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Showing 1 - 16 of 16 matches in All Departments
A reference dictionary presents concise information about the essential elements of English grammar with relevant examples. It is suitable for both primary and secondary students and many teachers will also find it a useful reference. Features:
The English Workbook is a series of seven learner workbooks, each supported by a separate educator resource book. The workbooks, designed to improve and develop learners’ literacy skills, consist of ten units of work, each focused on one of the following writing formats: procedures, recounts, expositions, narratives and reports. Features:
The English Workbook is a series of seven learner workbooks, each supported by a separate educator resource book. The workbooks, designed to improve and develop learners’ literacy skills, consist of ten units of work, each focused on one of the following writing formats: procedures, recounts, expositions, narratives and reports. Features:
The English Workbook is a series of seven learner workbooks, each supported by a separate educator resource book. The workbooks, designed to improve and develop learners’ literacy skills, consist of ten units of work, each focused on one of the following writing formats: procedures, recounts, expositions, narratives and reports. Features:
The English Workbook is a series of seven learner workbooks, each supported by a separate educator resource book. The workbooks, designed to improve and develop learners’ literacy skills, consist of ten units of work, each focused on one of the following writing formats: procedures, recounts, expositions, narratives and reports. Features:
This book forms part of the Evergetis Project which aims to investigate all surviving texts associated with the Monastery of the Theotokos Evergetis founded in 1049 near Constantinople. A book-length introduction sets out the historical significance of the house for the development of Byzantine monasticism and discusses its administration, liturgy and way of life. An English translation of the Hypotyposis (the monastery's foundation document) is provided, accompanied by detailed notes. Previous scholarship on the authorship of the Hypotyposis and the evolution of the text is discussed and linguistic analysis used to suggest that traces of the original foundation document by Paul Evergetinos can be identified within it. The Hypotyposis was widely used as a model for later Byzantine and Slavonic typika and the precise relationship of these documents one to the other is demonstrated in detail. The volume also includes prosopographical material on the known patrons of the monastery, a discussion of its library, English translations of later Greek and Latin texts referring to the monastery and a suggested reconstruction of Paul Evergetinos' original foundation document.
This book forms part of the Evergetis Project which aims to investigate all surviving texts associated with the Monastery of the Theotokos Evergetis founded in 1049 near Constantinople. A book-length introduction sets out the historical significance of the house for the development of Byzantine monasticism and discusses its administration, liturgy and way of life. An English translation of the Hypotyposis (the monastery's foundation document) is provided, accompanied by detailed notes. Previous scholarship on the authorship of the Hypotyposis and the evolution of the text is discussed and linguistic analysis used to suggest that traces of the original foundation document by Paul Evergetinos can be identified within it. The Hypotyposis was widely used as a model for later Byzantine and Slavonic typika and the precise relationship of these documents one to the other is demonstrated in detail. The volume also includes prosopographical material on the known patrons of the monastery, a discussion of its library, English translations of later Greek and Latin texts referring to the monastery and a suggested reconstruction of Paul Evergetinos' original foundation document.
Theodore (759-826), abbot of the influential Constantinopolitan monastery of Stoudios, is celebrated as a saint by the Orthodox Church for his stalwart defense of icon veneration. Three important texts promoting the monastery and the memory of its founder are collected in The Life and Death of Theodore of Stoudios. In the Life of Theodore, Michael the Monk describes a golden age at Stoudios, as well as Theodore's often antagonistic encounters with imperial rulers. The Encyclical Letter of Naukratios, written in 826 by his successor, informed the scattered monks of their leader's death. Translation and Burial contains brief biographies of Theodore and his brother, along with an eyewitness account of their reburial at Stoudios. These works, translated into English for the first time, appear here alongside new editions of the Byzantine Greek texts.
The English Workbook is a series of seven learner workbooks, each supported by a separate educator resource book. The workbooks, designed to improve and develop learners’ literacy skills, consist of ten units of work, each focused on one of the following writing formats: procedures, recounts, expositions, narratives and reports. Features:
In Byzantium monks did not form a separate caste, apart from society. They formed part of a nexus of social, economic and spiritual relationships that bound together the "powerful" in the middle Byzantine state. Using hagiography, chronicles and, in particular, the newly-available archives of the Athonite monasteries, this book reassesses the role of monks in Byzantine society and examines the reasons for the flowering of the monastic life in the period from the end of iconoclasm to the beginning of the twelfth century.
In Byzantium monks did not form a separate caste, apart from society. They formed part of a nexus of social, economic and spiritual relationships that bound together the "powerful" in the middle Byzantine state. Using hagiography, chronicles and, in particular, the newly-available archives of the Athonite monasteries, this book reassesses the role of monks in Byzantine society and examines the reasons for the flowering of the monastic life in the period from the end of iconoclasm to the beginning of the twelfth century.
The idea of this book started many years ago with my love of nature, places and people. If I think it is interesting, it has to be photographed! It all started when a friend of my family took some pictures of us as children. I was so fascinated with the camera that he let me have a try. On my thirteenth birthday my parents bought me a Brownie C620. I dashed over the fields to photograph a Point-toPoint Horse Race. Although I took many photographs, I did not get serious about photography until my daughter married and my brother-in-law suggested I got a Canon AV1 and since then I have always used Canon cameras. Now I have an EOS 90D plus a 100 to 400 MkII lens for wildlife with a 1.4mm extension. I have an EOS 7D MkII I use for landscape and close work with a 24 to 105mm lens. As I got older I found it difficult to carry other heavy lenses. Over the last 20 years or so, one of my travelling companions has been Bas Yates who is also a wildlife photographer and a cousin with the same interests. We are constantly competing to get a better photograph. My 70 years as a photographer have been fantastic, I hope you enjoy the pictures as much as I have enjoyed taking them.
Dr Morris examines how the legend grew through the retelling of what medieval writers believed was the story of an historical figure, based not on some lost Welsh biography, but on Geoffrey of Monmouth's History of the Kings of Britain, the authorised' version of Arthur's career. She looks at his antecedents, the story of his conception and birth, and his accession, moving on to discuss his warfare, his role in peacetime, his relationships with his family, his personal attributes, and his problematical death, showing how Arthur remains a distinct character in medieval literature despite appearing in an infinite variety of guises. Arthur appears in medieval literature in an infinite variety of different guises, yet remains a distinct character. Medieval writers, however freely they treat their sources, respected the traditions of the past, and Dr Morris, in writing the 'biography' of Arthur, is concerned to show the complex intelinking of different versions of his story. Her approach is through the sequence of events which make up Arthur's career. She looks in turn at his antecedents, the story of his conception and birth, and his accession, the initial 'facts' and the discusses his warfare, his role in peacetime, his relationships with his family, and his personal attributes. The problems surrounding Arthur's death are examined in the final chapter. Throughout the book, Dr Morris is concerned to 'use Arthur tro find out about the sources rather than vice versa' and in so doing illustrates both how medieval writers retold what they believe to be the story of a real historical figure and how the familiar story of Arthur gradually took shape over the centuries, based not on some lost Welsh biography, but on Geoffrey of Monmouth's l>History of the Kings of Britain/l> the 'authorised' version of Arthur's career for almost all medieval writers
Teaching Writing Strategies is a series of six books using modelling, guided and independent practice to teach pupils strategies they can use to improve the clarity, correctness and richness of their writing. The focus is on sentences, their structure, punctuation and word choices and on developing editing and proofreading skills and their habitual use.Teaching Writing Strategies is a series of six books with the explicit, overarching aim of teaching the skills and strategies required to improve the clarity, correctness and richness of children's writing. Within the series, children are taught to recognise, choose and use specific strategies. The focus is on the process, rather than on practising, in this instance, specific text types. To this end, priority is given to improving writing at the sentence level. There is a strong hands-on emphasis; that is, there is an expectation that the children will write to demonstrate their knowledge and understanding. Unlike many other writing activity books, the desired outcome is to have the children structuring correct, enriched sentences to more clearly convey ideas and information. The ultimate goal is for them to produce clear, precise writing for a specific purpose and to understand that proofreading and editing is an integral part of the writing process. Each of the 16 units has a page of assessment activities and an assessment writing topic. These should be worked on independently and will: (a) give the teacher a record of individual understanding and achievement; and (b) highlight common points of weakness, which may require further assistance. Teacher recording sheets, a pupil proofreading checklist and a pupil self-evaluation sheet are provided.
Teaching Writing Strategies is a series of six books using modelling, guided and independent practice to teach pupils strategies they can use to improve the clarity, correctness and richness of their writing. The focus is on sentences, their structure, punctuation and word choices and on developing editing and proofreading skills and their habitual use. Teaching Writing Strategies is a series of six books with the explicit, overarching aim of teaching the skills and strategies required to improve the clarity, correctness and richness of children's writing. Within the series, children are taught to recognise, choose and use specific strategies. The focus is on the process, rather than on practising, in this instance, specific text types. To this end, priority is given to improving writing at the sentence level. There is a strong hands-on emphasis; that is, there is an expectation that the children will write to demonstrate their knowledge and understanding. Unlike many other writing activity books, the desired outcome is to have the children structuring correct, enriched sentences to more clearly convey ideas and information. The ultimate goal is for them to produce clear, precise writing for a specific purpose and to understand that proofreading and editing is an integral part of the writing process. Each of the 16 units has a page of assessment activities and an assessment writing topic. These should be worked on independently and will: (a) give the teacher a record of individual understanding and achievement; and (b) highlight common points of weakness, which may require further assistance. Teacher recording sheets, a pupil proofreading checklist and a pupil self-evaluation sheet are provided.
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