The Cairngorms became Scotland's second National Park in 2003 and is the largest in the British Isles, with an area of 1467 square miles. This book looks at the 11 golf courses located there.

Hood drama follows single dad trying to retrieve abducted son. Former gang-banging single dad O2 (Tyrese Gibson) is suddenly plunged into a do-or-die situation; trying to go straight for his son, Junior's sake, this recently paroled ex-con is forced to go back outside the law after his son is kidnapped in a carjacking. The resulting chase and shootout have left Junior in the hands of Meat (The Game), the vicious leader of the Outlaw Syndicate. O2's shady cousin Lucky (Larenz Tate) tries to mediate, but is torn between criminal and family loyalties. The only person willing to help O2 get his son back is wily street-smart hustler Coco (Meagan Good), whose path fatefully crossed O2's just moments before the kidnapping. When Lucky gets word to O2 that Meat expects $100,000 for Junior's freedom, O2 and Coco seize the opportunity to pit rival elements of the South Los Angeles underworld against each other. 'It's either all or nothing,' realizes O2. With the clock ticking down, the heat between O2 and Coco rises as they become a lawbreaking couple, on a tear through a range of Los Angeles neighborhoods. Can they outwit the underworld and save Junior and themselves?

The Really Useful Maths Book is for all those who want children to enjoy the challenge of learning mathematics. With suggestions about the best ways to use resources and equipment to support learning, it describes in detail how to make learning the easy option for children.An easy-to-follow, comprehensive guide packed with ideas and activities, it is the perfect tool to help teachers who wish to develop their teaching strategies. The second edition has been fully updated in light of the latest research, as well as in response to the new mathematics curriculum. It includes many more practical activities for each mathematical topic and explores exciting new areas. Key topics covered include: Numbers and the number system Operations and calculations Shape and space Measures, statistics and data handling Cross-curricular approaches Resources and planning for teaching and learning Contexts for making sense of mathematics Bridges, strategies and personal qualities Dialogue and interactive teaching International perspectives on teaching and learning Psychology and neuroscience to maximize learning. The Really Useful Maths Book makes mathematics meaningful, challenging and interesting. It will be invaluable to practicing primary teachers, subject specialists, maths co-ordinators, student teachers, mentors, tutors, home educators and others interested in mathematics education programmes. Tony Brown was formerly the Director of ESCalate, the UK Centre for Education in HE at the Graduate School of Education, University of Bristol, UK. Henry Liebling formerly led Primary Mathematics Education at University College Plymouth, Marjon, UK.

Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately. There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school. The entire set of 16 volumes is available for.

Research on Becoming an English Teacher considers the process of becoming a teacher from a variety of perspectives, where the ambition is to consider how people can change themselves within that process. By pursuing an approach influenced by the psychoanalytic theory of Jacques Lacan, the authors consider practitioner research as an approach to professional and personal development, and how it might be understood as a strategy within both teaching and teacher education. Taking English teaching as the main example, this book explores the processes and discourses that shape the experience of English teaching in schools. Chapters consider the origin and development of English education, practice and theory in English education, the process of becoming a teacher in school-based environments and creating an analytical space for learning narratives in teacher education. This book will be of interest to academics, researchers and post-graduate students in the fields of teacher education, curriculum studies, educational theory and educational psychology.

Models of teacher education in England have undergone major upheaval in recent years. Teacher Education in England draws on the experiences of some of the people directly involved in these changes and explores the implications that they have had on their professional lives. The book also explores the challenges faced by universities in responding to the ascendance of school-led teacher training and the ways in which this impacts on conceptions of teacher education more generally, in England and beyond. Drawing on 150 interviews with teacher educators and trainees, this book documents how the systemic changes to teacher education have been implemented and explores the impact of these changes on the people directly affected by them. Presenting insider accounts, the book shows that the structural adjustments have impacted on many dimensions of teacher education that had characterised university input and that they have also unsettled more familiar understandings of professional identity and staffing composition. Demonstrating that the redistribution of teacher education across new apparatuses bolsters market forces, whilst maintaining the option of creating new forms of training that transcend established boundaries, Brown also explores the opportunities that are opened up by the new models. Teacher Education in England is the first substantial study to focus on School Direct since its implementation in 2013. As such, the book should be of great interest to academics, researchers and postgraduate students engaged in the study of teacher education and educational policy. It should also be essential reading for teacher educators, as well as teachers and trainee teachers.

Models of teacher education in England have undergone major upheaval in recent years. Teacher Education in England draws on the experiences of some of the people directly involved in these changes and explores the implications that they have had on their professional lives. The book also explores the challenges faced by universities in responding to the ascendance of school-led teacher training and the ways in which this impacts on conceptions of teacher education more generally, in England and beyond. Drawing on 150 interviews with teacher educators and trainees, this book documents how the systemic changes to teacher education have been implemented and explores the impact of these changes on the people directly affected by them. Presenting insider accounts, the book shows that the structural adjustments have impacted on many dimensions of teacher education that had characterised university input and that they have also unsettled more familiar understandings of professional identity and staffing composition. Demonstrating that the redistribution of teacher education across new apparatuses bolsters market forces, whilst maintaining the option of creating new forms of training that transcend established boundaries, Brown also explores the opportunities that are opened up by the new models. Teacher Education in England is the first substantial study to focus on School Direct since its implementation in 2013. As such, the book should be of great interest to academics, researchers and postgraduate students engaged in the study of teacher education and educational policy. It should also be essential reading for teacher educators, as well as teachers and trainee teachers.

Specifically designed for busy teachers who have responsibility for co-ordinating a subject area within their primary school. Each volume in the series conforms to a concise style, while providing a wealth of tips, case studies and photocopiable material that teachers can use immediately. There are special volumes dedicated to dealing with OFSTED, creating whole school policy and the demands of co-ordinating several subjects within a small school. The entire set of 16 volumes is available.

Research on Becoming an English Teacher considers the process of becoming a teacher from a variety of perspectives, where the ambition is to consider how people can change themselves within that process. By pursuing an approach influenced by the psychoanalytic theory of Jacques Lacan, the authors consider practitioner research as an approach to professional and personal development, and how it might be understood as a strategy within both teaching and teacher education. Taking English teaching as the main example, this book explores the processes and discourses that shape the experience of English teaching in schools. Chapters consider the origin and development of English education, practice and theory in English education, the process of becoming a teacher in school-based environments and creating an analytical space for learning narratives in teacher education. This book will be of interest to academics, researchers and post-graduate students in the fields of teacher education, curriculum studies, educational theory and educational psychology.

R.S. Thomas (1913-2000) is a major writer of our time, one of the finest religious poets in the English language and one of Wales's greatest poets. His output was prolific: over six decades he published some 25 individual collections of poems, as well as several volumes of prose. A substantial number of his poems, however, have hitherto remained uncollected, and often elusive - poems published in newspapers, magazines and journals (many of them obscure), as well as in private or limited editions. Uncollected Poems - published to mark the centenary of Thomas's birth - brings together for the first time a rigorous selection of the best of these. The fruit of several years' research by Tony Brown and Jason Walford Davies, the volume makes available work which spans the whole of Thomas's career - from an early sonnet to his first wife, M.E. Eldridge (included in his first, unpublished, collection Spindrift in the late 1930s) and an early Iago Prytherch poem published in the Dublin Magazine, to poems which are powerful expressions of the metaphysical meditations of his later years. R.S. Thomas's Uncollected Poems takes its place alongside Collected Poems 1945-1990 (Dent, 1993; Phoenix, 2000), Selected Poems (Penguin, 2003) and Collected Later Poems 1988-2000 (Bloodaxe Books, 2004). It gives readers of R.S. Thomas's work access to much new and fascinating material. Uncollected Poems is a companion volume to R.S. Thomas's Collected Later Poems 1988-2000 (Bloodaxe Books, 2004), the sequel to Collected Poems 1945-1990 (Dent, 1993; Phoenix Press, 2000), which only covers his collections up to Experimenting with an Amen (1986). Collected Later Poems 1988-2000 reprints in full the contents of R.S. Thomas's last five collections, The Echoes Return Slow (Macmillan, 1988: unavailable for many years), and Bloodaxe's Counterpoint (1990), Mass for Hard Times (1992), No Truce with the Furies (1995) and the posthumously published Residues (2002). There is no overlap between the two Bloodaxe editions: none of the poems in Residues, uncollected at the time of his death in 2000, is included in Uncollected Poems.

The Really Useful Maths Book is for all those who want children to enjoy the challenge of learning mathematics. With suggestions about the best ways to use resources and equipment to support learning, it describes in detail how to make learning the easy option for children.An easy-to-follow, comprehensive guide packed with ideas and activities, it is the perfect tool to help teachers who wish to develop their teaching strategies. The second edition has been fully updated in light of the latest research, as well as in response to the new mathematics curriculum. It includes many more practical activities for each mathematical topic and explores exciting new areas. Key topics covered include: Numbers and the number system Operations and calculations Shape and space Measures, statistics and data handling Cross-curricular approaches Resources and planning for teaching and learning Contexts for making sense of mathematics Bridges, strategies and personal qualities Dialogue and interactive teaching International perspectives on teaching and learning Psychology and neuroscience to maximize learning. The Really Useful Maths Book makes mathematics meaningful, challenging and interesting. It will be invaluable to practicing primary teachers, subject specialists, maths co-ordinators, student teachers, mentors, tutors, home educators and others interested in mathematics education programmes. Tony Brown was formerly the Director of ESCalate, the UK Centre for Education in HE at the Graduate School of Education, University of Bristol, UK. Henry Liebling formerly led Primary Mathematics Education at University College Plymouth, Marjon, UK.

At his death in 2000, R.S. Thomas was widely considered to be one of the major poets of the English-speaking world, having been nominated for the Nobel prize for Literature. With Dylan Thomas, R.S. Thomas is probably Wales' best-known poet internationally. Tony Brown provides an introduction to R.S. Thomas' life and work, as well as new perspectives and insights for those already familiar with the poetry. His approach is broadly chronological, interweaving life and work in order to evaluate Thomas' poetic achievement. In addition to presenting a full discussion of Thomas' poetry, and its movements over time between personal, spiritual and political concerns, Tony Brown also examines Thomas' contribution to the culture of Wales, not just in his writing but also his political interventions and activism on behalf of Welsh language and culture.

The King of Nashville, Tony Brown, offers a rare photographic journey through his 40-year career--including historical pictures and contemporary portraits of rock, country, and gospel music legends--in which he produced hundreds of #1 country songs that are beloved by millions.

From a child pianist banging out hymns in his family's gospel band, to playing keys for Elvis Presley, to producing a string of million-selling hits for artists like George Strait, Reba McEntire, and Trisha Yearwood, Tony Brown's storied career has left a singular impression on American music.

He is adored by the mega-artists whose sounds he was instrumental to crafting, the city he's proud to call home, the millions of fans of of his over 100 number 1 singles, and the aspiring musicians he continues to inspire.

Now entering its second decade of publication, "Welsh Writing in English: A Yearbook of Critical Essays" is the only academic journal devoted solely to the critical study of the English-language literature of Wales. The "Yearbook" seeks to cover the whole chronological sweep of Welsh writing in English, and essays published to date include papers ranging from discussion of the earliest Welsh literature written in English--Ieuan ab Hywel Swrdwal in the fifteenth century--to contemporary writers like Gillian Clarke, Niall Griffiths and Christopher Meredith. Emphasis is, though, on the writing of the twentieth century and we have published important new essays on such major figures as Dylan Thomas, Glyn Jones, Vernon Watkins, Alun Lewis and R.S. Thomas.
The "Yearbook" consists of new (peer-reviewed) essays by critics in universities in Wales and the U.K. as a whole, as well as America and beyond, and, while the ultimate criterion is always quality, the journal seeks to publish work both by established scholars in the field and by young researchers publishing the results of recent new work. As well as some eight full-length articles in each volume, the journal also publishes shorter factual pieces--new discoveries, new manuscripts, etc.--in a "Notes" section, while the occasional "Forum" section seeks to stimulate lively critical debate arising from published papers. Each issue also contains an annual bibliography of new critical material which has appeared during the previous year.
In its ten years of publication the "Yearbook" has become a benchmark for discussion of Wales's English-language literature, as well as for the exploration of the links between the two literatures ofWales. A number of the essays first published in the "Yearbook" are already widely cited as key discussions of their subject and a number have been reprinted.
The "Yearbook" is a journal which aims to be lively, original, challenging, controversial and to be appeal not just to specialists but to be accessible to the interested general reader.

Devoted solely to the study of Welsh writing in English, this academic journal provides a forum for critical discussion on Welsh literature and authors. With essays from Victor Golightly on Dylan Thomas, language, and the deaf; Matthew Jarvis on the poetics of place in Ian Davidson's poetry; and Lucy Stevenson on two drafts of an unpublished Dorothy Edwards short story, this journal provides an opportunity to explore the tradition of English-language writing in Wales.

The classic study of the English-language writing of Wales in the first half of the twentieth century by Glyn Jones, drawing on his personal acquaintance with writers like Dylan Thomas, Idris Davies and Caradoc Evans. Tony Brown had the opportunity to discuss the book with Glyn Jones before his death in 1995 and has had access to Glyn Jones's own proposed revisions and to manuscript drafts. This first paperback edition therefore includes some up-dating of the text and a new bibliography. Glyn Jones's first-hand knowledge of the writers, coupled with his shrewdness of critical comments, established the book as an invaluable study of this generation of Welsh writers. At the same time the autobiographical, first chapter in which Glyn Jones examines his own life and literary career - the boy who goes from a Welsh-speaking home in Merthyr, loses his Welsh as a result of his English-language education and cultural changes in industrial Merthyr, takes a job teaching in the slums of Cardiff, re-discovers as an adult the Welsh language and its rich literary tradition and becomes, in a full awareness of that tradition, one of Wales's major English-language writers of fiction and poetry - provides a "case study" of the cultural shifts which resulted in the emergence of a distinctive English-language literature in Wales in the early decades of the twentieth century.

This book by-passes both psychology and sociology to present an original social theory centered on seeing mathematical learning by everyone as an intrinsic dimension of how mathematics develops as a field in support of human activity. Here, mathematics is defined by how we collectively talk about it. Drawing on psychoanalytic theory, the student is seen as participating in the renewal of mathematics through their contributions to our collective gaze on mathematics as the field responds to ever new demands. As such learning takes a critical stance on the standard initiations into current practices often promoted by formal education. In the field of mathematics education, researchers have moved from psychology where individual students were seen as following natural paths of development through existing mathematical knowledge, to socio-cultural models predicated on students being initiated into the human world and understood through the reflective gazes this world has of itself, such as those found in comparisons of student learning in different countries. This book addresses the domain, purpose and functioning of contemporary research in mathematics education and is an original contribution to this theme. The book is aimed at a mathematics education research audience. It continues a dialogue with existing publications, seen widely as a cutting edge and will also be of interest to students and practitioners in the fields of qualitative research, social theory and psychology.

If you dream about a career in the music industry, this book is for you. These practical strategies will help you to prepare for and land your dream job in the music business. Readers have used this book to educate and empower themselves and jumpstart successful music industry careers. You can, too! The 3rd edition includes new Career Tool Kit and Social Media Strategy. Inside you'll find: * Details on booming job prospects in digital music distribution and music licensing * Interviews with nine music industry professionals under 35 who discuss how they got their starts, plus what skills today's leading job candidates must possess * A resource directory of industry related job websites as well as U.S. and Canadian trade associations * Step-by-step guidance for developing a first rate resume and acing your interviews * Workshops to help you assess and develop your own personalized career tool kit * Strategies for industry networking, finding a mentor, and how to effectively use social media.

`Contemporary thinking on philosophy and the social sciences has been dominated by analyses that emphasise the importance of language in understanding societies and individuals functioning within them; important developments which have been under-utilised by researchers in mathematics education. This book reaches out to contemporary work in these broader fields; drawing on original sources in key areas such as Gadamer and Ricoeur's development of hermeneutics, Habermas' work in critical social theory, Schutz's social phenomenology, Saussure's linguistics and the post-structuralist analysis of Derrida, Foucault and Barthes. Through examining the writings of these major thinkers it is shown how language is necessarily instrumental in developing mathematical understanding; but a language that is in a permanent state of becoming, resisting stable connections to the ideas it locates. The analysis offered extends from children doing mathematics to teachers inspecting and developing their own professional practices.'

This book is centrally concerned with how mathematics education is represented and how we understand mathematical teaching and learning with view to changing them. It considers teachers, students and researchers. It explores their mathematical thinking and the concepts that this thought produces. But also how these concepts acquire cultural layers that mediate our apprehension. The book examines some of the linguistic and socio-cultural filters that influence mathematical understanding. But above all it introduces some contemporary theories of human subjectivity, in which subjectivity is seen primarily as consequential to, rather than productive of, our attempts to represent or categorise the world in which we live. That is, our sense of who we are results from our attempts to see ourselves against the various versions of the world that we encounter. Such theories trouble the very notion of mathematical "concepts" as apprehended by "humans." And in foregrounding this concern with subjectivity the book considers mathematics rather differently to styles more familiar in many instances of mathematics education research. The book proposes that mathematics can provoke us to think differently about our world and as a result enable our transformative capacities. Such an orientation may disturb our understanding of what mathematics is, how it exists in an "objective" sense, insofar as mathematical objects can be derived from social filters being applied to the world, but also serve as filters on the world capable of producing new social entities.

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