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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.
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Uncollected Poems (Paperback)
R.S. Thomas; Edited by Tony Brown, Jason Walford Davies
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R465
R378
Discovery Miles 3 780
Save R87 (19%)
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Ships in 9 - 15 working days
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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.
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Stairs to the Top (Paperback)
Tony Brown; Foreword by Gemineye; Edited by Mozart Guerrier
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R184
Discovery Miles 1 840
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Ships in 10 - 15 working days
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`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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R398
R330
Discovery Miles 3 300
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