Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

"As Katie slept, the Running Moon turned red. Strange visions filled the spreading darkness, and Katie groaned in her sleep. Drummers beat out a frenzied rhythm that made her heart race. She wanted it to stop, but it went on at a terrifying pace. Her skull hurt, each beat making her head pound fiercely.

As the pounding drums reached a crescendo, a face, as cruel as it was evil, emerged from the thick blackness. This dark visage was the face of a warrior, one who commanded great power. His black eyes looked right through Katie. She turned to run away, but her feet were glued to the ground. Advancing toward her, he raised a knife!

For the first time, Katie noticed that she was holding a book of some kind, a thick sheaf of yellowed papers bound in a leather cover. As the evil warrior brought his knife down sharply, Katie raised the book over her head to defend herself. The blade pierced the book, stopping just inches from her face!"

Online Collaborative Learning: Theory and Practice provides a resource for researchers and practitioners in the area of online collaborative learning (also known as CSCL, computer-supported collaborative learning), particularly those working within a tertiary education environment. It includes articles of relevance to those interested in both theory and practice in this area. It attempts to answer such important current questions as: how can groups with shared goals work collaboratively using the new technologies? What problems can be expected, and what are the benefits? In what ways does online group work differ from face-to-face group work? And what implications are there for both educators and students seeking to work in this area?

How can assessment practices be used to assist and improve the learning process? ""Self, Peer and Group Assessment in E-Learning"" attempts to answer this question by bringing together 13 contributions from prominent researchers and practitioners actively involved in all aspects of self, peer and group assessment in an online or e-learning environment. It describes the principal characteristics of self, peer and group assessment, and presents guidelines for effective implementation, highlighting both benefits and problems. It also provides examples in a variety of subject areas from secondary school students in different countries, large undergraduate classes, and Master's level courses. The primary aim of ""Self, Peer and Group Assessment in E-Learning"" is to encourage the development of higher-quality learning and assessment practices, ones in which the learners themselves assume a greater responsibility for, and play a more active role in, their own learning.

Masculinity, it seems, is in crisis, again. This edited volume critically interrogates the current situation facing contemporary young men. The contributors deconstruct and reject such crisis talk, with its chapters drawing on original research to present a more nuanced reality, whilst also developing a critical dialogue with one another.