This book describes the design and implementation of a discipline-specific model of professional development: the disciplinary Teaching and Learning Center (TLC). TLC was born from a strong commitment to improving undergraduate science education through supporting the front-line educators who play an essential role in this mission. The TLC's comprehensive approach encompasses consultation, seminars and workshops, acculturation activities for new faculty members, and teaching preparatory courses as well as a certificate program for graduate students. At the University of Maryland, TLC serves biology and chemistry faculty members, postdoctoral associates, and graduate students. The Center is deeply integrated into the departmental culture, and its emphasis on pedagogical content knowledge makes its activities highly relevant to the community that it serves. The book reflects ten years of intensive work on the design and implementation of the model. Beginning with a needs assessment and continuing with ongoing evaluation, the book presents a wealth of information about how to design and implement effective professional development. In addition, it discusses the theory underlying each of the program components and provides an implementation guide for adopting or adapting the TLC model and its constituent activities at other institutions. In this book, the authors describe how they created the highly successful discipline-based Teaching and Learning Center at the University of Maryland. This is a must read for anyone interested in improving higher education. Charles Henderson, Co-Director, Center for Research on Instructional Change in Postsecondary Education, Western Michigan University This book will provide a much-needed resource for helping campus leaders and faculty development professionals create robust programs that meet the needs of science faculty. Susan Elrod, Dean, College of Science and Mathematics, Fresno State The authors provide a road map and guidance for higher education professional development in the natural science for educators at all levels. While the examples are from the sciences, the approaches are readily adaptable to all disciplines. Spencer A. Benson, Director of the Centre for Teaching and Learning Enhancement, University of Macau

Over the years, recipes evolve for one reason or another, and sometimes these reasons give their names to a particular dish, such as 'Half-pay Pudding' - created by a thrifty cook during hard times. On the other hand, some old-fashioned favourites, like 'Zeppelins in a Cloud' derive their titles from the way they look. The origins of many names are now lost to us, but the names themselves persist in vintage recipe collections handed down to us from past generations. These authentic recipes are presented here almost exactly as they first appeared. Toad-in-the Hole, Pigs in Blankets, Gooseberry Fool, Moonshine Pudding, Cock a Leekie Soup, Meat in Ambush, Tuesday Soup, Angels on Horseback, Hedgehog, Black Bottom Pudding... these wacky names are a lot of fun and could provide a talking point at your next dinner-party

Mock Turtle Soup was famously mentioned in Lewis Carroll's classic tale 'Alice in Wonderland', but due to the fact that Carroll invented a creature called a Mock Turtle, many people today believe the dish is purely fictitious Certainly there is no such creature, but the real soup recipe can be found in Mrs. Beeton's renowned 19th century cookery book, and now within the pages of this recent collection - along with better-known taste-tempters such as mock cream and mock chicken. Poverty and frugality were the mothers of many 'mock' dishes, as were crop failures and war. During wartime, governments introduced rationing to cope with food shortages. People experimented, using cheap ingredients to produce expensive flavours. Most of the old recipes have been reproduced here exactly as they originally appeared. Now you, too, can save money and astonish your dinner guests

This book describes the design and implementation of a discipline-specific model of professional development: the disciplinary Teaching and Learning Center (TLC). TLC was born from a strong commitment to improving undergraduate science education through supporting the front-line educators who play an essential role in this mission. The TLC’s comprehensive approach encompasses consultation, seminars and workshops, acculturation activities for new faculty members, and teaching preparatory courses as well as a certificate program for graduate students. At the University of Maryland, TLC serves biology and chemistry faculty members, postdoctoral associates, and graduate students. The Center is deeply integrated into the departmental culture, and its emphasis on pedagogical content knowledge makes its activities highly relevant to the community that it serves. The book reflects ten years of intensive work on the design and implementation of the model. Beginning with a needs assessment and continuing with ongoing evaluation, the book presents a wealth of information about how to design and implement effective professional development. In addition, it discusses the theory underlying each of the program components and provides an implementation guide for adopting or adapting the TLC model and its constituent activities at other institutions. In this book, the authors describe how they created the highly successful discipline-based Teaching and Learning Center at the University of Maryland. This is a must read for anyone interested in improving higher education. Charles Henderson, Co-Director, Center for Research on Instructional Change in Postsecondary Education, Western Michigan University This book will provide a much-needed resource for helping campus leaders and faculty development professionals create robust programs that meet the needs of science faculty. Susan Elrod, Dean, College of Science and Mathematics, Fresno State The authors provide a road map and guidance for higher education professional development in the natural science for educators at all levels. While the examples are from the sciences, the approaches are readily adaptable to all disciplines. Spencer A. Benson, Director of the Centre for Teaching and Learning Enhancement, University of Macau

The book is a literary study of one of the greatest of Chinese writers, Ou-yang Hsiu. He was a major writer in each of several genres: prose, poetry, rhapsodies, and tz'u 'songs'. The striking diversity of his work presents an opportunity to investigate how one man's literary talent is manifested in different genres. Ou-yang Hsiu's achievements in each genre are examined, and set in the context of his age. Topics include the broad shift between T'ang and Sung dynasty prose styles that Ou-yang Hsiu helped to effect, his contributions to the new poetic values of the Northern Sung, and his place in the evolution of Sung dynasty songs (together with a reconsideration of a group of supposedly spurious songs). An appendix provides additional translations of Ou-yang Hsiu's prose.

Remembered today primarily as a poet, calligrapher, and critic, the protean Su Shi was an outspoken player in the contentious politics and intellectual debates of the Northern Song dynasty. In this comprehensive study, Egan analyzes Su's literary and artistic work against the background of eleventhcentury developments within Buddhist and Confucian thought and Su's dogged disagreement with the New Policies of Wang Anshi.

Egan explicates Su's views on governance, the classics, and Buddhism; and he describes Su's social-welfare initiatives, arrest for disloyalty, and exiles. Finding a key to the richness of Su's artistic activities in his vacillation on the significance of aesthetic pursuits, Egan explores Su's shi and ci poetry and Su's promotion of painting and calligraphy, looking specially at the problem of subjectivity. In a concluding chapter, he reconsiders Su's role as a founder of the wenren ("literati") and challenges the conventional understanding of both Su and the Northern Song wenren generally.