The purpose of this set is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This set constitutes a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research."Research on Service Learning: Conceptual Frameworks and Assessment" will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry.Both volumes open with chapters focused on defining the criteria for quality research. "Volume 2A, " then begins with research related to "students," comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding "faculty" section presents chapters on faculty development, faculty motivation, and faculty learning. "Volume 2B" addresses "community" development, and the role of nonprofit organizations in service learning. It then focusses on "institutions," examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on "partnerships" in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.Both volumes are also available separately.

A History of England, Volume 1: Prehistory to 1714 focuses on the most important developments in English history from the first humans settlements to the start of the 18th century. Topics include the Viking and Norman conquests of the 11th century, the creation of the monarchy, the Reformation, the English Civil War and the Glorious Revolution of 1688. This seventh edition is fully revised throughout, to include the latest literature, and includes a newly revised chapter on Anglo-Saxon England. This two volume set, A History of England, Volume 1 and 2, provides a narrative of English history which draws on the most up-to-date primary and secondary research, encouraging students to interpret the full range of England's social, economic, cultural, and political past.

The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This volume, 2B, opens with chapters focused on defining the criteria for quality research. It then addresses "community" development, and the role of nonprofit organizations in service learning. It focusses on "institutions," examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on "partnerships" in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.This work constitutes a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research."Research on Service Learning: Conceptual Frameworks and Assessment" will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry."Volume 2A, " sold separately, also opens with chapters focused on defining the criteria for quality research. It then continues with research related to "students," comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding "faculty" section presents chapters on faculty development, faculty motivation, and faculty learning.

The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This volume, 2A, opens with chapters focused on defining the criteria for quality research. It then moves on to research related to "students," comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding "faculty" section presents chapters on faculty development, faculty motivation, and faculty learning. Constituting a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research. "Research on Service Learning: Conceptual Frameworks and Assessment" will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry."Volume 2B, " sold separately, also opens with chapters focused on defining the criteria for quality research. It looks at "community" development, and the role of nonprofit organizations in service learning. It then focusses on "institutions," examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on "partnerships" in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.

The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This volume, 2A, opens with chapters focused on defining the criteria for quality research. It then moves on to research related to "students," comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding "faculty" section presents chapters on faculty development, faculty motivation, and faculty learning. Constituting a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research. "Research on Service Learning: Conceptual Frameworks and Assessment" will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry."Volume 2B, " sold separately, also opens with chapters focused on defining the criteria for quality research. It looks at "community" development, and the role of nonprofit organizations in service learning. It then focusses on "institutions," examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on "partnerships" in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.

The purpose of this work is to improve service learning research and practice through strengthening its theoretical base. Contributing authors include both well-known and emerging service learning and community engagement scholars, as well as scholars from other fields. The authors bring theoretical perspectives from a wide variety of disciplines to bear as they critically review past research, describe assessment methods and instruments, develop future research agendas, and consider implications of theory-based research for enhanced practice. This volume, 2B, opens with chapters focused on defining the criteria for quality research. It then addresses "community" development, and the role of nonprofit organizations in service learning. It focusses on "institutions," examining the institutionalization of service learning, engaged departments, and institutional leadership. The final section on "partnerships" in service learning includes chapters on conceptualizing and measuring the quality of partnerships, inter-organizational partnerships, and student partnerships.This work constitutes a rich resource that suggests new approaches to conceptualizing, understanding, implementing, assessing, and studying service learning. Each chapter offers recommendations for future research."Research on Service Learning: Conceptual Frameworks and Assessment" will be of interest to both new and veteran service learning instructors seeking to enhance their practice by integrating what has been learned in terms of teaching, assessment, and research. Staff and faculty who are responsible for promoting and supporting service learning at higher education institutions, evaluating community service programs, and working with faculty to develop research on service learning, will also find this volume helpful. For scholars and graduate students reviewing and conducting research related to service learning, this book is a comprehensive resource, and a knowledge base about the processes and outcomes of innovative pedagogies, such as service learning, that will enable them to locate their own work in an expanding and deepening arena of inquiry."Volume 2A, " sold separately, also opens with chapters focused on defining the criteria for quality research. It then continues with research related to "students," comprising chapters that focus on cognitive processes, academic learning, civic learning, personal development, and intercultural competence. The concluding "faculty" section presents chapters on faculty development, faculty motivation, and faculty learning.

A History of England, Volume 1: Prehistory to 1714 focuses on the most important developments in English history from the first humans settlements to the start of the 18th century. Topics include the Viking and Norman conquests of the 11th century, the creation of the monarchy, the Reformation, the English Civil War and the Glorious Revolution of 1688. This seventh edition is fully revised throughout, to include the latest literature, and includes a newly revised chapter on Anglo-Saxon England. This two volume set, A History of England, Volume 1 and 2, provides a narrative of English history which draws on the most up-to-date primary and secondary research, encouraging students to interpret the full range of England's social, economic, cultural, and political past.

The Struggle for the Scepter offers a richly-detailed narrative history of the relationship between the British Parliament and the Crown during the 18th century. Drawing on extensive primary source documents-including political pamphlets, diaries, and correspondence exchanged by major political players of the period-the book traces the gradual decline of the Crown's power throughout the century, such that by 1800, political power had shifted to what might be called a modern parliamentary system. The Struggle for the Scepter persuasively links this significant shift to the British nation's recognition of five principal truths by century's end: [1] That unified political parties based on principle rather than personality were here to stay. [2] That this was a good thing, in part because without party organization and party discipline it proved impossible to manage a House of Commons of roughly 550 Members; and, in part because the notion of a loyal Opposition came to be seen as beneficial, both for the sake of overseeing public administration and checking not only royal power but the power of a parliamentary majority. [3] That the Monarch must only appoint as ministers those that commanded a majority in the House of Commons. [4] That with regards to policy the Monarch must accept the dictates of those ministers. [5] That the organization of the parliamentary majority centered on a First, or Prime, Minister who headed a unified Cabinet; that is, a Cabinet based on collective responsibility and a Cabinet which spoke with one voice, through the Cabinet Minute, to the Monarch. Clayton Roberts brings his shrewd command of British political history to bear on this meticulously researched and fascinating account of a turbulent and transformative century in British politics. The result is an engaging and insightful work that should appeal to scholars, graduate students, and advanced undergraduates interested in the origins of the British parliamentary system and political history more broadly.

Professor Clayton Roberts opens his book with the assertion that the responsibilities assumed by Sir Robert Walpole as the leading minister of George I differed markedly from those borne by Lord Burghley as the most trusted servant of Queen Elizabeth. Walpole assumed responsibility for the advice upon which the King acted, and answered to Parliament for the wisdom as well as the legality of that advice. Lord Burghley had claimed no such responsibility for the counsels upon which the Queen acted. If necessary Lord Burghley could plead the Queen's commands to justify his actions; Walpole knew he could not plead the Queen's commands to justify his conduct. He had to answer for his conduct to Parliament where he was liable to criticism, censure and impeachment. To gain office and to remain in office, Walpole needed the confidence of Parliament as well as of the King.

This is a reproduction of a book published before 1923. This book may have occasional imperfections such as missing or blurred pages, poor pictures, errant marks, etc. that were either part of the original artifact, or were introduced by the scanning process. We believe this work is culturally important, and despite the imperfections, have elected to bring it back into print as part of our continuing commitment to the preservation of printed works worldwide. We appreciate your understanding of the imperfections in the preservation process, and hope you enjoy this valuable book. ++++ The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to ensure edition identification: ++++ The Potato Wart Disease: A New And Serious Disease Recently Discovered In Pennsylvania, Volumes 150-172; Issue 156 Of Bulletin (Pennsylvania State College. Agricultural Experiment Station) Clayton Roberts Orton, Frank Dunn Kern Pennsylvania State College Agricultural Experiment Station, 1919 Cooking; Specific Ingredients; Vegetables; Cooking / Specific Ingredients / Vegetables; Potato wart; Potatoes

Ever since 1942, when Carl Hempel declared that historical events are explained by subsuming them under laws governing the occurrence of similar events, philosophers have debated the validity of explanations based on "covering laws." In The Logic of Historical Explanation, Clayton Roberts provides a key to understanding the role of covering laws in historical explanation. He does so by distinguishing between their use at the macro- and micro- levels, a distinction that no other scholar has made.

Roberts contends that the positivists were right to believe that covering laws are indispensable in historical explanations but wrong to think that these laws apply to macro-events (such as wars and revolutions). Similarly, the humanists were right to declare that historians do not explain the occurrence of macro-events by subsuming them under covering laws but wrong to deny the role of covering laws in tracing the course of events leading to the macro-event. Roberts resolves this debate by showing that, though useless in explaining macro-events, covering laws are indispensable in connecting the steps in an explanatory narrative. He then sets forth the logic of an explanatory narrative, explores the nature of rational explanation, and distinguishes the logic of historical interpretation from the logic of historical explanation.