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"Understand the key events and themes of English history " " " This
two-volume narrative account of English history draws on the most
up-to-date primary and secondary research, encouraging students to
interpret the full range of Englands social, economic, cultural,
and political past. "A History of England, Volume 2 (1688 to the
Present), " focuses on the key events and themes of English history
since 1688. Topics include Britains emergence as a great power in
the 18th century, the American War for Independence, the Industrial
Revolution, and the economic crisis of the 1970s. MySearchLab is a
part of the Roberts/Roberts/Bisson program. Research and writing
tools, including access to academic journals, help students
understand English history in even greater depth. To provide
students with flexibility, students can download the eText to a
tablet using the free Pearson eText app. 0205979858 / 9780205979851
History of England, A, Volume 2 (1688 to the Present) Plus
MySearchLab with eText -- Access Card Package Package consists of:
0205239927 / 9780205239924 MySearchLab with Pearson eText --
Valuepack Access 0205867731 / 9780205867738 History of England,
Volume 2, A (1688 to the Present) NOTE: MySearchLab does not come
automatically packaged with this text.
"Explores the key events and themes of English history " " " This
two-volume narrative of English history draws on the most
up-to-date primary and secondary research, encouraging students to
interpret the full range of Englands social, economic, cultural,
and political past. "A History of England, Volume 1 (Prehistory to
1714), " focuses on the most important developments in the history
of England through the early 18th century. Topics include the
Viking and Norman conquests of the 11th century, the creation of
the monarchy, the Reformation, and the Glorious Revolution of 1688.
MySearchLab is a part of the Roberts/Roberts/Bisson program.
Research and writing tools, including access to academic journals,
help students understand English history in even greater depth. To
provide students with flexibility, students can download the eText
to a tablet using the free Pearson eText app. 020597984X /
9780205979844 History of England, A, Volume 1 (Prehistory to 1714)
Plus MySearchLab with eText -- Access Card Package Package consists
of: 0205239927 / 9780205239924 MySearchLab with Pearson eText --
Valuepack Access 0205867774 / 9780205867776 History of England,
Volume 1, A (Prehistory to 1714) NOTE: MySearchLab does not come
automatically packaged with this text.
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.
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, 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 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.
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
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.
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.
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