The Oxford History of Classical Reception (OHCREL), of which the present volume is the first to appear, is designed to offer a comprehensive investigation of the numerous and diverse ways in which literary texts of the classical world have been responded to and refashioned by English writers. Covering the full range of English literature from the early Middle Ages to the present day, OHCREL both synthesizes existing scholarship and presents cutting-edge new research, employing an international team of expert contributors for each of the volumes. OHCREL endeavours to interrogate, rather than inertly reiterate, conventional assumptions about literary 'periods', the processes of canon-formation, and the relations between literary and non-literary discourse. It conceives of 'reception' as a complex process of dialogic exchange and, rather than offering large cultural generalizations, it engages in close critical analysis of literary texts. It explores in detail the ways in which English writers' engagement with classical literature casts as much light on the classical originals as it does on the English writers' own cultural context. When completed, this 5-volume history will be one of the largest, and potentially most important projects, in the field of classical reception ever undertaken. This third volume covers the years 1660-1790.

10 stories about odd encounters and personal exploration: A young man in search of meaning connects with his dead girlfriend's son. A group of men in Wisconsin start a poetry group while waiting for their favorite bar to be rebuilt. A woman discovers her husband has been hiding a secret. He also wants to rob a bank. A basketball player continually relives the last six seconds of his worst game. An amateur chess player encounters greatness. A girl attempts to leave a small town. But before she goes, she learns the story of one who stayed. These stories span a variety of genres, technical approaches, and perspectives-one story is a parody, another is written entirely as a series of conversations, one story is a family melodrama, another is a contemplation of pro sports and time travel. ""This 10-month project, which turned into a two-year project, represents what I love most about short stories: the opportunity to experiment and play, to expand a condensed world.""

Despite its increasing importance, the verification and validation of the human-machine interface is perhaps the most overlooked aspect of system development. Although much has been written about the design and developmentprocess, very little organized information is available on how to verifyand validate highly complex and highly coupled dynamic systems. Inability toevaluate such systems adequately may become the limiting factor in our ability to employ systems that our technology and knowledge allow us to design. This volume, based on a NATO Advanced Science Institute held in 1992, is designed to provide guidance for the verification and validation of all highly complex and coupled systems. Air traffic control isused an an example to ensure that the theory is described in terms that will allow its implementation, but the results can be applied to all complex and coupled systems. The volume presents the knowledge and theory ina format that will allow readers from a wide variety of backgrounds to apply it to the systems for which they are responsible. The emphasis is on domains where significant advances have been made in the methods of identifying potential problems and in new testing methods and tools. Also emphasized are techniques to identify the assumptions on which a system is built and to spot their weaknesses.

In recent years there has been a new mood in teacher education. The emphasis is on professional studies, on encouraging trainee teachers to think intelligently about how to tackle problems of the classroom.This book surveys the developments which are taking it further in both Britain and North America. It goes on to argue the case for consolidating the new approach in a thoughtful, structured and comprehensive way. It argues that teacher education should be regarded as a discipline in its own right; that teacher education should be increasingly school focused and problem-centered; that it needs to blend theory more effectively with practice. It argues that teacher training programmes should prepare teachers for an uncertain future in a changing world. This calls for an emphasis on process rather than content in programmes and the preparing of teachers who are self-directed.

This book will provide school governors with a blueprint for working effectively and enthusiastically to bring about positive change in their schools, for the benefit of all those concerned.

Virgil's masterpiece, one of the greatest works in Western literature, was written in Latin, between 29 and 19 BCE, recalling events after the Fall of Troy over 1200 years before, as told in the famous Homeric epics of Greek literature the Iliad and the Odyssey. The great adventures of Aeneas' flight from Troy and the prophesy of his founding of a great city, linked Roman dynasty to the legends of a heroic past, bringing myth and history to bear in the politics of the Roman Empire. Flame Tree Gothic Fantasy, Classic Stories and Epic Tales collections bring together the entire range of myth, folklore and modern short fiction. Highlighting the roots of suspense, supernatural, science fiction and mystery stories, the books in Flame Tree Collections series are beautifully presented, perfect as a gift and offer a lifetime of reading pleasure.

In a complex and multi-layered world, the conventional idea of great leadership being the result of the efforts of a single individual is rapidly becoming redundant. This book takes up the challenge of finding an alternative method of leadership in educational contexts, and looks at how this can help achieve sustained improvement in schools.
The authors acknowledge that there are no simple solutions to school improvement. They argue that the effective leaders of the future will be those who are able to share responsibility, build positive relationships and offer stakeholders - teachers, parents and students - an opportunity to work together to improve their schools.
The book is based around four key areas of concern: the changing context of leadership, leadership and school improvement, building leadership capacity, and future direction and implications. In each section, the authors discuss current theories and issues, and put forward alternative ideas and perspectives.
This important book will make valuable reading for headteachers, principles, deputies and other senior teachers, particularly those undertaking leadership qualifications and training. It will also be of interest to postgraduate students and school governors.

This volume completes the five-volume Longman Annotated Poets Edition of the poems of John Dryden, the major poet of Restoration England. It provides a modernized text along with full explanatory annotation. The poems include Dryden's spirited translation from Ovid, Homer, Chaucer, and Boccaccio. This volume presents, in newly-edited texts and with a substantial editorial commentary, the complete non-dramatic poetry of John Dryden's later years. It contains the full text of Dryden's final collection, Fables Ancient and Modern, including its prose Dedication and Preface, together with a number of other poems of the late 1690s, and some posthumously published items.

Volume Four covers poems published between 1693 and 1696, principally Dryden's translations from Juvenal and Persius, and those from Ovid and Homer included in the miscellany Examen Poeticum (1693). This new edition represents the most informative and accessible edition of Dryden's poetry, incorporating extensive new research and providing an invaluable resource for all those interested in English poetry and Restoration culture.

John Dryden was the greatest writer of Restoration England. These volumes are the third and fourth volumes in a five-volume edition of Dryden's poems and result from a complete reappraisal of the canon, text and context of his work. The modernised text has been prepared from a fresh examination of the early printed editions and takes account of the large number of manuscript copies which survived. These volumes cover the poems which Dryden published between 1686-1696. This was a decade which saw the completion of his work of Catholic apologetics, The Hindand the Panther, the major translations from Juvenal and Persius, and his return to the stage after the Revolution of 1688-9 deprived him of the laureateship. Throughout these two new volumes Dryden's language is glossed in unprecedented detail, revealing the poetic precision of his vocabulary. Together with volumes one and two they offer the most informative and accessible edition of Dryden's poetry and provide an invaluable resource for students of Restoratation culture.

Recent years have witnessed a growing fascination with the printed annotations accompanying eighteenth-century texts. Previous studies of annotation have revealed the margins as dynamic textual spaces both shaping and shaped by diverse aesthetic, historical, and political sensibilities. Yet previous studies have also been restricted to notes by or for canonical figures; they have neglected annotation's relation to developments in reading audiences and the book trade; and they have overlooked the interaction, even tension, between prose notes and poetry, a tension reflecting eighteenth-century views of poetry as aesthetically superior to prose. Annotation in Eighteenth-Century Poetry addresses these oversights through a substantial introduction and eleven essays analyzing the printed endnotes and footnotes accompanying poems written or annotated between 1700 and 1830. Drawing on methods and critical developments in book history and print culture studies, this collection explores the functions that annotation performed on and through the printed page. By analyzing the annotation specific to poetry, these essays clarify the functions of notes among the other paratexts, including illustrations, by which scholars have mapped poetry's relation to the expanding book trade and the class-specific production of different formats. Because the reading and writing of poetry boasted social and pedagogical functions that predate the rise of the note as a print technology, studying the relation of notes to poetry also reveals how the evolving layout of the eighteenth-century book wrought significant changes not only on reading practices and reception, but on the techniques that booksellers used to make new poems, steady-sellers, and antiquarian discoveries legible to new readers. Above all, analyzing notes in poetry volumes contributes to larger inquiries into canon formation and the rise of literary studies as a discipline in the eighteenth century.

The culture of insurgents in early modern Europe was primarily an oral one; memories of social conflicts in the communities affected were passed on through oral forms such as songs and legends. This popular history continued to influence political choices and actions through and after the early modern period. The chapters in this book examine numerous examples from across Europe of how memories of revolt were perpetuated in oral cultures, and they analyse how traditions were used. From the German Peasants' War of 1525 to the counter-revolutionary guerrillas of the 1790s, oral traditions can offer radically different interpretations of familiar events. This is a 'history from below', and a history from song, which challenges existing historiographies of early modern revolts.

The culture of insurgents in early modern Europe was primarily an oral one; memories of social conflicts in the communities affected were passed on through oral forms such as songs and legends. This popular history continued to influence political choices and actions through and after the early modern period. The chapters in this book examine numerous examples from across Europe of how memories of revolt were perpetuated in oral cultures, and they analyse how traditions were used. From the German Peasants' War of 1525 to the counter-revolutionary guerrillas of the 1790s, oral traditions can offer radically different interpretations of familiar events. This is a 'history from below', and a history from song, which challenges existing historiographies of early modern revolts.

Recent years have witnessed a growing fascination with the printed annotations accompanying eighteenth-century texts. Previous studies of annotation have revealed the margins as dynamic textual spaces both shaping and shaped by diverse aesthetic, historical, and political sensibilities. Yet previous studies have also been restricted to notes by or for canonical figures; they have neglected annotation's relation to developments in reading audiences and the book trade; and they have overlooked the interaction, even tension, between prose notes and poetry, a tension reflecting eighteenth-century views of poetry as aesthetically superior to prose. Annotation in Eighteenth-Century Poetry addresses these oversights through a substantial introduction and eleven essays analyzing the printed endnotes and footnotes accompanying poems written or annotated between 1700 and 1830. Drawing on methods and critical developments in book history and print culture studies, this collection explores the functions that annotation performed on and through the printed page. By analyzing the annotation specific to poetry, these essays clarify the functions of notes among the other paratexts, including illustrations, by which scholars have mapped poetry's relation to the expanding book trade and the class-specific production of different formats. Because the reading and writing of poetry boasted social and pedagogical functions that predate the rise of the note as a print technology, studying the relation of notes to poetry also reveals how the evolving layout of the eighteenth-century book wrought significant changes not only on reading practices and reception, but on the techniques that booksellers used to make new poems, steady-sellers, and antiquarian discoveries legible to new readers. Above all, analyzing notes in poetry volumes contributes to larger inquiries into canon formation and the rise of literary studies as a discipline in the eighteenth century.

The Routledge Anthology of Poets on Poets collects together writings by all the major poetic figures from Chaucer to Yeats demonstrating their vivid responses to each other, ranging from elegiac eulogy to burlesque and satire. The anthology is arranged in two sections. Part One contains poets' writings on the nature, qualities and purpose of poetry Part Two is a chronological collection of poets' writings on their peers, with an individual entry for each poet. Each extract is presented in modernized spelling and punctuation, and is carefully annotated to provide full explanations of unfamiliar phrases and references. The index has been fully revised for this paperback edition. The Routledge Anthology of Poets on Poets will be stimulating and enjoyable for anyone interested in the history of English poetry, but will also be an invaluable collection of primary source material for students and their teachers.

First Published in 1994. Routledge is an imprint of Taylor & Francis, an informa company.

Dryden: Selected Poems is drawn from Paul Hammond and David Hopkins's remarkable five-volume The Poems of John Dryden, and includes a generous selection of his most important work. The great satires, MacFlecknoe and Absalom and Achitophel, are included in full, as are his religious poemsReligio Laici and The Hind and the Panther, along with a number of Dryden's translations from Horace, Ovid, Homer, and Chaucer. Each poem is accompanied by a headnote, which gives details of composition, publication, and reception. The first-rate annotations provide information on matters of interpretation and give details of allusions that might prove baffling to contemporary readers. Some 300 years after his death, Dryden: Selected Poems will enable new generations of readers to discover the poet of whom Eliot wrote: 'we cannot fully enjoy or rightly estimate a hundred years of English poetry unless we fully enjoy Dryden'.

A Teacher's Guide to Classroom Research 5E is a great 'one-stop' guide for trainee or qualified teachers looking to undertake classroom research.Through its friendly, supportive and authoritative approach, A Teacher's Guide to Classroom Research 5E tackles the big issues and questions of education research and offers a clear framework for doing classroom research. The updated fifth edition retains all the features that have made it so popular over the past thirty years - such as a rich range of insightful case studies demonstrating successful classroom research in practice - whilst offering expanded coverage of research methods and techniques.Key features include: How to get started on classroom researchThe principles and methods of classroom research for professional learning Interpreting and analyzing data Reporting classroom researchLinking to teaching and learning Whether you are a trainee teacher undertaking some form of classroom-based research as an essential element of your teacher training course, or a qualified teacher doing research to explore and improve your practice, this classic and seminal text guides and supports you throughout the entire process from initial research idea to final dissemination.

Dryden: Selected Poems is drawn from Paul Hammond and David Hopkins's remarkable five-volume The Poems of John Dryden, and includes a generous selection of his most important work. The great satires, MacFlecknoe and Absalom and Achitophel, are included in full, as are his religious poemsReligio Laici and The Hind and the Panther, along with a number of Dryden's translations from Horace, Ovid, Homer, and Chaucer. Each poem is accompanied by a headnote, which gives details of composition, publication, and reception. The first-rate annotations provide information on matters of interpretation and give details of allusions that might prove baffling to contemporary readers. Some 300 years after his death, Dryden: Selected Poems will enable new generations of readers to discover the poet of whom Eliot wrote: 'we cannot fully enjoy or rightly estimate a hundred years of English poetry unless we fully enjoy Dryden'.

This innovative study of the lives of ordinary people - peasants, fishermen, textile workers - in nineteenth-century France demonstrates how folklore collections can be used to shed new light on the socially marginalized. David Hopkin explores the ways in which people used traditional genres such as stories, songs and riddles to highlight problems in their daily lives and give vent to their desires without undermining the two key institutions of their social world - the family and the community. The book addresses recognized problems in social history such as the division of power within the peasant family, the maintenance of communal bonds in competitive environments, and marriage strategies in unequal societies, showing how social and cultural history can be reconnected through the study of individual voices recorded by folklorists. Above all, it reveals how oral culture provided mechanisms for the poor to assert some control over their own destinies.

In a complex and multi-layered world, the conventional idea of great leadership being the result of the efforts of a single individual is rapidly becoming redundant. This book takes up the challenge of finding an alternative method of leadership in educational contexts, and looks at how this can help achieve sustained improvement in schools.
The authors acknowledge that there are no simple solutions to school improvement. They argue that the effective leaders of the future will be those who are able to share responsibility, build positive relationships and offer stakeholders - teachers, parents and students - an opportunity to work together to improve their schools.
The book is based around four key areas of concern: the changing context of leadership, leadership and school improvement, building leadership capacity, and future direction and implications. In each section, the authors discuss current theories and issues, and put forward alternative ideas and perspectives.
This important book will make valuable reading for headteachers, principles, deputies and other senior teachers, particularly those undertaking leadership qualifications and training. It will also be of interest to postgraduate students and school governors.

The "Improving the Quality of Education For All" (IQEA) project has reduced and evaluated a model of development that strengthens the school's ability to provide high quality education for all its pupils by building on existing good practice. The schools within the IQEA network have also provided the setting for a long-term investigation into the processes of school change and the enhancement of student achievement.;This book provides many practical staff development activities and gives examples of specific changes which have taken place in IQEA schools, relating both to the progress of students and the professional development of their teachers. These training activities and examples demonstrate that improving the quality of education has many facets, not all of which can be measured and translated into league tables.

As societies continue to set educational goals that are, on current performance, beyond the capacity of the system to deliver, strategies for enhancing student learning through school and classroom intervention have become increasingly important.
Yet, as David Hopkins argues in this book, many of the educational initiatives developed recently under the umbrella of school improvement are inadequate of unhelpful. Simply blaming teachers and delegating financial responsibility, he maintains, has little positive impact on classroom practice. Similarly, school heads who restrict their influence to bureaucratic intervention, ignoring the learning level, should not be surprised when student achievement scores fail to rise. This is the bleak context within which school improvement has to operate today. It is a situation predisposed towards short-term remedies for profound problems, in organisational settings not always conducive to enhancing student achievement and learning.
School Improvement for Real offers a genuine alternative: a strategy for educational change that focuses on student achievement by modifying classroom practice, and adapting the management arrangements within the school to support teaching and learning. It outlines an approach to school improvement that has a medium term, systemic orientation, providing both principles and suggestions for better practice. The author's experience in the field of school improvement ensures that the text is informed by a practical wisdom that is so often lacking from the more typical managerial texts on improvement and effectiveness.

There is now considerable literature on school improvement. This book promises to bring together the different strands of improvement strategies, including action research, systematic problem solving, educational change, teacher effectiveness and staff development to provide a comprehensive and innovative account. The author has such a wealth of direct personal experience in the field of school improvement that the text is informed by a practical wisdom that is so often lacking from the more typical managerial texts on improvement and effectiveness.