Essays exploring the opportunities for and challenges to the discipline of English language and literature in education. The study of English literature, language, culture and creative writing is an important and dynamic enterprise. English: Shared Futures celebrates the discipline's intellectual strength, diversity and creativity, explores its futures in the nations of the UK and across the world, and brings together the huge scholarly, cultural and social energy of the biggest subject in the Arts and Humanities in Higher and in Secondary education: the most staff, the most students. It represents the synergies produced when practitioners and students from across the discipline come together, and aims to enable new understanding of the challenges that the discipline faces within schools and universities, the vital cultural and political role that English plays, and a renewed appreciation of the intellectual vitality and commitment of its scholars and students. Overall, it demonstrates the rich ecosystem of a subject crucial to social, cultural, and economic well-being, and offers ways in which its vitality can be ensured in the face of new challenges within and beyond the academy. ROBERT EAGLESTONE is Professor of Contemporary Literature and Thought, Royal Holloway, University of London; GAIL MARSHALL is Head of the School of Literature and Languages at the University of Reading. Contributors: James Annesley, Katherine Baxter, Barbara Bleiman, Elleke Boehmer, Kirsti Bohata, Benjamin A. Brabon, Linda Bree, Susan Bruce, Billy Clark, Stefan Collini, Jane Davis, Sarah Dillon, Clare Egan, Elizabeth English, Emily Ennis, Martin Paul Eve, Corinne Fowler, Barbara Gallego Larrarte, Marcello Giovanelli, Diya Gupta, Rob Hawkes, Ann Hewings, Keith Jarrett, Clara Jones, Seraphima Kennedy, Ben Knights, Simon Koevesi, Clare A. Lees, Alison Lumsden, Andrea Macrae, Lewi Mondal, Paul Munden, Daniel O'Gorman, Lynda Prescott, Ilse A. Ras, Catherine Redford, Rick Rylance, Helen Saunders, Jenny Stevens, Marion Thain, Stephen Watkins, Harry Whitehead

Margaret Oliphant (1828-97) had a prolific literary career that spanned almost fifty years. She wrote some 98 novels, fifty or more short stories, twenty-five works of non-fiction, including biographies and historic guides to European cities, and more than three hundred periodical articles. This is the most ambitious critical edition of her work.

Extracts from diaries, memoirs, private letters, obituaries and other rare ephemera are drawn together to build a contemporary account of the acting achievements and personal lives of three inspiring figures from the late nineteenth-century theatre; Herbert Beerbohm Tree, Henry Irving and Ellen Terry.

Here, extracts from diaries, memoirs, private letters, obituaries and other rare ephemera are drawn together to build a contemporary account of the acting achievements and personal lives of three inspiring figures from the late 19th-century theatre; Herbert Beerbohm Tree, Henry Irving and Ellen Terry.

Extracts from diaries, memoirs, private letters, obituaries and other rare ephemera are drawn together to build a contemporary account of the acting achievements and personal lives of three inspiring figures from the late nineteenth-century theatre; Herbert Beerbohm Tree, Henry Irving and Ellen Terry.

Extracts from diaries, memoirs, private letters, obituaries and other rare ephemera are drawn together to build a contemporary account of the acting achievements and personal lives of three inspiring figures from the late nineteenth-century theatre; Herbert Beerbohm Tree, Henry Irving and Ellen Terry.

Features three female actors who were significant in their development of new and innovative ways of performing Shakespeare.

Features three female actors who were significant in their development of new and innovative ways of performing Shakespeare.

Features three female actors who were significant in their development of new and innovative ways of performing Shakespeare.

Features actors who were significant in their development of new and innovative ways of performing Shakespeare. This title contains extracts from diaries, memoirs, private letters, and obituaries that present a contemporary account of their acting achievements and personal lives.

Features actors who were significant in their development of new and innovative ways of performing Shakespeare. This title contains extracts from diaries, memoirs, private letters, and obituaries that present a contemporary account of their acting achievements and personal lives.

Features actors who were significant in their development of new and innovative ways of performing Shakespeare. This title contains extracts from diaries, memoirs, private letters, and obituaries that present a contemporary account of their acting achievements and personal lives.

During the eighteenth century, theatrical writing developed as a genre. The publishing market responded to a seemingly insatiable appetite for accounts of the personalities, social lives and performances of celebrated entertainers. This series features actors who were significant in their development of new ways of performing Shakespeare.

During the eighteenth century, theatrical writing developed as a genre. The publishing market responded to a seemingly insatiable appetite for accounts of the personalities, social lives and performances of celebrated entertainers. This series features actors who were significant in their development of new ways of performing Shakespeare.

During the eighteenth century, theatrical writing developed as a genre. The publishing market responded to a seemingly insatiable appetite for accounts of the personalities, social lives and performances of celebrated entertainers. This series features actors who were significant in their development of new ways of performing Shakespeare.

During the eighteenth century, theatrical writing developed as a genre. The publishing market responded to a seemingly insatiable appetite for accounts of the personalities, social lives and performances of celebrated entertainers. This series features actors who were significant in their development of new ways of performing Shakespeare.

Focuses on David Garrick and the leading actors of his company at Drury Lane. This book tells how, in their time, Garrick, Macklin and Woffington were as famous for their achievements on the stage as they were infamous for their activities off it. It draws a selection of the actors' own words with those of their contemporaries and critics.

Focuses on David Garrick and the leading actors of his company at Drury Lane. This book tells how, in their time, Garrick, Macklin and Woffington were as famous for their achievements on the stage as they were infamous for their activities off it. It draws a selection of the actors' own words with those of their contemporaries and critics.

Focuses on David Garrick and the leading actors of his company at Drury Lane. This book tells how, in their time, Garrick, Macklin and Woffington were as famous for their achievements on the stage as they were infamous for their activities off it. It draws a selection of the actors' own words with those of their contemporaries and critics.

Focuses on David Garrick and the leading actors of his company at Drury Lane. This book tells how, in their time, Garrick, Macklin and Woffington were as famous for their achievements on the stage as they were infamous for their activities off it. It draws a selection of the actors' own words with those of their contemporaries and critics.

Collected here are the biographies which revealed aspects of their subjects that the more favourable "official" accounts tended to hide. The life of the author of each text is described, and their relation to the writers they portray is sketched in.

Collected here are the biographies which revealed aspects of their subjects that the more favourable "official" accounts tended to hide. The life of the author of each text is described, and their relation to the writers they portray is sketched in.

Collected here are the biographies which revealed aspects of their subjects that the more favourable "official" accounts tended to hide. The life of the author of each text is described, and their relation to the writers they portray is sketched in.

Many teachers are hesitant as to how to teach about ICT and, at the same time, integrate ICT into subject-based learning. Parents and the community-at-large have goals that differ from the goals espoused by teachers and students. This volume highlights the concerns of all - students, teachers, parents, policy makers and the general public. Major themes in Learning in School, Home and Community: ICT for Early and Elementary Education include: *Teachers' and researchers' studies of ICT use in school, home and community. *National strategies and policies affecting ICT use in school, home and community. *ICT tools designed to promote learning and the optimal settings to promote learning. *School and community responses to ICT use that promote the integration of ICT for all members of the community. This volume contains the selected proceedings of the Working Conference on Learning with Technologies in School, Home and Community, which was sponsored by the International Federation for Information Processing (IFIP) and held June 30-July 5, 2002 in Manchester, United Kingdom.

Deryn Watson CapBIT 97, Capacity Building for Information Technologies in Education in Developing Countries, from which this publication derives, was an invited IFIP working conference sponsored by Working Groups in secondary (WG 3. 1), elementary (WG 3. 5), and vocational and professional (WG 3. 4) education under the auspices ofIFIP Technical Committee for Education (TC3). The conference was held in Harare, Zimbabwe 25th - 29th August 1997. CapBIT '97 was the first time that the IFIP Technical Committee for Education had held a conference in a developing country. When the Computer Society of Zimbabwe offered to host the event, we determined that the location and conference topic reflect the importance of issues facing countries at all stages of developmen- especially Information Technologies (IT) development. Information Technologies have become, within a short time, one of the basic building blocks of modem industrial society. Understanding IT, and mastering basic skills and concepts of IT, are now regarded as part of the core education of all people around the world, alongside reading and writing. IT now permeates the business environment and underpins the success of modem corporations as well as providing government with cost-effective civil service systems. At the same time, the tools and technologies of IT are of value in the process of learning, and in the organisation and management of learning institutions.