Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

How do you decide what stories an audience should hear? How do you make your theatre stand out in a crowded and intensely competitive marketplace? How do you make your building a home for artistic risk and innovation, while ensuring the books are balanced? It is the artistic director's job to answer all these questions, and many more. Yet, despite the central role that these people play in the modern theatre industry, very little has been written about what they do or how they do it. In The Art of the Artistic Director, Christopher Haydon (former artistic director of the Gate Theatre, 'London's most relentlessly ambitious theatre' - Time Out) compiles a fascinating set of interviews that get to the heart of what it is to occupy this unique role. He speaks to twenty of the most prominent and successful artistic directors in the US and UK, including: Oskar Eustis (Public Theater, New York), Diane Paulus (American Repertory Theater, Boston), Rufus Norris (National Theatre, London) and Vicky Featherstone (Royal Court Theatre, London), uncovering the essential skills and abilities that go into making an accomplished artistic director. The only book of its kind available, The Art of the Artistic Director includes a foreword by Michael Grandage, former artistic director of the Sheffield Crucible and the Donmar Warehouse in London.

Most teachers would agree that they teach reasoning skills in their classes. However, are they explicitly incorporating strategies that teach students to think critically? If so, how do they know these methods are effective? The purpose of this book is to summarize and share a variety of methods for developing students' critical thinking skills. Each chapter focuses on a select teacher education class where the instructor implemented components of the Paul and Elder Model of Critical Thinking. Written from the instructor's point of view, each chapter details how each instructor utilized components of the Paul and Elder Model to support students in the development of their critical thinking skills. Importantly, each instructor's use of the model varied and those variations are shared in detail. Chapter authors found that utilizing components of the Paul and Elder Model resulted in more consistent use of critical thinking skills by students within their teacher education classes. In this practice-based book, interested teachers will be challenged to think through the methods they currently use in their own classes and will be provided new ideas or strategies to try.

Pook Press celebrates the great Golden Age of Illustration in children's literature. Many of the earliest children's books, particularly those dating back to the 1850s and before, are now extremely scarce and increasingly expensive. Pook Press are working to republish these classic works in affordable, high quality, colour editions, using the original text and artwork so these works can delight another generation of children. Arthur Rackham (1867-1939) was one of the premier illustrators of the early 20th Century. He illustrated many books, the first of which was published in 1893. Throughout his career he had developed a very individual style that is was to influence a whole generation of children, artists and other illustrators. His haunting humour and dreamlike romance adds to the enchantment and fantasy of children's literature.