Received the 'highly commended' award by the Society for Educational Studies for books published in 2010. What is learned in universities today? Is it what students expect to learn? Is it what universities say they learn? How far do the answers to questions such as these differ according to what, where and how one studies? As higher education has expanded, it has diversified both in terms of its institutional forms and the characteristics of its students. However, what we do not know is the extent to which it has also diversified in terms of 'what is learned'. In this book, the authors explore this question through the voices of higher education students, using empirical data from students taking 15 different courses at different universities across three subject areas - bioscience, business studies and sociology. The study concentrates on the students' experiences, lives, hopes and aspirations while at university through data from interviews and questionnaires, and this is collated and assessed alongside the perspectives of their teachers and official data from the universities they attend. Through this study the authors provide insights into 'what is really learned at university' and how much it differs between individual students and the universities they attend. Notions of 'best' or 'top' universities are challenged throughout, and both diversities and commonalities of being a student are demonstrated. Posing important questions for higher education institutions about the experiences of their students and the consequences for graduates and society, this book is compelling reading for all those involved in higher education, providing conclusions which do not always follow conventional lines of thought about diversity and difference in UK higher education.

Received the highly commended award by the Society for Educational Studies for books published in 2010.

What is learned in universities today? Is it what students expect to learn? Is it what universities say they learn? How far do the answers to questions such as these differ according to what, where and how one studies?

As higher education has expanded, it has diversified both in terms of its institutional forms and the characteristics of its students. However, what we do not know is the extent to which it has also diversified in terms of what is learned . In this book, the authors explore this question through the voices of higher education students, using empirical data from students taking 15 different courses at different universities across three subject areas bioscience, business studies and sociology. The study concentrates on the students experiences, lives, hopes and aspirations while at university through data from interviews and questionnaires, and this is collated and assessed alongside the perspectives of their teachers and official data from the universities they attend.

Through this study the authors provide insights into what is really learned at university and how much it differs between individual students and the universities they attend. Notions of best or top universities are challenged throughout, and both diversities and commonalities of being a student are demonstrated. Posing important questions for higher education institutions about the experiences of their students and the consequences for graduates and society, this book is compelling reading for all those involved in higher education, providing conclusions which do not always follow conventional lines of thought about diversity and difference in UK higher education.

All of human experience flows from bodies that feel, express emotion, and think about what such experiences mean. But is it possible for us, embodied as we are in a particular time and place, to know how people of long ago thought about the body and its experiences? In this groundbreaking book, three leading experts on the Classic Maya (ca. AD 250 to 850) marshal a vast array of evidence from Maya iconography and hieroglyphic writing, as well as archaeological findings, to argue that the Classic Maya developed a coherent approach to the human body that we can recover and understand today.

The authors open with a cartography of the Maya body, its parts and their meanings, as depicted in imagery and texts. They go on to explore such issues as how the body was replicated in portraiture; how it experienced the world through ingestion, the senses, and the emotions; how the body experienced war and sacrifice and the pain and sexuality that were intimately bound up in these domains; how words, often heaven-sent, could be embodied; and how bodies could be blurred through spirit possession.

From these investigations, the authors convincingly demonstrate that the Maya conceptualized the body in varying roles, as a metaphor of time, as a gendered, sexualized being, in distinct stages of life, as an instrument of honor and dishonor, as a vehicle for communication and consumption, as an exemplification of beauty and ugliness, and as a dancer and song-maker. Their findings open a new avenue for empathetically understanding the ancient Maya as living human beings who experienced the world as we do, through the body.

How the body responds to high altitude--the classic study revised for the latest scientific findings. Cutting-edge information on how to prevent, diagnose, and treat altitude illness and hypoxia in everyday life.