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.

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.

For Introductory Financial Accounting courses at the MBA level, and for rigorous undergraduate courses. A unique blend of theory, practice, and robust financial statement analysis. Introduction to Financial Accounting describes the most widely accepted accounting theory and practice with an emphasis on using and analyzing the information in financial statements. This text also compares U.S. GAAP to IFRS where relevant.

A Puritan Family's Journey: From Hingham to Hingham and onto Sanbornton, New Hampshire is the story of the ancestors of Marion Gilman Elliott. The story begins with the 9th century tale of Cilman-Troed-Dhu or Cilman, the Knight of the black leg that forms the basis of the Gilman family crest. The story continues with the Puritan migration of the citizens of Hingham, England who left as part of the great migration in 1638 to settle in Hingham, Massachusetts. The Gilmans moved the Exeter, New Hampshire in 1647. The Gilmans were major leaders in colonial New Hampshire. Any history of New Hampshire tells of the importance of the family in the history of the state.

This book maps out a new paradigm of teacher education and, by implication, professional education generally. The book opens with two alternative theories of teacher education and training and explains the concepts and assumptions on which they rest including beliefs about the nature and role of education in society. It then proposes a 'natural science' paradigm and its implications for establishing a coherent view of teacher education. Subsequent chapters indicate the professional implications of such a model.

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.

John Elliott has been a leading researcher, writer and thinker in education for thirty years, and has contributed over twenty books and five hundred articles to the field. This book brings together sixteen of his key writings, drawn together to show the development of his most important ideas and theories and to celebrate his career to date.

Starting with a specially written introduction, John Elliott gives an overview of his career and contextualises his selection. The chapters cover:

• rethinking educational research
• doing classroom action research
• pedagogy as form of action research
• the challenge of action research.

This book forms a single easy-access resource for researchers, academics and students who want a introduction to educational theory and an overview of John Elliott's key ideas.

John Elliott has been a leading researcher, writer and thinker in education for thirty years, and has contributed over twenty books and five hundred articles to the field. This book brings together sixteen of his key writings, drawn together to show the development of his most important ideas and theories and to celebrate his career to date.

Starting with a specially written introduction, John Elliott gives an overview of his career and contextualises his selection. The chapters cover:

• rethinking educational research
• doing classroom action research
• pedagogy as form of action research
• the challenge of action research.

This book forms a single easy-access resource for researchers, academics and students who want a introduction to educational theory and an overview of John Elliott's key ideas.