Essays on the York Mystery Plays, uniting voices from the scholarly world with the York community that has assumed responsibility for their production today. The York Play of Corpus Christi, also known as the York Cycle, has been central to the study of early English theatre for over a century and a touchstone for the revival of medieval dramatic practice for over fifty years. But these two endeavours... have often found little common ground. This volume therefore accomplishes something very important. It brings together scholars of medieval English drama and places them in dialogue with experienced practtitioners from the community. Together, they share a common commitment to understanding how performances matter to the communities that produce them, and how plays intersect with other public activities. CAROL SYMES, Professor of History, University of Illinois at Urbana. This volume provides a wealth of new insights into the performance of mystery plays in medieval York and their modern revival. It utilises both academic study, and the practical experience of those who now produce the cycle within York itself on wagons in the street, in an approximation of their original performance. A number of topics are covered. The manuscript is linked to Richard III; the Masons are introduced as non-guildsmen in an enterprise assumed to be guild-specific; families, not just male heads of households, are shown to be important to the dramatic narrative; and cognitive theory elucidates performance past and present.Recent productions are discussed in lively detail by those directly responsible for them, leading to analyses of performances in Israel, Spain, and Australia, not all of them of a predictable kind, which offer further angles on the medieval dramatic tradition. Professor Margaret Rogerson teaches in the Department of English at the University of Sydney. Contributors: Margaret Rogerson, Keith Jones, Richard Beadle, Sheila K. Christie,Mike Tyler, Jill Stevenson, Elenid Davies, Ben Pugh, Peter Brown, Tony Wright, Steve Bielby, Emma Cunningham, Alan Heaven, Linda Ali, Paul Toy, Gweno Williams, John Merrylees, David Richmond, Alexandra F. Johnston, Sharon Aronson-Lehavi, Pamela M. King

This book presents current perspectives on theoretical and empirical issues related to the teaching and learning of geometry at secondary schools. It contains chapters contributing to three main areas. A first set of chapters examines mathematical, epistemological, and curricular perspectives. A second set of chapters presents studies on geometry instruction and teacher knowledge, and a third set of chapters offers studies on geometry thinking and learning. Specific research topics addressed also include teaching practice, learning trajectories, learning difficulties, technological resources, instructional design, assessments, textbook analyses, and teacher education in geometry. Geometry remains an essential and critical topic in school mathematics. As they learn geometry, students develop essential mathematical thinking and visualization skills and learn a language that helps them relate to and interact with the physical world. Geometry has traditionally been included as a subject of study in secondary mathematics curricula, but it has also featured as a resource in out-of-school problem solving, and has been connected to various human activities such as sports, games, and artwork. Furthermore, geometry often plays a role in teacher preparation, undergraduate mathematics, and at the workplace. New technologies, including dynamic geometry software, computer-assisted design software, and geometric positioning systems, have provided more resources for teachers to design environments and tasks in which students can learn and use geometry. In this context, research on the teaching and learning of geometry will continue to be a key element on the research agendas of mathematics educators, as researchers continue to look for ways to enhance student learning and to understand student thinking and teachers' decision making.

The innovative volume seeks to broaden the scope of research on mathematical problem solving in different educational environments. It brings together contributions not only from leading researchers, but also highlights collaborations with younger researchers to broadly explore mathematical problem-solving across many fields: mathematics education, psychology of education, technology education, mathematics popularization, and more. The volume's three major themes-technology, creativity, and affect-represent key issues that are crucially embedded in the activity of problem solving in mathematics teaching and learning, both within the school setting and beyond the school. Through the book's new pedagogical perspectives on these themes, it advances the field of research towards a more comprehensive approach on mathematical problem solving. Broadening the Scope of Research on Mathematical Problem Solving will prove to be a valuable resource for researchers and teachers interested in mathematical problem solving, as well as researchers and teachers interested in technology, creativity, and affect.

This book contributes to both mathematical problem solving and the communication of mathematics by students, and the role of personal and home technologies in learning beyond school. It does this by reporting on major results and implications of the Problem@Web project that investigated youngsters' mathematical problem solving and, in particular, their use of digital technologies in tackling, and communicating the results of their problem solving, in environments beyond school. The book has two focuses: Mathematical problem solving skills and strategies, forms of representing and expressing mathematical thinking, technological-based solutions; and students and teachers perspectives on mathematics learning, especially school compared to beyond-school mathematics.

This book contributes to both mathematical problem solving and the communication of mathematics by students, and the role of personal and home technologies in learning beyond school. It does this by reporting on major results and implications of the Problem@Web project that investigated youngsters' mathematical problem solving and, in particular, their use of digital technologies in tackling, and communicating the results of their problem solving, in environments beyond school. The book has two focuses: Mathematical problem solving skills and strategies, forms of representing and expressing mathematical thinking, technological-based solutions; and students and teachers perspectives on mathematics learning, especially school compared to beyond-school mathematics.

Most real-world spectrum analysis problems involve the computation of the real-data discrete Fourier transform (DFT), a unitary transform that maps elements N of the linear space of real-valued N-tuples, R , to elements of its complex-valued N counterpart, C , and when carried out in hardware it is conventionally achieved via a real-from-complex strategy using a complex-data version of the fast Fourier transform (FFT), the generic name given to the class of fast algorithms used for the ef?cient computation of the DFT. Such algorithms are typically derived by explo- ing the property of symmetry, whether it exists just in the transform kernel or, in certain circumstances, in the input data and/or output data as well. In order to make effective use of a complex-data FFT, however, via the chosen real-from-complex N strategy, the input data to the DFT must ?rst be converted from elements of R to N elements of C . The reason for choosing the computational domain of real-data problems such N N as this to be C , rather than R , is due in part to the fact that computing equ- ment manufacturers have invested so heavily in producing digital signal processing (DSP) devices built around the design of the complex-data fast multiplier and accumulator (MAC), an arithmetic unit ideally suited to the implementation of the complex-data radix-2 butter?y, the computational unit used by the familiar class of recursive radix-2 FFT algorithms.

Lyrically inventive, ekphrastic poems that interrogate art, race, and humanity's dark history. These poems stress the weight of what it means to speak from and in an already "known" world. In this debut collection from Keith Jones, the opening poems tarry with and think alongside the paintings of Cy Twombly. If Twombly is a painter of the Middle Sea, this song series conjures the longue duree of the Middle Passage. The poems then turn to resituate a "you" and "I" in a world, our world, disfigured by false and deathly approximations of the "human." Perched on the jagged-edge of how many known and unknown catastrophes, how do we remake, rethink, reimagine, repair in language and act our relations to one another and to the earth? In the thinking and feeling of these poems, the great recursive swirling arcs of Twombly's painterly line recur and intersect. Beyond the materiality of Twombly's paint, beyond the materiality of the poem, we arrive at a profound place of thought, a kind of state, perhaps a republic of many worlds, alive to all our relations and how much they matter.

Smart, strategic inventory management delivers competitive advantage, yet Inventory Turn trends suggest that little seems to change. Sustainable improvement through increasing control of systems and processes generates savings that can, in turn, be invested in growth initiatives. Inventory is not something that just concerns planning, production and finance. By working to better understand and control their inventory-related processes, everyone can drive improvements that will harness inventory's potential to become a source of sustainable competitive advantage. Unlike other guides to inventory management, this book is not only aimed at planners or inventory managers, but details the impact, both direct and indirect, that all functions have on inventory. It is rich in practical tools that can be clearly implemented, including a detailed purchasing strategy and guide to error management. It is also rich in best-practice cases that further show how to implement these methodologies in a real-world context. This book is essential reading for any manager or executive looking to boost their organisation's competitive advantage, as well as students of inventory management, production and operations management.

Big ideas in the mathematics curriculum for older school students, especially those that are hard to learn and hard to teach, are covered in this book. It will be a first port of call for research about teaching big ideas for students from 9-19 and also has implications for a wider range of students. These are the ideas that really matter, that students get stuck on, and that can be obstacles to future learning. It shows how students learn, why they sometimes get things wrong, and the strengths and pitfalls of various teaching approaches. Contemporary high-profile topics like modelling are included. The authors are experienced teachers, researchers and mathematics educators, and many teachers and researchers have been involved in the thinking behind this book, funded by the Nuffield Foundation. An associated website, hosted by the Nuffield Foundation, summarises the key messages in the book and connects them to examples of classroom tasks that address important learning issues about particular mathematical ideas.

This book presents current perspectives on theoretical and empirical issues related to the teaching and learning of geometry at secondary schools. It contains chapters contributing to three main areas. A first set of chapters examines mathematical, epistemological, and curricular perspectives. A second set of chapters presents studies on geometry instruction and teacher knowledge, and a third set of chapters offers studies on geometry thinking and learning. Specific research topics addressed also include teaching practice, learning trajectories, learning difficulties, technological resources, instructional design, assessments, textbook analyses, and teacher education in geometry. Geometry remains an essential and critical topic in school mathematics. As they learn geometry, students develop essential mathematical thinking and visualization skills and learn a language that helps them relate to and interact with the physical world. Geometry has traditionally been included as a subject of study in secondary mathematics curricula, but it has also featured as a resource in out-of-school problem solving, and has been connected to various human activities such as sports, games, and artwork. Furthermore, geometry often plays a role in teacher preparation, undergraduate mathematics, and at the workplace. New technologies, including dynamic geometry software, computer-assisted design software, and geometric positioning systems, have provided more resources for teachers to design environments and tasks in which students can learn and use geometry. In this context, research on the teaching and learning of geometry will continue to be a key element on the research agendas of mathematics educators, as researchers continue to look for ways to enhance student learning and to understand student thinking and teachers' decision making.

Through this book, you will be moved by powerful stories of personal loss and triumph. You will learn important tips on how to learn, how to mend fences, how to make the world better, and all the while do it with energy and with a smile. This book is the product of the creative contributions on an extraordinary collection of individuals who sought each other out for the purpose of pushing each other to succeed. We're always seeking like minded folks to join our mastermind. Find us at http://www.alternativebookclub.com.

An unforgettable autobiography about family, religion and the choices one young man made to save his own life, and the lives of his family. The night Keith thought that he had taken his own life, was just a catalyst that would bring him to the highest of highs and the lowest of lows on his quest to try to fulfill the destiny God had in store for him. This thriller will have readers on the edge of their seats as they follow the author through; growing up, his military time, life in the streets from saint Louis to California; always drowning deeper in sin, corruption and chaos.

Lars returns to the city of Ragal, eager to see Amelia again and to discover what he can learn there. Since the attack of the Draknor many people have been displaced and formed roving groups of bandits, stealing and killing to survive, making the land of Gravick a very dangerous place for travellers. In Ragal he once again finds himself visting the crystal dome in his dreams. The souls trapped there seem more distraught than usual and what Lars discovers from them makes him determined to find a way to set them free. Meanwhile, across the oceans, an army sets sail, intent on destroying Ragal and reclaiming their birthright. King Zief, learning of their approach to his lands, feels the need to have Ragal better protected. Keeping this news secret Zief plans for the coming battle. As Lars continues with his lessons the king also places on him the burden of perfecting weapons that have already killed men far more experienced in that field than him. With his lessons, his determination to free the souls, and now the weapons to try and improve, Lars also has to deal with deciet and lies form House Corban and his beloved Amelia. And war his coming, which Lars will be drawn into whether he wishes it or not. If Ragal is to survive, Lars must work with people he has come to despise and try and force a peace between them.

Terrorism in East Africa has remained a concern of the United States since 1998, when al Qaeda bombed U.S. embassies in Kenya and Tanzania. As part of its efforts to address this threat, State launched PREACT in 2009 as a program for long-term engagement and capacity building in East Africa. PREACT -- which focuses on countering terrorist threats, including al Shabaab, an al Qaeda affiliate based in Somalias -- managed by State's Bureau of African Affairs and provides assistance in a region composed of 12 partner countries. This book examines PREACT, including the role it plays in U.S. counterterrorism assistance to East Africa; the extent to which funds allocated for PREACT since 2009 have been disbursed; and the extent to which State considers key factors in managing PREACT.