This work is a labour of love by the writer Mary Thorpe as a tribute to her much loved Granny O'Rourke (nee Nolan) in an attempt to place the stories she heard and was told into a true and historical context. As a social worker who came across many cases of social deprivation in modern times, in the various Social Work Departments in which she worked in the South East and North West of England, Mary had the dawning realisation regarding what her own Grandmother had been through in even harder times in the late part of the Nineteenth Century and early part of the Twentieth Century in Ireland and sought to record this. Mary felt the driving need to record her much loved grandmother's story as recognition of Bridget's harsh life and also as a tribute to her and the millions of others like her who made the best of things whilst still retaining a sense of pride, of the worth of education as a ticket out of poverty and of the importance of retaining one's dignity and commitment to family through good and bad times. Mary acknowledges that Bridget possessed the old Irish good luck as well, in marrying a 'good man' and in gaining the "sponsorship" of her patron-N. Stanislav Murphy. Within the telling of Bridget's story however, Mary is also writing about an era of tough times and she acknowledges 'these roots' as the make-up of her own resilient, Irish character. She is proud of her grandmother's achievements especially with regard to the life chances Bridget was able to create for her family, and rightly so Mary uses the life of Bridget to celebrate the achievements of other women in Dublin and Bray, in fact from all over Ireland, in this era, and as such, this story will be of interest to anyone with Irish ancestry. Mary hopes her readers will enjoy the mix of history and biography as an authentic record of times past and that this will be an addition to Celtic history from an empathetic and homespun point of view. Mary clearly believes that 'our roots' are as important just as 'our word is our bond'.

The authors provide a variety of perspectives on the conceptualisation of adult learning, drawing on sociology, psychology, adult education and applied research into how adults experience learning. Bringing together a number of major contributions to current debates about what learning during adulthood is for, what motivates learning, and how best it might be developed, the authors address a range of significant issues: What should be the context of learning programmed for adults, and who should decide? What are the implications in general and for women in particular of the current emphasis on learning for work, at work? How do adults learn and how is learning best facilitated? How might learning be used to empower individuals, communities and organisations?

Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses

Drawing upon practical examples and the UK s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces.

The authors provide a variety of perspectives on the conceptualisation of adult learning, drawing on sociology, psychology, adult education and applied research into how adults experience learning. Bringing together a number of major contributions to current debates about what learning during adulthood is for, what motivates learning, and how best it might be developed, the authors address a range of significant issues: What should be the context of learning programmed for adults, and who should decide? What are the implications in general and for women in particular of the current emphasis on learning for work, at work? How do adults learn and how is learning best facilitated? How might learning be used to empower individuals, communities and organisations?

Now that learning is seen as lifelong and lifewide, what specifically makes a learning context? What are the resultant consequences for teaching practices when working in specific contexts? Drawing upon a variety of academic disciplines, Rethinking Contexts for Learning and Teaching explores some of the different means of understanding teaching and learning, both in and across contexts, the issues they raise and their implications for pedagogy and research. It specifically addresses

Drawing upon practical examples and the UK s TLRP, this book brings together a number of leading researchers to examine the assumptions about context embedded within specific teaching and learning practices. It considers how they might be developed to extend opportunity by drawing upon learning from a range of contexts, including schools, colleges, universities and workplaces.

Title: Letters from Italy. ... Translated by Mrs. Thorpe, etc.Publisher: British Library, Historical Print EditionsThe British Library is the national library of the United Kingdom. It is one of the world's largest research libraries holding over 150 million items in all known languages and formats: books, journals, newspapers, sound recordings, patents, maps, stamps, prints and much more. Its collections include around 14 million books, along with substantial additional collections of manuscripts and historical items dating back as far as 300 BC.The HISTORY OF EUROPE collection includes books from the British Library digitised by Microsoft. This collection includes works chronicling the development of Western civilisation to the modern age. Highlights include the development of language, political and educational systems, philosophy, science, and the arts. The selection documents periods of civil war, migration, shifts in power, Muslim expansion into Central Europe, complex feudal loyalties, the aristocracy of new nations, and European expansion into the New World. ++++The below data was compiled from various identification fields in the bibliographic record of this title. This data is provided as an additional tool in helping to insure edition identification: ++++ British Library Laveleye, Emile Louis; Thorpe, Mary; 1886. xi. 298 p.; 8 . 10130.bbb.9.

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